1. Ideas for Teaching Math Vocabulary

2. Nagy’s principals of effective vocabulary instruction Integration: new words must be related to each other and to what students already know. Repetition: many encounters with new words are necessary … to have a measurable effect. Meaningful use: students need to think deeply about the meanings of words in order to be able to use these. Nagy, W. (1988). Teaching Vocabulary to Improve Reading Comprehension, NCTE and IRA.

3. Six Step Process for Teaching Vocabulary Provide a description, explanation, or example of the new term. Ask students to restate the description, explanation, or example in their own words. Ask students to construct a picture, symbol, or graphic representation of the term. Engage students periodically in activities that help them add to their knowledge of the terms. Periodically ask students to discuss the terms with one another. Involve students periodically in games that allow them to play with terms. Marzano, R. J. and Pickering D.J. (2005) Building Academic Vocabulary, ASCD.

4. Marzano’s Graphic Draw: Term: My understanding: 1 2 3 4 Describe:

5. Marzano’s Graphic Draw: Term: exponent My understanding: 1 2 3 4 Describe: an exponent is the little number placed above and to the right of the regular number. It means I multiple the regular number that many times. Five to the exponent of three is 125.

6. Marzano’s Self Evaluation Scale Knowledge Level Description Level 4 I understand even more about the term than I was taught. Level 3 I understand the term and I’m not confused about any part of what it means. Level 2 I’m a little uncertain about what the term means, but I have a general idea. Level 1 I’m very uncertain about the term, I really don’t understand what it means. Marzano, R. J. and Pickering D.J. (2005) Building Academic Vocabulary, ASCD.

7. Marzano’s Graphic Draw: Term: My understanding: 1 2 3 4 Describe:

8. Semantic Feature Analysis feature word

9. Semantic Feature Analysis SolidThree dimensional Circular base Square base PointRight angles cylinder cone cube pyramid prism

10. Semantic Feature Analysis your turn feature ratio probability percent proportion

11. Concept Definition What are some examples? What is it like? What is it? concept

12. Concept Definition What are some examples? What is it like? What is it? Start here Complete this last.

13. Concept Definition What are some examples? What is it like? What is it? Range The difference between the least and greatest in a set of values Variation Scope From top to bottom test scores Ages of classmates Distance Prices of cars Limits

14. Concept Definition Your turn: try one of these concepts with a partner. probability associative property polygonorder of operations formulagreatest common factor equivalentscientific notation perpendicularthree dimensional shape

15. Concept Definition What are some examples? What is it like? What is it? Start here Complete this last.

16. The Frayer Model Definition (in students’ words) Characteristics ExamplesNon-examples WORD

17. The Frayer Model DefinitionCharacteristics ExamplesNon-examples WORD Start here Complete this quadrant last.

18. The Frayer Model DefinitionCharacteristics ExamplesNon-examples CONE A solid figure that has a round base and comes to a point at the top. A pointy top A round bottom A traffic cone Polygons Blocks An ice cream cone

19. The Frayer Model Your turn: try one of these terms with a partner. ratiofractionpercent decimalintegervariable meanmedianmode cylinderprismcircumference quartilebisectorprime number pie chartequationsquare root referentalgebraic expression

20. The Frayer Model DefinitionCharacteristics ExamplesNon-examples WORD Start here Complete this quadrant last.