## Math Definitions |

Term |
Definition |

Capacity |
The amount of something you can hold. Usually it means volume such as milliliters or liters in metric. |

Data |
Information |

Data Analysis |
Extracting useful information and making meaningful conclusions from data collected. |

Diagrams |
A plan, sketch, drawing, or outline designed to demonstrate or explain how something works or to clarify the relationship between the parts of a whole. In math, a diagram is a graphic representation of an algebraic or geometric relationship. It can be a chart or graph. Pictorial representations help students organize and piece together information that they have received. |

Graphs |
A diagram that exhibits a relationship, often functional, between two sets of numbers as a set of points having coordinates determined by the relationship. Graphs help some students visualize problems. They help students organize and piece together information. |

Geoboard |
Mathematical manipulative used to explore basic concepts in geometry. |

Heuristics |
The approaches students take to understand concepts and problems. Methods include diagrams, patterns, special case (look at a familiar case to generalize about other cases), graphs, trial and error, guess and check, use of previous methods and working backwards. |

Number Sense |
A understanding that allows students to approach concepts, ideas, and problems concerning numbers differently, according to their backgrounds, experiences, studies, and using different heuristics. |

One to One Correspondence |
The ability to match each member of one set to the member of an equal set. For example, a child matches a sock to a shoe or two socks to two shoes. Building upon further math skills in counting, children learn to understand how to point to only one object when they are counting and to stop counting when all objects have been touched. |

Ordering |
Put numbers in order. From lowest to highest is called ascending order. Ex. 3, 4, 9, 12. From highest to lowest is called descending order. Ex. 12, 9, 4, 3. |

Patterns |
Show relationships between objects. Patterns are everywhere. Patterns are in fabrics, in floor tiles, in tire tracks and in nature. There are patterns in numbers, words, colors, and rhythms. Breaking down patterns and creating or identifying patterns help children begin to break down codes. |

Pictograph |
Picture representing objects, places, activities, events and concepts. |

Probability |
How certain we are something will happen. Probability is used to draw conclusions about the likelihood of potential events. |

Sequencing |
Determine the order of steps or patterns. Organization of thoughts is connected to sequencing. Figuring out sequences is important for solving problems in everyday situations. Children learn to follow directions in a sequence. |

Tangrams |
Ancient Chinese puzzle with movable pieces consisting of seven geometric shapes. |

Variables |
A quantity capable of assuming any of a set of values because it has no fixed value. A symbol usually represents such a quantity. In the expression, a 2 + b 2 = c 2, for example, a, b, and c are variables. |

Visual Discrimination |
Ability to determine differences between objects and symbols by sight. |