Vocabulary
Mathematics
probability (complement) - the chance that a particular event
will not occur (the sum of the probabilities of an event and
its complement will be 1)
G
probability (theoretical) - the likelihood that an event will occur
based on comparing the number of ways the event could
occur compared with the number of different outcomes
number of favorable outcomes
probability (event) = number of possible outcomes
Expectations
property, identity (multiplication) - multiplying by 1 gives a
product identical to the number (1 • 40 = 40)
proportion - an equation showing two ratios are equal
Checklist
proportional - having the same, or a constant, ratio
pyramid - a 3-D figure with a polygon as a
base and triangular faces that taper to a point (vertex)
rate - a ratio comparing two different quantities
(miles per hour, gallons per mile, heartbeats per minute)
de
Divi als
&
ecim
tiply
Mul ions & D
t
Frac
rate, unit - a comparison of two measurements in which one
of the terms has a value of 1 (24 miles: 1 gallon of gas)
ratio - a comparison of two numbers (The ratio of two and five
may be written “2 to 5” or 2:5 or 25 )
solution - answer to a problem surface area - total area of the surfaces of a 3-D figure,
measured in square units
tetrahedron - a polyhedron with four triangular faces
three-dimensional (3-D) - having three dimensions (length,
width, and height
two-dimensional (2-D) - having two dimensions (length & width
verify - establish as true by presenting evidence volume - amount of space occupied by a 3-D object, measured
in cubic units
www.aMathsDictionaryforKids.com
An animated,interactive dictionary for students
which explains over 600 common mathematical
terms in simple language.
6
Math
property, distributive - 3 • (40 + 5) = (3 • 40) + (3 • 5)
semicircle - half of a circle
rad
e
probability (experimental) - the chance that a particular outcome
will occur based on experimental data, measured as a ratio
of the total of possible outcomes (data of favorable
outcomes/possible outcomes)
Layout Design & Collaboration
Janis Heigl
[email protected]
ESD 105 MERO
[email protected]
©Education Solutions Northwest 2010; Washington State
Migrant Education Program. Permission must be acquired for
uses other then Migrant Math Night and MEP Activities. Source
June 2010
Source Document:
Based on K-8 Mathematics Standards, April 2008, OSPI
Math Equations
& Expressions
ates
Ratios, R ts
& Percen
2-Dim
en
Figur sional
es
Problem
Solving
approximate - to estimate a number, amount or total, often
rounding it off to the nearest 10 or 100 axis - one of two intersecting, perpendicular lines that
determine a coordinate system (x-axis is horizontal;
y-axis is vertical; axes is the plural of axis)
conclude/conclusion - to make a judgment or decision after
investigating a situation
cube - a solid shape that has: 6 square faces all equal in size,
8 vertices (corners), and 12 equal edges diameter - a line segment (or length of segment) passing
through the center of a circle with endpoints on the circle event - a way to perform an outcome for a situation (In rolling
a number cube, an event could be rolling a “3” as an
outcome.)
face - a flat surface of a 3-D figure
height, slant - the altitude of a face in a 3-D figure
identify - recognize integer - the counting numbers (1, 2, 3, ...), their opposites
(-1, -2, -3, ...), and zero interval - distance between two points; amount of time
between two events inverse - opposite
justify - to prove or show to be true or valid using logic and/or
evidence
net (geometry) - a 2-D figure that can be folded to
form a 3-D figure order of operations - the order in which operations should be
done from left-to-right (PEMDAS: Parentheses,
Exponents, Multiply/Division, Addition/Subtraction)
percent - number out of 100, symbol %
pi (π) - ratio of the circumference of a circle to its diameter
(approximations: 3.14 or 22 )
7
polyhedron - a 3-D figure with polygon faces
polyhedron, regular - a polyhedron with all faces made from
regular polygons
prism - a 3-D shape with two identical,
parallel bases and all other faces
are rectangles
My checklist of what I can do in 6th grade math . . . . . . . . . . . . . . . . . . . . . . .
Multiplication and Division of
Fractions and Decimals . . . . . . . . .
I can compare and order non-negative fractions,
decimals, and integers using the number line, lists,
and the symbols <, >, or =.
_____ compare
_____ fractions
_____ order
_____ decimals
_____ integers
I can represent multiplication and division of nonnegative fractions and decimals using:
_____ area models _____ number line
_____ connect model to related equation
I can estimate products and quotients of fractions
and decimals. _____ fractions _____ decimals
I can fluently multiply and divide non-negative
fractions and explain the inverse relationship
between multiplication and division with fractions.
I can multiply and divide whole numbers & decimals
by: __1000 __100 __10 __1 __0.1 __0.01 __0.001
I can fluently and accurately multiply and divide nonnegative decimals. Math Expressions and Equations . .
I can write a math expression or equation with
variables to represent information in a table or given
situation.
I can identify and write ratios as comparisons of
part-to-part and part-to-whole relationships.
_____ part-to-part _____ part-to-whole
I can draw a first-quadrant graph in the coordinate
plane to represent information in a table or given
situation.
I can write ratios to represent a variety of rates.
I can evaluate math expressions when the value for
each variable is given.
I can convert between the fractional, decimal, and
percent representations of a number.
I can apply the commutative, associative, and
distributive properties, and use the order of
operations to evaluate mathematical expressions.
_____ commutative _____ associative
_____ distributive _____ order of operations
I can solve one-step equations and verify solutions.
I can solve word problems using math expressions
and equations and verify solutions.
Problem Solving . . . . . . . . . . . . . . .
I can analyze a problem to determine the questions(s)
to be answered.
I can describe the effect of multiplying or dividing a
number by: ___1, ___0, ___a number between
0 and 1, ___ a number greater than 1.
I can tell when information from a word problem is
relevant, missing, or extraneous (not needed).
I can solve word problems involving operations with
fractions and decimals and verify the solutions.
I can analyze & compare strategies to solve the word
problem. (Look for a pattern; draw a picture; work
backwards; solve a simpler problem; make a table)
How to use checklist:
I can extract and organize information.
• Show the date of when you were able to
do the math expectation.
I can make and test conjectures on information
collected from experiments.
• Show an example of what you did.
I can show how I got my answers to the word problem
using words, numbers, and/or pictures.
• Examples in red.
Ratios, Rates, and Percents . . . . . .
Two-Dimensional Figures . . . . . . . .
I can determine the circumference and area of
circles. _____ circumference _____ area
I can determine the perimeter and area of a composite
figure that can be divided into triangles, rectangles,
and parts of circles. _____ perimeter _____ area
I can represent percents visually and numerically.
I can solve word problems involving the relationships
among radius, diameter, circumference, and area of
circles, and verify the solutions.
I can recognize and draw two-dimensional
representations of three-dimensional figures.
I can solve word problems involving ratios, rates,
and percents, and verify the solutions.
_____ ratios _____ rates _____ percents
I can determine the surface area and volume of
rectangular prisms using appropriate formulas and
explain why the formulas work.
_____ surface area _____ volume
I can identify the ratio of the circumference to the
diameter of a circle as the constant, π (pi).
I can determine the surface area of a pyramid.
I know 22 and 3.14 are approximations of π (pi).
7
I can determine the experimental probability of a
simple event using data collected in an experiment.
I can determine the theoretical probability of an
event and its complement and represent the
probability as a fraction or decimal from 0 to 1 or as
a percent from 0 to 100.
Other Important Math . . . . . . . . . . .
I can use strategies for mental computations with nonnegative whole numbers, fractions, and decimals.
___non-negative whole # ___ fractions ___ decimals
I can locate positive and negative integers on the
number line and use integers to represent quantities
in various contexts.
I can compare and order positive and negative
integers using the number line, lists, and the
symbols <, >, or =.
I can describe and sort polyhedra by their attributes:
parallel faces, types of faces, number of faces,
edges, and vertices.
Math Formulas . . . . . . . . . . . . . . . .
A = π r2
A: Area
r: radius
C: Circumference
C = π d
d: diameter
C = 2 π r
Rectangular Prism:
SA = 2lw + 2lh + 2whl: length
w: width
SA = 2(lw +2lh +2wh)
h: height
SA: Surface Area
V: Volume
V = lwh
Circle:
Pyramid:
SA = nF + B
SA: Surface Area
n: number of sides in base
F: Area of one triangular face
B: Area of Base