Math Vocabulary- Grade 3

7/31/2019 Math Vocabulary- Grade 3

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From 06-07 DPI 3rd gradeindicators


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Forms ofNumbers

Expandednotation form

300+20+6

Three hundred twenty-six

Word Form

326

Standard form

Picture Form

http://www.aaamath.com/plc31d-placevalue-add.html
http://www.aaamath.com/plc31d-placevalue-add.htmlhttp://www.aaamath.com/plc31d-placevalue-add.htmlhttp://www.aaamath.com/plc31d-placevalue-add.htmlhttp://www.aaamath.com/plc31d-placevalue-add.htmlhttp://www.aaamath.com/plc31d-placevalue-add.htmlhttp://www.aaamath.com/plc31d-placevalue-add.html


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The position of a single digit in a whole

number or decimal number containingone or more digits.

Place Valuehttp://mrsbogucki.com/aemes/resource/apps/placeval/placeval.htm

5,305

ones

thousands

hundreds

tens
http://mrsbogucki.com/aemes/resource/apps/placeval/placeval.htmhttp://mrsbogucki.com/aemes/resource/apps/placeval/placeval.htm


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Blocks which show base 10 numbervalues.

Base Ten Blockshttp://www.arcytech.org/java/b10blocks/b10blocks.html
http://www.arcytech.org/java/b10blocks/b10blocks.htmlhttp://www.arcytech.org/java/b10blocks/b10blocks.html


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A diagram using circles or othershapes to show the relationship

between sets

Venn Diagramhttp://www.shodor.org/interactivate/activities/venndia/index.html

Guess the

rule for thisVenn

Diagram
http://www.shodor.org/interactivate/activities/venndia/index.htmlhttp://www.shodor.org/interactivate/activities/venndia/index.html


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Putting numbers together.

Addhttp://www.studyzone.org/testprep/math4/d/commutativep.cfm

17 + 34 = 51

SumAddends
http://www.studyzone.org/testprep/math4/d/commutativep.cfmhttp://www.studyzone.org/testprep/math4/d/commutativep.cfm


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Putting numbers together to makethem easier to work with

1 + 4 + 3 +7 + 6 + 8 + 9 + 2 = ?

10 + 10 + 10 + 10 = 40

Composehttp://www.studyzone.org/testprep/math4/d/commutativep.cfm


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Breaking a number apart to make it

easier to work with.30 X 14

Decomposehttp://www.studyzone.org/testprep/math4/d/commutativep.cfm

(30 X 10) + (30 X 4)300 + 120 = 420


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Subtracthttp://www.oswego.org/ocsd-web/games/Mathmagician/maths1.htm

http://www.aplusmath.com/Games/PlanetBlasterBasics/index.html

To Take numbers apart

95 36 = 59

Difference
http://www.oswego.org/ocsd-web/games/Mathmagician/maths1.htmhttp://www.aplusmath.com/Games/PlanetBlasterBasics/index.htmlhttp://www.aplusmath.com/Games/PlanetBlasterBasics/index.htmlhttp://www.oswego.org/ocsd-web/games/Mathmagician/maths1.htmhttp://www.oswego.org/ocsd-web/games/Mathmagician/maths1.htmhttp://www.oswego.org/ocsd-web/games/Mathmagician/maths1.htm


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Sharing or Grouping a number into equalparts.

Divide

Repeated Subtraction- 20-2-2-2-2-2-2-2-2-2-2=0

http://www.amblesideprimary.com/ambleweb/mentalmaths/dividermachine.html

quotient
http://www.amblesideprimary.com/ambleweb/mentalmaths/dividermachine.htmlhttp://www.amblesideprimary.com/ambleweb/mentalmaths/dividermachine.html


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Guess how manygumballs are in

the jar!

The use of rounding and/or otherstrategies to make an educated guess

or reasonably accurate approximation.

Estimatehttp://www.shodor.org/interactivate/activities/estim3/index.html

http://www.janbrett.com/piggybacks/rounding.htm
http://www.shodor.org/interactivate/activities/estim3/index.htmlhttp://www.janbrett.com/piggybacks/rounding.htmhttp://www.janbrett.com/piggybacks/rounding.htmhttp://www.shodor.org/interactivate/activities/estim3/index.html


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An answer close to the exact

answer. Usually found by roundingto the nearest 10 or 100.

Approximately/About

366

370

400

http://www.myschoolhouse.com/courses/O/1/16.asp
http://www.myschoolhouse.com/courses/O/1/16.asphttp://www.myschoolhouse.com/courses/O/1/16.asp


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Less Than/Greater Than

Symbol used to compare relationshipsof inequalities.

Symbol used to comparenumbers

Symbol used to comparenumbers

http://www.studyzone.org/testprep/math4/k/greaterlessthanl.cfm
http://www.studyzone.org/testprep/math4/k/greaterlessthanl.cfmhttp://www.studyzone.org/testprep/math4/k/greaterlessthanl.cfm


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Equal to/not equal to

Symbols used to determinerelationships of equalities.

http://www.studyzone.org/testprep/math4/k/greaterlessthanl.cfm

equal to

5 = 5

30 = 13 + 17 4 = 5

17 = 3 +12

? < 5

? = 1,2,3,4,5

not equal to

less than orequal to
http://www.studyzone.org/testprep/math4/k/greaterlessthanl.cfmhttp://www.studyzone.org/testprep/math4/k/greaterlessthanl.cfm


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Combining Numbers of multiple groups

Multiply

Groups or sets

** Multiplying is repeated addition**

http://nlvm.usu.edu/en/nav/frames_asid_193_g_2_t_1.html

4 X 2 = 8

2 + 2 + 2 + 2
http://nlvm.usu.edu/en/nav/frames_asid_193_g_2_t_1.htmlhttp://nlvm.usu.edu/en/nav/frames_asid_193_g_2_t_1.html


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array

http://www.beaconlearningcenter.com/WebLessons/GroupsOfDogs/default.htm

A set of objects or numbers arrangedin rows and columns.
http://www.beaconlearningcenter.com/WebLessons/GroupsOfDogs/default.htmhttp://www.beaconlearningcenter.com/WebLessons/GroupsOfDogs/default.htmhttp://www.beaconlearningcenter.com/WebLessons/GroupsOfDogs/default.htmhttp://www.beaconlearningcenter.com/WebLessons/GroupsOfDogs/default.htm


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Numbers that divide exactly into

another number.

Factors

12 1,2,3,4,6,12

36 1,2,3,4,6,9,12,18,36

48 1,2,3,4,6,8,12,16,24,48

http://illuminations.nctm.org/tools/tool_detail.aspx?id=12
http://illuminations.nctm.org/tools/tool_detail.aspx?id=12http://illuminations.nctm.org/tools/tool_detail.aspx?id=12


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Number that results from multiplyinga given number by a set of whole

numbers.

Multiples

4 4, 8, 12, 16, 20, 24, 28, 32, 36, 40

6 6, 12, 18, 24, 36, 42, 48, 54

8 8,16, 24, 32, 40, 48, 56

http://www.tki.org.nz/r/wick_ed/maths/interactives_matrix.php

http://www.bbc.co.uk/education/mathsfile/shockwave/games/gridgame.html
http://www.tki.org.nz/r/wick_ed/maths/interactives_matrix.phphttp://www.bbc.co.uk/education/mathsfile/shockwave/games/gridgame.htmlhttp://www.bbc.co.uk/education/mathsfile/shockwave/games/gridgame.htmlhttp://www.tki.org.nz/r/wick_ed/maths/interactives_matrix.php


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An ordered set of numbers, shapes, or othermathematical objects, arranged according to

a rule.

Patternhttp://www.studyzone.org/testprep/math4/k/patternsl.cfm http://www.studyzone.org/testprep/math4/k/patternsp.cfm
http://www.studyzone.org/testprep/math4/k/patternsl.cfmhttp://www.studyzone.org/testprep/math4/k/patternsp.cfmhttp://www.studyzone.org/testprep/math4/k/patternsp.cfmhttp://www.studyzone.org/testprep/math4/k/patternsl.cfm


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Division Vocabulary

TheNumberbeing

divided

A numberthat will

divide the

dividend

The resultof a

division

Dividend Divisor Quotient


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Amount left over after dividing a number

Remainder

Fair shares

** Dividing is Sharing Equally!**


Left over


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Divisibility Rules


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Equal parts of a whole or groupwritten with a numerator and a

denominator.

Fractionhttp://www.kidsolr.com/math/fractions.html

http://math.rice.edu/~lanius/fractions/

3 -Numerator

7 -Denominator

Shaded region/area

Un-shaded region/area
http://www.kidsolr.com/math/fractions.htmlhttp://math.rice.edu/~lanius/fractions/http://math.rice.edu/~lanius/fractions/http://www.kidsolr.com/math/fractions.html


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122Wholenumber

fraction

73

34

http://www.visualfractions.com/MixtoFrCircle.html

Fractions

Numerator:

number ofeach part

Denominator:number of

parts

Improper fraction mixed number

Proper fraction
http://www.visualfractions.com/MixtoFrCircle.htmlhttp://www.visualfractions.com/MixtoFrCircle.html


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Having the same amount or value;the state of being equal.

Equivalenthttp://nlvm.usu.edu/en/nav/frames_asid_105_g_2_t_1.html


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A line on which numbers, and fractionscan be comparedand ordered.

Number Linehttp://matti.usu.edu/nlvm/nav/frames_asid_156_g_1_t_1.html?open=activities

http://www.shodor.org/interactivate/activities/fracsorter/index.html

1 3

< 1 is less than 1

3 > 1 3 is greater than 1
http://matti.usu.edu/nlvm/nav/frames_asid_156_g_1_t_1.html?open=activitieshttp://www.shodor.org/interactivate/activities/fracsorter/index.htmlhttp://www.shodor.org/interactivate/activities/fracsorter/index.htmlhttp://matti.usu.edu/nlvm/nav/frames_asid_156_g_1_t_1.html?open=activities


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Order of Operations

The order in which operations should be

done.

http://www.mathgoodies.com/lessons/vol7/order_operations.html http://www.scweb4free.com/oper.html
http://www.mathgoodies.com/lessons/vol7/order_operations.htmlhttp://www.scweb4free.com/oper.htmlhttp://www.scweb4free.com/oper.htmlhttp://www.mathgoodies.com/lessons/vol7/order_operations.html


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Problem Solving Method

Look BackJustify, prove, evaluate or explain thereasonableness of your answer.


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Using a table/chart

http://www.studyzone.org/testprep/math4/k/chartprobl.cfm

http://www.mathstories.com/strategies_makeatable.htm

XX

X
http://www.studyzone.org/testprep/math4/k/chartprobl.cfmhttp://www.mathstories.com/strategies_makeatable.htmhttp://www.mathstories.com/strategies_makeatable.htmhttp://www.studyzone.org/testprep/math4/k/chartprobl.cfm


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Guess and Check

http://www.mathstories.com/strategies_guesscheck.htm

Prince Carl divided 15 stonegames into two piles: games

he owns and games hisbrother owns. He owns 3 moregames than his brother. Howmany games does his brother

own?

Answer: Prince Carl 9 Brother - 6
http://www.mathstories.com/strategies_guesscheck.htmhttp://www.mathstories.com/strategies_guesscheck.htm


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Work Backwards

The castle kitchen servantsbrought in 4 pies left over fromthe feast. 12 pies were eaten at

the feast. Queen Mab took 2home with her. How many piesdid the servants bring into the

feast at the beginning?

http://www.mathstories.com/strategies_working_backward.htm

2 12 4 = 2 + 12 + 4 = 18
http://www.mathstories.com/strategies_working_backward.htmhttp://www.mathstories.com/strategies_working_backward.htm


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Using a calculator

http://edschool.csuhayward.edu/departments/ted/instruction/howe/

5350/1-calculatorRiddles.html
http://edschool.csuhayward.edu/departments/ted/instruction/howe/5350/1-calculatorRiddles.htmlhttp://edschool.csuhayward.edu/departments/ted/instruction/howe/5350/1-calculatorRiddles.htmlhttp://edschool.csuhayward.edu/departments/ted/instruction/howe/5350/1-calculatorRiddles.htmlhttp://edschool.csuhayward.edu/departments/ted/instruction/howe/5350/1-calculatorRiddles.htmlhttp://edschool.csuhayward.edu/departments/ted/instruction/howe/5350/1-calculatorRiddles.htmlhttp://edschool.csuhayward.edu/departments/ted/instruction/howe/5350/1-calculatorRiddles.htmlhttp://images.google.com/imgres?imgurl=http://www.alphasoftware.com/products/a5v5/images2/image043.gif&imgrefurl=http://www.alphasoftware.com/products/a5v5/developer/smartfields.asp&h=194&w=200&sz=6&tbnid=var1LyHIr80J:&tbnh=96&tbnw=99&hl=en&start=16&prev=/images%3Fq%3Dcalculator%2Bicon%26svnum%3D10%26hl%3Den%26lr%3D


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Use of standard units to find out sizeor quantity in regard to length,

weight, capacity, temperature and

time.

Measure


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The system of measurement used inthe United States

Customary Systemhttp://www.harcourtschool.com/activity/con_math/g04c24.htmlhttp://www.studyzone.org/testprep/math4/d/customaryl.cfm
http://www.harcourtschool.com/activity/con_math/g04c24.htmlhttp://www.studyzone.org/testprep/math4/d/customaryl.cfmhttp://www.studyzone.org/testprep/math4/d/customaryl.cfmhttp://www.harcourtschool.com/activity/con_math/g04c24.html


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The system of measurement used inmost countries of the world

Metric Systemhttp://www.oswego.org/ocsd-web/match/term/matchgeneric2.asp?filename=ccarrolllength
http://www.oswego.org/ocsd-web/match/term/matchgeneric2.asp?filename=ccarrolllengthhttp://www.oswego.org/ocsd-web/match/term/matchgeneric2.asp?filename=ccarrolllengthhttp://www.oswego.org/ocsd-web/match/term/matchgeneric2.asp?filename=ccarrolllengthhttp://www.oswego.org/ocsd-web/match/term/matchgeneric2.asp?filename=ccarrolllength


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Beans

CandyStepsCounters

Non-

StandardUnits

Inches

GramsGallonsDegrees

Standard

Units


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Units of length, width and distancein the customary system.

Inches, Feet, Yards, Mileshttp://www.funbrain.com/measure/

http://www.oswego.org/ocsd-web/match/matchgeneric.asp?filename=length

12in = 1 ft

3 ft = 1 yd

5280 ft = 1 mi

CustomaryUnits of LinearMeasurement:
http://www.funbrain.com/measure/http://www.oswego.org/ocsd-web/match/matchgeneric.asp?filename=lengthhttp://www.oswego.org/ocsd-web/match/matchgeneric.asp?filename=lengthhttp://www.oswego.org/ocsd-web/match/matchgeneric.asp?filename=lengthhttp://www.oswego.org/ocsd-web/match/matchgeneric.asp?filename=lengthhttp://www.oswego.org/ocsd-web/match/matchgeneric.asp?filename=lengthhttp://www.funbrain.com/measure/


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Units of length, width and distancein the metric system.

centimeter, meter, kilometer

http://www.metricamerica.com/centimetre.htm

100cm = 1m

1000 m = 1 km

Metric Units ofLinear

Measurement:

Ruler- tool oflinear

measurement
http://www.metricamerica.com/centimetre.htmhttp://www.metricamerica.com/centimetre.htm


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Tools for Linear

MeasurementYard

Stick-length of

one yard Trundle

Wheel-

measure

long

distances

Ruler-

length ofone foot

Meter

Stick-

Length of

onemeter

Tape

Measure-measure

length and

width

http://www.studyzone.org/testprep/math4/d/measuretooll.cfm
http://www.studyzone.org/testprep/math4/d/measuretooll.cfmhttp://www.studyzone.org/testprep/math4/d/measuretooll.cfm


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The measurement of the

longest side of a figure.

4 ft

12 ft

How longis thisfigure?


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The measurement of theshortest side of a figure.

4 ft

12 ftHow wideis thisfigure?


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The measurement of the tallestside of a figure.


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Tools for Mass

Measurement

Scale

Weights

Balance

http://www.studyzone.org/testprep/math4/d/measuretoolp.cfm
http://www.studyzone.org/testprep/math4/d/measuretoolp.cfmhttp://images.google.com/imgres?imgurl=http://www.msnucleus.org/Merchant2/graphics/00000001/hexagram.jpg&imgrefurl=http://www.msnucleus.org/Merchant2/merchant.mvc%3FScreen%3DPROD%26Store_Code%3DMN%26Product_Code%3DLER-750&h=230&w=211&sz=23&hl=en&start=3&um=1&tbnid=CAKpVIdP5iHDOM:&tbnh=108&tbnw=99&prev=/images%3Fq%3Dmass%2Bweights%26svnum%3D10%26um%3D1%26hl%3Denhttp://www.studyzone.org/testprep/math4/d/measuretoolp.cfm


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The amount of matter an objectcontains.

Masshttp://www.bbc.co.uk/education/mathsfile/shockwave/games/animal.html
http://www.bbc.co.uk/education/mathsfile/shockwave/games/animal.htmlhttp://www.bbc.co.uk/education/mathsfile/shockwave/games/animal.html


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Units of weight (or mass) in thecustomary system.

ounce and pound

16 oz = 1lbCustomaryUnits of MassMeasurement:

http://www.321know.com/mea-add_lboz.htm
http://www.321know.com/mea-add_lboz.htmhttp://www.321know.com/mea-add_lboz.htmhttp://www.321know.com/mea-add_lboz.htmhttp://www.321know.com/mea-add_lboz.htm


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Units of weight (or mass) in themetric system.

gram and kilogram

1000g = 1kg

Metric Units ofMass

Measurement:

http://www.studyzone.org/testprep/math4/d/metgraml.cfm
http://www.studyzone.org/testprep/math4/d/metgraml.cfmhttp://www.studyzone.org/testprep/math4/d/metgraml.cfm


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The amount of liquid or poured solida container will hold.

Capacity

1 liter

http://www.studyzone.org/testprep/math4/d/capacityl.cfm

Units of capacit in the c stomar s stem
http://www.studyzone.org/testprep/math4/d/capacityl.cfmhttp://www.studyzone.org/testprep/math4/d/capacityl.cfm


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CCS 2007http://www.edhelper.com/math/capacity_fg1943.htm

Units of capacity in the customary system.

cup, pint, quart, gallon

QQ

QQ

PP PP

PP PP

cc 2 c = 1 p

2 p = 1 q

4 q = 1 gal

cc cc cc

cc cc cc ccCustomary

Units of

CapacityMeasurement:
http://www.edhelper.com/math/capacity_fg1943.htmhttp://www.edhelper.com/math/capacity_fg1943.htm


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Units of capacity in the metricsystem.

milliliter, literhttp://www.metricamerica.com/litre.htm

http://www.metricamerica.com/millilitre.htm

1000 ml = 1 L

Metric Units ofCapacity

Measurement:
http://www.metricamerica.com/litre.htmhttp://www.metricamerica.com/millilitre.htmhttp://www.metricamerica.com/millilitre.htmhttp://www.metricamerica.com/litre.htm


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The measure of warmth or coldness.

Temperature

Customary-measured in

degreesFahrenheit

Metric- measured indegreesCelsius

Tool usedfor measuringTemperature:

Thermometer-

Unit of temperaturemeasurement:

Degrees

http://oncampus.richmond.edu/academics/education/projects/webunits/measurement/temp1.htm

I d i
http://oncampus.richmond.edu/academics/education/projects/webunits/measurement/temp1.htmhttp://oncampus.richmond.edu/academics/education/projects/webunits/measurement/temp1.htm


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Increase or decrease intemperature

Rising/Falling

Rising Temperature-increase intemperature

Falling Temperature-decrease intemperature

Intervals/increments:distance betweennumbers on the scaleof the thermometer

http://www.studyzone.org/mtestprep/math8/f/thermometerl.cfm
http://www.studyzone.org/mtestprep/math8/f/thermometerl.cfmhttp://www.studyzone.org/mtestprep/math8/f/thermometerl.cfm


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Commonly known temperatures torefer to.

Benchmark Temperatures

Body Temperature-98.6 degrees

Room Temperature:70 Fahrenheit

http://oncampus.richmond.edu/academics/education/projects/webunits/measurement/temp2.html
http://oncampus.richmond.edu/academics/education/projects/webunits/measurement/temp2.htmlhttp://oncampus.richmond.edu/academics/education/projects/webunits/measurement/temp2.html


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Units of Time

Seconds:

Smallest

unit of

time

Days:

24 hours

Hours:

60

minutes

Minute:

60

seconds

Years:

365 days

Months:

28-31

days

Divide to convert to larger units

Multiply to convert to smaller units

http://www.amblesideprimary.com/ambleweb/mentalmaths/clock.html http://www.oswego.org/ocsd-web/games/BangOnTime/clockwordres.html
http://www.amblesideprimary.com/ambleweb/mentalmaths/clock.htmlhttp://www.oswego.org/ocsd-web/games/BangOnTime/clockwordres.htmlhttp://www.oswego.org/ocsd-web/games/BangOnTime/clockwordres.htmlhttp://www.oswego.org/ocsd-web/games/BangOnTime/clockwordres.htmlhttp://www.oswego.org/ocsd-web/games/BangOnTime/clockwordres.htmlhttp://www.amblesideprimary.com/ambleweb/mentalmaths/clock.html


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Analog Clock

http://www.studyzone.org/testprep/math4/j/timep.cfm

Digital Clock
http://www.studyzone.org/testprep/math4/j/timep.cfmhttp://images.google.com/imgres?imgurl=http://www.retrodecades.com/images/large/karlsson_clock.jpg&imgrefurl=http://kosmar.stumbleupon.com/tag/interior-design/&h=330&w=330&sz=8&hl=en&start=8&um=1&tbnid=IiUqyC1G5S7DhM:&tbnh=119&tbnw=119&prev=/images%3Fq%3Ddigital%2Bclock%2Billustration%26svnum%3D10%26um%3D1%26hl%3Denhttp://www.studyzone.org/testprep/math4/j/timep.cfmhttp://images.google.com/imgres?imgurl=http://www.retrodecades.com/images/large/karlsson_clock.jpg&imgrefurl=http://kosmar.stumbleupon.com/tag/interior-design/&h=330&w=330&sz=8&hl=en&start=8&um=1&tbnid=IiUqyC1G5S7DhM:&tbnh=119&tbnw=119&prev=/images%3Fq%3Ddigital%2Bclock%2Billustration%26svnum%3D10%26um%3D1%26hl%3Den


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Telling Time

Quarter hour

Quarter past

15 Minutesafter

Half past

Half hour

Quarter till

15 minutes

until

15 minutesbefore

http://www.studyzone.org/testprep/math4/j/time.swf

1.2. 3.
http://www.studyzone.org/testprep/math4/j/time.swfhttp://www.studyzone.org/testprep/math4/j/time.swf


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Elapsed Timehttp://www.shodor.org/interactivate/activities/clock3/index.html

Measuring the amount of time thathas passed

Starting TIme Ending TImeWhat is theestimatedelapsed time

between thestarting timeand theending timeon theclocks?

What is theexactelapsed time

between thestarting timeand theending timeon theclocks?
http://www.shodor.org/interactivate/activities/clock3/index.htmlhttp://www.shodor.org/interactivate/activities/clock3/index.html


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Duration of Time

Intervalsof Time-

Morning Afternoon

http://www.studyzone.org/testprep/math4/j/timeminute.swf

? ?
http://www.studyzone.org/testprep/math4/j/timeminute.swfhttp://www.studyzone.org/testprep/math4/j/timeminute.swf


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A closed plane figure with three ormore sides.

Polygon

A plane shape with many sides. A CIRCLE IS NOT ONE OF THESE

http://www.aaamath.com/B/geo318x4.htm

These areFLATshapes:

A l f hi h ll id
http://www.aaamath.com/B/geo318x4.htmhttp://www.aaamath.com/B/geo318x4.htm


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A polygon for which all sides arecongruent and all angles are congruent.

Regular Polygonhttp://mathworld.wolfram.com/RegularPolygon.html

http://www.ul.ie/~cahird/polyhedronmode/regular.htm

A l f hi h ll id d ll
http://mathworld.wolfram.com/RegularPolygon.htmlhttp://www.ul.ie/~cahird/polyhedronmode/regular.htmhttp://www.ul.ie/~cahird/polyhedronmode/regular.htmhttp://mathworld.wolfram.com/RegularPolygon.html


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A polygon for which all sides and allangles are not congruent.

Irregular Polygonhttp://www.ul.ie/~cahird/polyhedronmode/irregula.htm

Sh th t th h
http://www.ul.ie/~cahird/polyhedronmode/irregula.htmhttp://www.ul.ie/~cahird/polyhedronmode/irregula.htm


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Shapes that are the same shapeand the same size

Congruent Shapeshttp://www.beaconlearningcenter.com/WebLessons/CongruentConcentration/default.htm

Wh t i ht li i d th h
http://www.beaconlearningcenter.com/WebLessons/CongruentConcentration/default.htmhttp://www.beaconlearningcenter.com/WebLessons/CongruentConcentration/default.htm


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When a straight line is drawn through ashape so that the two halves are

congruent.

Symmetryhttp://library.thinkquest.org/J002441F/symmetry.htm

Line of symmetry

T di l li hi h f
http://library.thinkquest.org/J002441F/symmetry.htmhttp://library.thinkquest.org/J002441F/symmetry.htm


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Two perpendicular lines which forma 90 degree angle.

Right Anglehttp://www.mathsnet.net/shape/category1.html

A l ith f th
http://www.mathsnet.net/shape/category1.htmlhttp://www.mathsnet.net/shape/category1.html


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An angle with a measure of more than90 degrees, but less than 180 degrees.

Obtuse Anglehttp://www.manatee.k12.fl.us/sites/elementary/palmasola/mathlabtutan1b.htm

http://www.toonuniversity.com/6m_angle_d.html

110

35 35

A Th id d l
http://www.manatee.k12.fl.us/sites/elementary/palmasola/mathlabtutan1b.htmhttp://www.toonuniversity.com/6m_angle_d.htmlhttp://www.toonuniversity.com/6m_angle_d.htmlhttp://www.manatee.k12.fl.us/sites/elementary/palmasola/mathlabtutan1b.htm


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A Three sided polygon.

Trianglehttp://www.factmonster.com/ipka/A0876325.html

htt ://www.mathsnet.net/sha e/cate or 2.html

This shape has 3sides

A f id d fi
http://www.factmonster.com/ipka/A0876325.htmlhttp://www.mathsnet.net/shape/category2.htmlhttp://www.mathsnet.net/shape/category2.htmlhttp://www.factmonster.com/ipka/A0876325.html


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Any four sided figure.

Quadrilateralhttp://regentsprep.org/Regents/math/quad/LQuad.htm

F id d fi ll id l
http://regentsprep.org/Regents/math/quad/LQuad.htmhttp://regentsprep.org/Regents/math/quad/LQuad.htm


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Four sided figure, all sides equal,opposite sides parallel, and all right

angles.

Squarehttp://www.mathleague.com/help/geometry/polygons.htm#righttriangle

F id d fi it id
http://www.mathleague.com/help/geometry/polygons.htmhttp://www.mathleague.com/help/geometry/polygons.htm


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Four sided figure. opposite sidesequal lengths and parallel, all right

angles

Rectanglehttp://www.standards.dfes.gov.uk/primary/publications/mathem

atics/12874/nns_useict026000carroll.swf

Four sided figure. Opposite sidesequal lengths and parallel

An six sided figure
http://www.standards.dfes.gov.uk/primary/publications/mathematics/12874/nns_useict026000carroll.swfhttp://www.standards.dfes.gov.uk/primary/publications/mathematics/12874/nns_useict026000carroll.swfhttp://www.standards.dfes.gov.uk/primary/publications/mathematics/12874/nns_useict026000carroll.swfhttp://www.standards.dfes.gov.uk/primary/publications/mathematics/12874/nns_useict026000carroll.swf


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equal lengths and parallel

Parallelogram

http://ejad.best.vwh.net/java/patterns/patterns_j.shtml

http://www.aplusmath.com/cgi-bin/games/geopicture

Four sided figure. opposite sides equal

lengths and parallel, opposite anglesequal

Rhombus

An six sided figure

Hexagon

An eight sided figure

Octagon

Four sided figure. Top andbottom sides parallel

Trapezoid

An five sided figure

Pentagon
http://ejad.best.vwh.net/java/patterns/patterns_j.shtmlhttp://www.aplusmath.com/cgi-bin/games/geopicturehttp://www.aplusmath.com/cgi-bin/games/geopicturehttp://www.aplusmath.com/cgi-bin/games/geopicturehttp://www.aplusmath.com/cgi-bin/games/geopicturehttp://ejad.best.vwh.net/java/patterns/patterns_j.shtml


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A ten sided polygon

Decagonhttp://www.ul.ie/~cahird/polyhedronmode/decagon.htm

A line with two endpoints
http://www.ul.ie/~cahird/polyhedronmode/decagon.htmhttp://images.google.com/imgres?imgurl=http://www.m-w.com/mw/art/decagon.gif&imgrefurl=http://www.m-w.com/mw/art/decagon.htm&h=201&w=214&sz=3&tbnid=ECOXV3cD5Y0W-M:&tbnh=94&tbnw=101&hl=en&start=2&prev=/images%3Fq%3Ddecagon%26svnum%3D10%26hl%3Den%26lr%3D%26sa%3DN%26domains%3Dhttp://www.clevelandcountyschools.orghttp://www.ul.ie/~cahird/polyhedronmode/decagon.htm


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A line with two endpoints

Line Segmenthttp://www.pinkmonkey.com/studyguides/subjects/geometry/chap1/g0101201.asp

A B

end points

A line with one endpoint
http://www.pinkmonkey.com/studyguides/subjects/geometry/chap1/g0101201.asphttp://www.pinkmonkey.com/studyguides/subjects/geometry/chap1/g0101201.asp


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CCS 2007

A line with one endpoint

Rayhttp://www.mathleague.com/help/geometry/basicterms.htm#rays

The Point at which two rays meet
http://www.mathleague.com/help/geometry/basicterms.htmhttp://www.mathleague.com/help/geometry/basicterms.htm


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The Point at which two rays meet.

Vertexhttp://mathworld.wolfram.com/VertexAngle.html

This shape has 3vertices

Two lines that will never touch or
http://mathworld.wolfram.com/VertexAngle.htmlhttp://mathworld.wolfram.com/VertexAngle.html


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Two lines that will never touch orintersect because they are the same

distance apart.

Parallel Lineshttp://www.homeschoolmath.net/teaching/g/parallel_and_perpendicular.php

Any 3 dimensional shapes
http://www.homeschoolmath.net/teaching/g/parallel_and_perpendicular.phphttp://www.homeschoolmath.net/teaching/g/parallel_and_perpendicular.php


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Any 3-dimensional shapes

that takes up space

Solid Figures

These are3-D

shapes!

http://www.factmonster.com/math/knowledgebox/player.html?movie=sfw50631

These are alsocalled

polyhedrons

One of the plane polygon
http://www.factmonster.com/math/knowledgebox/player.html?movie=sfw50631http://www.factmonster.com/math/knowledgebox/player.html?movie=sfw50631


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One of the plane polygon

shapes on a solid shape.

Facehttp://illuminations.nctm.org/tools/tool_detail.aspx?id=70

http://illuminations.nctm.org/Lessons/imath/GeoSolids/GeoSolids-AS1.pdf

Where two faces meet on a
http://illuminations.nctm.org/tools/tool_detail.aspx?id=70http://illuminations.nctm.org/Lessons/imath/GeoSolids/GeoSolids-AS1.pdfhttp://illuminations.nctm.org/Lessons/imath/GeoSolids/GeoSolids-AS1.pdfhttp://illuminations.nctm.org/Lessons/imath/GeoSolids/GeoSolids-AS1.pdfhttp://illuminations.nctm.org/Lessons/imath/GeoSolids/GeoSolids-AS1.pdfhttp://illuminations.nctm.org/tools/tool_detail.aspx?id=70


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Where two faces meet on a

solid shape.

Edgehttp://illuminations.nctm.org/tools/tool_detail.aspx?id=70


Where two edges meet on a


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Where two edges meet on a

solid shape.

Cornerhttp://illuminations.nctm.org/tools/tool_detail.aspx?id=70


The flat circle shaped bottom


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The flat circle shaped bottom

of cylinders and cones

Basehttp://illuminations.nctm.org/tools/tool_detail.aspx?id=70


Have faces, edges, and corners

Have 2, 1, or zero circle bases


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Solid

Figures

Prism

Sphere

Cylinder

Cone

Pyramid

Cube

http://www.harcourtschool.com/activity/solid_figures/

H f d d
http://www.harcourtschool.com/activity/solid_figures/http://www.harcourtschool.com/activity/solid_figures/http://images.google.com/imgres?imgurl=http://www.m-w.com/mw/art/decagon.gif&imgrefurl=http://www.m-w.com/mw/art/decagon.htm&h=201&w=214&sz=3&tbnid=ECOXV3cD5Y0W-M:&tbnh=94&tbnw=101&hl=en&start=2&prev=/images%3Fq%3Ddecagon%26svnum%3D10%26hl%3Den%26lr%3D%26sa%3DN%26domains%3Dhttp://www.clevelandcountyschools.org


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Solid

Figures

Pentagonal

Hexagonal

Decagonal

Octagonal

Have faces, edges, andcorners
http://images.google.com/imgres?imgurl=http://www.m-w.com/mw/art/decagon.gif&imgrefurl=http://www.m-w.com/mw/art/decagon.htm&h=201&w=214&sz=3&tbnid=ECOXV3cD5Y0W-M:&tbnh=94&tbnw=101&hl=en&start=2&prev=/images%3Fq%3Ddecagon%26svnum%3D10%26hl%3Den%26lr%3D%26sa%3DN%26domains%3Dhttp://www.clevelandcountyschools.org


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A description of a line that forms


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A description of a line that formsbetween two points on a line.

Pathhttp://www.shodor.org/interactivate/activities/pcoords/index.htm

l

0 1 2 3 4

3

2

1

Describe apath (alonggrid lines)between 1,1and 2,2

Diagonal up

Describe a path(along grid lines)between 1,1 and4,1

Horizontal Right

Horizontal East
http://www.shodor.org/interactivate/activities/pcoords/index.htmlhttp://www.shodor.org/interactivate/activities/pcoords/index.htmlhttp://www.shodor.org/interactivate/activities/pcoords/index.htmlhttp://www.shodor.org/interactivate/activities/pcoords/index.html


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CCS 2007

A graph that compares parts to the whole; decimals


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CCS 2007

g p p p ;and fractions may be used on this graph

Circle Graphhtt ://www.mcwdn.or /Gra hs/CirclePieQuiz.html

key

title

labels

Used for collecting data
http://www.mcwdn.org/Graphs/CirclePieQuiz.htmlhttp://www.mcwdn.org/Graphs/CirclePieQuiz.html


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CCS 2007

Used for collecting data

tablehttp://www.studyzone.org/testprep/math4/d/collectdata4l.cfm
http://www.studyzone.org/testprep/math4/d/collectdata4l.cfmhttp://www.studyzone.org/testprep/math4/d/collectdata4l.cfm


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A horizontal number line on which each


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value of a set is denoted by an x over

a value.

Line Plot

The number of xs

indicates how manytimes each score

occurred

http://www.studyzone.org/testprep/math4/d/rangel.cfm
http://www.studyzone.org/testprep/math4/d/rangel.cfmhttp://www.studyzone.org/testprep/math4/d/rangel.cfm


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CCS 2007

The number of times an event occurs;

may use tally marks to record

Frequency

IIII IIII IIII

tallies

http://www.studyzone.org/testprep/math4/d/tablestallyl.cfm

A method of collecting a sample of
http://www.studyzone.org/testprep/math4/d/tablestallyl.cfmhttp://www.studyzone.org/testprep/math4/d/tablestallyl.cfm


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CCS 2007

data by asking people questions.

Surveyhttp://www.studyzone.org/testprep/math4/d/randomsamp.cfm

A diagram using circles or other
http://www.studyzone.org/testprep/math4/d/randomsamp.cfmhttp://www.studyzone.org/testprep/math4/d/randomsamp.cfm


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CCS 2007

g gshapes to show the relationship

between sets

Venn Diagramhttp://www.shodor.org/interactivate/activities/venndia/index.html

Guess therule for this

VennDiagram

Strategy for solving problems for
http://www.shodor.org/interactivate/activities/venndia/index.htmlhttp://www.shodor.org/interactivate/activities/venndia/index.html


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CCS 2007

gy g pdetermining outcomes:

http://www.mathagonyaunt.co.uk/STATISTICS/ESP/Perms_combs.html

Steps:

1. Determine whether or not ordermatters.

2. Make an organized listof all possibleoutcomes.

3. Use this sample setof possible outcomes todetermine your answer.

Using the digits 3,4 and 5. What are all thepossible three digit numbers you could create?

345, 354

435, 453

534, 543

Answer- 6

Order matters in this

problem. Differentorders make differentnumbers.

An event that occurs or happens.
http://www.mathagonyaunt.co.uk/STATISTICS/ESP/Perms_combs.htmlhttp://www.mathagonyaunt.co.uk/STATISTICS/ESP/Perms_combs.html


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Outcome

What colordid thespinner

land on?

Was this one ofthe favorable

choices?

Were there equal

chancesfor bothcolors?

http://www.studyzone.org/testprep/math4/d/outcomel.cfm

An outcome that will probably occur or happen.
http://www.studyzone.org/testprep/math4/d/outcomel.cfmhttp://www.studyzone.org/testprep/math4/d/outcomel.cfm


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CCS 2007

p y pp

Likelyhttp://www.studyzone.org/testprep/math4/d/likelyl.cfm

What are thechancesofthe arrowlanding on

white?

When spinning

the spinner 10times, where is

the arrow likelytoland most often?

Less often?

Is your answercertainor

uncertain?

An event that you think will occur or happen.
http://www.studyzone.org/testprep/math4/d/likelyl.cfmhttp://www.studyzone.org/testprep/math4/d/likelyl.cfm


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CCS 2007

Prediction

What colordo you

think the

arrow willland on?

Whichcolor is

lesslikely?

http://www.shodor.org/interactivate/activities/spinner/index.html

Which coloris morelikely?

An outcome that will never occur or happen
http://www.shodor.org/interactivate/activities/spinner/index.htmlhttp://www.shodor.org/interactivate/activities/spinner/index.html


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CCS 2007

An outcome that will never occur or happen.

Impossiblehttp://www.mathgoodies.com/lessons/vol6/intro_probability.html

What arethe chancesof the arrowlanding on

blue?

An outcome that will always occur or happen.
http://www.mathgoodies.com/lessons/vol6/intro_probability.htmlhttp://www.mathgoodies.com/lessons/vol6/intro_probability.html


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Certainhtt ://www.bbc.co.uk/education/mathsfile/shockwave/ ames/fish.html

What arethe chancesof the arrow

landing onred?
http://www.bbc.co.uk/education/mathsfile/shockwave/games/fish.htmlhttp://www.bbc.co.uk/education/mathsfile/shockwave/games/fish.htmlhttp://www.bbc.co.uk/education/mathsfile/shockwave/games/fish.html


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The first three numbers of a pattern which


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http://www.studyzone.org/testprep/math4/i/dpatternsl.cfm

show the patterns rule

Pattern Core/Unit

50,75,45,70 Rule: +25, -30, 18th number- 35

18th

Mathematical sentence written in numerals and
http://www.studyzone.org/testprep/math4/i/dpatternsl.cfmhttp://www.studyzone.org/testprep/math4/i/dpatternsl.cfm


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mathematical symbols.

Number Sentencehttp://www.studyzone.org/testprep/math4/d/numericalp.cfm
http://www.studyzone.org/testprep/math4/d/numericalp.cfmhttp://www.studyzone.org/testprep/math4/d/numericalp.cfm


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The variable represents the number


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Unknown

e a ab e ep ese ts t e u beyou are solving to find, termed as the

X or some othersymbolis used to represent theunknown


Resources


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Resources

Web Resources are listed at the bottom ofeach slide.

Additional resources:

http://www.teachers.ash.org.au/jeather/maths/dictionary.html
http://www.teachers.ash.org.au/jeather/maths/dictionary.htmlhttp://www.teachers.ash.org.au/jeather/maths/dictionary.htmlhttp://www.teachers.ash.org.au/jeather/maths/dictionary.htmlhttp://www.teachers.ash.org.au/jeather/maths/dictionary.html

Documents

Math Vocabulary- Grade 3