Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 1

Language for Addition and Subtraction Early Language Further language Later language

Children need to understand and be able to use this language in a range of practical situations before responding to it in written work. We cannot assume that they understand this language.

add more and

altogether one more

how many more to make....?

sum total score

double two more

Ten more plus

near double

one hundred more

hundreds boundary

How many more is...than...?

tens boundary

increase

units boundary

is the same as

How much more is....than....?

addition tenths boundary

decrease

equals

sign

inverse

two less

take away leave

How many are left?

How many are left over?

How many have gone?

one less difference between

ten less

one hundred less

How many fewer is...than...?

subtract

minus

half halve

make

Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 2

Language for Multiplication and Division

Early language Further language Later language

Children need to understand and be able to use this language in a range of practical situations before responding to it for written work. We cannot assume that they understand this language.

share groups of lots of

left over left share equally

one, two, three each equal groups

Once, twice, three times etc

multiple of

multiplied by multiply times

repeated addition

double column row array

...times as big/long/wide as... half

Ones, twos, threes...tens group in pairs

divided into divided by divide

divisible by remainder product

inverse quotient factor

Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 3

Place Value, comparing and ordering numbers Early language Further language Later language

Children need to understand and be able to use this language in a range of practical situations before responding to it for written work. We cannot assume that they understand this language.

the same number as as many as

more less bigger

most

smaller

least biggest smallest

one more one less order

size first second third

fourth fifth sixth seventh

eighth ninth tenth last

before after next between

greater fewe

r

greates

t

largest

fewest ten more ten less

compare last but one digit

half way

between

one-digit number

two-digit number three digit

number place place value ones units

tens hundreds exchange

teens number

equal to stands for represents

one hundred more one hundred less

round up round down round to

round to the nearest ten

round to the nearest hundred

eleventh

twelfth

twenty first twenty second

twenty third

thousand

s

ten thousand

hundred thousand

million

four- digit number

round to the nearest thousand numeral

greater than or equal

to less than or equal to

one thousand more one thousand less

integer positive negative

above zero below zero minus

is approximately equal to

Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 4

Solving Problems - making decisions, reasoning and ‘real life’ Early language Further language Later language

Children need to understand and be able to use this language in a range of practical situations before responding to it for written work. We cannot assume that they understand this language.

pattern puzzle answer

right wrong count

sort group set

match list

What could we try next?

How did you work it out?

number sentence sign

operation calculate

calculation

strategy method equation

jotting

correct symbol

count out share out

left left over

compare double half

halve mental calculation

Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 5

Counting, properties of numbers and number sequences

Early language Further language Later language

number zero one two

three four five six seven

eight nine ten eleven

twelve thirteen fourteen

fifteen sixteen seventeen

eighteen nineteen twenty

none how many...? count

count to count up to more

less pattern pair guess

nearly close to just over

just under too many too few

enough not enough

ten twenty thirty forty

fifty sixty seventy eighty

ninety one hundred count on

count on from count on to

count in ones count in twos

odd

even

count in threes count in fours

count in fives every other

estimate about the same as

how many times two hundred

three hundred

tally multiple of digit

sequence continue

four hundred

five hundred etc

one thousand count in sixes

count in sevens count in eights

count in nines count in elevens

count in twelves predict rule

consecutive classify property

formula divisibility factor

square number factorise

prime prime number

Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 6

Money Early language Further language Later language

Children need to understand and be able to use this language in a range of practical situations

before responding to it for written work. We cannot assume that they understand this language.

money coin penny pence

price buy cost sell spend

spent pay costs more

costs less how much...?

how many....?

pound change dear

cheap cheaper total

bought sold £ note

expensive more expensive

most expensive less expensive

least expensive amount value

discount currency profit

loss

Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 7

Organising and using data Early language Further language Later language

Children need to understand and be able to use this language in a range of practical situations

before responding to it for written work. We cannot assume that they understand this language.

count sort vote list

group set table tally

graph block graph pictogram

label title most popular

least popular

chart bar chart frequency table

Carroll diagram Venn diagram axis

axes diagram most common

least common survey

questionnaire

data

database line graph

bar line graph mode range

maximum value minimum value

outcome classify mean average

median statistics distribution

Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 8

Length Early language Further language Later language

Children need to understand and be able to use this language in a range of practical situations before responding to it for written work. We cannot assume that they understand this language.

short longest longer long

taller tall shortest short

er

highest higher high tallest

lowest wide lower low

deep narrow widest wider

narrowest narrower

t

deeper

thick

shallower shallow deepest

thinner thin thickest thicker

close near far thinnest

shallowest

mile kilometre distance from

distance to distance between

distance apart tape measure

centimetre furthest further

depth height width length

metre stick ruler metre

inches

inch foot feet yard

circumference millimetre

perimeter edge breadth

Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 9

Capacity Early language Further language Later language

Children need to understand and be able to use this language in a range of practical situations before responding to it for written work. We cannot assume that they understand this language.

empty half full full

container holds millilitre half litre

litre contains capacity

centilitre gallon

measuring cylinder pint

Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 10

Mass Early language Further language Later language

Children need to understand and be able to use this language in a range of practical situations before responding to it for written work. We cannot assume that they understand this language.

balances weighs weigh

heavier light heavy

lightest lighter heaviest

scales balance weight

smaller

small bigger big

half-kilogram gram

mass

kilogram ounce pound tonne

Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 11

Time Early Language Further Language Later Language

Monday Tuesday Wednesday

Thursday Friday Saturday

Sunday day week birthday

holiday morning afternoon

evening night bedtime

dinnertime playtime

today

yesterday

tomorrow before after next

last now soon early late

quick quicker quickest slow

quickly slower slowest slowly

old older oldest new

newer newest takes longer

takes less time

hour

clock o’clock

watch hands spring summer

autumn winter weekend

midnight fast faster fastest

half past how long ago

how long will it take to...?

how often

always

how long will it be to....? never

often sometimes usually

once twice January February

March April May June

July August September

October November December

fortnight minute second

quarter to quarter past timer

digital analogue century

a.m. p.m. earliest latest

calendar leap year noon

date of birth timetable arrive

depart 24-hour clock

12-hour clock Greenwich Mean Time

British Summer Time

International Date Line

Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 12

Shape and Space Early Language Further Language Later Language

Children need to understand and be able to use this language in a range of practical situations before responding to it for written work. We cannot assume that they understand this language.

shape pattern flat curved

straight round hollow solid

corner face side edge

end sort make build

draw point pointed

surface right-angled vertex

vertices layer diagram

line construct sketch

congruent

radius diameter net angle

base square-based regular

irregular concave convex

open closed

circumference arc

concentric intersecting

intersection plane tangram

Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 13

3D Shapes Early Language Further Language Later Language

Children need to understand and be able to use this language in a range of practical situations before responding to it for written work. We cannot assume that they understand this language.

cube pyramid sphere cone

cylinder cuboid

hemi-sphere prism 3D

three-dimensional spherical

cylindrical tetrahedron

polyhedron

octahedron

Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 14

2D Shapes Early Language Further Language Later Language

Children need to understand and be able to use this language in a range of practical situations before responding to it for written work. We cannot assume that they understand this language.

circle triangle square

rectangle star

circular triangular rectangular

pentagon hexagon octagon

semi-circle pentagonal

hexagonal octagonal

quadrilateral two-dimensional

2D

equilateral triangle

isosceles triangle

oblong

heptagon

polygon

scalene triangle rhombus

parallelogram

kite

trapezium

Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 15

Patterns and Symmetry Early Language Further Language Later Language

Children need to understand and be able to use this language in a range of practical situations before responding to it for written work. We cannot assume that they understand this language.

size bigger larger smaller

symmetrical pattern match

repeating pattern

line of symmetry fold mirror line

reflection line symmetry reflect

translation

Axis of symmetry

Reflective symmetry

Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 16

Position, Direction and Movement Early Language Further Language Later Language

position over under above

below top bottom side on

in outside inside around

in front behind front back

before beside next to apart

opposite between middle

edge corner direction left

right up down forward

s backwards sideways

underneath centre journey

whole turn half turn route

higher lower clockwise

anti-clockwise quarter turn

right-angle straight line

map

plan

ascend

descend grid row column

compass point north west

south N

S east west horizontal E

vertical diagonal angle W

...is a greater angle than...

...is a smaller angle than...

origin coordinates north-east

north-west south-east degree

south-west NE NW SE

SW ruler set square

angle measurer compasses

parallel perpendicular x-axis

y-axis quadrant rotation

acute obtuse protractor

reflex

Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 17

Instructions Early Language Further Language Later Language

listen join in say think

imagine remember start from

start with start at look at

point to place put change

change

over

split separate

carry on repeat find choose

What comes next? collect use

make build tell me pick out

talk about show

me

read

write trace copy finish

end fill in shade colour

tick cross draw join (up)

count ring cost check

arrange rearrange separate

continue describe explain

complete draw a line between

work out answer record arrow

predict describe the pattern

describe the rule find all

find different investigate

name

decide discuss present

Explain your method. represent

Explain how you got your answer.

Give an example of ...

label

tally

calculate

Show how you.... Write in figures.

solve sketch Show your working.

interpret question construct

justify Make a statement.

plot bisect identify

reasoning convert adjust

adjusting define prove

interrogate (data)

Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 18

General Early Language Later Language Further Language

Children need to understand and be able to use this language in a range of practical situations before responding to it for written work. We cannot assume that they understand this language.

same number(s) different number(s)

number track number cards

counters cubes blocks

rods die dice dominoes

pegs peg board same way

different way best way

another way

in order

in a different order

missing number(s) number facts

number line number square

abacus number pairs

number bonds hundred square

number grid geo-strips

greatest value least value

pin board spinner

identical

Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 19

Probability Early Language Further Language Later Language

fair unfair likely unlikely likelihood

certain uncertain probable

possible impossible chance

good chance poor chance

no chance

risk doubt

equally likely equal chance

even chance fifty-fifty chance

biased random

Vocabulary taken from ‘Mathematical Language’ DfEE 1999 Page 20

Area Early Language Further Language Later Language

area covers surface

square centimetre (cm2)

Square metre (m2)

Square millimetre (mm2)