Vocabulary
Mathematics
number, composite - a number with more than two factors G
origin - the point of intersection of the x and y axis on a
coordinate plane (the coordinates are (0,0)
kite
Expectations
scale (axis) - the marks or divisions on the axis
symmetry - an object is symmetrical when one half is a mirror
image of the other half
Checklist
thousandths - one of a thousand equal parts; in the decimal,
0.1234, 3 is in the thousandths place
triangle, acute - a triangle with three acute angles; an acute
angles measures between 0 and 90 degrees
triangle, obtuse - a triangle with one obtuse angle; an obtuse
angle measures between 90 and 180 degrees triangle, right - a triangle with one right angle; a right angle
measures 90 degrees
triangle, scalene - a triangle with all three sides of different
lengths
variable - a letter or symbol representing a varying quantity;
for example, n in 10 + n
www.aMathsDictionaryforKids.com
An animated,interactive dictionary for students
which explains over 600 common mathematical
terms in simple language.
Mul
Layout Design & Collaboration
Janis Heigl
[email protected]
ESD 105 MERO
[email protected]
June 2010
©Education Solutions Northwest 2010; Washington State
Migrant Education Program. Permission must be acquired for
uses other then Migrant Math Night and MEP Activities. Source
Source Document:
Based on K-8 Mathematics Standards, April 2008, OSPI
sion
ivi
it D
ig
ti-d
triangle, equilateral - a triangle with 3 equal sides and 3 equal
angles
triangle, isosceles - a triangle with 2 equal sides and 2 equal
angles
5
Math
quadrilaterals - 4-sided polygons; classification includes:
square rectangle
parallelogram
trapezoid
rhombi
rad
e
number, prime - a number that has exactly two factors (one
and itself); 1 is not a prime number. It only has 1 factor
(1), not two factors Fractions &
Decimals
&
Triangles erals
t
Quadrila
Algeb
Think raic
ing
Problem
Solving
angle, acute - an angle measuring less than 90



angle, obtuse - an angle measuring between 90 and 180
axis, horizontal - the reference line parallel to the horizon axis, vertical - the reference line at right angles to the horizon
base (geometry) - the bottom of a plane shape or bottom face
of a solid
decompose - breaking larger units into smaller units
determine - figure it out diagram - a drawing that represents a mathematical situation
dimensions - the length, width, or height of an object
divisible - can be divided without a remainder
(20 is divisible by 2 and 10)
evaluate - find the numerical value for an expression; “work it
out”
greatest common factor (GCF) - the biggest number that will
divide two or more other numbers exactly (the GCF of 24
and 36 is 12) height - the measurement from top to bottom least common multiple (LCM) - the smallest number that is a
multiple of two or more other numbers (the LCM of 3, 4,
and 6 is 12)
line graph - a graph that uses line segments to show that
something is increasing, decreasing, or staying the same
over time linear - a relationship that can be represented by a line graph
linearly related - the representation of the data would be a line
mean - the average of a number of different amounts
(add up all the amounts and then divide the total by how
many amounts there were)
My checklist of what I can do in 5th grade math . . . . . . . . . . . . . . . . . . . . . . .
Multi-digit Division . . . . . . . . . . . . .
I can draw models of division problems and connect
the picture to the related equation.
I can divide by multiples of 10 and 100 by using
place value and basic facts. (Using the fact that
16 ÷ 4 = 4, then 160 ÷ 4 = 40 and 160 ÷ 40 = 4.)
I can divide any up to a four-digit number by a oneor two-digit divisors using the standard division rule.
132r1
_____ by one-digit divisor
6793
_____ by two-digit divisor
-6
19
-18
13
-12
1
I can estimate quotients and then check for
reasonable answers in problems involving up to twodigit divisors.
I can divide 2-digit numbers by 1-digit numbers in my
head and explain the strategies I used.
I can solve word problems involving multi-digit
division and can verify my solutions. Don’t forget
to explain your thinking and verify your answer is
reasonable.
Addition and Subtraction of
Fractions and Decimals . . . . . . . . .
I can represent addition and subtraction of fractions
using models and connect the representation to the
related equation.
3 3 3
Example: − =
3
2 4 4
0 14 12 4 1 54 32 74 2
I can represent addition and subtraction of
decimals using place value models and connect the
representation to the related equation.
• Show the date of when you were able to
do the math expectation.
• Show an example of what you did.
• Examples in red.
I can describe and create a rule for number and
geometric patterns.
I can identify, draw and measure acute, right, and
obtuse angles.
I can extend number and geometric patterns.
The next pattern of the above example is
I can identify, describe and classify triangles by
angle measure and number of congruent sides
I can determine the formula for the area of a
parallelogram by relating it to the area of a rectangle.
I can find the greatest common factor (GCF) and
the least common multiple (LCM) of two or more
whole numbers. (GCF can be used to simplify
fractions; and LCM can be used to determine
common denominators when adding and subtracting
fractions.)
I can find the area of triangles and parallelograms.
I can add and subtract fractions with ease.
I can estimate my answer and know when it is
reasonable when working with:
I can solve word problems involving:
Algebraic Thinking . . . . . . . . . . .
I can classify quadrilaterals. (parallelogram, kites,
squares, rhombi, trapezoids, and rectangles noting
that a squares can be classified as a rectangle,
parallelogram, and rhombus)
I can rewrite fractions with unlike denominators to
fractions with the same denominator.
(When students are at ease with writing equivalent
fractions, it helps them compare fractions and
helps prepare them to add and subtract fractions.
Example: 2 and 3 have unlike denominators;
3
4
9
Rewrite the fractions as 2 = 8 and 3 = 12 with
12
3
4
common denominators.
I can add and subtract decimals with ease.
(Work with decimals greater than 1 and less than 1,
as well as with whole numbers.)
How to use checklist:
Triangles and Quadrilaterals . . . . .
I can determine the formula for the area of a triangle
by relating it to the area of a parallelogram.
I can find the perimeters of triangles and
parallelograms.
I can draw quadrilaterals and triangles from
information about sides and angles.
I can find the number and location of lines of symmetry
in triangles and quadrilaterals.
I can solve word problems involving perimeter and
area of triangles and parallelograms.
Other Important Math . . . . . . . . . . .
I can classify numbers as prime or composite.
I can find and interpret the mean of a small data set
of whole numbers. I can construct and interpret line graphs.
I can write a rule to describe the relationship between
two sets of data that are linearly related.
I can write algebraic expressions that represent
simple situations.
I can evaluate expressions using substitution when
variables are involved. I can graph ordered pairs in the coordinate plane for
two sets of data related by a linear rule and draw the
line they determine.
Problem Solving . . . . . . . . . . . . . . .
I can identify information in a word problem that is
needed to solve the problem.
I can tell when information is missing from the word
problem.
I can use different strategies to solve the word
problem. (Look for a pattern; draw a picture; work
backwards; solve a simpler problem; make a table)
I can tell when a solution is reasonable and if it
answers the question in the problem.
I can show how I got my answer to the word problem.