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This is to be used as a visual aid in spelling and pronunciation. It is also used when students are writing their own “kid-friendly” definition and drawing their own graphic.  \no Section 2 has the word and a graphic. This graphic is available to be used as a model by the teacher.  \no Section 3 has the word, a graphic, and a definition. This is to be used for the Word Wall in the classroom. For more information on using a Word Wall for Daily Review – see “Vocabulary – Word Wall Ideas”on this website.  \n􀁸 These cards are designed to help all students with math content vocabulary, including ELL, Gifted and Talented, Special Education, and Regular Education students.  \nFor possible additions or corrections to the vocabulary cards, please contact the Granite School District Math Department at 385-646-4239.  \nBibliography of Definition Sources:  \nAlgebra to Go, Great Source, 2000. ISBN 0-669-46151-8 Math on Call, Great Source, 2004. ISBN-13: 978-0-669-50819-2 Math at Hand, Great Source, 1999. ISBN 0-669-46922  \nMath to Know, Great Source, 2000. ISBN 0-669-47153-4  \nIllustrated Dictionary of Math, Usborne Publishing Ltd., 2003. ISBN 0-7945-0662-3  \nMath Dictionary, Eula Ewing Monroe, Boyds Mills Press, 2006. ISBN-13: 978-1-59078-413-6 Student Reference Books, Everyday Mathematics, 2007.  \nHoughton-Mifflin eGlossary, [http://www.eduplace.com](http://www.eduplace.com)  \nInteractive Math Dictionary, [http://www.amathsdictionaryforkids.com](http://www.amathsdictionaryforkids.com)  \nabsolute value  \nabsolute value  \n-5  = 5  \nabsolute value  \n-5  \n= 5  \nThe distance of a number from zero on the number line. Always positive.  \nacute triangle  \nacute triangle  \nacute triangle  \nA triangle with no angle measuring 90º or more.  \nadditive inverse  \n\n| \u003Cbr>additive inverse | + 3 + -3 = 0\u003Cbr>+3 is the additive inverse, or opposite, of-3 -3 is the additive inverse, or opposite, of +3\u003Cbr>|\n| --- | --- |\n\nadditive inverse  \n+ 3 + -3 = 0  \n+3 is the additive inverse, or opposite, of-3  \n-3 is the additive inverse, or opposite, of +3  \nA number that is the same distance from 0 on the number line, but in the opposite direction  \nadjacent angle  \nadjacent angle  \nB D  \n􀂑ABC is adjacent to 􀂑 CBD.  \nadjacent angle  \nB D  \n􀂑 ABC is adjacent to 􀂑 CBD.  \nTwo angles in a plane that have a common vertex and a common side. They do not have any common interior points. In other words, they do not share any“inside space.”  \narea  \narea  \n2 rows of 5 = 10 square units or  \n2 x 5 = 10 square units  \n\n|  |  |  |  |  |\n| --- | --- | --- | --- | --- |\n|  |  |  |  |  |\n\narea  \n2 rows of 5 = 10 square units or  \n2 x 5 = 10 square units  \n\n|  |  |  |  |  |\n| --- | --- | --- | --- | --- |\n|  |  |  |  |  |\n\nThe measure, in square units, of the interior region of a 2-dimensional figure or the surface of a 3-dimensional figure.  \narea (circle)  \narea (circle)  \narea (circle)  \nThe measure, in square units, of the interior region of a 2-dimensional figure. The formula for the  \narea of a circle, A 􀀠 􀁓 r2 .  \narea  \n(regular polygon)  \narea  \n(regular polygon)  \nA 􀀠 ~~ ~~12 aP or A 􀀠 ~~ ~~12 a 􀀼 n 􀀼 s  \na = apothems = side length P = perimeter n = number of sides  \narea  \n(regular polygon)  \nA 􀀠 ~~ ~~12 aP or A 􀀠 ~~ ~~12 a 􀀼 n 􀀼 s  \na = apothems = side length P = perimeter n = number of sides  \nThe area of a polygon is the measurement of the 2-dimensional region enclosed by the polygon.  \narea  \n(quadrilateral)  \narea  \n(quadrilateral)  \nrectangle : A 􀀠 bh rhombus or kite : A 􀀠  \nh  \n12 d1d2  \nb  \nsquare : A 􀀠 s 2  \ns  \ns  \ntrapezoid : A 􀀠 ~~ ~~12 (b1 􀀎 b2 )h  \nb2  \nb1  \narea  \n(quadrilateral)  \nrectangle : A 􀀠 bh  \nh  \nb  \nsquare ","cbCaiacG4oh1fR4q","https://ap.wps.com/l/cbCaiacG4oh1fR4q","pdf",993794,48,"English","# Important Notes for Teachers\n## Card Structure (Sections 1-3)\n## Purpose and Student Use\n## Contact Information for Additions or Corrections\n# Bibliography of Definition Sources\n# Vocabulary Entries (Examples)","[{\"question\":\"How are the vocabulary cards organized in the file?\",\"answer\":\"The cards are arranged alphabetically for easy access and consistent classroom use.\"},{\"question\":\"What are the three sections on each vocabulary card used for?\",\"answer\":\"Section 1 shows only the word for spelling and pronunciation support. Section 2 adds a graphic for teacher modeling and student reference. Section 3 includes the word, a graphic, and a definition for the classroom Word Wall.\"},{\"question\":\"What types of students are these cards designed to support?\",\"answer\":\"The cards are designed to help all students with math content vocabulary, including ELL, gifted and talented, special education, and regular education students.\"}]","7th Grade - Vocabulary Cards and Word Walls - Teacher Notes & Definitions | PDF",1790580642,121]