Academic Vocabulary
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| accurate | To be correct and without errors. | Matthew rounded the number to the place of the underlined digit.
654,772 โ 654,000
Is Matthew's work accurate? Show how you know.
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| approach | A way of understanding or solving a problem | What approach would you use to solve this multiplication problem?
๐ค๐ฅร๐ฆ๐ช=
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| appropriate | To be right for a given situation. | What are appropriate tools for measuring the lengths of the sides and the angles of a trapezoid?
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| approximate | To make a guess about the size or value of something. | Choose an object in your classroom. Have a partner approximate its length in centimeters.
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| argument | Reasons for why something is true or false. | Gemma said, "The number 19,425 is greater than the number 19,430."
Is Gemmaโs statement true or false? Give a math argument to support your answer.
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| arrange | To put each item of a group in a particular place | These groups show 8 triangles in two different ways. What is another way that you could arrange 8 triangles?
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| calculate | To find a solution using numbers and mathematical operations. | Calculate the answer to this problem.
๐ฆ๐ค๐ซรท๐ช=
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| conjecture | A statement that is thought to be true but has not been proven. | Make a conjecture about which expression has a lesser sum.
205 + 627 354 + 428
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| construct | To build something by putting parts together. | How can you use fraction strips to construct a model that shows that ๐ฉ/๐ช>๐ฅ/๐ช?
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| context | The normal surroundings of something that help give it meaning. | Think of a story that can be represented by the equation below. Explain what t means in your context.
2,300 + 1,552 = t
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| contrast | To find the differences between two things | Contrast the two shapes. Give three ways that they are different.
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| demonstrate | To show how to do something. | Demonstrate how to use the Distributive Property to multiply ๐จร๐ฆ๐ฉ.
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| describe | To tell what something is like | Describe a shape without using its name
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| develop | To create or complete something. | What pattern did Dior develop on the grid?
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| diagram | A simple picture or drawing. | The diagram represents a rectangular garden. What is the area of the garden?
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| distribute | To give out shares of something | Mr. Berry will distribute the pieces of this pizza equally to 4 friends. How many pieces will each friend get?
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| establish | o create something or to show that something is true. | How does the bar graph establish that Aegean saved less money in April than in February?
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| evaluate | To decide if something is right or wrong, or if it is true or false. | Diego wrote the following equation. Evaluate Diegoโs work to tell whether her equation is true or false.
๐จร๐ฉ=๐ฆ๐ฅ
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| examine | To look at something closely. | Examine the first six rows of the hundred chart. What patterns do you see?
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| example | Something that is used to show that a general statement is true. | The equation is an example of the Commutative Property of Multiplication.
๐ฅร๐ฆ=๐ฆร๐ฅ
Make up your own example of the Commutative Property of Multiplication.
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Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
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Created by:
PRO Teacher
Mr OBerc
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