Download math terminology and definitions anchor charts

Problem Solving Steps
Step 1.
Step 2.
Step 3
Step 4
Step 5
Step 6
Read information carefully
Understand what the question is asking you do to.
Use information from the question to find your answer
Decide on a strategy to use.
Show your thinking
Write a final statement (sentence)
Strategies
 Use a pattern
 Use logic
 Work backwards
 Make a picture or a table
 Draw a chart or a graph
 Use a model
 Make an organized list
 Solve a simpler problem
 MATH UNIT 1 – NUMBER PATTERNS
Learning Goals (gr. 5)
I can find a pattern rule for a number
pattern
I can identify, extend, and create
patterns
I use patterns to pose and solve
problems
Learning Goals (gr. 6)
I can write a pattern rule for a number
pattern
I can identify, extend, and create
patterns
I use patterns to pose and solve
problems
I can describe and model patterns
I use patterns in a table to make
predictions
I use patterns to explore divisibility
rules
I can find the value of a missing
number in an equation
I use patterns to explore integers
Patterning Vocabulary
REPEATING PATTERN = a pattern that repeats  e.g. 4, 8, 4, 8, 4, 8
PATTERN CORE = the part of the pattern that repeats  e.g. 4, 6, 4, 6, 4, 6, 4,6 
4,6 is the core.
GROWING PATTERN = a pattern that gets bigger  e.g. 2, 4, 6, 8, 10
SHRINKING PATTERN = a pattern that gets smaller  e.g. 50, 45, 40, 35, 30
PATTERNING RULE = the math function (+, -, x, / ) to follow. To follow the pattern.
Start at ___________________. Add _____________ each time.
Increase (UP)
the number you add (+)
by ____________ each time
Decrease (DOWN) the number you subtract (-) by ____________ each time
Alternately – switch back and forth e.g. add 1, subtract 2, each time.
Number Patterns and Pattern Rules - strategies
To identify the pattern rule,
I find the difference between pairs of consecutive numbers in the pattern.
5 (+1) 6 (+2) 8 (+3) 11 (+4) 15
The pattern rule is: Start at 5. Add 1. Increase the number you add by 1 each time.
 To get the next 5 terms, continue to increase the number you add by 1 each time.
5,6,8,11,15,20,26,33,41,50…
2 (+3) 5 (+4) 9 (+3) 12 (+4) 16
The pattern rule is: Start at 2. Alternately add 3, then add 4.
 To get the next 5 terms, continue to add 3, then add 4.  2,5,9,12,16,19,23,26,30,33…
10 (-4) 6 (+5) 11 (-4) 7 (+5) 12
The pattern rule is: Start at 10. Alternately subtract 4, then add 5.
 To get the next 5 terms, continue to subtract 4, then add 5.  10,6,11,7,12,8,13,9,14,10…
Patterning vocabulary and definitions
Input/Output Machine  performs an operation (=add/subtract/divide by/multiply by) on a
number (the input) to produce another number (the output).
An operation is add, subtract, multiply or divide.
This input/output machine multiplies the input by 2.
Input
operation
6
X2
output
 12
What are multiples?  Start at a number, then count on by that number to get the
multiples of that number. To get the multiples of 3, start at 3 and count on by 3. 
3,6,9,12,15,…
Patterning vocabulary and definitions
(gr. 6) This input/output machine doubles each input, then adds 6. When the input is 1,
the output is 8. When the input is 4, the output is 14.

Input
operation
operation
Output
1
X2
2
+6
8
4
X2
8
+6
14
 I check all the inputs to make sure I have found the correct numbers and the
correct operations!!!
(Gr. 6) What is a recursive pattern?  In a recursive pattern, each term can be foundby
applying the pattern rule to the previous term.
Ex. Write the first 5 terms for a recursive pattern that starts at 7.
A pattern rule is: Start at 7. Multiply by 2, then add 1 each time.
7 x 2 + 1 = 15
15 x 2 + 1 = 31 31 x 2 + 1 = 63 63 x2 + 1 = 127
The first 5 terms of the pattern are: 7, 15, 31, 63, 127
Here is a recursive pattern: 1, 6, 11, 16, 21
To find the pattern rule, find the difference between each pair of consecutive terms.
The difference between each pair of consecutive terms is 5. Add 5 to each term to find
the next term.
1 (6-1=5) 6 (11-6=5) 11 (16-11=5) 16 (21-16=5) 21
Patterning vocabulary and definitions
(gr. 6) Number Patterns
Divisibility Rules: A whole number is divisible by:
2 = if it is an even number
3 sum of digits is divisible by 3 (The numbers that are divisible by 3 are multiples of 3)
4 if the number represented by the tens and ones digits is divisible by 4 (every multiple of 4 is divisible by 4)
5 last digit (the ones digit) is 0 or 5
6 if the number is divisible by 2 and by 3
8 if the number represented by the hundreds, tens, and ones digits is divisible by 8
9 if the sum of the digits is divisible by 9
10 if the ones digit is o
Patterning vocabulary and definitions
(Gr. 6) An equation is a statement that two things are equal.
e.g. 7 x 3 = 21
19 = 25-6
You solve an equation when you find the value of a missing number in an equation.
e.g. 163 = ? + 49
You can use an inverse operation to find the missing number  163 – 49 = ? (?=114)
e.g. ? divided by 6 = 144
The inverse operation here is multiplication. The number that is divided by 6 to get 144
= 144 x 6 = 864. This means that your answer is 864 divided by 6 = 144. Your solution is
864.
Multiplication and division are inverse operations. Addition and subtraction are also
inverse operations.
Patterning vocabulary and definitions
(gr. 6)
Numbers such as 24 and -18 are integers.
 You can represent integers on a number line. The number line may be vertical (as in
a thermometer) or horizontal (the number line to the left of 0 shows negative
numbers).
 You use integers to represent quantities that have both size and direction.
Hilde spent $ 25.00. This can be represented as - $ 25.
Tammy walked 5 steps forward. This can be represented at + 5 steps, or 5 steps.
Shannon swam to a depth of 50 m. This can be represented as - 50 m.
NOTE: If no sign is written, the integer is positive!
Strategies to use when you are stuck on a math problem
Prepare for success!!!!
GET UNSTUCK!  HOW???
 Represent the information in another way.
Rewrite the question in your own words. Reorganize the information. Draw a diagram or
use a table.
 Think about what you already know. Ask yourself:
 What facts am I given?
 What other problem have I done like this one?
 What do I know how to do that might help?
 What possible answers can I eliminate?
 Try a problem-solving strategy  draw a diagram/make a table/use a
pattern
 Collaborate (ask two friends or Madame Acx) – unless it is a test, of course!
Fractions
A fraction is a number showing a part of a whole
e.g. 1/3 = 1 is shaded, 1 part shaded (=numerator) = number on the top
3 parts in all (denominator) = number on the bottom
Equal parts
Proper fraction = a fraction with a numerator smaller than the denominator
e.g. 3/4
Improper fraction = a fraction with a numerator greater than the denominator
e.g. 8/3
fractions
Mixed number = a number formed by a whole number and a proper fraction
e.g. 2 2/3
Equivalent fractions = fractions with the same value
e.g. ½ = 2/4 = 5/10
Simplest form – a fraction in which the numerator and denominator have only
1 as their common factor
e.g. ½
Linear Measurement
Km
hm
dam
m
dm
cm
mm
(kilo)
(hecto)
(deca)
BASE
(deci)
(centi)
(milli)
dumb
cousin
Mindy.
UNIT
Kevin
had
dated
my
How to convert units of measurement?
X 10
>-------------------------------------- (move decimal to the right)
% 10
<<-------------------------------------< (move decimal to the left)
Smaller number ------------<<------------->>-------------------------------larger number
Decimals
If you don’t see the decimal in a number, it can be placed at the end of the number.
e.g.
5
=
5.0
no decimal
proper placement
For each “jump” in unit, jump the decimal in the same direction!
e.g. from cm  mm, it is ONE JUMP to the right.
Therefore, the decimal makes one jump to the right.
e.g. 1 cm = __________ mm
1.0
1 cm = 10 mm
10.
km
hm
dam
*Don’t forget to fill the baskets !!!!
m
dm
cm
mm
1.
0
1
0.
Perimeter is the distance around a figure.
To find the perimeter, add all the sides together.
(for rectangles, add the length and the width and multiply by 2)
(2 x 4) x 2 = 16 units
(2 + 2) x 2 = 8 units
Area (Surface Area) is the amount of
surface space an object covers.
= 12 square units ( 4 x 3)
The area is measured in SQUARE UNITS and is written like this:
units2
To find the area of a rectangle, just multiply the length and width
Surface Area = L x W
Measurement Vocabulary
Km
hm
dam
m
dm
cm
mm
(kilo)
(hecto)
(deca)
BASE
(deci)
(centi)
(milli)
dumb
cousin
Mindy.
UNIT
Kevin
had
dated
my
Length = how LONG something is
Width = how WIDE something is
Depth = how DEEP something is
Thickness = how THICK something is
Peri meter = distance AROUND an object
Circumference = distance around a circular object
Area /surface area = amount of space covered by an object
Good to know!!!
1 minute = 60 seconds
1 hour = 60 minutes
1 day = 24 hours
1 week = 7 days
1 month = about 4 weeks (month  mois)
1 year = 12 months = 52 weeks = 365 days
1 year = 365 days
1 decade = 10 years (deca  dix!)
1 century 100 years (cent  hundred!) = 10 decades
1 millennium = 1 000 years (mille  thousand) = 10 centuries = 100 decades
DATA MANAGEMENT VOCABULARY
DATA – information, facts
Students in the class
Likes swimming
Has a sibling
Speaks French
Samantha
Yes
no
Yes
Natalie
Yes
yes
Yes
Rebecca
yes
yes
yes
The information in a chart is data.
RANGE = tells how spread out the numbers are
e.g.
110
-
30
=
(highest number) - (lowest number)
(use subtraction  greatest – least = range)
80
(range of data)
MEAN, MODE, MEDIAN (data management)
MEAN = the average  to calculate the mean, ADD all the numbers in the set, then
DIVIDE by the number of numbers
If my data is (4, 3, 1, 7, 3)  I add the numbers (4 + 3 +1 +7 +3) = 18. Then I divide that
number (18) by the number of numbers in the set (which here is 5). 18/5 = 3.6. The
mean of my data (4, 3, 1, 7, 3) = 3.6
MODE = the number that occurs most often.
The mode of 4, 3, 1, 7, and 3 is
3  because it’s there twice!
MEDIAN = The middle value. Don’t forget to rewrite the list of numbers in order first!
e.g. 13, 18, 13, 14, 13, 16, 14, 21, 13 = rewrite in order = 13, 13, 13, 13, 14, 14, 16, 18, 21
There are nine numbers in the list, so the middle one will be the (9 + 1) ÷ 2 = 10 ÷ 2 = 5th number:
13, 13, 13, 13, 14, 14, 16, 18, 21 --- So the median is 14. C
GEOMETRY
2D  length, width
3D  length, width, heigth
Figures that are congruent are the same size and shape
Eg.
A and B are congruent.
A
B
Kinds of angles
There are 4 kinds of angles you need to know.
The BENCHMARK angle is a RIGHT ANGLE.
1. Right Angle (like the corner of a square)
2. Acute Angle = smaller than a right angle (small, think“cute”)
3. Obtuse Angle = larger than a right angle (large, think “obese”)
4. Straight Angle = flat(2 right angles together) _____________
Geometry
This is pentagon ABCDE
(penta = five)
A polygon is named by giving the vertices in order
(poly = more)
Quadrilateral (quad quatre  four) = A figure with 4 straight sides
Square
rectangle
parallelogram
trapezoid
kite/rhombus
Congruent = figures that have the same size and same shape.
Kinds of triangles
EQUILATERAL (ALL sides are EQUAL) ISOSCELES (TWO sided are EQUAL)
SCALENE (no sides are EQUAL)
ROUNDING STRATEGY
1. Find the number column you wish to round your number to.
2. Visit the ‘right’ neighbour.
3. Ask the neighbour: “Are you 5 or greater?”
4. If “yes” round target number UP
5. If “no”, target number stays the SAME.
How to Read a Clock.
(black numbers = 12 hour clock-- (you add p.m and a.m to the number 1-12) 11:47 a.m.
(red numbers = 24 hour clock)  (you don’t have to add anything, use numbers 1-24)  11:47
(yellow numbers outside clock = minutes)
What time is it, Mme Acx?