Math Word Wall Kindergarten (Common Core Aligned)

Math Word Wall Kindergarten (Common Core Aligned)
Math Word Wall Kindergarten (Common Core Aligned)
Math Word Wall Kindergarten (Common Core Aligned)
Math Word Wall Kindergarten (Common Core Aligned)
Math Word Wall Kindergarten (Common Core Aligned)
Math Word Wall Kindergarten (Common Core Aligned)
Math Word Wall Kindergarten (Common Core Aligned)
Math Word Wall Kindergarten (Common Core Aligned)
File Type

PDF

(11 MB|83 pages)
Standards
Also included in:
  1. SAVE 25% WHEN YOU PURCHASE TOGETHER! Grab your Classroom Math Word Wall Cards AND Individual Word Wall Cards together.Classroom Math Word Wall: Help your kindergarteners remember these essential math vocabulary terms with this visual math word wall, while brightening up your classroom at the same
    $14.00
    $10.00
    Save $4.00
  2. Math Word Wall Grades K-6 Bundle: Help your math students remember these essential math vocabulary terms with this visual math word wall, while brightening up your classroom at the same time! This bundle includes EVERY SINGLE TERM from my Kindergarten, First, Second, Third, Fourth, Fifth and Sixt
    $42.00
    $25.00
    Save $17.00
  3. THIS IS A BUNDLED SET OF MY FAVORITE KINDERGARTEN GRADE MATH ACTIVITIES! Buy them together for 25% less than if you bought them separately! INCLUDED IN THIS BUNDLE: Addition & Subtraction Mega Pack Over 100 pages packed with over 20 different math center games and activities! NO FILLER PAGES HE
    $40.25
    $30.00
    Save $10.25
  • Product Description
  • Standards
Math Word Wall Kindergarten: Help your kindergarten students remember these essential math vocabulary terms with this visual math word wall, while brightening up your classroom at the same time!

Included are 120 visual math vocabulary cards for the ENTIRE YEAR. With clear visuals and student friendly definitions, these cards help students remember key vocabulary. Math Word Walls are the perfect reference tool for any classroom!

***THIS RESOURCE WAS UPDATED ON JULY 27, 2017 TO INCLUDE 46 ADDITIONAL TERMS AS WELL AS CANADIAN AND AUSTRALIAN COINS***

••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••

Make sure to download the preview (see above under the thumbnails) to view a FULL LIST OF the 120 terms included, high resolution views of all math word wall cards, as well as other FAQs and photos of the resource in action!

••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••

You also might be interested in these beginning math resources:Kindergarten Math Journal Prompts
Grade 1 Math Journal Prompts
Addition and Subtraction Mega Pack
Fact Family Bundle
Tens & Ones Bundle-Common Core Aligned Games, Activities, Posters & Work Pages
Coin Counting Club- Money Math Center Bundle

••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••

This Resource Is Available For The Following Grade Levels:CCSS Math Word Wall Kindergarten
CCSS Math Word Wall Grade 1
CCSS Math Word Wall Grade 2
CCSS Math Word Wall Grade 3
CCSS Math Word Wall Grade 4
CCSS Math Word Wall Grade 5
CCSS Math Word Wall Grade 6


© Jillian Starr 2015
This product is for personal use in one classroom only. To share or use in multiple classrooms, please purchase additional licenses.
Log in to see state-specific standards (only available in the US).
Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Total Pages
83 pages
Answer Key
N/A
Teaching Duration
1 Year
Report this Resource to TpT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TpT’s content guidelines.
Loading...
$7.00
Digital Download
Share this resource
Report this resource to TpT
Jillian Starr

Jillian Starr

14,097 Followers
Follow
More products from Jillian Starr
Product Thumbnail
Product Thumbnail
Product Thumbnail
Product Thumbnail
Product Thumbnail

Teachers Pay Teachers is an online marketplace where teachers buy and sell original educational materials.

Learn More

Keep in Touch!

Sign Up