Introduction to Using Precise

Math Language
 What is Using Precise Math
Language?
• Using precise language is a strategy to
build a shared understanding of key
mathematics terms and symbols.

• Students practice using new terms—and

familiar terms with new meanings—
correctly to convey ideas and concepts.
 Key Elements of Using Precise
Math Language
• Students recognize that common words and phrases can have
math-specific meanings.
• Students practice using new mathematical terms and symbols to:
• Solve problems
• Explain ideas
• Collaborate with peers
• Give feedback
 How Does Using Precise Math
Language Help Students?
• Expands their mathematics vocabulary
and builds capacity to define/learn new
terms.
• Supports them in thinking more carefully
about their ideas and their peers’ ideas.
• Enables them to clearly communicate and
ask questions as they solve problems.
• Helps them refine their ideas and learn the
importance of precision in language.
 Discussion Questions 1
1. How do you let your students know when
precise mathematical language is needed?

2. How have you highlighted differences

between the common definitions of words
and the math-specific meanings?

3. How has precise math language helped your

students in their thinking aloud and solving
of math problems?
How Can I Support Student Use of
Precise Math Language?
 Use Evidence-Based Instructional
Practices
• Provide clear explanations

• Use varied examples, materials, and

models

• Provide ongoing formative assessment

 Differentiated Instruction
• Plan instruction that considers students'
readiness, learning needs, and interests.
• Use a range of technology tools to:
– engage learners at varying levels
– engage learners in multiple ways.
– offer students options for demonstrating
understanding and mastery
 Teacher-Dependent
Ways to Differentiate
• By Content
– Different levels of reading or resource materials, reading
buddies, small group instruction, curriculum compacting, multi-
level computer programs and Web Quests, audio materials, etc.
• By Product
– Activity choice boards, tiered activities, multi-level learning
center tasks, similar readiness groups, choice in group work,
varied journal prompts, mixed readiness groups with targeted
roles for students, etc.
• By Process
– Tiered products, students choose mode of presentation to
demonstrate learning, independent study, varied rubrics,
mentorships, interest-based investigations
 Student-Dependent
Ways to Differentiate
• By Readiness
– Options in content, topic, or theme, options in the
tools needed for production, options in methods for
engagement
• By Profile
– Consideration of gender, culture, learning styles,
strengths, and weaknesses
• By Process
– Identification of background knowledge/gaps in
learning, vary amount of direct instruction, and
practice, pace of instruction, complexity of activities,
and exploration of a topic
 Discussion Questions 2
1. How does using precise math language
support the CCSS Mathematical Practices
and the UDL principles?

2. How has technology helped you to

differentiate instruction?
 Provide Clear Expectations:
Possible Strategies
• Highlight math terms to be used in the
lesson.
• When supplying examples and non-
examples of vocabulary words, vary
unimportant aspects such as size, shape,
and spatial orientation.
• Support students in shaping accurate
class definitions with examples and
illustrations for lesson-specific words.
 Use Varied Examples, Materials,
and Models: Possible Strategies
• Introduce new vocabulary words through
explanations, examples, and illustrations.
• Engage your class in discussing and
defining terms; use open-ended questions
to guide their work.
• Have students update their personal
mathematics glossaries with definitions
and illustrations.
 Provide Ongoing Formative
Assessment: Possible Strategies
• Observe small group discussions and
activities to gain a sense of each student’s
progress in defining and learning new terms.
• Ask students to paraphrase what you or other
students have said.
• Regularly review students’ mathematics
glossaries to assess their learning and
needs.
• When a student uses a new vocabulary word
correctly, point it out (for the benefit of the
whole class, not just that student).
 Use Online and Offline Tools
• Manipulatives
• Interactive whiteboard
• Web-based applets
• Math drawing tools
• Calculators
• 3D design software
• Graphing and charting software
 Use Evidence-Based Strategies
and Tools
• To launch the lesson

• During the learning task

• As you bring closure to the lesson

 Discussion Questions 3
1. What challenges have your students
faced when learning new math terms?

2. Are there models or visual

representations that you have found
useful when introducing precise math
language?

3. What technology tools have you used to

support formative assessment?
 Disclaimer

Awarded through a cooperative agreement from the U.S. Department of

education, Office of Special Education Programs (OSEP), Grant
#H327G090004-10, PowerUp What Works was developed by a team of
experts in education, technology, differentiated instruction/UDL, and
special education at the Center for Technology Implementation,
operated by the American Institutes for Research (AIR) in collaboration
with the Education Development Center, Inc. (EDC) and the Center for
Applied Special Technology (CAST).

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