Teaching notes and ideas
Name of resource:
Maths glossary
Age group(s)
Subject(s)
12 to 14, 15 to 16
Maths
Topic
Language Level
Maths
Beginner/Intermediate/Advanced
EAL Nexus
Description of resource
A set of cards with the main maths terminology translated into Spanish
Preparation needed
You will need:
 a copy of the PowerPoint slides for each EAL learner who can read Spanish
 a copy of the PowerPoint slides in every language available for use in the
classroom.
You will need to:
 print an A4 version of the slides by going to print, full page slides and laminate
for longer-term use in the classroom.
Curriculum objectives
 To learn and know the main maths terminology
 To enable learners to build on their existing knowledge of maths concepts
and vocabulary
Language/Literacy objectives
Functions
Describing
Naming/defining
Hypothesising
Structures
A ______ has …
We measure … in …
… is/are …; … is/are not …
… means …; … is the same as …
… is when …
… is the …
… are … which …
… is a … which …
If … how many …?
If … what is …?
This project and its actions were made possible due to co-financing by the European Fund for the Integration of Third-Country Nationals
© British Council 2015
EAL Nexus
Comparing
Exemplifying
Comparatives: e.g. greater than, less than, fewer than,
bigger, smaller, etc.
For example …; E.g. …; … such as …
Vocabulary
Topics covered: 2D shapes, 3D shapes, addition, angles, area, averages,
capacity, circles, comparison, data handling, decimals, distance, division, equals,
fractions, graphs, instruments, length, lines, mass, money, more than/less than,
multiplication, numbers, percentages, perimeter, polygons, subtraction,
symmetry, temperature, time, transformations, triangles, volume, weight
This resource could be used:
 as differentiation within class
 one to one or small group
 for independent learning
Ideas for using the resource
What to do
 This is a maths glossary including the main key terms used in the maths
classroom with learners aged 12–14, 15–16, with translations into Spanish.
 Give EAL learners a copy of the card(s) that are relevant to topics being taught
and encourage them to use it in class and at home.
 Spanish is not only spoken in Spain, but also in many countries of Central and
South America, on a number of islands in the Caribbean, as well as in
Equatorial Guinea in Africa. There are some small differences in the words
used, grammar and pronunciation between the Spanish used in Spain and the
Spanish of Central and South America. These are comparable to the
differences which are found between American and UK English. Consequently,
bilingual Spanish resources will be understood by learners from all continents.
 This resource is useful for introducing new vocabulary prior to teaching a
certain topic. It is helpful to EAL learners if they can familiarise themselves with
it in advance. The learners can have their own copies of the glossary to refer to
when needed and to use as a revision tool for exam and test preparation.
Separate slides can be printed and displayed around the classroom at times of
teaching the different topics, so the teacher and the learners can refer to them
during lessons. The slides can also be turned into mats, for each learner to use
during the lessons.
This project and its actions were made possible due to co-financing by the European Fund for the Integration of Third-Country Nationals
© British Council 2015
EAL Nexus
 Using the learners’ first language ability can enhance their more effective
learning as they only have to transfer their topic knowledge into English. EAL
learners who have arrived in the UK at a later stage of education and who are
accomplished learners in their own language will benefit from such a way of
presenting the key terminology, as they are likely to be familiar with it in their
first language. Using the resource will enable them to transfer their subject
knowledge into English.
 Bilingual dictionaries / translation software are a proven effective tool for
teaching key terminology and concepts to EAL learners, especially more
advanced ones. These glossary cards have the advantage that the words are
translated in the specific maths context in which they are used, e.g. words that
are commonly used in everyday speech such as average, mean, range, etc.
are shown here in context so the translation will be the subject-specific
meaning of the word.
 Each slide includes an example task (in the blue box), so the learner has a
chance to try what they have learned about the particular topic, and the teacher
is able to assess whether they have understood.
Other ideas for making the best use of this resource
 The keywords used in the glossary can be cut and stuck into learners’ books.
 As a revision task, cut selected English definitions/explanations from relevant
cards and ask learners to work in pairs to explain orally or rewrite the
explanation in English. EAL learners can be paired with a student who can
provide a good model of English. The EAL learner will still have the definition in
his/her first language. They can check their explanations/definitions against the
original slide:
e.g. symmetry. Delete the English so it reads: Symmetry is when you …
Possible extension activities
Using the example task (in the blue box) on each slide as a model, ask pupils to
write their own questions. E.g. What is the area of a rectangle with length 10cm and
width 7cm? Learners can replace the underlined words/numbers to create their own
questions. Once learners are familiar with the structure of the question, remove the
model and encourage them to write a question independently.
This project and its actions were made possible due to co-financing by the European Fund for the Integration of Third-Country Nationals
© British Council 2015