The document provides information about reading habits in the UK population based on a 2005 time use survey. It includes a table showing the percentage of people who read daily by age group. Several photos with captions are also included about math language and vocabulary. Lists of math-related terms, expressions, and vocabulary words are adapted from a book on building academic language.

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8. Research by The National Literacy Trust 2013

9. Table 1 shows the percentage of the population that read on a daily basis by age
group, based on Great Britain’s National Statistics Time Use Survey 2005 and the
work of Clark and Foster for the National Literacy Trust in 2005.

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21. Tier 2 terms with specialised meanings in Maths
Balance Interest Difference
Coordinate Power Terms
Even Similar Radical
Imaginary Irrational Improper
Plane Axis Chance
Product Mixed Expression
Round Cube Principal
Scale Value Factor
Slope Represent Simplify
Square Find Function
Positive Field Real
Tangent Proof Odd
Adapted from table 4.10, “Building Academic Language” by Jeff Zwiers 2014

22. Some Maths
Imperatives
Maths Questions and
Expressions
Plot
Graph
Interpret
Calculate
Estimate
Construct
Convert
Compare
Substitute
Find the relationship between X
and Y
Design it to minimise
Work backward
Predict
Isolate
Which system of equations represents the
situation?
Which ratio represents an approximation of . . .?
What is the measure of . . .?
Average
Equivalent
Relevant information
Ascent, Descent, Altitude
Operations
Vary directly
Reasonable
Dimensions
If X equals . . . then what is . . .?
Adapted from table 4.11, “Building Academic Language” by Jeff Zwiers 2014
Photo by Butz.2013 - Creative Commons Attribution License https://www.flickr.com/photos/61508583@N02 Created with Haiku Deck

23. A list of expressions often used in problem solving in Maths
We need to figure out exactly what they
want.
This is like the problem we did on . . .
Let’s break it down into parts. First, . . . We need to identity the . . .
Information that I need is . . . because . . We don’t know . . ., so let’s make it a variable.
There are different ways to solve it. Maybe the data table will work because . . .
The best solution is . . . because . . . This answer makes sense because . . .
I predict that . . . I think we need to try another way.
We can draw this part as . . . I think that the answer is . . . because . . .
We can check our answer by trying . . . This word means that the final units need to
be in . . .
I don’t think this information is
important because . . .
I bet that . . . because . . .
Adapted from table 4.12, “Building Academic Language” by Jeff Zwiers 2014

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27. https://www.iggy.net/gobbyacademy#g
obby

28. Academic Literacy Displays
Tier 2 vocabulary to emphasise
across all subject areas in the first
term
28

29. Cross Subject Language
29

30. Tier 2 Words
30

31. Term 1 Term 2 Term 3
Top Trump Comment
Interpret
Demonstrate
Investigate
Predict
Analyse
Assess
Create
Clarify
Contrast
Challenge
Debate,
Expand
Evaluate
Depth Charge Words Objectivity Culture Diversity
Inside Track Words Evidence,
Summary
Inference
Method
Reliability
Weighty Words Authority Theory Theory
Peacock Words Furthermore Controversially Conceptually, Contrary
Conversely

34. Example sentences
Speaking objectively, advanced maths can be
confusing for new students.
An aspect of objectivity in mathematics is
about the relationships between the
mathematical and the physical.
Does maths exist objectively or is it a human
creation?
For a maths expert, numbers have an
authority all their own

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