Date: 30/11/2014 WALT: Divide a two digit number by a single digit number using short division.
Language for Addition and Subtraction - South Bersted CE ... · compare last but one digit half way...
Transcript of Language for Addition and Subtraction - South Bersted CE ... · compare last but one digit half way...
Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 1
Language for Addition and Subtraction Early Language Further language Later language
Children need to understand and be able to use this language in a range of practical situations before responding to it in written work. We cannot assume that they understand this language.
add more and
altogether one more
how many more to make....?
sum total score
double two more
Ten more plus
near double
one hundred more
hundreds boundary
How many more is...than...?
tens boundary
increase
units boundary
is the same as
How much more is....than....?
addition tenths boundary
decrease
equals
sign
inverse
two less
take away leave
How many are left?
How many are left over?
How many have gone?
one less difference between
ten less
one hundred less
How many fewer is...than...?
subtract
minus
half halve
make
Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 2
Language for Multiplication and Division
Early language Further language Later language
Children need to understand and be able to use this language in a range of practical situations before responding to it for written work. We cannot assume that they understand this language.
share groups of lots of
left over left share equally
one, two, three each equal groups
Once, twice, three times etc
multiple of
multiplied by multiply times
repeated addition
double column row array
...times as big/long/wide as... half
Ones, twos, threes...tens group in pairs
divided into divided by divide
divisible by remainder product
inverse quotient factor
Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 3
Place Value, comparing and ordering numbers Early language Further language Later language
Children need to understand and be able to use this language in a range of practical situations before responding to it for written work. We cannot assume that they understand this language.
the same number as as many as
more less bigger
most
smaller
least biggest smallest
one more one less order
size first second third
fourth fifth sixth seventh
eighth ninth tenth last
before after next between
greater fewe
r
greates
t
largest
fewest ten more ten less
compare last but one digit
half way
between
one-digit number
two-digit number three digit
number place place value ones units
tens hundreds exchange
teens number
equal to stands for represents
one hundred more one hundred less
round up round down round to
round to the nearest ten
round to the nearest hundred
eleventh
twelfth
twenty first twenty second
twenty third
thousand
s
ten thousand
hundred thousand
million
four- digit number
round to the nearest thousand numeral
greater than or equal
to less than or equal to
one thousand more one thousand less
integer positive negative
above zero below zero minus
is approximately equal to
Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 4
Solving Problems - making decisions, reasoning and ‘real life’ Early language Further language Later language
Children need to understand and be able to use this language in a range of practical situations before responding to it for written work. We cannot assume that they understand this language.
pattern puzzle answer
right wrong count
sort group set
match list
What could we try next?
How did you work it out?
number sentence sign
operation calculate
calculation
strategy method equation
jotting
correct symbol
count out share out
left left over
compare double half
halve mental calculation
Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 5
Counting, properties of numbers and number sequences
Early language Further language Later language
number zero one two
three four five six seven
eight nine ten eleven
twelve thirteen fourteen
fifteen sixteen seventeen
eighteen nineteen twenty
none how many...? count
count to count up to more
less pattern pair guess
nearly close to just over
just under too many too few
enough not enough
ten twenty thirty forty
fifty sixty seventy eighty
ninety one hundred count on
count on from count on to
count in ones count in twos
odd
even
count in threes count in fours
count in fives every other
estimate about the same as
how many times two hundred
three hundred
tally multiple of digit
sequence continue
four hundred
five hundred etc
one thousand count in sixes
count in sevens count in eights
count in nines count in elevens
count in twelves predict rule
consecutive classify property
formula divisibility factor
square number factorise
prime prime number
Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 6
Money Early language Further language Later language
Children need to understand and be able to use this language in a range of practical situations
before responding to it for written work. We cannot assume that they understand this language.
money coin penny pence
price buy cost sell spend
spent pay costs more
costs less how much...?
how many....?
pound change dear
cheap cheaper total
bought sold £ note
expensive more expensive
most expensive less expensive
least expensive amount value
discount currency profit
loss
Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 7
Organising and using data Early language Further language Later language
Children need to understand and be able to use this language in a range of practical situations
before responding to it for written work. We cannot assume that they understand this language.
count sort vote list
group set table tally
graph block graph pictogram
label title most popular
least popular
chart bar chart frequency table
Carroll diagram Venn diagram axis
axes diagram most common
least common survey
questionnaire
data
database line graph
bar line graph mode range
maximum value minimum value
outcome classify mean average
median statistics distribution
Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 8
Length Early language Further language Later language
Children need to understand and be able to use this language in a range of practical situations before responding to it for written work. We cannot assume that they understand this language.
short longest longer long
taller tall shortest short
er
highest higher high tallest
lowest wide lower low
deep narrow widest wider
narrowest narrower
t
deeper
thick
shallower shallow deepest
thinner thin thickest thicker
close near far thinnest
shallowest
mile kilometre distance from
distance to distance between
distance apart tape measure
centimetre furthest further
depth height width length
metre stick ruler metre
inches
inch foot feet yard
circumference millimetre
perimeter edge breadth
Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 9
Capacity Early language Further language Later language
Children need to understand and be able to use this language in a range of practical situations before responding to it for written work. We cannot assume that they understand this language.
empty half full full
container holds millilitre half litre
litre contains capacity
centilitre gallon
measuring cylinder pint
Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 10
Mass Early language Further language Later language
Children need to understand and be able to use this language in a range of practical situations before responding to it for written work. We cannot assume that they understand this language.
balances weighs weigh
heavier light heavy
lightest lighter heaviest
scales balance weight
smaller
small bigger big
half-kilogram gram
mass
kilogram ounce pound tonne
Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 11
Time Early Language Further Language Later Language
Monday Tuesday Wednesday
Thursday Friday Saturday
Sunday day week birthday
holiday morning afternoon
evening night bedtime
dinnertime playtime
today
yesterday
tomorrow before after next
last now soon early late
quick quicker quickest slow
quickly slower slowest slowly
old older oldest new
newer newest takes longer
takes less time
hour
clock o’clock
watch hands spring summer
autumn winter weekend
midnight fast faster fastest
half past how long ago
how long will it take to...?
how often
always
how long will it be to....? never
often sometimes usually
once twice January February
March April May June
July August September
October November December
fortnight minute second
quarter to quarter past timer
digital analogue century
a.m. p.m. earliest latest
calendar leap year noon
date of birth timetable arrive
depart 24-hour clock
12-hour clock Greenwich Mean Time
British Summer Time
International Date Line
Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 12
Shape and Space Early Language Further Language Later Language
Children need to understand and be able to use this language in a range of practical situations before responding to it for written work. We cannot assume that they understand this language.
shape pattern flat curved
straight round hollow solid
corner face side edge
end sort make build
draw point pointed
surface right-angled vertex
vertices layer diagram
line construct sketch
congruent
radius diameter net angle
base square-based regular
irregular concave convex
open closed
circumference arc
concentric intersecting
intersection plane tangram
Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 13
3D Shapes Early Language Further Language Later Language
Children need to understand and be able to use this language in a range of practical situations before responding to it for written work. We cannot assume that they understand this language.
cube pyramid sphere cone
cylinder cuboid
hemi-sphere prism 3D
three-dimensional spherical
cylindrical tetrahedron
polyhedron
octahedron
Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 14
2D Shapes Early Language Further Language Later Language
Children need to understand and be able to use this language in a range of practical situations before responding to it for written work. We cannot assume that they understand this language.
circle triangle square
rectangle star
circular triangular rectangular
pentagon hexagon octagon
semi-circle pentagonal
hexagonal octagonal
quadrilateral two-dimensional
2D
equilateral triangle
isosceles triangle
oblong
heptagon
polygon
scalene triangle rhombus
parallelogram
kite
trapezium
Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 15
Patterns and Symmetry Early Language Further Language Later Language
Children need to understand and be able to use this language in a range of practical situations before responding to it for written work. We cannot assume that they understand this language.
size bigger larger smaller
symmetrical pattern match
repeating pattern
line of symmetry fold mirror line
reflection line symmetry reflect
translation
Axis of symmetry
Reflective symmetry
Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 16
Position, Direction and Movement Early Language Further Language Later Language
position over under above
below top bottom side on
in outside inside around
in front behind front back
before beside next to apart
opposite between middle
edge corner direction left
right up down forward
s backwards sideways
underneath centre journey
whole turn half turn route
higher lower clockwise
anti-clockwise quarter turn
right-angle straight line
map
plan
ascend
descend grid row column
compass point north west
south N
S east west horizontal E
vertical diagonal angle W
...is a greater angle than...
...is a smaller angle than...
origin coordinates north-east
north-west south-east degree
south-west NE NW SE
SW ruler set square
angle measurer compasses
parallel perpendicular x-axis
y-axis quadrant rotation
acute obtuse protractor
reflex
Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 17
Instructions Early Language Further Language Later Language
listen join in say think
imagine remember start from
start with start at look at
point to place put change
change
over
split separate
carry on repeat find choose
What comes next? collect use
make build tell me pick out
talk about show
me
read
write trace copy finish
end fill in shade colour
tick cross draw join (up)
count ring cost check
arrange rearrange separate
continue describe explain
complete draw a line between
work out answer record arrow
predict describe the pattern
describe the rule find all
find different investigate
name
decide discuss present
Explain your method. represent
Explain how you got your answer.
Give an example of ...
label
tally
calculate
Show how you.... Write in figures.
solve sketch Show your working.
interpret question construct
justify Make a statement.
plot bisect identify
reasoning convert adjust
adjusting define prove
interrogate (data)
Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 18
General Early Language Later Language Further Language
Children need to understand and be able to use this language in a range of practical situations before responding to it for written work. We cannot assume that they understand this language.
same number(s) different number(s)
number track number cards
counters cubes blocks
rods die dice dominoes
pegs peg board same way
different way best way
another way
in order
in a different order
missing number(s) number facts
number line number square
abacus number pairs
number bonds hundred square
number grid geo-strips
greatest value least value
pin board spinner
identical
Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 19
Probability Early Language Further Language Later Language
fair unfair likely unlikely likelihood
certain uncertain probable
possible impossible chance
good chance poor chance
no chance
risk doubt
equally likely equal chance
even chance fifty-fifty chance
biased random
Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 20
Area Early Language Further Language Later Language
area covers surface
square centimetre (cm2)
Square metre (m2)
Square millimetre (mm2)