Mathematics One
MATHEMATICAL LANGUAGE (NUMBER)
Teacher

counting numbers: one to one hundred

forward, backward

hundred chart

position words: between, count on, count back, next,
after, before

recite, skip count, number sequence

dots, dot cards, familiar dot arrangements

five-frame, counters

quantity of objects or dots

sets

counting on

left, right, middle

order, arrangements
 quantity of objects

numeral

partition numbers/quantities

part-part-whole relationships

parts or whole

ten-frames, number lines

compare sets

more than, greater than, fewer than, as many as, or
the same as (equal), less than

one-to-one

size of objects

estimate quantities

referents, benchmarks

groups

singles

count on, count back

one more, two more, one less, two less, before, after

double ten-frames

add, subtract

equal, is the same as

minus, plus

number sentence

story problem, situation

sum, difference, total

counting on, counting back

doubles, near doubles

making ten

strategy
Student (oral language)
 counting numbers: one to one hundred
 forward, backward
 hundred chart, number lines
 numeral
 position words: between, count on, count back, next, after,
before

skip count, number sequence

dots

five-frame or ten-frame, counters

left, right, middle

quantity of objects

parts or whole

ten-frames, number lines

compare sets

more than, greater than, fewer than, as many as, or the
same as (equal)

less than

size of objects

estimate

groups
 singles

count on, count back

one more, two more, one less, two less, before, after

double ten-frames

add, subtract,

count on, count back

equal, is the same as

minus, plus

number sentence

story problem, situation
 sum, difference, total

counting on, counting back

doubles, near doubles

making ten
MATHEMATICAL LANGUAGE (PATTERNS)
Teacher

core, element

describe, reproduce, extend, create

repeating pattern

compare

left, right, balance, imbalance

more than, fewer than, same as/equal,
equality/inequality, equal sign, not equal to/not same
as

one-to-one

quantity

balance scale

compare

left, right

make sets

number expression, number sentence

quantity

same as, equality, equal sign
Student (oral language)

core, element

describe, reproduce, extend, create

repeating pattern

compare

left, right

more than, fewer than, same as/equal, equal sign, not
equal to/not same as

quantity

balance scale

compare

make sets

quantity

same as, equal sign
MATHEMATICAL LANGUAGE (MEASUREMENT)
Teacher

area: covers more/covers less, greatest/least area, and
largest/smallest area

capacity: holds more/holds less, holds the same

full, empty

length, width, distance, height

length: longest/shortest, shortest/tallest,
widest/narrowest, thickest/thinnest, longer/shorter

mass: heaviest/lightest, heavier/lighter

order, compare, fill, cover, match

volume: biggest/smallest, bigger/smaller
Student (oral language)

area: covers more/covers less, greatest/least area, and
largest/smallest area

capacity: holds more/holds less, holds the same

full, empty

length, width, distance, height

length: longest/shortest, shortest/tallest,
widest/narrowest, thickest/thinnest, longer/shorter

mass: heaviest/lightest, heavier/lighter

order, compare, fill, cover, match

volume: takes up more/less space, bigger/smaller
MATHEMATICAL LANGUAGE (GEOMETRY)
Teacher

2-D shapes: triangle, square, rectangle, circle,
trapezoid, hexagon, rhombus

3-D objects: cylinder, sphere, cone, cube, prism,
pyramid

attribute

how are they alike/different

roll, stack, slide

sides, edges, corners/vertices, faces

sorting groups of objects

sorting rule
Student (oral language)

2-D shapes: triangle, square, rectangle, circle

3-D objects: cylinder, sphere, cone, cube, prism, pyramid

how are they alike/different

roll, stack, slide

sides, corners, faces

sorting groups of objects

sorting rule