Math vocabulary words: 150 math terms A–Z, with examples for kids

Q: What are math vocabulary words?

Math vocabulary words are the special words used to talk about numbers, shapes, measurement and data, such as sum, product, fraction, angle and perimeter. Some exist only in math; others, like odd, table and volume, also have an everyday meaning. This list has 150 of them for Kindergarten to Grade 5.

Q: What are 10 math words with examples?

Sum (3 + 4 = 7, so 7 is the sum), difference (9 − 3 = 6), product (4 × 6 = 24), quotient (56 ÷ 8 = 7), digit (47 has the digits 4 and 7), even number (8 = 4 + 4), fraction (3/8), perimeter (the distance around a shape), angle (the corner of a book is a right angle) and data (answers collected in a class survey).

Q: What words mean add in math?

Sum, total, plus, in all, altogether, combined, both and increased by usually signal addition in a word problem. Use them as clues rather than rules: read the whole story, picture it, then decide. The table of operation words above lists the matching words for subtract, multiply and divide.

Q: What math vocabulary should a kindergartner know?

Kindergarten standards use words for counting and comparing (number, count, zero, more, greater than, less than, equal), adding and subtracting, shape names (circle, square, triangle, rectangle, hexagon, cube, cone, cylinder, sphere), position words (above, below, beside, behind) and measuring words like length and weight. Choose "K" in the grade filter to see and print just those.

Q: How do you teach math vocabulary to a child who struggles with math?

Teach one word at a time: show it with objects, draw it, write the symbol, then have your child say it in a full sentence. Use the same word every time, avoid shortcuts that later stop being true, and point out words with a different everyday meaning. Short, frequent practice works better than long sessions.

Q: Can learning math words help a child with dyscalculia?

It can remove one barrier, but it does not change the underlying difficulty. Children with dyscalculia struggle with number sense itself, so they also need regular practice with quantities, number lines and facts. Clear vocabulary means that practice time is spent on the numbers instead of on decoding the question.

Q: Is this math vocabulary list printable?

Yes. Pick a grade in the filter if you only want some of the words, then use the print button or your browser's print command. The printout keeps the terms, definitions, examples and grades and leaves out the menus and the rest of the page.

A free, printable math glossary for parents and K–5 children. Every term has a one-sentence definition a child can follow, a worked example and, where the Common Core standards name it, the grade in which it is typically introduced.

Updated November 5, 2026

150 terms
Kindergarten to Grade 5
Free and printable

Number Forest (4–6): a map scene from the Dyscalculia.io daily practice program

Short answer

What math vocabulary words do kids need to know?

Math vocabulary words are the terms children need to read, say and use in math lessons and word problems, such as sum, difference, product, place value, numerator and perimeter. Dyscalculia.io's free glossary lists 150 math terms for Kindergarten to Grade 5 in 8 topics, each with a child-friendly definition, an example and, for 136 of them, the grade in which the Common Core State Standards first name the idea.

r = .42

average link between language and math skills across 344 studies¹

325

third graders with math difficulty: math vocabulary predicted word-problem scores, general vocabulary did not²

150 terms in 8 topics: numbers & counting, place value, addition & subtraction, multiplication & division, fractions & decimals, measurement, time & money, geometry & shapes, data & graphs.
136 terms carry a grade (K to 5) and the Common Core standard code; 14 common classroom words such as fact family and tally mark have no grade because the standards do not name them.
Across 344 studies with more than 360,000 participants, language and math skills were moderately linked (r = .42) and predicted each other's growth.
Words such as difference, product, odd, table and volume mean something different in math than in everyday speech, and are worth teaching on purpose.

Numbers and counting math words

The first math words children meet: saying numbers in order, matching one number to each object, and comparing which group has more.

compare: Typically introduced in K · K.CC.7; To look at two numbers or groups and decide which is more, which is less, or if they are equal.; Example: Compare 6 and 2: 6 is more.
count: Typically introduced in K · K.CC.5; To say the numbers in order, one for each thing, to find how many there are.; Example: Touch each block and say 1, 2, 3, 4: there are 4 blocks.
counting on: Typically introduced in Gr 1 · 1.OA.5; Starting from a number you already know and counting up from there.; Example: For 8 + 3, start at 8 and say 9, 10, 11.
equal: Typically introduced in K · K.CC.6; Exactly the same amount or value.; Example: A group of 5 red beads and a group of 5 blue beads are equal.
estimate: Typically introduced in Gr 2 · 2.MD.3; A sensible guess that is close to the real answer.; Example: The pencil looks about 6 inches long, so 6 inches is an estimate.
even number: Typically introduced in Gr 2 · 2.OA.3; A number that can be split into two equal groups, or into pairs with none left over.; Example: 8 is even: 4 + 4 = 8.
greater than: Typically introduced in K · K.CC.6; More than another number; written with the symbol >.; Example: 9 is greater than 4, written 9 > 4.
less than: Typically introduced in K · K.CC.6; Fewer than another number; written with the symbol <.; Example: 3 is less than 8, written 3 < 8.
number: Typically introduced in K · K.CC.3; A word or symbol that tells how many or which one.; Example: There are 5 apples in the bowl, so the number of apples is 5.
number bond: A picture that shows a number split into two parts.; Example: 10 split into 7 and 3.; Try the free number bonds tool →
number line: Typically introduced in Gr 2 · 2.MD.6; A straight line with numbers placed in order at equal spaces.; Example: On a number line, 7 sits between 6 and 8.
numeral: Typically introduced in K · K.CC.3; The written symbol for a number.; Example: "Seven" is the number word; 7 is the numeral.
odd number: Typically introduced in Gr 2 · 2.OA.3; A number that leaves one left over when you make pairs.; Example: 7 is odd: three pairs and one left over.
one-to-one correspondence: Typically introduced in K · K.CC.4; Matching exactly one number word to each object, without skipping or counting anything twice.; Example: Pointing at 6 cars and saying one number for each car.
ordinal number: A number word that tells position in a line or list.; Example: First, second and third are ordinal numbers.
skip counting: Typically introduced in Gr 2 · 2.NBT.2; Counting forward by the same jump each time instead of by ones.; Example: Counting by 5s: 5, 10, 15, 20, 25.; Try the free skip counting tool →
subitize: To see how many are in a small group at a glance, without counting.; Example: Seeing the 5 dots on a die and knowing "five" straight away.; Try the free subitizing practice →
teen numbers: Typically introduced in K · K.NBT.1; The numbers 11 to 19, which are made of one ten and some more ones.; Example: 14 is one ten and 4 ones.
ten frame: A box of 2 rows and 5 columns used to show numbers up to 10.; Example: A ten frame with 8 counters has 2 empty boxes, so 8 + 2 = 10.; Try the free ten frame tool →
whole number: Typically introduced in Gr 1 · 1.OA.2; Any of the numbers 0, 1, 2, 3 and so on, with no fractions or decimals.; Example: 12 and 250 are whole numbers; 2½ is not.
zero: Typically introduced in K · K.CC.3; The number for none at all.; Example: An empty plate has 0 cookies on it.

Place value math terms

Words for how the position of a digit changes its value. The 3 in 30 is worth ten times the 3 in 3.

decompose: Typically introduced in K · K.NBT.1; To break a number into smaller parts.; Example: 18 can be decomposed into 10 + 8.
digit: Typically introduced in Gr 1 · 1.NBT.2; Any of the ten symbols 0 to 9 used to write numbers.; Example: 47 has two digits: 4 and 7.
expanded form: Typically introduced in Gr 2 · 2.NBT.3; A number written as the sum of the value of each digit.; Example: 352 = 300 + 50 + 2.
exponent: Typically introduced in Gr 5 · 5.NBT.2; A small raised number that shows how many times to multiply a number by itself.; Example: 10³ means 10 × 10 × 10 = 1,000.
hundreds: Typically introduced in Gr 2 · 2.NBT.1; The place that counts groups of one hundred.; Example: 706 has 7 hundreds, 0 tens and 6 ones.
ones: Typically introduced in K · K.NBT.1; The place on the far right of a whole number, counting single units.; Example: In 36, there are 6 ones.
place value: Typically introduced in Gr 1 · 1.NBT.2; The value a digit has because of where it sits in a number.; Example: In 52, the 5 is worth 50 because it is in the tens place.; Try the free place value chart →
regroup: Typically introduced in Gr 1 · 1.NBT.4; To trade 10 of one place for 1 of the next place, or the other way round.; Example: 10 ones become 1 ten: 27 + 5 = 32.
round: Typically introduced in Gr 3 · 3.NBT.1; To change a number to a nearby, simpler number, such as the nearest ten.; Example: 47 rounded to the nearest ten is 50.
standard form: The usual way to write a number with digits.; Example: 300 + 50 + 2 in standard form is 352.
tens: Typically introduced in Gr 1 · 1.NBT.2; The place that counts groups of ten.; Example: In 36, there are 3 tens, worth 30.
thousands: The place that counts groups of one thousand.; Example: In 4,125, the 4 is worth 4,000.

Addition and subtraction math terms

The words in almost every early word problem. Several of them (sum, difference, equal) mean something narrower in math than in everyday talk.

add: Typically introduced in K · K.OA.1; To put groups together to find how many in all.; Example: 3 + 4 = 7.
addend: Typically introduced in Gr 2 · 2.OA.3; Each of the numbers being added together.; Example: In 5 + 2 = 7, the addends are 5 and 2.
commutative property: Typically introduced in Gr 1 · 1.OA.3; You can add (or multiply) numbers in any order and get the same answer.; Example: 8 + 3 = 11 and 3 + 8 = 11.
difference: Typically introduced in Gr 1 · 1.NBT.6; The answer when you subtract; how much bigger one number is than another.; Example: 9 − 3 = 6, so the difference is 6.
doubles: Adding a number to itself.; Example: 6 + 6 = 12 is a doubles fact.
equal sign: Typically introduced in Gr 1 · 1.OA.7; The symbol = which means "is the same amount as", not "the answer comes next".; Example: 7 = 8 − 1 is true because both sides are 7.
equation: Typically introduced in K · K.OA.3; A number sentence with an equal sign that shows two sides have the same value.; Example: 5 = 2 + 3 is an equation.
fact family: A set of related facts that use the same three numbers.; Example: 3 + 5 = 8, 5 + 3 = 8, 8 − 5 = 3, 8 − 3 = 5.
inverse operation: An operation that undoes another one: subtraction undoes addition, division undoes multiplication.; Example: 4 + 5 = 9, so 9 − 5 = 4.
make a ten: Typically introduced in Gr 1 · 1.OA.6; An adding strategy: split one number so the other reaches 10 first.; Example: 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14.
subtract: Typically introduced in K · K.OA.1; To take away or find how much is left or how far apart two numbers are.; Example: 9 − 3 = 6.
sum: Typically introduced in Gr 1 · 1.OA.2; The answer when you add.; Example: 3 + 4 = 7, so 7 is the sum.
take away: Another way of saying subtract, used when things are removed.; Example: 6 birds, 2 fly away: 6 take away 2 is 4.
unknown: Typically introduced in Gr 1 · 1.OA.8; The missing number in an equation, often shown with a box or ?.; Example: In 8 + ? = 11, the unknown is 3.
word problem: Typically introduced in K · K.OA.2; A math question told as a short story.; Example: "Sam has 4 shells and finds 3 more. How many now?" (4 + 3 = 7).

Multiplication and division math terms

Grade 3 brings a wave of new words at once: factor, product, quotient. Later come multiple, remainder, dividend and divisor.

array: Typically introduced in Gr 2 · 2.OA.4; Objects arranged in equal rows and columns.; Example: 3 rows of 4 stickers make an array of 12.
composite number: Typically introduced in Gr 4 · 4.OA.4; A whole number greater than 1 with more than two factors.; Example: 6 is composite: 1 × 6 and 2 × 3.
distributive property: Typically introduced in Gr 3 · 3.OA.5; Multiplying a sum is the same as multiplying each part and then adding.; Example: 8 × 7 = 8 × 5 + 8 × 2 = 40 + 16 = 56.
divide: Typically introduced in Gr 3 · 3.OA.2; To share into equal groups, or to find how many equal groups fit.; Example: 12 candies shared by 3 children: 12 ÷ 3 = 4 each.
dividend: Typically introduced in Gr 4 · 4.NBT.6; The number being divided.; Example: In 20 ÷ 5 = 4, the dividend is 20.
divisor: Typically introduced in Gr 4 · 4.NBT.6; The number you divide by.; Example: In 20 ÷ 5 = 4, the divisor is 5.
equal groups: Typically introduced in Gr 2 · 2.OA.4; Groups that each have the same number of things.; Example: 4 plates with 2 cookies each are 4 equal groups of 2.
factor: Typically introduced in Gr 3 · 3.OA.6; A number that is multiplied by another number.; Example: In 3 × 5 = 15, the factors are 3 and 5.
multiple: Typically introduced in Gr 4 · 4.OA.4; The result of multiplying a number by a whole number.; Example: Multiples of 4: 4, 8, 12, 16, 20.
multiply: Typically introduced in Gr 3 · 3.OA.1; To find the total of a number of equal groups.; Example: 5 groups of 7 is 5 × 7 = 35.
parentheses: Typically introduced in Gr 5 · 5.OA.1; The curved symbols ( ) that show which part of a calculation to do first.; Example: 2 × (8 + 7) = 2 × 15 = 30.
prime number: Typically introduced in Gr 4 · 4.OA.4; A whole number greater than 1 with exactly two factors: 1 and itself.; Example: 7 is prime: only 1 × 7 makes 7.
product: Typically introduced in Gr 3 · 3.OA.1; The answer when you multiply.; Example: 4 × 6 = 24, so 24 is the product.
quotient: Typically introduced in Gr 3 · 3.OA.2; The answer when you divide.; Example: 56 ÷ 8 = 7, so 7 is the quotient.
remainder: Typically introduced in Gr 4 · 4.NBT.6; What is left over when a number cannot be divided equally.; Example: 13 ÷ 4 = 3 remainder 1.
repeated addition: Adding the same number again and again; one way to think about multiplication.; Example: 4 + 4 + 4 = 12 is the same as 3 × 4.
times table: Typically introduced in Gr 3 · 3.OA.7; A list of the multiplication facts for one number.; Example: The 3 times table: 3, 6, 9, 12, 15 …

Fractions and decimals math vocabulary

Equal parts of a whole, written as fractions and then as decimals. These words build from halves in Grade 1 to thousandths in Grade 5.

common denominator: Typically introduced in Gr 4 · 4.NF.2; A denominator that two or more fractions share.; Example: 1/2 and 1/3 can both be written in sixths: 3/6 and 2/6.
decimal: Typically introduced in Gr 4 · 4.NF.6; A number that uses a decimal point to show parts of a whole.; Example: 0.5 is the decimal for one half.
denominator: Typically introduced in Gr 3 · 3.NF.3; The bottom number of a fraction: how many equal parts the whole is split into.; Example: In 3/8, the denominator is 8.
equal parts: Typically introduced in Gr 1 · 1.G.3; Parts of a whole that are exactly the same size.; Example: A sandwich cut down the middle has 2 equal parts.
equivalent fractions: Typically introduced in Gr 3 · 3.NF.3; Fractions that look different but are the same amount.; Example: 1/2 = 2/4 = 4/8.
fourth: Typically introduced in Gr 1 · 1.G.3; One of four equal parts of a whole; also called a quarter.; Example: Cut an orange into 4 equal parts: each part is one fourth, ¼.
fraction: Typically introduced in Gr 3 · 3.NF.1; A number that names equal parts of a whole or a group.; Example: 3 of 8 equal slices eaten is the fraction 3/8.
half: Typically introduced in Gr 1 · 1.G.3; One of two equal parts of a whole.; Example: Half of 10 is 5; written ½.
hundredths: Typically introduced in Gr 4 · 4.NF.6; Parts of a whole split into 100 equal pieces; the second place after the decimal point.; Example: 0.62 = 62 hundredths = 62/100.
improper fraction: A fraction whose numerator is equal to or larger than its denominator.; Example: 9/4 is an improper fraction; it equals 2 1/4.
mixed number: Typically introduced in Gr 4 · 4.NF.3; A whole number and a fraction written together.; Example: 2 1/4 means 2 wholes and one fourth more.
numerator: Typically introduced in Gr 3 · 3.NF.3; The top number of a fraction: how many parts you have.; Example: In 3/8, the numerator is 3.
tenths: Typically introduced in Gr 4 · 4.NF.6; Parts of a whole split into 10 equal pieces; the first place after the decimal point.; Example: 0.7 = 7 tenths = 7/10.
third: Typically introduced in Gr 2 · 2.G.3; One of three equal parts of a whole.; Example: Share a bar equally between 3 friends: each gets one third, ⅓.
thousandths: Typically introduced in Gr 5 · 5.NBT.3; Parts of a whole split into 1,000 equal pieces; the third place after the decimal point.; Example: 0.004 = 4 thousandths.
unit fraction: Typically introduced in Gr 4 · 4.NF.3; A fraction with 1 as the numerator.; Example: 1/3 and 1/10 are unit fractions.
whole: Typically introduced in Gr 1 · 1.G.3; One complete thing or group, before it is split into parts.; Example: A whole pizza cut into 4 slices is four fourths.

Measurement, time and money math words

Units, clocks and coins. These are the words children hear outside school too, which helps, but some (foot, quarter, second) also have an everyday meaning.

a.m. and p.m.: Typically introduced in Gr 2 · 2.MD.7; a.m. means the hours from midnight to noon; p.m. means noon to midnight.; Example: Breakfast at 8 a.m., dinner at 6 p.m.
analog clock: Typically introduced in Gr 1 · 1.MD.3; A clock with an hour hand and a minute hand moving around a face.; Example: Short hand on 3, long hand on 12: it is 3 o'clock.
area: Typically introduced in Gr 3 · 3.MD.5; The amount of flat space inside a shape, counted in square units.; Example: A rectangle 3 squares wide and 4 long has an area of 12 square units.
cent: Typically introduced in Gr 2 · 2.MD.8; The smallest unit of US money, written with ¢.; Example: A pencil costs 45¢.
centimeter: Typically introduced in Gr 2 · 2.MD.3; A small metric unit of length; 100 centimeters make a meter.; Example: A fingernail is about 1 centimeter wide.
cubic unit: Typically introduced in Gr 5 · 5.MD.3; A cube with sides 1 unit long, used to measure volume.; Example: One small building cube can be 1 cubic unit.
dime: Typically introduced in Gr 2 · 2.MD.8; A US coin worth 10 cents.; Example: 2 dimes and 3 pennies are worth 23¢.
dollar: Typically introduced in Gr 2 · 2.MD.8; A unit of US money equal to 100 cents, written with $.; Example: $1 = 100¢.
elapsed time: Typically introduced in Gr 3 · 3.MD.1; How much time passes between a start time and an end time.; Example: Start 3:15, finish 3:50: 35 minutes have elapsed.
foot: Typically introduced in Gr 2 · 2.MD.3; A unit of length equal to 12 inches.; Example: A school ruler is often 1 foot long.
gram: Typically introduced in Gr 3 · 3.MD.2; A small metric unit of mass.; Example: A paper clip has a mass of about 1 gram.
hour: Typically introduced in Gr 1 · 1.MD.3; A unit of time equal to 60 minutes.; Example: From 2:00 to 3:00 is 1 hour.
inch: Typically introduced in Gr 2 · 2.MD.3; A small unit of length, about the width of a thumb.; Example: A paper clip is about 1 inch long.
kilogram: Typically introduced in Gr 3 · 3.MD.2; A metric unit of mass equal to 1,000 grams.; Example: A bag of sugar is about 1 kilogram.
length: Typically introduced in K · K.MD.1; How long something is from one end to the other.; Example: The length of the book is 9 inches.
liter: Typically introduced in Gr 3 · 3.MD.2; A metric unit for how much liquid something holds.; Example: A large water bottle holds 1 liter.
measure: Typically introduced in Gr 1 · 1.MD.2; To find the size of something using units.; Example: The desk is 6 pencils long.
meter: Typically introduced in Gr 2 · 2.MD.3; A metric unit of length equal to 100 centimeters.; Example: A door is about 1 meter wide.
minute: Typically introduced in Gr 2 · 2.MD.7; A unit of time equal to 60 seconds.; Example: Brushing your teeth takes about 2 minutes.
nickel: Typically introduced in Gr 2 · 2.MD.8; A US coin worth 5 cents.; Example: 2 nickels are worth 10¢.
penny: Typically introduced in Gr 2 · 2.MD.8; A US coin worth 1 cent.; Example: 5 pennies are worth 5¢.
perimeter: Typically introduced in Gr 3 · 3.MD.8; The total distance all the way around the outside of a shape.; Example: A 3 cm by 5 cm rectangle: 3 + 5 + 3 + 5 = 16 cm.
quarter: Typically introduced in Gr 2 · 2.MD.8; A US coin worth 25 cents; also another name for one fourth.; Example: 4 quarters make $1.00.
square unit: Typically introduced in Gr 3 · 3.MD.5; A square with sides 1 unit long, used to measure area.; Example: Each square on grid paper is 1 square unit.
unit: Typically introduced in Gr 1 · 1.MD.2; A fixed amount used to measure, like an inch, a meter or an hour.; Example: We measured the rug in feet: the unit was the foot.
volume: Typically introduced in Gr 5 · 5.MD.3; How much space a solid shape takes up, counted in cubic units.; Example: A box 2 cubes long, 2 wide and 3 high has a volume of 12 cubic units.
weight: Typically introduced in K · K.MD.1; How heavy something is.; Example: A bag of apples has more weight than one apple.

Geometry and shapes math vocabulary

Names of flat and solid shapes, their parts, and the lines and angles that describe them.

acute angle: Typically introduced in Gr 4 · 4.G.1; An angle smaller than a right angle (less than 90 degrees).; Example: The tip of a pizza slice makes an acute angle.
angle: Typically introduced in Gr 2 · 2.G.1; The amount of turn between two lines that meet at a point.; Example: The corner of a book makes a right angle.
circle: Typically introduced in K · K.G.2; A round flat shape with no corners, where every edge point is the same distance from the middle.; Example: A coin is shaped like a circle.
cone: Typically introduced in K · K.G.2; A solid shape with a circle at the bottom and a point at the top.; Example: An ice-cream cone or a party hat.
coordinate plane: Typically introduced in Gr 5 · 5.G.1; A flat grid made by two number lines that cross, used to find points.; Example: The point (3, 2) is 3 across and 2 up.
cube: Typically introduced in K · K.G.2; A solid shape with 6 square faces that are all the same size.; Example: A game die is a cube.
cylinder: Typically introduced in K · K.G.2; A solid shape with two equal circles at the ends and a curved side.; Example: A can of soup is a cylinder.
degree: Typically introduced in Gr 4 · 4.MD.6; The unit used to measure angles, written °.; Example: A right angle is 90°.
face: Typically introduced in Gr 2 · 2.G.1; A flat surface of a solid shape.; Example: A cube has 6 faces.
hexagon: Typically introduced in K · K.G.2; A flat shape with 6 straight sides.; Example: Honeycomb cells are hexagons.
line of symmetry: Typically introduced in Gr 4 · 4.G.3; A fold line that splits a shape into two matching halves.; Example: A heart shape has one line of symmetry down the middle.
line segment: Typically introduced in Gr 4 · 4.G.1; Part of a line with two end points.; Example: Each side of a square is a line segment.
obtuse angle: Typically introduced in Gr 4 · 4.G.1; An angle bigger than a right angle but less than a straight line (between 90 and 180 degrees).; Example: A laptop opened wide makes an obtuse angle.
ordered pair: Typically introduced in Gr 5 · 5.G.1; Two numbers in parentheses that give the position of a point: across first, then up.; Example: (5, 1) means 5 across and 1 up.
parallel lines: Typically introduced in Gr 4 · 4.G.1; Lines that stay the same distance apart and never meet.; Example: Railroad tracks are parallel.
pentagon: Typically introduced in Gr 2 · 2.G.1; A flat shape with 5 straight sides.; Example: Home plate in baseball is a pentagon.
perpendicular lines: Typically introduced in Gr 4 · 4.G.1; Lines that cross to make a right angle.; Example: The lines of a plus sign + are perpendicular.
polygon: Typically introduced in Gr 3 · 3.MD.8; A closed flat shape made of straight sides.; Example: Triangles and hexagons are polygons; a circle is not.
position words: Typically introduced in K · K.G.1; Words that tell where something is: above, below, beside, in front of, behind, next to.; Example: The cat is under the table, next to the chair.
quadrilateral: Typically introduced in Gr 2 · 2.G.1; Any flat shape with 4 straight sides.; Example: Squares, rectangles and trapezoids are all quadrilaterals.
rectangle: Typically introduced in K · K.G.2; A flat shape with 4 sides and 4 right angles; opposite sides are equal.; Example: A door is shaped like a rectangle.
rectangular prism: Typically introduced in Gr 1 · 1.G.2; A solid shape with 6 rectangle faces, like a box.; Example: A cereal box is a rectangular prism.
rhombus: Typically introduced in Gr 3 · 3.G.1; A flat shape with 4 equal sides; a square is a special rhombus.; Example: A diamond on a playing card is a rhombus.
right angle: Typically introduced in Gr 4 · 4.G.1; A square corner that measures exactly 90 degrees.; Example: The corner of a sheet of paper is a right angle.
side: Typically introduced in K · K.G.4; One of the straight lines that make the edge of a flat shape.; Example: A triangle has 3 sides.
sphere: Typically introduced in K · K.G.2; A perfectly round solid shape, like a ball.; Example: A basketball is a sphere.
square: Typically introduced in K · K.G.2; A flat shape with 4 equal sides and 4 right angles.; Example: Each box on a chessboard is a square.
three-dimensional: Typically introduced in K · K.G.3; Solid; having length, width and height (3D).; Example: A box you can hold is three-dimensional.
trapezoid: Typically introduced in Gr 1 · 1.G.2; A flat shape with 4 sides where at least one pair of sides is parallel.; Example: The red block in a pattern-block set is a trapezoid.
triangle: Typically introduced in K · K.G.2; A flat shape with 3 straight sides and 3 corners.; Example: A slice of pizza is shaped like a triangle.
two-dimensional: Typically introduced in K · K.G.3; Flat; having only length and width (2D).; Example: A drawing of a square is two-dimensional.
vertex: Typically introduced in K · K.G.4; A corner, where two sides or edges meet; more than one are vertices.; Example: A square has 4 vertices.

Data and graphs math terms

Words for collecting information, sorting it into groups and showing it in a picture.

bar graph: Typically introduced in Gr 2 · 2.MD.10; A graph that uses bars of different lengths to compare amounts.; Example: The bar for "cats" reaches 6, so 6 children chose cats.
category: Typically introduced in K · K.MD.3; One of the groups you sort things into.; Example: In a pet survey, "dogs" is one category.
data: Typically introduced in Gr 1 · 1.MD.4; Information collected to answer a question, often as numbers.; Example: Asking 20 classmates their favorite fruit gives you data.
line plot: Typically introduced in Gr 2 · 2.MD.9; A number line with an X above it for each data value.; Example: Three X's above 5 inches means three pencils were 5 inches long.
picture graph: Typically introduced in Gr 2 · 2.MD.10; A graph that uses small pictures to show amounts.; Example: Each 🍎 stands for 1 child who likes apples.
scale: Typically introduced in Gr 2 · 2.MD.10; The numbers along the side of a graph that show what each step stands for.; Example: On a scale of 2s, a bar reaching the 3rd line means 6.
sort: Typically introduced in K · K.MD.3; To put things into groups that are alike in some way.; Example: Sort the buttons by color: red, blue, green.
survey: Asking a group of people the same question to collect data.; Example: A class survey: "What is your favorite sport?"
tally mark: A short line drawn to count things in groups of 5; the fifth line crosses the other four.; Example: 𝍸 𝍸 || means 12.

Math terms A–Z index

Every word on this page in alphabetical order. Select a word to jump to its definition.

How to teach a new math word in five steps

One word at a time, a few minutes a day. The order moves from things a child can touch, to a picture, to the symbol, and only then to using the word without help.

1
Show it with objects
Act the word out with real things. For "sum", push a group of 3 blocks and a group of 4 blocks together and count all 7.
2
Draw it
Make a quick sketch of the same thing: 3 dots, 4 dots, a ring around all 7. The picture is the bridge between the blocks and the numbers.
3
Write the symbol and label it
Write 3 + 4 = 7 and write the word next to the part it names: an arrow from "sum" to the 7.
4
Say it in a full sentence
You say it first, then your child does: "The sum of 3 and 4 is 7." Saying the whole sentence is what makes the word usable later.
5
Use the same word again for a week
Bring the word back in games, shopping and homework, always the same word for the same idea. Ask your child to explain it to you in their own words.

Why math vocabulary matters for children who struggle with math

Math is full of words a child has to understand before they can start the calculation. A child who can work out 9 − 3 may still freeze at "What is the difference between 9 and 3?", because in everyday speech a difference is how two things are not alike.

Research links language and math closely. A meta-analysis of 344 studies with more than 360,000 participants found a moderate relation between language and math skills (r = .42), and each predicted the other's growth over time. In preschoolers, understanding math language was related to most early number skills, such as counting, comparing and cardinality, and was more closely tied to them than general language ability was.

For children who already find math hard, the words can become a second barrier on top of the numbers. In a study of 325 third graders with math difficulty, knowledge of math vocabulary predicted how well they solved word problems, while general vocabulary and word reading did not.

These studies show links, not proof that teaching words fixes number difficulties. Dyscalculia is a difficulty with number sense itself: grasping how many, comparing amounts, remembering number facts. Vocabulary alone will not change that. What clear words do is remove an avoidable obstacle, so practice time goes into the numbers instead of decoding the question. If number difficulties last despite good teaching, the free dyscalculia test checks core number skills in the browser.^1,3,2

How to teach math terms so they stick

The U.S. Institute of Education Sciences practice guide for students who struggle with math recommends two things that apply directly to vocabulary: teach clear and concise mathematical language and expect students to use it, and build ideas with concrete and pictorial representations before the abstract symbol. The five steps above follow that order.

A few habits make the biggest difference at home:⁴

Use the real word from the start. Say "the sum is 7", not "the answer is 7"; say "the tens digit", not "the first number".
Keep one word for one idea. Switching between "take away", "minus" and "subtract" in the same week is three new words for a child who is still learning one.
Avoid shortcuts that stop being true later. "Multiplying makes a number bigger" breaks with fractions (½ × 4 = 2); "the equal sign means the answer comes next" breaks with 7 = 8 − 1.
Point out when a math word has an everyday meaning too, such as odd, table or product (see the table below).
Pair each word with a picture on a card or a word wall, and check understanding by asking your child to explain it, not just repeat it.

Math words that confuse children

Some of the most common math words already mean something else in everyday English. A child who hears "odd" or "table" brings the everyday meaning into the lesson, and the question stops making sense. Naming the two meanings out loud is often enough.

Math words with a different everyday meaning
Word	Everyday meaning	Math meaning
difference	How two things are not alike	The answer to a subtraction: 9 − 3 = 6
product	Something made or sold in a shop	The answer to a multiplication: 4 × 6 = 24
table	Furniture you eat at	A grid of rows and columns, or a times table
odd	Strange or unusual	A number that leaves 1 over when paired: 7
even	Flat, level or fair	A number that splits into two equal groups: 8
times	Occasions ("three times this week")	Multiplied by: 3 times 4 = 12
left	The opposite of right	What remains after subtracting: "How many are left?"
right	Correct, or the opposite of left	A right angle is a square corner, whichever way it points
volume	How loud a sound is	How much space a solid takes up
foot	Part of your body	A length of 12 inches
quarter	A part of a town, or 15 minutes	A coin worth 25¢, or one fourth of a whole
face	The front of your head	A flat surface of a solid shape
round	Shaped like a circle	Change to a nearby simpler number: 47 → 50

Words that mean add, subtract, multiply and divide

Word problems rarely say "add" or "subtract". They use dozens of other words and phrases for the four operations. Knowing these helps a child picture what is happening in the story.

One caution: these words are clues, not rules. "How many more" can be solved by adding up or by subtracting, and "Ana has 3 more than Tom; Ana has 8" needs subtraction even though it says "more". Ask your child to picture or draw the story first, then choose the operation.

Common words for each operation in word problems
Operation	Words and phrases in word problems
Add (+)	sum, total, plus, in all, altogether, combined, both, more than, increased by
Subtract (−)	difference, minus, take away, left, remain, fewer than, less than, how many more, decreased by
Multiply (×)	product, times, groups of, each ("4 bags with 5 each"), double, twice, per, rows of
Divide (÷)	quotient, share equally, split, each ("12 shared by 3, how many each?"), per, half, how many groups
Equals (=)	is, is the same as, makes, gives, results in

How the grade levels on this math vocabulary list were chosen

Each grade label shows the first grade in which the Common Core State Standards for Mathematics name the term or describe the idea, with the standard code next to it (for example 3.OA.1 for product). 136 of the 150 terms have one; the other 14 are everyday classroom words, such as fact family, doubles and tally mark, that the standards do not use, so they have no grade.

A grade is when a word is typically introduced, not a deadline. States and curricula vary, and many children hear words like half or equal long before school teaches them. Schools in the UK, Australia and elsewhere use different year groups and sometimes different words (maths, times tables, take away). Use the grade filter to print a list that matches what your child is learning now.⁵

Daily dyscalculia practice in your browser

196 levels, 10 exercise types and spaced review that brings missed questions back the same day and practised number facts after 1, 3, 7 and 30 days. It starts from the focus area in your test profile and works on any computer, tablet or phone, for ages 4 to adult.

196 levels across 10 exercise types
Gives your focus area priority; difficulty adjusts to accuracy and speed
Four age worlds, from age 4 to adult
Progress map, streaks and a skills profile you can retake

Level 1 of every game free

Frequently asked questions

What are math vocabulary words?

Math vocabulary words are the special words used to talk about numbers, shapes, measurement and data, such as sum, product, fraction, angle and perimeter. Some exist only in math; others, like odd, table and volume, also have an everyday meaning. This list has 150 of them for Kindergarten to Grade 5.

What are 10 math words with examples?

Sum (3 + 4 = 7, so 7 is the sum), difference (9 − 3 = 6), product (4 × 6 = 24), quotient (56 ÷ 8 = 7), digit (47 has the digits 4 and 7), even number (8 = 4 + 4), fraction (3/8), perimeter (the distance around a shape), angle (the corner of a book is a right angle) and data (answers collected in a class survey).

What words mean add in math?