Maths+Glossary

**Task Information:** GOO students are to maintain a glossary of terms associated with students’ mathematics learning. Terms included may be mathematical terms or may be terms associated with students’ mathematical development, such as subitising. For each term in the glossary a brief explanation should be provided, together with an example. Where appropriate a visual representation should be included (can be copied from a website, or created in word and added as a image [go to insert shapes/new drawing canvas and use the tools like the freeform line to create the image], or hand drawn and photographed and added as a image). __ **Maths Glossary** __ You can see that there are 5 coins without counting. ||
 * Assessment criteria **
 * Comprehensiveness of glossary
 * Accuracy of explanation of terms with associated example and visual image
 * < Maths Term ||< Explanation Link to a Website Diagram ||
 * < Area ||< The size inside a flat shape. Measured in 'squares'. E.g. all these shapes have the same area of 9 2. Measure the area of a rectangle: width x height. [[image:http://www.mathsisfun.com/geometry/images/area-same.gif width="309" height="200" caption="image"]] image ref: []  ||
 * < Subitising (Perceptual) ||< Instantly reconising the number of objects in a small group, without having to count them. ||||  ||
 * || Instantly recognizing the number of objects in a small group, without counting.

(Conceptual) ||< Kirsten [] ||
 * < Subitising
 * < Subitising
 * < Place value ||< |||| The value of where the digit is in the number, such as units, tens, hundreds, etc.

Example: In 352, the place value of the 5 is "tens"

Example: In 17.591, the place value of the 9 is "hundredths" || [] - || The result is less accurate, but easier to use. This is the common method Example: 243 rounded to the nearest ten is 240 (because 3 is less than 5) [] ||||  ||
 * = [[image:http://www.mathsisfun.com/images/decimals.gif width="416" height="205" caption="Place Value"]] ||
 * < Number fatcts to ten ||< Kirr ||
 * < Doubling ||< Multiplied by 2, twice as much
 * < Doubling ||< Multiplied by 2, twice as much
 * < Rounding up ||< Rounding means reducing the digits in a number while trying to keep it's value similar.
 * Decide which is the last digit to keep
 * Increase it by 1 if the next digit is 5 or more (this is called rounding up)
 * Leave it the same if the next digit is less than 5 (this is called rounding down)

to 1 ball to make 2 balls: Using Numbers it is: 1 + 1 = 2 And in words it is "One plus one equals two" [] || If you have 5 apples and you subtract 2, you will be left with 3 This would be written: 5 - 2 = 3 []  || [] || //"Waiter, I would like a 7 and a 3, please..." NO, not THAT type of ordering. I mean **putting them in order** ...// To put numbers in order, place them from lowest (first) to highest (last). This is called "Ascending Order" (think of ascending a mountain) Example: Place 17, 5, 9 and 8 in **ascending** order.
 * < Perimeter ||<  ||
 * < "Squarer" ||<  ||
 * < Irregular ||<  ||
 * < Long ||<  ||
 * < Denominator ||<  ||
 * < Numerator ||<  ||
 * < Equivalent fractions ||<  ||
 * < Computation ||<  ||
 * < Mulitiply ||<  ||
 * < Add ||< ... bringing two or more numbers (or things) together to make a new total. Here 1 ball is added
 * < Add ||< ... bringing two or more numbers (or things) together to make a new total. Here 1 ball is added
 * < subtract ||< ... taking one number away from another. [[image:http://www.mathsisfun.com/numbers/images/subtraction.gif align="center"]]
 * < subtract ||< ... taking one number away from another. [[image:http://www.mathsisfun.com/numbers/images/subtraction.gif align="center"]]
 * < divide ||< karina ||
 * < fraction ||< karina ||
 * < decimal ||< karina ||
 * < patterns ||< karina ||
 * < algebra ||< letters and numbers are used in calculations. letters represent the unknown numbers. e.g. x-2=4. what is x? x is 6 ||
 * < grouping ||< Marcus ||
 * < angles ||< The amount of turn between two straight lines that have a common end point (The vertex)
 * < angles ||< The amount of turn between two straight lines that have a common end point (The vertex)
 * < ordering ||< =Ordering Numbers=
 * Answer: 5, 8, 9, 17
 * [] ||  ||


 * < numeral|||| =Numeral= ||
 * [[image:http://www.mathsisfun.com/numbers/images/numeral-digit.gif width="181" height="150" caption="image"]] || A symbol or name that stands for a number.
 * [[image:http://www.mathsisfun.com/numbers/images/numeral-digit.gif width="181" height="150" caption="image"]] || A symbol or name that stands for a number.

Examples: 3, 49 and twelve are all numerals ||

[]
 * < counting- we use numbers to count backwards and forwards, we count things to count how many things are there ||<  ||   ||=   ||
 * Any number you can use for counting things: 1, 2, 3, 4, 5, ... (and so on).Does not include zero.Does not include negative numbers.Does not include fractions (such as 1/2 or 3/7)Does not include decimals (such as 0.95 or 1.3) ||
 * Any number you can use for counting things: 1, 2, 3, 4, 5, ... (and so on).Does not include zero.Does not include negative numbers.Does not include fractions (such as 1/2 or 3/7)Does not include decimals (such as 0.95 or 1.3) ||

[] [] || [] || == [] ||
 * < graph ||< ag- graphs measure things. graphs shows how much something is. ||
 * < bar graph ||< Marcus
 * < bar graph ||< Marcus
 * < table ||< Marcus
 * < pie chart ||< A pie chart is a circular chart divided into sectors, each sector

[] || [] ||  ||
 * < partitioning ||< Marcus ||
 * < combining ||< Marcus ||
 * < strategy ||< Marcus ||
 * < 100 chart ||< 100 chart is a grid with numbers from 1 to 100 ||
 * < 10 frame ||< ag- ||
 * < MAB blocks ||< ag- ||
 * < bridging to 10 ||< Marcus ||
 * < SENA testing ||< kir ||
 * < measure ||< ag- to find out how far or how long something is. ||
 * < scaffolding ||<  ||
 * < Length ||< Marcus
 * < Length ||< Marcus
 * < width ||< ag- ||
 * < height ||< ag- to find out how tall or short someone is. ||
 * < line ||<  |||| = = ||
 * [[image:http://www.mathsisfun.com/geometry/images/line.gif width="242" height="140" caption="image"]] || In geometry a line:
 * is straight (no curves),
 * has no thickness, and
 * extends in both directions without end (infinitely).
 * < units ||< Marcus ||
 * < centimeter ||< ag- ||
 * < millimeter ||< ag- we see these on rulers. they measure length. ten millimeters is 1 centimeter ||
 * < meter ||< ag - ||
 * < scale ||< ag- we weigh things to see if it is ||
 * < calculate ||< Marcus ||

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