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https://pressbooks.bccampus.ca/climatechangeadaptationfundamentals/chapter/module-1-3-climate-change-information-for-applications/
|
Module 1: What’s the problem?
Module 1.3: Climate change information for applications
This module provides an overview of climate services available in Canada, and examples of applications of climate change scenario information. Highlights from the 2019 federal government publication, Canada’s Changing Climate Report, are also presented.
Start by watching the video lecture:
Video attribution: “Climate Change Adaptation Fundamentals – Module 1.3: Climate change information for applications” by Stewart Cohen, Climate Change Fundamentals, Adaptation Learning Network is licensed under CC BY 4.0. The images used in the slides in the video are not CC BY.
After watching the video, listen to the following excerpts from the CBC podcast 2050: Degrees of Change.
- Johanna Wagstaffe and Prof. Stéphane Dery, UNBC, on precipitation and streamflow in the Fraser River Basin: (05:50) Stop listening at 8:14 and return to this page.
- Johanna Wagstaffe and Prof. Brian Menounous, UNBC, on glaciers: (19:02) Stop listening at 22:49 and return to this page.
Podcast attribution: This podcast is © CBC/Radio-Canada 2021. All rights reserved. You may also find and listen to this podcast on their website.
Discussion
Check out 3 of the information sources referenced in the slides in Module 1.3 to see what data you can find that are relevant to your specific region.
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pressbooks
|
2025-03-22T05:08:54.364829
|
07-29-2022
|
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"book_url": "https://pressbooks.bccampus.ca/climatechangeadaptationfundamentals/front-matter/introduction/",
"title": "Climate Change Adaptation Fundamentals",
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|
https://pressbooks.bccampus.ca/climatechangeadaptationfundamentals/chapter/module-1-summary-take-home-messages/
|
Module 1: What’s the problem?
Module 1 Summary: Take Home Messages
This last video of Module 1 provides a high level summary of the key take home messages from this module.
Video attribution: “Climate Change Adaptation Fundamentals – Module 1 Take home messages” by Stewart Cohen, Climate Change Fundamentals, Adaptation Learning Network is licensed under CC BY 4.0. The images used in the slides in the video are not CC BY.
Before moving on to Module 2, we invite you to consider the implications of human-caused climate change to you in both your professional and personal lives. How would a rapidly warming climate affect your vision of your future, or the work that you currently do? How might it affect the future of your community?
If you are interested in more information on the basics of climate change and related tools and resources, we recommend exploring the following links:
Pacific Climate Impacts Consortium (PCIC) is our regional climate service centre. PCIC conducts quantitative studies on the impacts of climate change and climate variability in the Pacific and Yukon region, providing regional climate information for planning.
The BC Government’s Resources for Preparing and Adapting to Climate Change is a great resource for existing tools, climate change health facts, the recent BC Climate Risk Assessment, which we discuss in Module 3.
You may also want to dive into Canada’s interactive Climate Atlas, where you can explore how various aspects of climate change are playing out in different regions of Canada and explore maps, graphs and climate data for provinces, local regions and cities across the country.
And finally, the Canadian Centre for Climate Services is another resource for climate resources, climate change concepts and trends, climate data, and has a climate-service support desk if you have further questions.
|
pressbooks
|
2025-03-22T05:08:54.374136
|
07-29-2022
|
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|
https://pressbooks.bccampus.ca/climatechangeadaptationfundamentals/chapter/module-2-overview/
|
Module 2: What’s at stake?
Module 2: Overview
Let’s get started. Module 2 consists of 5 sub-modules that cover the following topics:
- The 2017 wildfire season in British Columbia; impacts and response
- Framing of risk in the context of climate change
- The role of expert judgement in assessing climate change risk
- Climate change risk assessment for Canada, including ratings of adaptation potential
- Climate change risk assessment for British Columbia
- The climate change information supply chain, and the role of practitioners within it
|
pressbooks
|
2025-03-22T05:08:54.382942
|
07-29-2022
|
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https://pressbooks.bccampus.ca/climatechangeadaptationfundamentals/chapter/module-2-wildfires/
|
Module 2: What’s at stake?
Module 2.0: Wildfires
With Module 2 we move from understanding the basic concepts of climate science, to exploring what climate change means to us in terms of risks and impacts – what is at stake. Let’s begin with this video lecture:
Video attribution: “Climate Change Adaptation Fundamentals – Module 2.0: Wildfires” by Stewart Cohen, Climate Change Fundamentals, Adaptation Learning Network is licensed under CC BY 4.0. The images used in the slides in the video are not CC BY.
The climate risks and impacts we face change from geographic region to region, and climate adaptation requires understanding these regional impacts and shaping adaptation measures to those specific impacts and contexts. One of the climate risks we face in BC is an increase in the length of the wildfire season and the severity and frequency of wildfire events.In this clip from the CBC podcast 2050: Degrees of Change, forest fire ecologist Robert Gray discusses the impacts of climate change on BC’s forests
- Start at 03:00 and Stop listening at 7:09 and return to this screen.
Podcast attribution: This podcast is © CBC/Radio-Canada 2021. All rights reserved. You may also find and listen to this podcast on their website.
We have added a brief video clip here to provide an update on the 2019-2020 Australia bushfire season.
Video attribution: “Climate Change Adaptation Fundamentals – Module 2.0: Wildfires Updates” by Stewart Cohen, Climate Change Fundamentals, Adaptation Learning Network is licensed under CC BY 4.0. The images used in the slides in the video are not CC BY.
|
pressbooks
|
2025-03-22T05:08:54.393372
|
07-29-2022
|
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"url": "https://pressbooks.bccampus.ca/climatechangeadaptationfundamentals/chapter/module-2-wildfires/",
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|
https://pressbooks.bccampus.ca/climatechangeadaptationfundamentals/chapter/module-2-1-understanding-risk-and-impact/
|
Module 2: What’s at stake?
Module 2.1: Understanding risk and impact
Wildfire risks are only one of the risks we face in a climate changed future. In this next video lecture, we explore why it is important for professionals thinking about adaptation to understand how climate change is resulting in changing climate statistics, and the influence of those changes on the assessment of future climate risks and their impacts.
To do this, we return to the global environment to explore the trends in weather and climate catastrophes and the projected changes in climate extremes based on low and high emission scenarios. We will explore climate change scenarios for BC, and some of the findings from the recent climate risk assessment for our province.
With climate change comes the need to focus attention not only on understanding and planning for individual risks, such as wildfires, but also on compound risks — where two or more events can co-occur and interact. In this way, climate change is influencing not only the nature of the risks we face, but also how practitioners will need to adapt their planning and decision making to account for compound and complex scenarios involving multiple environmental and social factors and uncertainty.
Video attribution: “Climate Change Adaptation Fundamentals – Module 2.1: Understanding risk and impact” by Stewart Cohen, Climate Change Fundamentals, Adaptation Learning Network is licensed under CC BY 4.0. The images used in the slides in the video are not CC BY.
Discussion
Share an example of how you’ve assessed or managed risk in the past. Review the posts of others and share insights about how they might do things differently in future.
|
pressbooks
|
2025-03-22T05:08:54.402874
|
07-29-2022
|
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|
https://pressbooks.bccampus.ca/climatechangeadaptationfundamentals/chapter/module-2-2-canadas-top-climate-change-risks/
|
Module 2: What’s at stake?
Module 2.2: Canada’s top climate change risks
Building on the base of Module 2.1, we now explore in greater depth some of Canada’s top projected climate change risks and what this means for potential climate adaptation.
Lets start by listening to the following video lecture:
Video attribution: “Climate Change Adaptation Fundamentals – Module 2.2: Canada’s top climate change risks” by Stewart Cohen, Climate Change Fundamentals, Adaptation Learning Network is licensed under CC BY 4.0. The images used in the slides in the video are not CC BY.
(Those interested in learning more about these risks, can click on this link to the full Canadian Council of Academies Canada’s Top Climate Change Risk report.)
Discussion
Review Module 2.2 — slide 7 share your thoughts about how the findings fit with your current experience and assessment in your region today?
|
pressbooks
|
2025-03-22T05:08:54.412536
|
07-29-2022
|
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|
https://pressbooks.bccampus.ca/climatechangeadaptationfundamentals/chapter/module-2-3-bcs-top-climate-change-risks/
|
Module 2: What’s at stake?
Module 2.3: BC’s top climate change risks
We take a dive into the Strategic Climate Risk Assessment for British Columbia and its implications for the province:
Video attribution: “Climate Change Adaptation Fundamentals – Module 2.3: BC’s top climate change risks” by Stewart Cohen, Climate Change Fundamentals, Adaptation Learning Network is licensed under CC BY 4.0. The images used in the slides in the video are not CC BY.
The risk profile this report provides is important but it is still very conceptual. What do these risks mean on the ground? To explore and humanize these risks we return to CBC Podcast 2050: Degrees of Change News Montage..
In this clip we hear from Emily McNair, part of the Climate Action Initiative working with farmers in BC to plan for climate changes, and Lydia Ryall, whose farm sits on Westham Island in the Fraser River Delta. Her farm is threatened by sea level rise the increasing risk of what is known as a salt wedge, or the influx of salt water into the fresh water she uses for irrigation. Start listening at 5:11. Stop listening at 7:45 and return here. You may listen here or on the widget below.
https://embed.podcasts.apple.com/ca/podcast/episode-3-agriculture/id1243639929?i=1000386306759
Podcast attribution: This podcast is © CBC/Radio-Canada 2021. All rights reserved. You may also find and listen to this podcast on their website.
Discussion
Review the areas of risk in Module 2.3 — slide 7 and identify those that relate to your future work.
|
pressbooks
|
2025-03-22T05:08:54.423768
|
07-29-2022
|
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"url": "https://pressbooks.bccampus.ca/climatechangeadaptationfundamentals/chapter/module-2-3-bcs-top-climate-change-risks/",
"book_url": "https://pressbooks.bccampus.ca/climatechangeadaptationfundamentals/front-matter/introduction/",
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|
https://pressbooks.bccampus.ca/climatechangeadaptationfundamentals/chapter/module-2-4-climate-change-information-supply-chain/
|
Module 2: What’s at stake?
Module 2.4: Climate change information supply chain
So the risks we face in the changing climate are diverse, complex and characterized by uncertainty. In the face of this complexity, knowledge translation and knowledge sharing between climate scientists – the producers of climate information – and professionals such as yourselves – the consumers of climate information – is critical.
In Module 1, we explored some examples of the kinds of information being shared by two of Canada’s key climate knowledge producers – the Pacific Climate Impacts Consortium or PCIC for short, and the Quebec-based Ouranos. Here in Module 2.4, we shall consider the “supply chain” of climate change information, and the role of practitioners within it:
Video attribution: “Climate Change Adaptation Fundamentals – Module 2.4: Climate change information supply chain” by Stewart Cohen, Climate Change Fundamentals, Adaptation Learning Network is licensed under CC BY 4.0. The images used in the slides in the video are not CC BY.
Discussion
Identify one concrete thing you could do in your work to improve access to, translation or flow of climate information.
Preparing for Module 3
In Module 3, you will see presentations and resources on both Disaster Risk Reduction (DRR) and climate change adaptation. To prepare for the next Module, review the Module 3 Learning Goals and take a look at the Readings and Resources.
|
pressbooks
|
2025-03-22T05:08:54.433841
|
07-29-2022
|
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"url": "https://pressbooks.bccampus.ca/climatechangeadaptationfundamentals/chapter/module-2-4-climate-change-information-supply-chain/",
"book_url": "https://pressbooks.bccampus.ca/climatechangeadaptationfundamentals/front-matter/introduction/",
"title": "Climate Change Adaptation Fundamentals",
"author": "Stewart Cohen",
"institution": "",
"subject": "Climate change"
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|
https://pressbooks.bccampus.ca/climatechangeadaptationfundamentals/chapter/module-3-0-overview/
|
Module 3: What can we do?
Module 3.0: Overview
In the previous modules we have explored some of the ways in which climate change is affecting us regionally, including identifying and discussing some of the climate risks we face here in BC. In this module, we now move on to explore what we can do about those risks. Topics covered include:
- Links between Disaster Risk Reduction and climate change adaptation
- examples of tools for assessing climate change risk to support adaptation planning
- examples of ongoing adaptation activities in British Columbia
- links between adaptation and mitigation of greenhouse gas emissions
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pressbooks
|
2025-03-22T05:08:54.442383
|
07-29-2022
|
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"url": "https://pressbooks.bccampus.ca/climatechangeadaptationfundamentals/chapter/module-3-0-overview/",
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|
https://pressbooks.bccampus.ca/climatechangeadaptationfundamentals/chapter/module-3-1-what-can-we-do/
|
Module 3: What can we do?
Module 3.1: What can we do?
Having explored the profile of risks we face here in BC and in Canada, it is now time to focus on what we can do about those risks. Reducing the risks of catastrophic climate related events and disasters is a priority not only for those focusing on climate adaptation, but also for professionals working in emergency management. In fact, there are many overlaps between disaster risk reduction (DRR) and climate change adaptation (CCA). Both focus on reducing risks and associated vulnerabilities, and increasing resilience. Just as our emissions reduction goals are being shaped by climate science and the Paris Agreement, our disaster risk reduction goals in Canada are being guided by the Sendai Framework for Disaster Risk Reduction – a global, non-binding agreement signed by 187 countries that focuses on best practices for disaster risk reduction (DRR) and resilience building.
In this first video, we hear from Dr. Matt Godsoe, Director with Public Safety Canada, the federal agency responsible for emergency and disaster management. Dr. Godsoe shares his research on the current and future state of disaster risk reduction in Canada and what the current trends suggest about the future human, economic and environmental costs of disasters and and our capacity for resilience:
Video attribution: “Climate Change Adaptation Fundamentals – Dr. Matt Godsoe, Director with Public Safety Canada” by Stewart Cohen, Climate Change Fundamentals, Adaptation Learning Network is licensed under CC BY 4.0. The images used in the slides in the video are not CC BY.
The provincial government is currently revising the Emergency Management Act, to better reflect the DRR goals of the Sendai Framework’s and support a more fulsome integration and consideration of Indigenous knowledge and rights, and climate change.
At the same time, the province is also crafting a new climate preparedness and adaptation strategy to better reflect the climate risks identified in the BC Climate Risk Assessment discussed in Module 2. These separate but related initiatives highlight the need for coordinated planning and cross sector collaboration. In the following video lecture we will explore some of the challenges and opportunities for such planning, including some examples currently underway in British Columbia.
Video attribution: “Climate Change Adaptation Fundamentals – Module 3.1: What can we do?” by Stewart Cohen, Climate Change Fundamentals, Adaptation Learning Network is licensed under CC BY 4.0. The images used in the slides in the video are not CC BY.
Now let’s return to the CBC podcast 2050: Degrees of Change to get a sense of the range of adaptation already underway in BC. We begin with a clip featuring Doug Smith, the City of Vancouver’s Director of Sustainability talking about the Olympic Village neighbourhood in Vancouver, and the implications of sea level rise for that neighbourhood and the city more generally:
Start listening at 5:15 and Stop listening at 5:57 and return to this screen.
Podcast attribution: This podcast is © CBC/Radio-Canada 2021. All rights reserved. You may also find and listen to this podcast on their website.
The next clip features John Vanderden, a Vancouver based engineer discussing dyke adaptations along the Fraser River as another approach to adapting to sea level rise:
Start listening at 20:30 and Stop listening at 23:57 and return to this screen.
Podcast attribution: This podcast is © CBC/Radio-Canada 2021. All rights reserved. You may also find and listen to this podcast on their website.
The final podcast clip features forest-fire ecologist Robert Gray discussing the ways we will need to adapt to support forests being resilient to forest fires and drought in the future:
Start listening at 8:14 and Stop listening at 10:47 and return to this screen.
Podcast attribution: This podcast is © CBC/Radio-Canada 2021. All rights reserved. You may also find and listen to this podcast on their website.
Discussion
Share 1-2 tools or indicators you currently use in your adaptation work, along with a brief example of how you’ve put them into practice.
|
pressbooks
|
2025-03-22T05:08:54.454610
|
07-29-2022
|
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|
https://pressbooks.bccampus.ca/climatechangeadaptationfundamentals/chapter/module-3-2-adaptation-examples-from-bc/
|
Module 3: What can we do?
Module 3.2: Adaptation examples from BC
With those adaptation examples from Module 3.1 in mind, we now take a deeper dive into adaptation:
Video attribution: “Climate Change Adaptation Fundamentals – Module 3.2: Adaptation Examples” by Stewart Cohen, Climate Change Fundamentals, Adaptation Learning Network is licensed under CC BY 4.0. The images used in the slides in the video are not CC BY.
Activity
Pick an example from this section (or one from your own region). Share 1-2 insights about what you think works well with this adaptation, and how it could be even better.
|
pressbooks
|
2025-03-22T05:08:54.463990
|
07-29-2022
|
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"url": "https://pressbooks.bccampus.ca/climatechangeadaptationfundamentals/chapter/module-3-2-adaptation-examples-from-bc/",
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"title": "Climate Change Adaptation Fundamentals",
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"subject": "Climate change"
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|
https://pressbooks.bccampus.ca/climatechangeadaptationfundamentals/chapter/module-3-3-adaptation-mitigation-linkages-and-summary/
|
Module 3: What can we do?
Module 3.3: Adaptation – mitigation linkages and summary
In this final video lecture of Module 3, we bring everything together, discussing the linkages between climate change adaptation and climate change mitigation, exploring the synergies (co-benefits) and trade-offs that these two sides of climate action present.
Video attribution: “Climate Change Adaptation Fundamentals – Module 3.3: Adaptation – mitigation linkages and summary” by Stewart Cohen, Climate Change Fundamentals, Adaptation Learning Network is licensed under CC BY 4.0. The images used in the slides in the video are not CC BY.
Discussion
Think about your own regional context and pick one example of climate change adaptation that will be necessary in the future that you can work on in the next module.
Preparing for Module 4
In Module 4, learners will have an opportunity to explore how information about human-caused climate change could be applied within their own field of practice by creating and sharing a “future story”. More detail is provided in Module 4 Assignment.
To prepare for the next and final Module, review the Module 4 Learning Goals.
|
pressbooks
|
2025-03-22T05:08:54.473434
|
07-29-2022
|
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|
https://pressbooks.bccampus.ca/climatechangeadaptationfundamentals/chapter/module-4-activity/
|
Module 4: Knowledge and skills to practice
Module 4: Activity
As a way to pull together all the threads of the previous module, we invite you to use your time during this final week of the course to create a future story* about how you might design a climate change adaptation project in your region / domain. Your story could be anything from a one-page outline, to a flow chart, to a short slide deck. The idea is to take some time to think about a challenge you’re currently facing or might face in your work, and explore the steps you could take to apply a climate change adaptation lens to that work.
Over the course of the week, you’ll have an opportunity to discuss your future project with the instructor and your classmates. You’ll also be invited to share it in a discussion forum, and offer feedback on the stories of the other participants. How much you participate is up to you.
When preparing your story, it might be helpful to ensure it describes:
- The specific challenge or opportunity you’d like to tackle.
- The key steps you know you’d need to take to succeed.
- Expected obstacles you don’t yet know how to overcome.
- Stakeholders, collaborators, regulators and other people you’d need to work with.
- Required resources to get the job done.
- The ideal outcome, along with measures of success.
When describing how you’ll approach solving the problem, it may be helpful to consider some of the core concepts we’ve covered in the course, such as:
- Risk assessment.
- Compound risks.
- Impact.
- Access to data.
- Information supply chains.
- Expert judgement.
- Historic vs future perspectives.
- Mitigation-adaptation interactions.
Again, your story can take any form you choose: text, audio, photos, video or even a webpage. Please don’t worry about the packaging of your story; the purpose is to see what you propose to do, how you might do it, and what might get in your way. You are encouraged to explore something that is relevant to you – a project that’s on your desk now, or something that may come up in the near future, so that this exercise has real value for you.
*Note that every story describes the experience of a hero as s/he solves a problem. While most stories are about things that have already happened, future stories simply describe proposed / desired approaches to solving problems in the future. In many ways, future stories are strategies.
Here’s a schedule of suggested steps to help you complete the activity. Note that all are optional; however, you are encouraged to participate in all the steps to maximize the learning benefit. Note: this is a sample of how the activity was run in a facilitated offering of this course.
Monday
Sketch out your proposed project, including known and unknown activities and obstacles. Attend a synchronous web conferencing session.
Tuesday
Participate in a live chat with the instructor and classmates to pitch / discuss your idea.
Wednesday
Prepare your story, referencing the two bulleted lists on the Module 4 Activity page to guide your content. Don’t be afraid to identify gaps in available skills, resources, data, knowledge that will need to be filled. This is a learning exercise – it’s okay if you don’t have all the answers!
Thursday
Submit your story to the Module 4 Discussion Forum. Include the title of your project and your name in the Subject Line of your post. (Eg. Stewart’s Snowcap Retention Project).
Friday
In the same Module 4 Discussion Forum, review and share insights about two of your classmates’ stories. Also – check the Announcements to read Dr. Cohen’s final course summary, including his thoughts about what the assignment revealed and future opportunities for learning.
Take some time to celebrate your efforts and to reflect on the course.
|
pressbooks
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2025-03-22T05:08:54.486279
|
07-29-2022
|
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https://opentextbooks.uregina.ca/creemathdictionaryv2/chapter/a/
|
A
Audio
Listen to an audio version of this page (8 min 59 sec):
Absolute value
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i-thikohk mwēci |
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Definition: An integer’s absolute value is its distance from zero on the number line [8].
Acute angle
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nōti-kahkahkīyaw |
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Definition: An angle that measures less than 90 degrees [8].
Acute triangle
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(1) otōskwana-nisto
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Definition: An acute triangle has three angles that measure between 0 and 90 degrees [8].
Add
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māmiwi-akihta |
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Definition: It is a process to combine two or more quantities to find one quantity, called a total or a sum [1].
Addend
|
māmiwi-akihtasona |
|
Definition: Addends are numbers being added together [8].
Addition
|
takohakihcikewin |
|
Definition: It is a mathematical operation of combining two or more numbers into a sum [1].
Addition property of equality
|
nāmawi-akicikiwin |
|
Definition: The property states that if you add the same number to both sides of an equation, the sides remain equal (i.e., the equation continues to be true) [8].
Additive inverse
|
tēyakwac |
|
Definition: An additive inverse is the opposite of a given number [8].
Adjacent angles
|
(1) thikītakak (Woodland)
|
|
Definition: Adjacent angles are angles that are side by side and have a common vertex and ray [8].
Algebra
|
algebra |
|
Definition: Algebra is the branch of mathematics concerning the study of the rules of operations and relations, and the constructions and concepts arising from them, including terms, polynomials, equations and algebraic structure [8].
Algebraic equation
|
algebra oci masinayikiwin |
|
Definition: An algebraic equation is an equation that includes one or more variables [8].
Algebraic expression
|
algebra masinayikiwina |
|
Definition: An algebraic expression is a mathematical expression that consists of variables, numbers and operations. The value of this expression can change.
Algebraic numbers
|
algebra akihcikewina |
|
Definition: An algebraic number is a number that is a root of a non-zero polynomial in one variable with rational coefficients [8].
Angle
|
(1) wīhkwētakāw
|
|
Definition: An angle is a figure formed by two rays that have a common endpoint. [8].
Angle measure
|
wīhkwētakāw kayispicak |
|
Definition: The size of an angle is measured in degrees [8].
Arc
|
(1) wāki-yaw
|
|
Definition: An arc is a part of a circle named by its endpoints [8].
Area
|
askiy |
|
Definition: Area is the number of square units covering a closed figure [8].
Area of a circle
|
pihcāyihk wāwiyiyaw |
|
Definition: The area of a circle is the number of square units inside that circle [8].
Area of a polygon
|
ka-tipastawa pihcāyihk |
|
Definition: The area of a polygon is the number of square units inside that polygon [8].
Arithmetic
|
akihtāsowēpinikēwin |
|
Definition: It is a branch of mathematics that studies the four operations (addition, subtraction, multiplication and division) of positive numbers [8].
Arithmetic expression
|
akihtāsowēpinikēwina |
|
Definition: An algebraic expression is a mathematical expression that consists of numbers and arithmetic operators (such as addition, subtraction, multiplication, division, roots, exponents, and parentheses).
Arithmetic mean
|
akihtāsowēpinikēwin tastawāyak |
|
Definition: The arithmetic mean (also called the mean or average) of a list of numbers is the sum of all of the list divided by the number of items in the list [8].
Arithmetic operations
|
akihtāsowēpinikēwin itihwina |
|
Definition: The four basic arithmetic operations are addition, subtraction, multiplication and division [8].
Associative property
|
akihtāsowēpinikewin itwīwina |
|
Definition: It is a property of addition and multiplication that allows the numbers being added or multiplied to be regrouped without changing the outcome of the operations [3].
Average
|
tastawāyak |
|
Definition: The number obtained by dividing the sum of a set of numbers by the number of addends [8].
Axes
|
akask |
|
Definition: Axes are the horizontal number line (x-axis) and the vertical number line (y-axis) on the coordinate plane. Axes are also the lines at the side and bottom of a graph [8].
|
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2025-03-22T05:08:54.530562
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{
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"title": "Cree Dictionary of Mathematical Terms with Visual Examples and Sound",
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"institution": "First Nations University of Canada, University of Regina",
"subject": "Mathematics, Other graphic or visual art forms, Language teaching and learning, Education"
}
|
https://opentextbooks.uregina.ca/creemathdictionaryv2/chapter/b-2/
|
B
Audio
Listen to an audio version of this page (44 sec):
Backward
|
asi-akiciki |
|
Definition: Directed toward the back or past [6].
Before
|
pȃmwayȇs |
|
Definition: In front of or earlier than [4].
Brackets
|
sîtwahpicikew |
|
Definition: Brackets are symbols in mathematics used to indicate the order of operations. The quantities in the brackets should be operated first or treated as a unit. Types of brackets used in math include round brackets “( )” and square brackets “[ ]” [4].
|
pressbooks
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2025-03-22T05:08:54.544633
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11-28-2024
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbooks.uregina.ca/creemathdictionaryv2/chapter/b-2/",
"book_url": "https://opentextbooks.uregina.ca/creemathdictionaryv2/front-matter/foreword-version-2/",
"title": "Cree Dictionary of Mathematical Terms with Visual Examples and Sound",
"author": "Arzu Sardarli, Ida Swan",
"institution": "First Nations University of Canada, University of Regina",
"subject": "Mathematics, Other graphic or visual art forms, Language teaching and learning, Education"
}
|
https://opentextbooks.uregina.ca/creemathdictionaryv2/chapter/c-2/
|
C
Audio
Listen to an audio version of this page (3 min 50 sec):
Cent
|
pîwâpiskos |
|
Definition: A cent is a unit of money in many countries, such as the United States, Canada, Australia, and New Zealand [4].
Circle
|
wâwiyiyaw |
|
Definition: A Circle is a closed, perfectly round curve consisting of all the points equidistant from a fixed point inside the curve called the center [4].
Circumference
|
wâsakâm |
|
Definition: It is the perimeter (length) of a circle, determined as C = 2πr, where π ≈ 3.14 and r is the radius of the circle.
Coefficient
|
akihtàsona kāpatahk |
|
Definition: A coefficient is a constant that multiplies a variable [1].
Coin
|
sônîyâs |
|
Definition: A coin is a round and flat piece of metal that is used as money. It is typically made of copper, silver, and nickel.
Commutative
|
(1) papiyakwan ithikohk (Woodland)
|
|
Definition: The commutative property of addition and multiplication allows the numbers to be added or multiplied in any order without affecting the sum or product of the operation [3].
Compare
|
peyakwan ahpo pìtos akihtâsona |
|
Definition: Compare is to state the similarities or differences between two or more numbers, objects, or figures by considering their attributes/characteristics [1].
Comparison
|
nȃnȃkatawȇyitamȏwin |
|
Definition: Examination (two or more objects, ideas, people, etc.) to note similarities and differences [6].
Coordinate
|
ita kanakiskātomakaki |
|
Definition: It is an ordered pair used to describe a location on a grid or plane. For example, the coordinates (6, 5) describe a location found by moving 6 units to the right and 5 units up from the origin.
Count
|
akihta |
|
Definition:
1. Name the numbers in order up to and including a given number.
2. To determine the total number or amount [1].
Count backward
|
asȇkicikȇ |
|
Definition: To list or name numerals in reverse order [6].
Count forward
|
akihcikē |
|
Definition: To list or name numerals in order [6].
|
pressbooks
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2025-03-22T05:08:54.575246
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbooks.uregina.ca/creemathdictionaryv2/chapter/c-2/",
"book_url": "https://opentextbooks.uregina.ca/creemathdictionaryv2/front-matter/foreword-version-2/",
"title": "Cree Dictionary of Mathematical Terms with Visual Examples and Sound",
"author": "Arzu Sardarli, Ida Swan",
"institution": "First Nations University of Canada, University of Regina",
"subject": "Mathematics, Other graphic or visual art forms, Language teaching and learning, Education"
}
|
https://opentextbooks.uregina.ca/creemathdictionaryv2/chapter/d-2/
|
D
Audio
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Data
|
(1) nȏkanwa
|
|
Definition: Information that is collected first or second-hand. Data are usually numerical, organized in charts and displayed by graphs [1].
Example of Data
In 2021, 237,420 people reported speaking an Indigenous language well enough to conduct a conversation in Canada. Among them, 86,475 (approximately 36%) speak Cree languages [9].
Denominator
|
nichi akihtāson |
|
Definition: The number below the line in a fraction that can state one of the following: the number of elements in a set or the number of equal parts into which the whole is divided [1].
Difference
|
iskonikīwin |
|
Definition: It is the amount remaining after one quantity is subtracted from another [1].
Different
|
pȋtos |
|
Definition: Not alike in character or quality; distinct in nature; dissimilar [6].
Digit
|
peyak akihtâson |
|
Definition: A digit is a symbol used to contract numbers. It is any of the ten numerals: 0, 1, 2, 3, 4, 5, 6, 7, 8, or 9 [1].
Example of Digits
Three digits “3”, ‘0″, and “5” form the number “305”.
Dime
|
mitahsonias |
|
Definition: A small coin that is worth 10 cents. There are 10 dimes in a dollar [4].
Distributive
|
(1) pēyakwan ayitaw
(2) ispȋhtawa-kēyhtakwanwah |
|
Definition: It is a property of real numbers that states that the product of the sum or difference of two numbers is the same as the sum or difference of their products [1].
Division
|
pahpiskihc âyâwin |
|
Definition: A mathematical operation involving two numbers that tells how many groups there are or how many are in each group [1].
Examples of Divisions
- [latex]18÷9=2[/latex]
- [latex]70÷5=14[/latex]
- [latex]\frac{30}{5}=6[/latex]
Dollar
|
pēyakwāpisk |
|
Definition: A dollar is a basic unit of money in many countries, such as the United States, Canada, Australia, and New Zealand [4].
Domain
|
itakisowina |
|
Definition: A domain is the set of all possible input values for a function or relation [4].
|
pressbooks
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2025-03-22T05:08:54.602859
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11-28-2024
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"url": "https://opentextbooks.uregina.ca/creemathdictionaryv2/chapter/d-2/",
"book_url": "https://opentextbooks.uregina.ca/creemathdictionaryv2/front-matter/foreword-version-2/",
"title": "Cree Dictionary of Mathematical Terms with Visual Examples and Sound",
"author": "Arzu Sardarli, Ida Swan",
"institution": "First Nations University of Canada, University of Regina",
"subject": "Mathematics, Other graphic or visual art forms, Language teaching and learning, Education"
}
|
https://opentextbooks.uregina.ca/creemathdictionaryv2/chapter/e-2/
|
E
Audio
Listen to an audio version of this page (2 min 43 sec):
Eight
|
ayênânêw |
|
Definition: It is a counting number that is one more than seven. It is written as 8.
Eighth
|
mweci-ayinânew |
|
Definition: It is the ordinal form of the number eight. It is also written as 8th.
Eighty
|
ayinânêwomitanaw |
|
Definition: It is a counting number equivalent to eight sets of tens. It is written as 80.
Eleven
|
pêyakosâp |
|
Definition: It is a counting number that is one more than ten. It is written as 11.
Equal
|
(1) tipi
(2) pâpeyakwan |
|
Definition: It is the relationship between two items or numbers. They may have the same size, value, or amount [4].
Equation
|
pȇyakwan akihtȇwah |
|
Definition: A mathematical sentence stating that two expressions are equal [1].
Equivalent
|
pah pȇyakwan iyikohk |
|
Definition: It means equal in value [1].
Estimate
|
eyoko nantow |
|
Definition: An answer that is an approximation [1].
Evaluate
|
kîkway koyakihtamihk |
|
Definition: To evaluate means to find the value or result of a mathematical expression [1].
Example
To evaluate [latex]3\times(5+x)-7[/latex] when x = 2.
Solution: [latex]3\times(5+x)-7[/latex] = [latex]3\times(5+2)-7[/latex] = 14
Even numbers
|
nani-akihtāsona |
|
Definition: A whole number that is divisible by two [1].
Expanded form
|
taswikasta |
|
Definition: A way of writing numbers that shows the value of each digit [3].
Exponent
|
akihtāson kākitwam mena |
|
Definition: A number placed to the top right of another number (base) to indicate the number of times the base is multiplied by itself [1].
Expression
|
kwayaskowewin |
|
Definition: An expression is a numeric or algebraic representation of a quantity. It may include numbers, variables, and operations [3].
Examples
[latex]12-5×2 \\3x-7 \\x^3-2y[/latex]
|
pressbooks
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2025-03-22T05:08:54.632340
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11-28-2024
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"book_url": "https://opentextbooks.uregina.ca/creemathdictionaryv2/front-matter/foreword-version-2/",
"title": "Cree Dictionary of Mathematical Terms with Visual Examples and Sound",
"author": "Arzu Sardarli, Ida Swan",
"institution": "First Nations University of Canada, University of Regina",
"subject": "Mathematics, Other graphic or visual art forms, Language teaching and learning, Education"
}
|
https://opentextbooks.uregina.ca/creemathdictionaryv2/chapter/f-2/
|
F
Audio
Listen to an audio version of this page (2 min 55 sec):
Factor
|
piskic akitāsona |
|
Definition: Factors are numbers or expressions we can multiply together to get another number.
Examples
- 4 × 5 = 20; then 4 and 5 are factors of 20.
- 2 × 3 × 7 = 42; then 2, 3 and 7 are factors of 42.
- 3 × n = 20; then 3 and n are factors of 20.
Factoring
|
pa piskicipita |
|
Definition: It is the process of finding the factors for a number or expression.
Example
Find the factors for 5x-20, 24, and 36.
- [latex]5x-20=5(x-4)[/latex]. Therefore, the factors of 5x-20 are 5 and x-4.
- [latex]24=4×6[/latex]. Therefore, the factors of 24 are 4 and 6.
- [latex]36=2×2×3×3[/latex]. Therefore, the factors of 36 are 2, 2, 3, and 3.
Fifteen
|
neyânanosâp |
|
Definition: It is a counting number that is one more than fourteen. It is written as 15.
Fifth
|
mwecinîyânan |
|
Definition: It is the number five in a sequence. It is also written as 5th.
Fifty
|
nîyânanomitanaw |
|
Definition: It is a counting number equivalent to five sets of tens. It is written as 50.
First
|
mwecipeyakwâw |
|
Definition: It is before anything else, constituting number one in a sequence.
Five
|
nîyânan |
|
Definition: It is a counting number that is one more than four. It is written as 5.
Form
|
kayisenakwahk |
|
Definition: The manner or style of arranging and coordinating parts [6].
Examples
- standard form: [latex]3x+2y=7[/latex]
- exponential form: [latex]3×3×3×3×3=3^5[/latex]
- expanded form: [latex]537=5×100+3×10+7×1[/latex]
Forty
|
nêwomitanaw |
|
Definition: It is a counting number equivalent to four sets of tens. It is written as 40.
Four
|
nêwo |
|
Definition: It is a counting number that is one more than three.
Fourth
|
mwecinewiyihk |
|
Definition: It is the number four in a sequence.
Fourteen
|
nêwosâp |
|
Definition: It is a counting number that is one more than thirteen. It is written as 14.
Fraction
|
pahki akihtāson |
|
Definition: A fraction represents a part of a whole object. It is written with a number on the top of a line, called a numerator and another number on the bottom, called a denominator.
Examples of Fractions
- [latex]\frac{3}{4}[/latex]
- [latex]\frac{x}{2y}[/latex]
- [latex]\frac{2x-1}{3x^2+7}[/latex]
|
pressbooks
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2025-03-22T05:08:54.661891
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11-28-2024
|
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"title": "Cree Dictionary of Mathematical Terms with Visual Examples and Sound",
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"institution": "First Nations University of Canada, University of Regina",
"subject": "Mathematics, Other graphic or visual art forms, Language teaching and learning, Education"
}
|
https://opentextbooks.uregina.ca/creemathdictionaryv2/chapter/g-2/
|
G
Audio
Listen to an audio version of this page (23 sec):
Graph
|
isinakwakn |
|
Definition: A graph is a diagram which provides a visual representation of data [3].
Group
|
ka âmawiyaktihk |
|
Definition: It is a collection or assemblage of persons or things [6].
|
pressbooks
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2025-03-22T05:08:54.677966
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11-28-2024
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"title": "Cree Dictionary of Mathematical Terms with Visual Examples and Sound",
"author": "Arzu Sardarli, Ida Swan",
"institution": "First Nations University of Canada, University of Regina",
"subject": "Mathematics, Other graphic or visual art forms, Language teaching and learning, Education"
}
|
https://opentextbooks.uregina.ca/creemathdictionaryv2/chapter/h-2/
|
H
Audio
Listen to an audio version of this page (27 sec):
Horizontal
|
kisipaskihk |
|
Definition: A line extending left and right without extending up and down; a line parallel to the horizon [1].
Hundred
|
mitâtahtomitanaw |
|
Definition: It is a counting number equivalent to ten sets of tens. It is written as 100.
|
pressbooks
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2025-03-22T05:08:54.692760
|
11-28-2024
|
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"institution": "First Nations University of Canada, University of Regina",
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}
|
https://opentextbooks.uregina.ca/creemathdictionaryv2/chapter/i-2/
|
I
Audio
Listen to an audio version of this page (58 sec):
Inequality
|
patos akītewa |
|
Definition: A mathematical statement indicates that two quantities (or expressions) are not balanced [1].
Examples
- [latex]12>3[/latex]
- [latex]x<4[/latex]
- [latex]7≠5[/latex]
Input
|
ascikīy |
|
Definition: It is a term related to functions. What goes into the function is called input and what comes out is called output.
Integer
|
kīci-akīta sona |
|
Definition: An integer is a whole number that can be positive, negative, or zero.
Inverse
|
kwȇski akītason |
|
Definition: An element of a set that gives the identity element when combined with another given element [4].
Examples
- [latex]-5[/latex] is the inverse of 5 with respect to addition
- [latex]\frac{1}{5}[/latex]is the inverse of 5 with respect to multiplication
|
pressbooks
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2025-03-22T05:08:54.710210
|
11-28-2024
|
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"book_url": "https://opentextbooks.uregina.ca/creemathdictionaryv2/front-matter/foreword-version-2/",
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"institution": "First Nations University of Canada, University of Regina",
"subject": "Mathematics, Other graphic or visual art forms, Language teaching and learning, Education"
}
|
https://opentextbooks.uregina.ca/creemathdictionaryv2/chapter/l-2/
|
L
Audio
Listen to an audio version of this page (42 sec):
Less
|
astamik |
|
Definition: A smaller amount; the less than symbol (<) is used to show that the value on the left of the sign is smaller than the value on the right.
Examples
- [latex]2<7[/latex]
- [latex]x<11[/latex]
Like
|
mwecipeyokwan |
|
Definition: Of the same form, appearance, kind, character, and amount [6].
Example
- 2x
- 15x
- -9x
They are like terms because they have the same variable x.
Line
|
tipâpâniyâpiy |
|
Definition: A line is an infinite set of points in opposite directions forming a straight path; it has only one dimension and length [1].
|
pressbooks
|
2025-03-22T05:08:54.725728
|
11-28-2024
|
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"url": "https://opentextbooks.uregina.ca/creemathdictionaryv2/chapter/l-2/",
"book_url": "https://opentextbooks.uregina.ca/creemathdictionaryv2/front-matter/foreword-version-2/",
"title": "Cree Dictionary of Mathematical Terms with Visual Examples and Sound",
"author": "Arzu Sardarli, Ida Swan",
"institution": "First Nations University of Canada, University of Regina",
"subject": "Mathematics, Other graphic or visual art forms, Language teaching and learning, Education"
}
|
https://opentextbooks.uregina.ca/creemathdictionaryv2/chapter/333/
|
M
Audio
Listen to an audio version of this page (1 min 29 sec):
Match
|
tīpitin |
|
Definition: A person or thing that is a counterpart of another [6].
Minus
|
pahki otinamakewin |
|
Definition: Refers to subtraction or the symbol of subtraction [1].
Money
|
sôniyâw |
|
Definition: Money is a medium for paying for goods or services. Examples of money include coins and paper bills.
More
|
ayiwâk |
|
Definition: Greater in number, size, or extent [4].
Multiple
|
piskic akihtāsona |
|
Definition: A multiple is the product of multiplying a whole number by an integer [1].
Examples
- 18 is a multiple of 6 (since [latex]6 × 3 = 18[/latex]).
- 18 is a multiple of 18 (since [latex]18 × 1 = 18[/latex]).
- 18 is NOT a multiple of 8.
- The multiples of 3 are 3, 6, 9, 12, and so on.
Multiplication
|
mihcetowakihcikewi |
|
Definition: It is a mathematical operation combining groups of equal amounts or repeated addition. Multiplication is the inverse of division [1].
Examples
- [latex]12×3=12+12+12=36[/latex]
- [latex]5×10=10+10+10+10+10=50[/latex]
|
pressbooks
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2025-03-22T05:08:54.744486
|
11-28-2024
|
{
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"url": "https://opentextbooks.uregina.ca/creemathdictionaryv2/chapter/333/",
"book_url": "https://opentextbooks.uregina.ca/creemathdictionaryv2/front-matter/foreword-version-2/",
"title": "Cree Dictionary of Mathematical Terms with Visual Examples and Sound",
"author": "Arzu Sardarli, Ida Swan",
"institution": "First Nations University of Canada, University of Regina",
"subject": "Mathematics, Other graphic or visual art forms, Language teaching and learning, Education"
}
|
https://opentextbooks.uregina.ca/creemathdictionaryv2/chapter/n-2/
|
N
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Listen to an audio version of this page (2 min 34 sec):
Nine
|
kîkâmitâtaht |
|
Definition: It is a counting number that is one more than eight. It is written as 9.
Nineteen
|
kîkâmitâtahtosâp |
|
Definition: It is a counting number that is one more than eighteen. It is written as 19.
Ninety
|
kîkâmitâtahtomitanaw |
|
Definition: It is a counting number equivalent to nine sets of tens. It is written as 90.
Ninth
|
mwecikîkâmitâtaht |
|
Definition: It is the ordinal form of the number nine. It is also written as 9th.
Number
|
akihtâson |
|
Definition: A number is a value used to count, measure, or describe quantity in a collection [1].
Number line
|
akihtāson tipapekinikan |
|
Definition: It is a vertical or horizontal line on which each point represents a number [1].
Numerator
|
tahkoc akitason |
|
Definition: In a fraction, the number above the line is the numerator. It indicates the number of parts taken away from a set.
Numerical
|
akihtāsowina |
|
Definition: Numerical means quantity expressed in numbers or indication of a number system [1].
Numerical expression
|
akihtāsona-itėwina |
|
Definition: Numerical expression is made of numerals and/or operation symbols. It is also known as an arithmetic expression [1].
Examples of Numerical Expressions
- [latex]35[/latex]
- [latex]4.5 – 1.2[/latex]
- [latex]35 × 4 – 4[/latex]
Numerical patterns
|
akihtȃso kaskomakāki |
|
Definition: It is a sequence of numbers following a certain rule.
Examples
- 1, 5, 9, 13, … (arithmetic progression)
- 2, 6, 18, 54, … (geometric progression)
- 0, 1, 1, 2, 3, 5, 8, 13, … (Fibonacci Sequence)
|
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https://opentextbooks.uregina.ca/creemathdictionaryv2/chapter/351/
|
O
Audio
Listen to an audio version of this page (3 min 15 sec):
Object
|
pimâmeyihtam |
|
Definition: It is a thing, person, or matter to which thought or action is directed [6].
Odd
|
mitoni pahtos |
|
Definition: In mathematics, the odd numbers are not divisible by two.
Odd numbers
|
ayacināwan |
|
Definition: They are numbers not divisible by two. Examples of odd numbers are one, three, five, and so on.
One
|
peyak |
|
Definition: It is the lowest counting number.
Ones
|
papiyako |
|
Definition: The place value located one place to the left of the decimal point in a number is ones. It shows how many ones are in a number [1].
Operation
|
oyȇyhtamȏ akihtȃsȏwin |
|
Definition: In mathematics, it is a procedure used to combine numbers, expressions, or polynomials into a single result [1].
Examples
Four basic operations:
- Addition (+)
- Subtraction (-)
- Multiplication (×)
- Division (÷)
Opposite
|
kwiskitakitew |
|
Definition: It refers to two things located or facing directly across. Two opposite numbers are the two numbers that are equidistant from the origin on a number line but in opposite directions from the origin [4].
Order
|
îyaskohtascikȇwin |
|
Definition: Place numbers or objects in a sequential arrangement. For example, least to greatest or heaviest to lightest [1].
Order of operations
|
oyastewaw akīcikīwina |
|
Definition: A specified sequence in which mathematical operations are expected to be performed [1].
Explantion
An arithmetic expression is evaluated by following these ordered steps:
- Simplify within grouping symbols such as parentheses or brackets, starting with the innermost.
- Apply exponents—powers and roots.
- Perform all multiplications and divisions in order from left to right.
- Perform all additions and subtractions in order from left to right.
A common way to remember this is to use the acronym BEDMAS: Brackets, Exponents, Division, Multiplication, Addition, Subtraction.
Division and multiplication (and addition and subtraction) are to be completed in the order they appear from left to right in the expression or equation [1].
For example,
5 – (2 + 11) × 3 + 52 ÷ 4
= 5 – 13 × 3 + 25 ÷ 4
= 5 – 39 + 6.25
= – 34 + 6.25
= – 27.75
Ordered pairs
|
nāh-nāway |
|
Definition: Two numbers, in order, that are used to describe the location of a point on a coordinate plane, relative to a point of origin (0,0) [3]. It is written as (x, y). The first number “x” is the horizontal coordinate, and the second number “y” is the vertical coordinate.
Example
The point (2, 6). On a coordinate plane, we move two units to the right of the origin on the horizontal axis (x-axis) and six units up on the vertical axis (y-axis). This point (2, 6) will be placed at the location shown in the figure below.
Output
|
ispayow |
|
Definition: In mathematics, output is the variables coming out of a function.
Outside
|
wayawitimihk |
|
Definition: Beyond the boundary of or limits [5].
|
pressbooks
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2025-03-22T05:08:54.797032
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11-28-2024
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|
https://opentextbooks.uregina.ca/creemathdictionaryv2/chapter/p-2/
|
P
Audio
Listen to an audio version of this page (2 min 8 sec):
Pair
|
nisotomākana |
|
Definition: Two identical, similar, or corresponding things that are matched for use together are called a pair [6].
Parentheses
|
wawi cakpaykanahk |
|
Definition: It is a pair of round brackets “( )”. In mathematics, parentheses are used to group numbers, variables, or expressions together. The operations within the parentheses should be carried out first [4].
Example
3 × (5 – 2) + 1
= 3 × 3 + 1
= 9 + 1
= 10
Pattern
|
masinisâwân isi-askotomakak |
|
Definition: It is a geometric design or numerical/algebraic sequence that is predictable because some aspect of it repeats [1].
Penny
|
piyak-pîwâpiskos |
|
Definition: It is a coin representing the smallest unit of money in various countries, including the United States and Canada. It is equal to one cent [4].
Plane
|
môhkocikêwâkan |
|
Definition: A plane is a set of points forming a flat surface that extends without end in all directions [1].
Point (on a graph)
|
cacipiyikan |
|
Definition: A point on a graph is represented by a dot. Its location can be labelled by a pair of numbers, which are also called x and y coordinates.
Product
|
māmwi-akītȃk |
|
Definition: In mathematics, the product is the result when two or more factors are multiplied [1].
Example
In the following calculation:
- 1.2 × 3 = 3.6
3.6 is the product.
|
pressbooks
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2025-03-22T05:08:54.817813
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|
https://opentextbooks.uregina.ca/creemathdictionaryv2/chapter/382/
|
Q
Audio
Listen to an audio version of this page (17 sec):
Quantity
|
itahto |
|
Definition: It describes the amount or magnitude of something [5].
Quarter
|
peyak sônîyas |
|
Definition: It refers to one-fourth of the total value.
Audio
Listen to an audio version of this page (17 sec):
Quantity
|
itahto |
|
Definition: It describes the amount or magnitude of something [5].
Quarter
|
peyak sônîyas |
|
Definition: It refers to one-fourth of the total value.
|
pressbooks
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2025-03-22T05:08:54.832563
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11-28-2024
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"title": "Cree Dictionary of Mathematical Terms with Visual Examples and Sound",
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"institution": "First Nations University of Canada, University of Regina",
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|
https://opentextbooks.uregina.ca/creemathdictionaryv2/chapter/r-2/
|
R
Audio
Listen to an audio version of this page (27 sec):
Range
|
êh isi tahtipȇwakintek |
|
Definition: It is the set of all possible values for the output of a function [4].
Relationship (between quantities)
|
êhwȋcȋyawȇ-kihtȇk |
|
Definition: In mathematics, relationship refers to a connection or association between two quantities [6].
Example
In a recipe, you need two cups of flour and one cup of sugar to make a dozen cookies. The two cups of flour and one cup of sugar is an example of a proportional relationship. The ratio between them is 2 to 1. If you want to make two dozen cookies, you will need to double the amount of flour and sugar in the original recipe.
Rule
|
wiyasiwêwin |
|
Definition: In mathematics, a rule is a principle or regulation governing conduct, action, or procedure [6].
|
pressbooks
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2025-03-22T05:08:54.845794
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|
https://opentextbooks.uregina.ca/creemathdictionaryv2/chapter/s-2/
|
S
Audio
Listen to an audio version of this page (5 min 59 sec):
Second
|
nîswâw |
|
Definition: It is the number two in a sequence.
Sequence
|
iyaskohc |
|
Definition: It refers to a pattern of numbers connected by some rule [3].
Seven
|
tepakohp |
|
Definition: It is a counting number that is one more than six. It is written as 7.
Seventeen
|
têpakohposâp |
|
Definition: It is a counting number that is one more than sixteen. It is written with two digits – one and seven.
Seventh
|
mwecitepakohp |
|
Definition: It is the number seven in a sequence. It is also written as 7th.
Seventy
|
tepakohpimitanaw |
|
Definition: It is a counting number equivalent to seven sets of tens. It is written as 70.
Similar
|
eyakwan kekâc |
|
Definition: Two objects look like each other but are not identical.
Similarity
|
tāpiskōc |
|
Definition: It refers to the state of being similar. It may refer to size, feature, or style.
Six
|
nikotwâsik |
|
Definition: It is a counting number that is one more than five. It is written as 6.
Sixteen
|
nikotwâsosâp |
|
Definition: It is a counting number equivalent to four sets of fours. It is written with two digits – one and six.
Sixth
|
mwecinikotwâsik |
|
Definition: It is the number six in a sequence. It is also written as 6th.
Sixty
|
nikotwâsomitanaw |
|
Definition: It is a counting number equivalent to six sets of tens. It is written as 60.
Size
|
tānimayikohk kîspehcak |
|
Definition: It refers to the spatial dimensions, proportions, magnitude, or bulk of anything [6].
Skip (counting)
|
ansko kwâskohtâkiciki |
|
Definition: It is a mathematical technique to count things quickly by a given number [1].
Examples
Skip counting by 2s.
- It is 2, 4, 6, 8, 10, and so on.
Skip counting by 10s.
- It is 10, 20, 30, 40, and so on.
Small (numbers)
|
apisci-akihtāsona |
|
Definition: It refers to a low numerical value or number [6].
Solution
|
miskawȃhtowin |
|
Definition: The value or values that make an equation or open sentence true [1].
Sort
|
(1) pahpiskihtascikewin
(2) kîkwayi |
|
Definition: It refers to separate objects into groups according to properties or characteristics [1].
Square
|
ē-ayisaweyaw |
|
Definition: It is a rectangle with four equal sides.
Square root
|
akihtāsowina kawi-akicihkātik niswaw |
|
Definition: The square root of a number is a factor that, when multiplied by itself, equals the original number. [3]
Examples
- [latex]\sqrt{9}=3[/latex], because 3 x 3 = 9
- [latex]\sqrt{100}=10[/latex], because 10 x 10 = 100
Squared
|
akihtāsowina ohci kakicihkātik niswaw |
|
Definition: A quantity obtained by multiplying a number or variable by itself. [4]
Examples
- [latex]2^2 = 2 \times 2 = 4[/latex]
- [latex]10^2 = 10 \times 10 = 100[/latex]
Standard
|
kîkway ka nîpawemakahk |
|
Definition: It is a reference against which others are compared [4].
Subtract
|
ka pahkwenikehk |
|
Definition: To take one or more quantities away from another; to find one quantity known as the difference [1].
Examples
- 17 – 9 = 8
- 120 – 11 = 109
Subtraction
|
pahkwenikewin |
|
Definition: It is an arithmetic operation to find the difference between two quantities.
Sum
|
kȃ mȃmawȏkimiht |
|
Definition: The result of adding two or more quantities [1].
Symbol
|
ȇ-itwȇmakahk |
|
Definition: A letter, figure or sign representing a quantity, sentence, relation, function, or an object or operation [4].
|
pressbooks
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2025-03-22T05:08:54.896486
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|
https://opentextbooks.uregina.ca/creemathdictionaryv2/chapter/t-2/
|
T
Audio
Listen to an audio version of this page (3 min 32 sec):
Table
|
weyascikewnahtik |
|
Definition: A mathematical table is a systematic or orderly list of values or numbers. It is presented in rows and columns [1].
Example
Table 18.1 The top five Indigenous languages spoken by Indigenous people in Canada in 2021.
| Indigenous language | Number of Indigenous people able to speak this language in Canada in 2021 |
| Cree languages | 86,475 |
| Inuktitut | 40,320 |
| Ojibway languages | 25,440 |
| Oji-Cree | 15,210 |
| Innu (Montagnais) and Naskapi langages | 11,605 |
Note. The data in Table 18.1 was adapted from “Indigenous languages in Canada, 2021” by Statistics Canada, 2023 (https://www150.statcan.gc.ca/n1/pub/11-627-m/11-627-m2023029-eng.htm).
Tally
|
ka asatahk akihcikewin |
|
Definition: Tally marks are used to record the number of items in a set; or used to keep track of data being counted. They usually consist of strokes grouped in fives [1].
Ten
|
mitâtaht |
|
Definition: It is a counting number that is one more than nine. It is written as 10.
Tens
|
mitātahtaw |
|
Definition: when a number has a decimal point, the second number to the left of the decimal point shows the number of tens.
Tenth
|
mwecimitâtaht |
|
Definition: It is the ordinal form of the number ten. It is also written as 10th.
Third
| mwecinistwâw |
|
Definition: It is the ordinal form of the number three. It is also written as 3rd.
Thirteen
|
nistosâp |
|
Definition: It is a counting number that is one more than twelve. It is written as 13.
Thirty
|
nistomitanaw |
|
Definition: It is a counting number equivalent to three sets of tens. It is written as 30.
Thousand
|
kihchi mitatahtomitanaw |
|
Definition: It is a counting number equivalent to ten sets of hundreds. It is written as 1000.
Three
|
nisto |
|
Definition: It is a counting number that is one more than two. It is written as 3.
Triangle
|
ē-nistowēyapiskāk |
|
Definition: It is a polygon with three sides and three angles [1].
Twelve
|
nîsosâp |
|
Definition: It is a counting number that is one more than eleven. It is written as 12.
Twenty
|
nîstanaw |
|
Definition: It is a counting number equivalent to two sets of tens. It is written as 20.
Two
|
nîso |
|
Definition: It is a counting number that is one more than one. It is written as 2.
|
pressbooks
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2025-03-22T05:08:54.929663
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11-28-2024
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"institution": "First Nations University of Canada, University of Regina",
"subject": "Mathematics, Other graphic or visual art forms, Language teaching and learning, Education"
}
|
https://opentextbooks.uregina.ca/creemathdictionaryv2/chapter/u-2/
|
U
Audio
Listen to an audio version of this page (43 sec):
Unit
|
peyak kîkway |
|
Definition: It is a reference value of a quantity used to measure or compare other values of the same quantity [4].
Examples
Common units used in mathematics:
- length: meter
- mass: kilogram
- temperature: degree celcius
- time: minute
Unknown
|
ekâ ka nistaweyihtâkosihk |
|
Definition: An unknown is a quantity whose value is not known. In algebra, it is frequently represented by a letter, such as x, y, or z [6].
Examples
The equations below represent unknowns by x, y, or z.
- 3x + 25 = 40
- 7y + 2x = 10
- 2x – 40 = 2z
|
pressbooks
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2025-03-22T05:08:54.943549
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|
https://opentextbooks.uregina.ca/creemathdictionaryv2/chapter/v-2/
|
V
Audio
Listen to an audio version of this page (1 min 3 sec):
Value
|
iyitakitihk |
|
Definition: The value refers to how much something is worth [5].
Variable
|
meskocipayiw |
|
Definition: A variable is a symbol used to represent an unknown number or quantity.
Vertical
|
kwayaskwaskitew |
|
Definition: A vertical line is at right angles to the horizon. It extends up and down without extending left and right. It is also perpendicular to the horizon [1].
Vertices
|
kwayaskwakitiwa |
|
Definition: Vertex is the singular form of vertices. A vertex is where two or more rays meet to form a corner point [2].
Examples
- A cube has eight vertices.
- A triangular pyramid has four vertices.
- A cone has one vertex.
|
pressbooks
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2025-03-22T05:08:54.958341
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|
https://opentextbooks.uregina.ca/creemathdictionaryv2/chapter/w-2/
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W
Audio
Listen to an audio version of this page (18 sec):
Whole number
|
kahkiyaw |
|
Definition: A whole number consists of no fractions, such as 0, 1, 2, 3, and so on. It includes natural numbers and zero.
Audio
Listen to an audio version of this page (18 sec):
Whole number
|
kahkiyaw |
|
Definition: A whole number consists of no fractions, such as 0, 1, 2, 3, and so on. It includes natural numbers and zero.
|
pressbooks
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2025-03-22T05:08:54.971080
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11-28-2024
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|
https://opentextbooks.uregina.ca/creemathdictionaryv2/chapter/z-2/
|
Z
Audio
Listen to an audio version of this page (13 sec):.
Zero
|
namahkîway |
|
Definition: It is the lowest whole number, which represents no quantity, size, or magnitude.
Audio
Listen to an audio version of this page (13 sec):.
Zero
|
namahkîway |
|
Definition: It is the lowest whole number, which represents no quantity, size, or magnitude.
|
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2025-03-22T05:08:54.983741
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"institution": "First Nations University of Canada, University of Regina",
"subject": "Mathematics, Other graphic or visual art forms, Language teaching and learning, Education"
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|
https://opentextbooks.uregina.ca/creemathdictionaryv2/chapter/references-2/
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References
References
[1] Kindergarten to Grade 8 mathematics glossary: support document for teachers, Manitoba Education, Citizenship and Youth
School Programs Division, Winnipeg, Manitoba, Canada, 79 pages, 2009, obtained from: http://www.edu.gov.mb.ca/k12/cur/math/glossary_k-8/document.pdf
[2] Mathematics Glossary – Middle Years, Maxine Stinka, Saskatchewan Education, Curriculum and Instruction, Math Central, obtained from: http://mathcentral.uregina.ca/RR/glossary/middle/glossaryab.html
[3] The Ontario Curriculum, Grades 1-8, Mathematics, Ministry of Education, 135 pages, 2005, obtained from: http://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pdf
[4] Visual Mathematical Dictionary, K-12, obtained from: http://www.mathematicsdictionary.com/math-vocabulary.htm
[5] Toronto District School Board, obtained from: http://schools.tdsb.on.ca/asit/standards/btstuff/MathD45.pdf
[6] Meanings and Definitions of Words, obtained from: http://www.dictionary.com/
[7] Online Cree Dictionary, obtained from: http://www.creedictionary.com/
[8] Math Goodies, obtained from: http://www.mathgoodies.com/glossary
[9] Government of Canada, Statistics Canada, “Indigenous languages in Canada, 2021,” Mar. 29, 2023. https://www150.statcan.gc.ca/n1/pub/11-627-m/11-627-m2023029-eng.htm
[10] Historical pictograph exhibit tells story of Treaty 4 signing, Regina Leader-Post, obtained from: https://leaderpost.com/news/local-news/historical-pictograph-exhibit-tells-story-of-treaty-4-signing
[11] First Nations People, Métis and Inuit in Canada: Diverse and Growing Populations, obtained from: https://www150.statcan.gc.ca/n1/pub/89-659-x/89-659-x2018001-eng.htm
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"url": "https://opentextbooks.uregina.ca/creemathdictionaryv2/chapter/references-2/",
"book_url": "https://opentextbooks.uregina.ca/creemathdictionaryv2/front-matter/foreword-version-2/",
"title": "Cree Dictionary of Mathematical Terms with Visual Examples and Sound",
"author": "Arzu Sardarli, Ida Swan",
"institution": "First Nations University of Canada, University of Regina",
"subject": "Mathematics, Other graphic or visual art forms, Language teaching and learning, Education"
}
|
https://opentextbooks.uregina.ca/creemathdictionaryv2/chapter/resources/
|
Primary Navigation
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Foreword (3rd Edition, published in 2024)
Dr. Ottmann Endorsement
Foreword (2nd Edition, published in 2022)
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E
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Cree Dictionary of Mathematical Terms with Visual Examples and Sound Copyright © 2024 by Arzu Sardarli is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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pressbooks
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2025-03-22T05:08:55.010222
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11-28-2024
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{
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"url": "https://opentextbooks.uregina.ca/creemathdictionaryv2/chapter/resources/",
"book_url": "https://opentextbooks.uregina.ca/creemathdictionaryv2/front-matter/foreword-version-2/",
"title": "Cree Dictionary of Mathematical Terms with Visual Examples and Sound",
"author": "Arzu Sardarli, Ida Swan",
"institution": "First Nations University of Canada, University of Regina",
"subject": "Mathematics, Other graphic or visual art forms, Language teaching and learning, Education"
}
|
https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/chapter-1/
|
| Absolute value | The absolute value of an integer is its distance from zero on the number line. [8] | i-thikohk mwēci |
| Acute angle | An angle that measures less than 90 degrees. [8] | nōti-kahkahkīyaw |
| Acute triangle | An acute triangle has three angles that measure between 0 and 90 degrees. [8] | (1) otōskwana-nisto (2) ati-isko keka-mitahtātomitanaw |
| Add | To combine two or more quantities to find one quantity, called a total or a sum. [1] | māmiwi-akihta |
| 3 + 4 |
| Addend | Addends are numbers being added together. [8] | māmiwi-akihtasona |
| Addition | Mathematical operation of combining two or more numbers into a sum. [1] | takohakihcikewin |
| Addition property of equality | The property that states that if you add the same number to both sides of an equation, the sides remain equal (i.e., the equation continues to be true.) [8] | nāmawi-akicikiwin |
|
5 = 5 2 + 3 = 3 + 2 |
| Additive inverse | An additive inverse is the opposite of a given number. [8] | tēyakwac |
| – 5 and + 5 |
| Adjacent angles | Adjacent angles are angles that are side by side and have a common vertex and ray. [8] | (1) thikītakak (Woodland) (2) wihkwehtakâw (Plain) |
| Algebra | Algebra is the branch of mathematics concerning the study of the rules of operations and relations, and the constructions and concepts arising from them, including terms, polynomials, equations and algebraic structure. [8] | algebra |
| Algebraic equation | An algebraic equation is an equation that includes one or more variables. [8] | algebra oci masinayikiwin |
| Algebraic expression | An algebraic expression is a mathematical expression that consists of variables, numbers and operations. The value of this expression can change. | algebra masinayikiwina |
| [latex]5x^2-3\sqrt[3]{x}-2y\\0.5p-3q+12s-t\\4a+3b[/latex] |
| Algebraic numbers | An algebraic number is a number that is a root of a non-zero polynomial in one variable with rational coefficients. [8] | algebra akihcikewina |
| Angle | An angle is a figure formed by two rays that have a common endpoint. [8] | (1) wīhkwētakāw (2) thikitākwaw (Woodland) |
| Angle measure | The size of an angle is measured in degrees. [8] | wīhkwētakāw kayispicak |
| Arc | An arc is a part of a circle named by its endpoints. [8] | (1) wāki-yaw (2) wakāw (Wodland) |
| Area | Area is defined as the number of square units that cover a closed figure. [8] | askiy |
| Area of a circle | The area of a circle is the number of square units inside that circle. [8] | pihcāyihk wāwiyiyaw |
| A = πr2 |
| Area of a polygon | The area of a polygon is the number of square units inside that polygon. [8] | ka-tipastawa pihcāyihk |
| Arithmetic | The branch of mathematics is usually concerned with the four operations (addition, subtraction, multiplication and division) of positive numbers. [8] | akihtāsowēpinikēwin |
| Arithmetic expression | An algebraic expression is a mathematical expression that consists of numbers and arithmetic operators (such as + , –, × , ÷ , roots, exponents, parentheses). | akihtāsowēpinikēwina |
| [latex]5+7 \\ ( - 2 - 7)^3 + 5\times 3 \div 2 - \sqrt[5]{81}[/latex] |
| Arithmetic mean | The arithmetic mean (or simply the mean) of a list of numbers is the sum of all of the list divided by the number of items in the list. [8] | akihtāsowēpinikēwin tastawāyak |
| Arithmetic mean of [latex]3, 7, 32 = \frac {3+7+32}{3} = 14[/latex] |
| Arithmetic operations | The four basic arithmetic operations are addition, subtraction, multiplication and division. [8] | akihtāsowēpinikēwin itihwina |
| Associative property | Property of addition and multiplication that allows the numbers being added or multiplied to be regrouped without changing the outcome of the operations. [3] |
akihtāsowēpinikewin itwīwina |
| [latex](3 × 2) × 5 = 3 × (2 × 5) \\(1 + 4) + 2 = 1 + (4 + 2)[/latex] |
| Average | The number obtained by dividing the sum of a set of numbers by the number of addends. [8] | tastawāyak |
| Average of [latex]3, 7, 32 = \frac {3+7+32}{3} = 14[/latex] |
| Axes | Axes are the horizontal number line (x-axis) and the vertical number line (y-axis) on the coordinate plane. Axes are also the lines at the side and bottom of a graph. [8] | akask |
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{
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"url": "https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/chapter-1/",
"book_url": "https://pressbooks.saskpolytech.ca/creemathdictionary/front-matter/introduction/",
"title": "CREE DICTIONARY OF MATHEMATICAL TERMS WITH VISUAL EXAMPLES",
"author": "Arzu Sardarli, Ida Swan",
"institution": "University of Regina, First Nations University of Canada",
"subject": "Mathematics, Relating to Indigenous peoples, Education, Other graphic or visual art forms"
}
|
https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/b/
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| Backward | Directed toward the back or past. [6] | asi-akiciki |
| Before | In front of or earlier than. [4] | pȃmwayȇs |
| 2 is just before 3 |
| Brackets | Signs, “[” and “]”, or “(“ and “)” used to indicate that the operation(s) on the quantities enclosed should be worked out first or should be treated as a unit. Brackets are normally used after parentheses are used. [4] | sîtwahpicikew |
| [latex]2 × [(6 - 4) × 3 + 1] - 1 \\= 2 × [2 × 3 + 1] - 1 \\= 2 × [6 + 1] - 1 \\= 2 × 7 – 1 = 13[/latex] |
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/b/",
"book_url": "https://pressbooks.saskpolytech.ca/creemathdictionary/front-matter/introduction/",
"title": "CREE DICTIONARY OF MATHEMATICAL TERMS WITH VISUAL EXAMPLES",
"author": "Arzu Sardarli, Ida Swan",
"institution": "University of Regina, First Nations University of Canada",
"subject": "Mathematics, Relating to Indigenous peoples, Education, Other graphic or visual art forms"
}
|
https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/c/
|
| Cent | A unit of money in many countries such as the United States, Canada, Australia, and New Zealand. [4] | pîwâpiskos |
| Circle | A closed, perfectly round curve consisting of all the points that are equidistant from a fixed point inside the curve called the center. [4] | wâwiyiyaw |
| Circumference | The perimeter (length) of a circle, determined as C = 2πr, where π ≈ 3.14 and r is the radius of the circle. | wâsakâm |
| Coefficient | A constant that multiplies a variable. [1] | akihtàsona kāpatahk |
|
in 3x + 4y = 14 3 is the coefficient of x, 4 is the coefficient of y |
| Coin | Metal money. [5] | sônîyâs |
| Commutative | Property of addition and multiplication that allows the numbers to be added or multiplied in any order, without affecting the sum or product of the operation. [3] | (1) papiyakwan ithikohk (Woodland) (2) pahpeyakwan iyikohk (Plain) |
| [latex]6+12=12+6 \\3×5=5×3[/latex] |
| Compare | To state the similarities or differences between two or more numbers, objects, or figures by considering their attributes/characteristics. [1] | peyakwan ahpo pìtos akihtâsona |
|
2 is less than 3 or 3 is more than 2 |
| Comparison | Examination (two or more objects, ideas, people, etc.) in order to note similarities and differences. [6] | nȃnȃkatawȇyitamȏwin |
| Coordinate | Ordered pair used to describe a location on a grid or plane. For example, the coordinates (6, 5) describe a location found by moving 6 units to the right and 5 units up from the origin. | ita kanakiskātomakaki |
| Count | 1. To name the numbers in order up to and including a given number. 2. To determine the total number or amount. [1] |
akihta |
| Count backward | To list or name numerals in reverse order. [6] | asȇkicikȇ |
| Count forward | To list or name numerals in order. [6] | akihcikē |
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/c/",
"book_url": "https://pressbooks.saskpolytech.ca/creemathdictionary/front-matter/introduction/",
"title": "CREE DICTIONARY OF MATHEMATICAL TERMS WITH VISUAL EXAMPLES",
"author": "Arzu Sardarli, Ida Swan",
"institution": "University of Regina, First Nations University of Canada",
"subject": "Mathematics, Relating to Indigenous peoples, Education, Other graphic or visual art forms"
}
|
https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/d/
|
| Data | Information that is collected first or second hand. Data are usually numerical, organized in charts and displayed by graphs. [1] | (1) nȏkanwa (2) akihtȃsȏwinah |
||||||||||
|
Percentage of Cree speakers in Canadian Provinces [9]
|
| Denominator | The number below the line in a fraction that can state one of the following: the number of elements in a set or the number of equal parts into which the whole is divided. [1] | nichi akihtāson |
| Difference | The amount remaining after one quantity is subtracted from another. [1] | iskonikīwin |
| Different | Not alike in character or quality; distinct in nature; dissimilar. [6] | pȋtos |
| Digit | Any one of the ten numerals: 0, 1, 2, 3, 4, 5, 6, 7, 8, or 9. [1] | peyak akihtâson |
| digits “3”, “0” and “5” form the number “305” |
| Dime | A small coin that is worth 10 cents. There are 10 dimes in a dollar. [4] | mitahsonias |
| Distributive | A property of real numbers that states that the product of the sum or difference of two numbers is the same as the sum or difference of their products. [1] | (1) pēyakwan ayitaw
(2) ispȋhtawa-kȇyhtakwanwah |
| [latex]3(5+7)=3×5+3×7[/latex] |
| Division | A mathematical operation involving two numbers that tells how many groups there are or how many are in each group. [1] | pahpiskihc âyâwin |
| [latex]18÷9=2[/latex] |
| Dollar | The main unit of money in many countries such as United States, Canada, Australia, and New Zealand. [4] | pēyakwāpisk |
| Domain | The set of all possible input values for a function or relation. [4] | itakisowina |
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{
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"url": "https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/d/",
"book_url": "https://pressbooks.saskpolytech.ca/creemathdictionary/front-matter/introduction/",
"title": "CREE DICTIONARY OF MATHEMATICAL TERMS WITH VISUAL EXAMPLES",
"author": "Arzu Sardarli, Ida Swan",
"institution": "University of Regina, First Nations University of Canada",
"subject": "Mathematics, Relating to Indigenous peoples, Education, Other graphic or visual art forms"
}
|
https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/e/
|
| Eight | 8 | ayênânêw |
| Eighth | 8th | mweci-ayinânew |
| Eighty |
80
|
ayinânêwomitanaw |
| Eleven | 11 | pêyakosâp |
| Equal | The same in size, value, or amount. [4] | (1) tipi
(2) pâpeyakwan |
|
Equal amount |
| Equation | A mathematical sentence stating that two expressions are equal. [1] | pȇyakwan akihtȇwah |
| [latex]x+2=7 2\\y-3x=12[/latex] |
| Equivalent | Equal in value. [1] | pah pȇyakwan iyikohk |
| Estimate | An answer that is an approximation. [1] | eyoko nantow |
| Evaluate | To find the value of a mathematical expression. [1] | kîkway koyakihtamihk |
| [latex]3(5+4)-7=3×9-7=27-7=20[/latex] |
| Even numbers | A whole number that is divisible by 2. [1] | nani-akihtāsona |
| Expanded form | A way of writing numbers that shows the value of each digit. [3] | taswikasta |
| Exponent | A number placed to the top right of another number (base) to indicate the number of times the base is multiplied by itself. [1] | akihtāson kākitwam mena |
| Expression (mathematical) | A numeric or algebraic representation of a quantity. An expression may include numbers, variables, and operations. [3] | kwayaskowewin |
| [latex]12-5×2 \\3x-7 \\x^3-2y[/latex] |
|
pressbooks
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/e/",
"book_url": "https://pressbooks.saskpolytech.ca/creemathdictionary/front-matter/introduction/",
"title": "CREE DICTIONARY OF MATHEMATICAL TERMS WITH VISUAL EXAMPLES",
"author": "Arzu Sardarli, Ida Swan",
"institution": "University of Regina, First Nations University of Canada",
"subject": "Mathematics, Relating to Indigenous peoples, Education, Other graphic or visual art forms"
}
|
https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/f/
|
| Factor | Factors are numbers we can multiply together to get another number | piskic akitāsona |
| 4×5=20; 4 and 5 are factors of 20 2×3×7=42; 2, 3 and 7 are factors of 42 |
| Factoring | A number or expression that is multiplied by another to yield a product (e.g., a factor of 24 is 8 because 8 × 3 = 24, and a factor of 3n is n because 3 ⋅ n = 3n). [1] | pa piskicipita |
| [latex]5x-20=5(x-4) \\24=4×6 \\36=2×2×3×3[/latex] |
| Fifteen | 15 | neyânanosâp |
| Fifth | Constituting number five in a sequence. | mwecinîyânan |
| Fifty | 50 | nîyânanomitanaw |
| First | Before anything else, constituting number one in a sequence. | mwecipeyakwâw |
| Five | 5 | nîyânan |
| Form | The manner or style of arranging and coordinating parts. [6] | kayisenakwahk |
|
standard form: [latex]3x+2y=7[/latex] exponential form: [latex]3×3×3×3×3=3^5[/latex] expanded form: [latex]537=5×100+3×10+7×1[/latex] |
| Forty | 40 | nêwomitanaw |
| Four | 4 | nêwo |
| Fourth | Constituting number four in a sequence. | mwecinewiyihk |
| Fourteen | 14 | nêwosâp |
| Fraction | A ratio of numbers or variables. | pahki akihtāson |
|
[latex]\frac{x}{2y},\space \frac{2x-1}{3x^2+7}[/latex] |
|
pressbooks
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2025-03-22T05:08:55.093551
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{
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"url": "https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/f/",
"book_url": "https://pressbooks.saskpolytech.ca/creemathdictionary/front-matter/introduction/",
"title": "CREE DICTIONARY OF MATHEMATICAL TERMS WITH VISUAL EXAMPLES",
"author": "Arzu Sardarli, Ida Swan",
"institution": "University of Regina, First Nations University of Canada",
"subject": "Mathematics, Relating to Indigenous peoples, Education, Other graphic or visual art forms"
}
|
https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/g/
|
| Graph | A visual representation of data. [3] | isinakwak |
| [11] |
| Group | Any collection or assemblage of persons or things. [6] | ka âmawiyaktihk |
| Graph | A visual representation of data. [3] | isinakwak |
| [11] |
| Group | Any collection or assemblage of persons or things. [6] | ka âmawiyaktihk |
|
pressbooks
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2025-03-22T05:08:55.103609
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|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/g/",
"book_url": "https://pressbooks.saskpolytech.ca/creemathdictionary/front-matter/introduction/",
"title": "CREE DICTIONARY OF MATHEMATICAL TERMS WITH VISUAL EXAMPLES",
"author": "Arzu Sardarli, Ida Swan",
"institution": "University of Regina, First Nations University of Canada",
"subject": "Mathematics, Relating to Indigenous peoples, Education, Other graphic or visual art forms"
}
|
https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/h/
|
| Horizontal | A line extending left and right without extending up and down; a line parallel to the horizon. [1] | kisipaskihk |
| Hundred | 100 | mitâtahtomitanaw |
|
|
| Horizontal | A line extending left and right without extending up and down; a line parallel to the horizon. [1] | kisipaskihk |
| Hundred | 100 | mitâtahtomitanaw |
|
|
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pressbooks
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2025-03-22T05:08:55.113709
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|
{
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"url": "https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/h/",
"book_url": "https://pressbooks.saskpolytech.ca/creemathdictionary/front-matter/introduction/",
"title": "CREE DICTIONARY OF MATHEMATICAL TERMS WITH VISUAL EXAMPLES",
"author": "Arzu Sardarli, Ida Swan",
"institution": "University of Regina, First Nations University of Canada",
"subject": "Mathematics, Relating to Indigenous peoples, Education, Other graphic or visual art forms"
}
|
https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/i/
|
| Inequality | A mathematical statement indicating that two quantities (or expressions) are not in balance. [1] | patos akītewa |
| [latex]12>3\\x<4\\7≠5[/latex] |
| Input | Contribution of information, ideas, opinions, or the like. [6] | ascikīy |
| Integer | The set of numbers consisting of the whole numbers (e.g., 1, 2, 3, 4, . . .), their opposites (e.g., —1, —2, —3, —4, . . .), and 0. [1] | kīci-akīta sona |
| [latex]-17, 5, 0, 120[/latex] |
| Inverse | An element of a set that gives the identity element when combined with another given element. [4] | kwȇski akītason |
| [latex]-5[/latex] is the inverse of 5 with respect to addition
[latex]\frac{1}{5}[/latex]is the inverse of 5 with respect to multiplication |
|
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{
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"url": "https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/i/",
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"title": "CREE DICTIONARY OF MATHEMATICAL TERMS WITH VISUAL EXAMPLES",
"author": "Arzu Sardarli, Ida Swan",
"institution": "University of Regina, First Nations University of Canada",
"subject": "Mathematics, Relating to Indigenous peoples, Education, Other graphic or visual art forms"
}
|
https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/l/
|
| Less | A smaller amount; The symbol “<” means “less than” | astamik |
| [latex]2<7 \\x<11[/latex] |
| Like | Of the same form, appearance, kind, character, amount. [6] | mwecipeyokwan |
| Line | An infinite set of points in opposite directions forming a straight path; it has only one dimension, length. [1] | tipâpâniyâpiy |
|
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2025-03-22T05:08:55.132696
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{
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"url": "https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/l/",
"book_url": "https://pressbooks.saskpolytech.ca/creemathdictionary/front-matter/introduction/",
"title": "CREE DICTIONARY OF MATHEMATICAL TERMS WITH VISUAL EXAMPLES",
"author": "Arzu Sardarli, Ida Swan",
"institution": "University of Regina, First Nations University of Canada",
"subject": "Mathematics, Relating to Indigenous peoples, Education, Other graphic or visual art forms"
}
|
https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/m/
|
| Match | A person or thing that is an exact counterpart of another. [6] | tīpitin |
| Minus | Refers to subtraction or the symbol of subtraction. [1] | pahki otinamakewin |
| Money | Coins and paper bills used for buying and selling. [5] | sôniyâw |
| More | Greater in number, size, or extent. [4] | ayiwâk |
| Multiple | The product of a given whole number and any other whole number. [1] | piskic akihtāsona |
| 18 is a multiple of 6 (since [latex]6 × 3 = 18[/latex]). 18 is a multiple of 18 (since [latex]18 × 1 = 18[/latex]). 18 is NOT a multiple of 8. |
| Multiplication | A mathematical operation of combining groups of equal amounts; repeated addition; the inverse of division. [1] | mihcetowakihcikewi |
| [latex]12×3=36[/latex] |
|
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{
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"title": "CREE DICTIONARY OF MATHEMATICAL TERMS WITH VISUAL EXAMPLES",
"author": "Arzu Sardarli, Ida Swan",
"institution": "University of Regina, First Nations University of Canada",
"subject": "Mathematics, Relating to Indigenous peoples, Education, Other graphic or visual art forms"
}
|
https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/n/
|
| Nine | 9 | kîkâmitâtaht |
| Nineteen | 19 | kîkâmitâtahtosâp |
| Ninety | 90 | kîkâmitâtahtomitanaw |
| Ninth | 9th | mwecikîkâmitâtaht |
| Number | The concept of an amount, quantity, or how many items there are in a collection. [1] | akihtâson |
| Number line | A line (vertical or horizontal) on which each point represents a number. [1] | akihtāson tipapekinikan |
| Numerator | The number above the line in a fraction that can state one of the following: the number of elements taken from a set or from equal parts. | tahkoc akitason |
| Numerical | Involving numbers or a number system. [1] | akihtāsowina |
| Numerical expression | Any combination of numerals and/or operation symbols. Also, known as an arithmetic expression. [1] | akihtāsona-itėwina |
| [latex]35 \\4.5 – 1.2 \\5 × 4 – 4[/latex] |
| Numerical pattern | A sequence of numbers following a certain rule | akihtȃso kaskomakāki |
|
1, 5, 9, 13, … (arithmetic progression) 2, 6, 18, 54, … (geometric progression) 0, 1, 1, 2, 3, 5, 8, 13, … (Fibonacci Sequence)
|
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{
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"url": "https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/n/",
"book_url": "https://pressbooks.saskpolytech.ca/creemathdictionary/front-matter/introduction/",
"title": "CREE DICTIONARY OF MATHEMATICAL TERMS WITH VISUAL EXAMPLES",
"author": "Arzu Sardarli, Ida Swan",
"institution": "University of Regina, First Nations University of Canada",
"subject": "Mathematics, Relating to Indigenous peoples, Education, Other graphic or visual art forms"
}
|
https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/o/
|
| Object | A thing, person, or matter to which thought or action is directed [6] | pimâmeyihtam |
| Odd | mitoni pahtos |
| Odd numbers | A number that is not divisible by 2. [1] | ayacināwan |
| One | 1 | piyak |
| Ones | The place value located one place to the left of the decimal point in a number; shows how many ones are in a number. [1] | papiyako |
| Operation (mathematical) | Procedures used to combine numbers, expressions, or polynomials into a single result (e.g., addition, subtraction, multiplication, division, exponents). [1] | oyȇyhtamȏ akihtȃsȏwin |
| + – × ÷ |
| Opposite | Two things that are located or facing directly across. Two opposite numbers are the two numbers that are equidistant from the origin on a number line but in opposite directions from the origin. [4] | kwiskitakitew |
| Order | To place numbers or objects in a sequential arrangement (e.g., least to greatest or heaviest to lightest). [1] | îyaskohtascikȇwin |
| Order of operations | A specified sequence in which mathematical operations are expected to be performed. An arithmetic expression is evaluated by following these ordered steps: 1. Simplify within grouping symbols such as parentheses or brackets, starting with the innermost. 2. Apply exponents—powers and roots. 3. Perform all multiplications and divisions in order from left to right. 4. Perform all additions and subtractions in order from left to right. A common way to remember this is to use the acronym BEDMAS: Brackets, Exponents, Division, Multiplication, Addition, Subtraction. Division and multiplication (and addition and subtraction) are to be completed in the order in which they appear from left to right in the expression or equation. [1] |
oyastewaw akīcikīwina |
|
5 – (2 + 11) × 3 + 52 ÷ 4 = 5 – 13 × 3 + 25 ÷ 4 = 5 – 39 + 6.25 = – 34 + 6.25 = – 27.75 |
| Ordered pairs | Two numbers, in order, that are used to describe the location of a point on a plane, relative to a point of origin (0,0); for example, (2, 6). On a coordinate plane, the first number is the horizontal coordinate of a point, and the second is the vertical coordinate of the point. [3] | nāh-nāway |
| Output | The material produced or yield; product [6] | ispayow |
| Outside | Beyond the boundary of or limits. [5] | wayawitimihk |
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/o/",
"book_url": "https://pressbooks.saskpolytech.ca/creemathdictionary/front-matter/introduction/",
"title": "CREE DICTIONARY OF MATHEMATICAL TERMS WITH VISUAL EXAMPLES",
"author": "Arzu Sardarli, Ida Swan",
"institution": "University of Regina, First Nations University of Canada",
"subject": "Mathematics, Relating to Indigenous peoples, Education, Other graphic or visual art forms"
}
|
https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/p/
|
| Pair | Two identical, similar, or corresponding things that are matched for use together [6] | nisotomākana |
| Parentheses | A pair of signs, “(” and “)”, is used to indicate that the operation(s) on the quantities enclosed should be carried out first. [4] | wawi cakpaykanahk |
| 3 × (5 – 2) + 1 = 3 × 3 + 1 = 9 + 1 = 10 |
| Pattern | A design (geometric) or sequence (numerical or algebraic) that is predictable because some aspect of it repeats [1] | masinisâwân isi-askotomakak |
|
Algebraic sequence: 3, 7, 11, 15, 19,… Geometric sequence: 2, 6, 18, 54, 162,… Fibonacci sequence: 0, 1, 1, 2, 3, 5,… |
| Penny | The coin that represents the smallest unit of money in the United States and Canada, which is equal to 1 cent. [4] | piyak-pîwâpiskos |
| Plane | A set of points forming a flat surface that extends without end in all directions [1] | môhkocikêwâkan |
| Point (on a graph) | cacipiyikan | |
| Product (mathematical) | The number obtained when two or more factors are multiplied. [1] | māmwi-akītȃk |
| in 1.2 × 3 = 3.6, 3.6 is the product |
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{
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"url": "https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/p/",
"book_url": "https://pressbooks.saskpolytech.ca/creemathdictionary/front-matter/introduction/",
"title": "CREE DICTIONARY OF MATHEMATICAL TERMS WITH VISUAL EXAMPLES",
"author": "Arzu Sardarli, Ida Swan",
"institution": "University of Regina, First Nations University of Canada",
"subject": "Mathematics, Relating to Indigenous peoples, Education, Other graphic or visual art forms"
}
|
https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/q/
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CREE DICTIONARY OF MATHEMATICAL TERMS WITH VISUAL EXAMPLES Copyright © 2022 by Arzu Sardarli and Ida Swan is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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{
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"url": "https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/q/",
"book_url": "https://pressbooks.saskpolytech.ca/creemathdictionary/front-matter/introduction/",
"title": "CREE DICTIONARY OF MATHEMATICAL TERMS WITH VISUAL EXAMPLES",
"author": "Arzu Sardarli, Ida Swan",
"institution": "University of Regina, First Nations University of Canada",
"subject": "Mathematics, Relating to Indigenous peoples, Education, Other graphic or visual art forms"
}
|
https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/r/
|
| Range | The set of all possible values for the output of the function. [4] | êh isi tahtipȇwakintek |
| Relationship (between quantities) | A connection or association [6] | êhwȋcȋyawȇ-kihtȇk |
| Rule (mathematical) | A principle or regulation governing conduct, action, procedure [6] | wiyasiwêwin |
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/r/",
"book_url": "https://pressbooks.saskpolytech.ca/creemathdictionary/front-matter/introduction/",
"title": "CREE DICTIONARY OF MATHEMATICAL TERMS WITH VISUAL EXAMPLES",
"author": "Arzu Sardarli, Ida Swan",
"institution": "University of Regina, First Nations University of Canada",
"subject": "Mathematics, Relating to Indigenous peoples, Education, Other graphic or visual art forms"
}
|
https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/s/
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| Second | 2nd | nîswâw |
| Sequence | A pattern of numbers that are connected by some rule. [3] | iyaskohc |
| 1, 1, 2, 3, 5, 8, 13, … (Fibonacci Sequence) |
| Seven | 7 | tepakohp |
| Seventeen | 17 | têpakohposâp |
| Seventh | 7th | mwecitepakohp |
| Seventy | 70 | tepakohpimitanaw |
| Similar | Having the same shape but not always the same size. If one shape is similar to another shape, there exists a dilatation that will transform the first shape into the second shape. [3] | peyakwan kekâc |
| Similarity | Denoting two or more figures that have the same shape but different sizes. [4] | tāpiskōc |
| Six | 6 | nikotwâsik |
| Sixteen | 16 | nikotwâsosâp |
| Sixth | 6th | mwecinikotwâsik |
| Sixty | 60 | nikotwâsomitanaw |
| Size | The spatial dimensions, proportions, magnitude, or bulk of anything. [6] | tānimayikohk kîspehcak |
|
4 cm × 5 cm |
| Skip (counting) | To count by a given number. [1] | ansko kwâskohtâkiciki |
| skip count by 2s: 2, 4, 6, 8, 10, . . . |
| Small (numbers) | Of low numerical value; denoted by a low number. [6] | apisci-akihtāsona |
| Solution | The value or values that make an equation or open sentence true. [1] | miskawȃhtowin |
| Sort | To separate objects into groups according to properties or characteristics. [1] | (1) pahpiskihtascikewin
(2) kîkwayi |
| Square | A rectangle with four equal sides | ē-ayisaweyaw |
| Square root | Square root A factor that, when multiplied by itself, equals the number. [3] | akihtāsowina kawi-akicihkātik niswaw |
| 3 is a square root of 9, because 3×3=9 |
| Squared | A quantity obtained by multiplying a number or variable by itself. [4] | akihtāsowina ohci kakicihkātik niswaw |
| Standard | A reference against which others are compared. [4] | kîkway ka nîpawemakahk |
| Subtract | To take one or more quantities away from another; to find one quantity known as the difference. [1] | ka pahkwenikehk |
| 17 – 9 |
| Subtraction | Arithmetic operation | pahkwenikewin |
| Sum | The result of adding two or more quantities. [1] | kȃ mȃmawȏkimiht |
| Symbol | A letter, figure or sign used to represent a quantity, sentence, relation, function, or an object or operation. [4] | ȇ-itwȇmakahk |
|
[10] |
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"book_url": "https://pressbooks.saskpolytech.ca/creemathdictionary/front-matter/introduction/",
"title": "CREE DICTIONARY OF MATHEMATICAL TERMS WITH VISUAL EXAMPLES",
"author": "Arzu Sardarli, Ida Swan",
"institution": "University of Regina, First Nations University of Canada",
"subject": "Mathematics, Relating to Indigenous peoples, Education, Other graphic or visual art forms"
}
|
https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/t/
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| Table (data, information) | A systematic or orderly list of values, usually presented in rows and columns. [1] | weyascikewnahtik |
| Tally | A recording of the number of items in a set; used to keep track of data being counted; usually consists of strokes grouped in fives. [1] | ka asatahk akihcikewin |
| Ten | 10 | mitâtaht |
| Tens (number) | the place value located two places to the left of the decimal point in a number; shows how many tens are in a number. [1] | mitātahtaw |
| Tenth | 10th | mwecimitâtaht |
| Third | 3rd | mwecinistwâw |
| Thirteen | 13 | nistosâp |
| Thirty | 30 | nistomitanaw |
| Thousand | 1000 | kihchi mitatahtomitanaw |
| Three | 3 | nisto |
| Triangle | A polygon with three sides and three angles. [1] | ē-nistowēyapiskāk |
| Twelve | 12 | nîsosâp |
| Twenty | 20 | nîstanaw |
| Two | 2 | nîso |
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"book_url": "https://pressbooks.saskpolytech.ca/creemathdictionary/front-matter/introduction/",
"title": "CREE DICTIONARY OF MATHEMATICAL TERMS WITH VISUAL EXAMPLES",
"author": "Arzu Sardarli, Ida Swan",
"institution": "University of Regina, First Nations University of Canada",
"subject": "Mathematics, Relating to Indigenous peoples, Education, Other graphic or visual art forms"
}
|
https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/u/
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| Unit | A reference value of a quantity used to measure or compare other values of the same quantity. [4] | peyak kîkway |
| Unknown | a symbol representing an unknown quantity: in algebra, analysis, etc., frequently represented by a letter from the last part of the alphabet, as x, y, or z. [6] | ekâ ka nistaweyihtâkosihk |
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{
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"book_url": "https://pressbooks.saskpolytech.ca/creemathdictionary/front-matter/introduction/",
"title": "CREE DICTIONARY OF MATHEMATICAL TERMS WITH VISUAL EXAMPLES",
"author": "Arzu Sardarli, Ida Swan",
"institution": "University of Regina, First Nations University of Canada",
"subject": "Mathematics, Relating to Indigenous peoples, Education, Other graphic or visual art forms"
}
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https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/v/
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| Value | How much something is worth. [5] | iyitakitihk |
| Variable | A symbol used to represent a number in an expression (e.g., 2n + 3) or to represent an unknown value in an equation (e.g., a + 3 = 5) [1] | meskocipayiw |
| Vertical | A line at right angles to the horizon; a line extending up and down without extending left and right; a line perpendicular to the horizon. [1] | kwayaskwaskitew |
| Vertices | The points of intersection of two rays that form an angle, two sides of a polygon or two edges of a solid. [2] | kwayaskwakitiwa |
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"title": "CREE DICTIONARY OF MATHEMATICAL TERMS WITH VISUAL EXAMPLES",
"author": "Arzu Sardarli, Ida Swan",
"institution": "University of Regina, First Nations University of Canada",
"subject": "Mathematics, Relating to Indigenous peoples, Education, Other graphic or visual art forms"
}
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https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/w/
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| Whole number | A number consisting of one or more units, without fractions. [2] The set of counting numbers plus 0 {0, 1, 2, 3, . . . } [1] |
kahkiyaw |
| Whole number | A number consisting of one or more units, without fractions. [2] The set of counting numbers plus 0 {0, 1, 2, 3, . . . } [1] |
kahkiyaw |
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{
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"url": "https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/w/",
"book_url": "https://pressbooks.saskpolytech.ca/creemathdictionary/front-matter/introduction/",
"title": "CREE DICTIONARY OF MATHEMATICAL TERMS WITH VISUAL EXAMPLES",
"author": "Arzu Sardarli, Ida Swan",
"institution": "University of Regina, First Nations University of Canada",
"subject": "Mathematics, Relating to Indigenous peoples, Education, Other graphic or visual art forms"
}
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https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/z/
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| Zero | The number that indicates no quantity, size, or magnitude; zero is neither negative nor positive; zero is the additive identity. [1] | namahkîway |
| Zero | The number that indicates no quantity, size, or magnitude; zero is neither negative nor positive; zero is the additive identity. [1] | namahkîway |
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pressbooks
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01-23-2024
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{
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"url": "https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/z/",
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"title": "CREE DICTIONARY OF MATHEMATICAL TERMS WITH VISUAL EXAMPLES",
"author": "Arzu Sardarli, Ida Swan",
"institution": "University of Regina, First Nations University of Canada",
"subject": "Mathematics, Relating to Indigenous peoples, Education, Other graphic or visual art forms"
}
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https://pressbooks.saskpolytech.ca/creemathdictionary/chapter/references/
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REFERENCES
[1] Kindergarten to Grade 8 mathematics glossary: support document for teachers, Manitoba Education, Citizenship and Youth
School Programs Division, Winnipeg, Manitoba, Canada, 79 pages, 2009, obtained from: http://www.edu.gov.mb.ca/k12/cur/math/glossary_k-8/document.pdf
[2] Mathematics Glossary – Middle Years, Maxine Stinka, Saskatchewan Education, Curriculum and Instruction, Math Central, obtained from: http://mathcentral.uregina.ca/RR/glossary/middle/glossaryab.html
[3] The Ontario Curriculum, Grades 1-8, Mathematics, Ministry of Education, 135 pages, 2005, obtained from: http://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pdf
[4] Visual Mathematical Dictionary, K-12, obtained from: http://www.mathematicsdictionary.com/math-vocabulary.htm
[5] Toronto District School Board, obtained from: http://schools.tdsb.on.ca/asit/standards/btstuff/MathD45.pdf
[6] Meanings and Definitions of Words, obtained from: http://www.dictionary.com/
[7] Online Cree Dictionary, obtained from: http://www.creedictionary.com/
[8] Math Goodies, obtained from: http://www.mathgoodies.com/glossary
[9] The Aboriginal languages of First Nations people, Métis and Inuit, obtained from: https://www12.statcan.gc.ca/census-recensement/2016/as-sa/98-200-x/2016022/98-200-x2016022-eng.cfm
[10] Historical pictograph exhibit tells story of Treaty 4 signing, Regina Leader-Post, obtained from: https://leaderpost.com/news/local-news/historical-pictograph-exhibit-tells-story-of-treaty-4-signing
[11] First Nations People, Métis and Inuit in Canada: Diverse and Growing Populations, obtained from: https://www150.statcan.gc.ca/n1/pub/89-659-x/89-659-x2018001-eng.htm
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pressbooks
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01-23-2024
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"book_url": "https://pressbooks.saskpolytech.ca/creemathdictionary/front-matter/introduction/",
"title": "CREE DICTIONARY OF MATHEMATICAL TERMS WITH VISUAL EXAMPLES",
"author": "Arzu Sardarli, Ida Swan",
"institution": "University of Regina, First Nations University of Canada",
"subject": "Mathematics, Relating to Indigenous peoples, Education, Other graphic or visual art forms"
}
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https://pdx.pressbooks.pub/dailydepartures/chapter/reading-headphones/
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The Old Man Waits at the Post Office: Reading
The old man waits at the post office. The line is long, and there are many people waiting. The people are in a hurry. They look at their watches. They look at their phones. The old man is not in a hurry. He is thinking about what he is going to give his son. The old man’s son lives in New York City. The old man wants to see his son, so he is sending him a plane ticket in the mail. The ticket will bring the son back to the town in Oregon where the old man lives. The old man thinks about how happy he will be to see his son again. He thinks about the things that he and his son will do together. They will take long walks in the town and beside the river. They will ride the train across the new bicycle bridge. The man will make his son a delicious dinner. When the old man and his son are eating dinner, the old man will tell his son how nice it is to have him home and how much he misses him. The old man smiles thinking about all these things while he waits in line at the post office.
Put an X beside your stopping time on the progress chart, then answer the questions on the back of this page.
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pressbooks
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"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/reading-headphones/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
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https://pdx.pressbooks.pub/dailydepartures/chapter/questions-old-man/
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The Old Man Waits at the Post Office: Questions
1. The old man is
a. on a bridge.
b. at the post office.
c. in New York City.
2. The old man is
a. thinking about his son.
b. worrying about the time.
c. looking at his phone.
3. The old man’s son lives in
a. San Francisco.
b. Portland.
c. New York City.
4. The old man will send his son
a. a watch.
b. a plane ticket.
c. a bicycle.
5. The old man thinks that he and his son will
a. go to Seattle.
b. go to the library.
c. take walks.
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"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/questions-old-man/",
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"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
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https://pdx.pressbooks.pub/dailydepartures/chapter/dont-wear-headphones-while-driving/
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Don’t Wear Headphones While Driving: Reading
The boy is wearing headphones and listening to music. The boy’s mother calls his name. She wants him to go to the store to buy some milk. She gives the boy some money and the keys to the car.
“Take off your headphones,” she says. “Don’t wear them while driving.”
The boy takes off his headphones. He drives the car down the road. The boy turns on the radio, but he does not like the music, so he puts on headphones. He moves his head back and forth to the music coming from the headphones. He doesn’t hear the ambulance behind him. The ambulance is loud, but the boy doesn’t hear it. He keeps on driving. Many cars move to the side of the road so that the ambulance can pass by them. The boy sees the cars moving to the side of the road. He looks out the window and sees the ambulance. Finally, he moves his car to the side of the road.
The other people in the cars are angry. They shout at the boy, “Why do you wear headphones while driving? Because of you, the ambulance had to wait.”
The boy is sorry. He will never wear headphones while driving again.
Put an X beside your stopping time on the progress chart, then answer the questions on the back of this page.
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{
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"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/dont-wear-headphones-while-driving/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/questions-headphones/
|
Don’t Wear Headphones While Driving: Questions
1. The boy’s mother needs
a. milk.
b. candy.
c. a newspaper.
2. The boy’s mother tells the boy
a. “Don’t wear headphones while driving.”
b. “Don’t turn on the car radio.”
c. “Don’t drive too fast.”
3. The boy doesn’t hear the ambulance
a. because people are shouting at him.
b. because he is listening to the car radio.
c. because he is wearing headphones.
4. The boy sees the ambulance when
a. he looks out the window.
b. he hears it coming.
c. other drivers shout at him.
5. The other drivers are
a. angry.
b. happy.
c. sad.
|
pressbooks
|
2025-03-22T05:08:55.327331
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/questions-headphones/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/reading-max-cat/
|
Max the Cat: Reading
The Jones family is home. They took a trip to the mountains for a few days, but now they are home. Mr. Jones pulls the car into the driveway. The two children, a boy and a girl, see their cat, Max, sitting in the kitchen window. The window is open. “Oh no,” says Mrs. Jones. “I forgot to close the kitchen window.” The girl opens the door of the car and gets out. Suddenly, a big dog runs at the girl. The big dog barks. The girl is afraid. The dog bites the girl’s leg. The girl screams. Just then, Max the cat jumps from the kitchen window. He jumps onto the dog’s head. He scratches the dog’s eyes. The dog stops biting the girl and runs away. Mr. and Mrs. Jones come to help the girl. Mrs. Jones holds the girl in her arms. Mr. Jones takes out his phone and calls an ambulance. The girl’s leg hurts, but at the hospital, the doctor says the dog bite is not serious. The doctor says the girl is going to be all right. The doctor says that the Jones family has a very special cat. Max saved the day!
Put an X beside your stopping time on the progress chart, then answer the questions on the back of this page.
|
pressbooks
|
2025-03-22T05:08:55.337507
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/reading-max-cat/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/questions-max-cat/
|
Max the Cat: Questions
1. The Jones family is home after
a. church.
b. going to the store.
c. a vacation.
2. Max is
a. a dog.
b. a cat.
c. a boy.
3. Mrs. Jones forgot to
a. buy groceries.
b. feed the cat.
c. close the kitchen window.
4. The cat scratches the dog’s
a. eyes.
b. feet.
c. tail.
5. The doctor says
a. the girl is going to be all right.
b. the girl must stay in the hospital.
c. the girl will not be able to walk again.
|
pressbooks
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2025-03-22T05:08:55.348694
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/questions-max-cat/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/reading-blue-man/
|
The Blue Man: Reading
“Come!” Jenny says. “I want to show you something.” I follow her outside. We walk to the corner.
“Look at that man,” Jenny says, pointing to a man standing on the corner. The man is holding a blue umbrella. He is not moving. He is wearing a blue suit and blue shoes. Even his face and hair are painted blue.
“Is that a real man?” I ask.
“Yes,” Jenny says.
“Why is he painted blue?” I ask. “And why isn’t he moving?”
“Because he is acting,” Jenny says. “He is doing that so we’ll give him money. It’s a show.”
Jenny and I watch the man. We think that after a few minutes, the man will move. We watch for 15 minutes, but the man does not move at all.
“Doesn’t his arm get tired?” I ask.
“Maybe,” Jenny answers.
“Do you think he is going to stand there all day?” I ask.
“I think so,” Jenny answers.
“Let’s give him some money,” I say.
Jenny and I walk toward the man. I put one dollar into the blue hat by the man’s feet.
The man smiles.
I smile back.
“He moved,” I say to Jenny as we walk away.
Put an X beside your stopping time on the progress chart, then answer the questions on the back of this page.
|
pressbooks
|
2025-03-22T05:08:55.359748
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/reading-blue-man/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/questions-blue-man/
|
The Blue Man: Questions
1. Jenny wants to show me
a. a street.
b. a house.
c. a man.
2. The man is standing
a. in the street.
b. on the corner.
c. beside a tree.
3. The man is holding
a. an umbrella.
b. a hat.
c. some flowers.
4. Jenny and I watch the man for
a. 5 minutes.
b. 45 minutes.
c. 15 minutes.
5. When I put a dollar in the man’s hat,
a. he laughs.
b. he smiles.
c. he speaks.
|
pressbooks
|
2025-03-22T05:08:55.371100
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/questions-blue-man/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/reading-motorcycle-ride/
|
A Long Motorcycle Ride: Reading
It is not easy to drive a motorcycle from Miami to Los Angeles in the summer. In the summer, the sun is hot. It is not an easy time to travel by motorcycle, but that is what Peter and Kate Smith do. Peter and Kate are married with children, but their children are 20 and 21. They don’t live with Peter and Kate anymore, so Peter and Kate have free time. Every August, Peter and Kate get on their motorcycle and travel across the southern United States.
Why do they do this? It began in 1995, soon after they got married. They received a motorcycle as a wedding present. After a few months, they went for a motorcycle ride in their home state of Florida. They had a lot of fun, so they decided to plan a trip across the south of the United States. The next year in August, they were ready to go. They drove their motorcycle across Florida, Alabama, Louisiana, Texas, Arizona, and California. They saw many things: red rocks, big trees, interesting animals. They also met many friendly people. The trip was a great experience for the Smiths, and they decided to do it every year. They take their trip in August because it is the month when Peter and Kate don’t have to work.
Put an X beside your stopping time on the progress chart, then answer the questions on the back of this page.
|
pressbooks
|
2025-03-22T05:08:55.381449
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/reading-motorcycle-ride/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/questions-motorcycle-ride/
|
A Long Motorcycle Ride: Questions
1. Kate and Peter Smith are
a. sister and brother.
b. wife and husband.
c. daughter and father.
2. Peter and Kate take a big trip in
a. October.
b. June.
c. August.
3. Peter and Kate took their first trip across the US
a. after they got married.
b. before they got married.
c. when they were children.
4. The Smiths ride their motorcycle across
a. southern states.
b. every state.
c. only one state.
5. On their motorcycle trip, the Smiths see
a. beaches.
b. islands.
c. rocks and trees.
|
pressbooks
|
2025-03-22T05:08:55.392750
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/questions-motorcycle-ride/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/reading-marching-band/
|
Marching Band: Reading
This is Joyce’s first visit to New Orleans, a city in the southern part of the United States. Joyce stands on the sidewalk with the other people. There are visitors and locals. A marching band is coming. There is music in the street. Street music is common in New Orleans.
Joyce hears the horns and drums. She steps closer to get a better look. Coming down the street are men and women in red pants and white hats. They are marching, their legs moving up and down. They are playing brass horns and steel drums. They are playing joyful songs. The songs are getting louder. The music is getting closer. The sun is shining off the tops of buildings. Everyone is smiling.
Nearby, an old woman is selling food: beef and noodle soup. Joyce asks the woman how much for a bowl. The woman says, “Three dollars.” Joyce buys the soup and tastes it. It is warm and spicy. It is exactly what Joyce wants to eat.
Now the music is booming. The people on the sidewalk are cheering. They are clapping their hands and singing. Joyce is eating soup and listening. She is having a great time in the city of New Orleans.
Put an X beside your stopping time on the progress chart, then answer the questions on the back of this page.
|
pressbooks
|
2025-03-22T05:08:55.403425
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/reading-marching-band/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/questions-marching-band/
|
Marching Band: Questions
1. Joyce is visiting
a. an empty place.
b. a quiet city.
c. a fun city.
2. New Orleans is located
a. in the southern US.
b. in the northern US.
c. in Canada.
3. The people coming down the street are
a. marching.
b. singing.
c. standing around.
4. An old woman is selling
a. tea.
b. chocolate.
c. soup.
5. Joyce feels
a. tired.
b. sad.
c. good.
|
pressbooks
|
2025-03-22T05:08:55.414586
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/questions-marching-band/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/reading-butterflies/
|
The Butterflies Return: Reading
The sisters walk on the mountain road holding hands. The trees make a ceiling above their heads. In the distance, butterflies fly in the air. The butterflies all look the same: large with orange and black wings.
This is the month of the butterflies’ return. Every year in October, the butterflies return to Mexico from Canada. They spend the winter in Mexico because the weather is warmer there.
The sisters are Mari and Posa. They are twins, born on the same day in October. Together, their names mean “butterfly” in Spanish. When Mari and Posa were born, their parents took them to see the butterflies. Now, every year on their birthday, the twins continue the tradition by returning back to the mountains to see the butterflies again.
This year, the twins will be 10. Mari and Posa hold hands as they enter the place where the trees open up. The butterflies are everywhere: sitting on tall grasses, sleeping on trees, flying in the mountain air. A butterfly touches the place where Mari’s and Posa’s hands come together. The sisters count, “One, two, three.” Then they whisper their birthday wishes into the air. What do you think they wish for?
Put an X beside your stopping time on the progress chart, then answer the questions on the back of this page.
|
pressbooks
|
2025-03-22T05:08:55.425300
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/reading-butterflies/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/questions-butterflies/
|
The Butterflies Return: Questions
1. Mari and Posa are
a. brothers.
b. twins.
c. cousins.
2. It is the month of
a. December.
b. May.
c. October.
3. Today, the twins turn
a. 11.
b. 10.
c. 12.
4. Together, the twins’ names mean
a. birthday.
b. mountain air.
c. butterfly.
5. The twins make birthday
a. wishes.
b. cakes.
c. promises.
|
pressbooks
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2025-03-22T05:08:55.436335
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/questions-butterflies/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/reading-japan/
|
Many Years Ago in Japan: Reading
The year is 1915. It is three o’clock in the afternoon. Yoko is sitting in a chair in the garden. The chair is beneath a tree. Beside the chair is a table. On the table, there is a fishbowl with a fish swimming in it. There is also a glass of cold tea. Yoko sits very still. She tries not to move. It is a very hot day, and there is no air conditioning in the house. Yoko watches the fish swimming in the bowl. She drinks the tea.
Yoko’s father comes outside and sprays water on the plants in the garden. For a moment, everything feels cooler. Yoko’s mother comes with a schoolbook. In Japan, it is important to study all year long, even in summer. Yoko’s mother gives Yoko the schoolbook. Yoko opens the book, but she doesn’t feel like studying.
Later, when the sun goes down, the family walks to the public bath. Yoko and her mother enter the bath for women. Yoko’s father enters the bath for the men. It feels nice to rinse in the shower and then to sit in the water. Later, the family walks home. The air feels cooler. The moon is smiling in the sky. Yoko smiles back.
Put an X beside your stopping time on the progress chart, then answer the questions on the back of this page.
|
pressbooks
|
2025-03-22T05:08:55.446709
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/reading-japan/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/questions-japan/
|
Many Years Ago in Japan: Questions
1. Yoko is sitting
a. at a desk in a classroom.
b. in a chair in the garden.
c. beside a swimming pool.
2. It is a very hot day in
a. Korea.
b. China.
c. Japan.
3. Yoko watches
a. a fish swimming in a bowl.
b. a butterfly.
c. a fish jumping from a river.
4. Yoko’s mother brings Yoko
a. lunch.
b. a schoolbook.
c. cold tea.
5. When the sun goes down, the family
a. eats a big dinner.
b. plays a game.
c. walks to the public bath.
|
pressbooks
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2025-03-22T05:08:55.460322
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/questions-japan/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/reading-two-old-women/
|
Two Old Women: Reading
In a mountain city, two old women sit together in a park. It is a pretty day, and the women are sitting on a bench. They are taking a rest from shopping. One woman wears a red sweater. The other woman wears a blue sweater. The woman in the red sweater shows a photograph to her friend. It is a photograph of her grandson. The woman in the blue sweater looks at the photograph and smiles. The little boy in the photograph is fat and cute. He is the first grandchild of the woman in the red sweater. This baby is very important to the woman in the red sweater. She has been waiting many years to have a grandchild.
A taxi comes. The driver honks his horn. The old woman in the red sweater says good-bye to her friend and gets into the taxi. The taxi will take her up the street to her home. The old woman in the blue sweater does not need a taxi. She can walk the short distance to her house. When she gets close to her house, her five grandchildren look out the window. They run outside. They call her name and jump up and down. The old woman laughs and hugs them in her arms.
Put an X beside your stopping time on the progress chart, then answer the questions on the back of this page.
|
pressbooks
|
2025-03-22T05:08:55.475654
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/reading-two-old-women/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/questions-two-old-women/
|
Two Old Women: Questions
1. The two old women sit
a. in a shopping mall.
b. in a park.
c. in a café.
2. The old woman in the red sweater
a. shows her friend a photograph of her grandson.
b. shows her friend her phone.
c. shows her friend a photograph of her husband.
3. The baby is important to the old woman because
a. she likes children.
b. she already has three granddaughters.
c. she has been waiting for a grandchild.
4. The old woman in the blue sweater does not need a taxi
a. because she lives next to the park.
b. because she has a car.
c. because she can walk to her house from the park.
5. The old woman in the blue sweater
a. has no grandchildren.
b. has many grandchildren.
c. has one grandchild.
|
pressbooks
|
2025-03-22T05:08:55.487453
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/questions-two-old-women/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/reading-a-boy/
|
A Boy, a Soccer Ball, and a Bird: Reading
The boy gets up at six in the morning. He puts on his soccer shoes and goes into the kitchen. The bird is already awake. The bird is watching the boy very closely. It wants the boy to open the door of the cage. It wants to fly around the room. The boy picks up his soccer ball and says to the bird, “I will see you in one hour.” Then the boy goes outside. The sun is coming up in the sky, but the street is empty. The boy drops the ball and kicks it toward the park. He runs after the ball and catches it with his foot. The boy practices many moves with the ball. At seven o’clock, people start to come outside. The boy picks up the ball and returns home. He enters the kitchen. “Hello,” he says to the bird. He opens the door of the cage. The bird flies out. The bird flies around the room for several minutes while the boy fixes breakfast. The boy sits down to eat his breakfast, and the bird sits on the boy’s head. When the boy finishes breakfast, he takes the bird on his finger and returns it to the cage. “See you later,” he says to the bird. “See you after school.”
Put an X beside your stopping time on the progress chart, then answer the questions on the back of this page.
|
pressbooks
|
2025-03-22T05:08:55.498533
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/reading-a-boy/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/questions-a-boy/
|
A Boy, a Soccer Ball, and a Bird: Questions
1. The bird’s cage is
a. in the bedroom.
b. in the kitchen.
c. in the bathroom.
2. The bird wants
a. to eat breakfast.
b. to stay in its cage.
c. to fly around the room.
3. When the boy goes outside,
a. the street is empty.
b. people are in the street.
c. he sees his classmates.
4. The boy returns home and
a. fixes breakfast.
b. does his homework.
c. goes back to bed.
5. When the boy sits down to eat, the bird
a. sits on the boy’s head.
b. flies out the window.
c. does not come out of the cage.
|
pressbooks
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2025-03-22T05:08:55.510580
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/questions-a-boy/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/reading-daughter-birthday/
|
A Daughter’s Birthday: Reading
Dan leaves work early and gets into his car. He is in a hurry. Today is his daughter’s birthday, and he must stop at the bakery to pick up the birthday cake. But first, he must stop for gas. The gas tank is almost empty! Dan drives to the gas station and fills up the gas tank. Then he drives to the bakery. He pays for the cake and puts it in his car. Then he quickly drives the rest of the way home. When he gets to his house, he sees a lot of cars in the driveway and many children playing in the yard. He sees his daughter. She is wearing a red dress. Dan parks his car and goes inside. His wife is in the kitchen. She looks worried, but when she sees Dan, she smiles. “You’re here,” she says.
They go outside. Dan calls his daughter. It is time to sing. Dan lights five candles on the cake. Everyone claps their hands. Then they sing “Happy Birthday to You.” Dan’s daughter makes a wish and blows the candles out: one, two, three, four, five! Dan holds his daughter in his arms. He hugs her. He whispers in her ear, “Happy birthday. I love you.”
Put an X beside your stopping time on the progress chart, then answer the questions on the back of this page.
|
pressbooks
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2025-03-22T05:08:55.521946
|
10-29-2020
|
{
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"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/reading-daughter-birthday/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/questions-daughter-birthday/
|
A Daughter’s Birthday: Questions
1. Dan is in a hurry because
a. he has to take a train to New York City.
b. he has to take his car to the car wash.
c. he has to pick up a birthday cake for his daughter’s party.
2. The gas tank is
a. full.
b. almost empty.
c. almost full.
3. When Dan gets home, he sees his daughter
a. wearing a red dress.
b. wearing blue jeans.
c. wearing a swimming suit.
4. Dan’s wife is
a. angry.
b. happy to see him.
c. very upset.
5. Dan’s daughter is turning
a. 5 years old today.
b. 10 years old today.
c. 12 years old today.
|
pressbooks
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2025-03-22T05:08:55.534285
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/questions-daughter-birthday/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/reading-white-day/
|
White Day: Reading
Today is March 14th. It is White Day in Japan. On White Day, boys give girls white chocolate, cookies, or jewelry. In Japan, Valentine’s Day is when boys get gifts, and White Day is when girls get them. White Day comes one month after Valentine’s Day. On February 14th, girls give chocolate to boys, but on March 14th, it is the boys’ turn to give. This is the tradition. So today, Akiko is riding her bicycle to the train station to meet her boyfriend, Kenji, before school. It is a sunny day with a bright blue sky, but Akiko is not thinking about the weather. She is thinking about Kenji. She hopes that he has not forgotten White Day. Akiko sees Kenji standing outside the train station. He is standing beside the bicycle rack. He is waving, but he doesn’t have anything in his hands. Akiko gets off her bicycle and walks over to Kenji. She tries to smile. Kenji sees that Akiko is worried. He opens his backpack and takes out a large blue box. “Happy White Day,” he says. “Open it.” Inside the box, there are white chocolates and white cookies. Akiko smiles. “Thank you, Kenji,” she says. He smiles too. “Happy White Day, Akiko.”
Put an X beside your stopping time on the progress chart, then answer the questions on the back of this page.
|
pressbooks
|
2025-03-22T05:08:55.545247
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/reading-white-day/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/questions-white-day/
|
White Day: Questions
1. On White Day in Japan,
a. girls give chocolate to boys.
b. boys give white chocolate or cookies to girls.
c. girls and boys give money to their parents.
2. White Day is celebrated in
a. January.
b. February.
c. March.
3. Kenji is
a. standing outside the train station.
b. at school.
c. in a restaurant.
4. In his backpack, Kenji has
a. a large blue box.
b. a sandwich.
c. a soccer ball.
5. Kenji gives Akiko
a. flowers.
b. earrings.
c. white chocolates and white cookies.
|
pressbooks
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2025-03-22T05:08:55.556942
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/questions-white-day/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/reading-matt-cooks/
|
Matt Cooks Dinner: Reading
Matt is a high school student, but he doesn’t care very much about science, history, or English. Matt is interested in cooking. Today is Saturday, and Matt is going to cook rabbit. This morning, Matt rode his bicycle to the meat shop. He told the man at the meat shop to pick out a rabbit and cut it into five pieces. At home in his kitchen, Matt puts the pieces of meat in a large bowl and adds some salt and spices. He covers the bowl and lets it sit for about an hour. Then Matt heats some oil in a large pan on the stove and cooks the rabbit until the color of the meat is brown. Then Matt adds some lemon juice and some olives. He covers the meat in the pan and puts it in the oven for 10 minutes. While the rabbit is cooking, Matt makes some rice. When he takes the rabbit out of the oven, Matt puts it on top of the rice. It smells delicious. Matt calls his mother, father, and brother to the kitchen. He says that dinner is ready. Matt’s family eats the meal. Everyone agrees that Matt’s dinner is delicious.
Put an X beside your stopping time on the progress chart, then answer the questions on the back of this page.
|
pressbooks
|
2025-03-22T05:08:55.571889
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/reading-matt-cooks/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/questions-matt-cooks/
|
Questions: Matt Cooks Dinner
1. Matt is interested in
a. math.
b. cooking.
c. history.
2. Today, Matt is cooking
a. steak.
b. fish.
c. rabbit.
3. In the morning, Matt
a. rode his bike to the meat shop.
b. went running.
c. did his homework.
4. Matt shares the dish
a. with his teacher.
b. with his family.
c. with his boyfriend.
5. The rabbit tastes
a. delicious.
b. too spicy.
c. so-so.
|
pressbooks
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2025-03-22T05:08:55.586149
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/questions-matt-cooks/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/reading-comfortable-bed/
|
A Comfortable Bed: Reading
It is a nice house, and the man and woman like living in it. There is a large bedroom on the second floor with a comfortable bed.
One afternoon the man and the woman go to visit some neighbors. They do not think they will be gone very long, so they do not lock their door. But they stay at the neighbors’ house for over an hour, and when they get home, it is dark. The man and the woman enter the house and turn on some lights. The woman warms up some rice on the stove while the man makes a salad. After dinner, the man and the woman go upstairs to bed. When the man turns on the lights in the bedroom, he and his wife are very surprised to see a strange man sleeping in their bed! The woman screams, and the sleeping man wakes up.
“Who are you?” the woman asks. The strange man gets out of bed. His hair and clothes are dirty. “I’m sorry,” he says. “I don’t have a place to live. I was cold, and your house looked nice, and this bed looked so comfortable.” The man and woman are too surprised to speak. They watch as the strange man walks slowly past them, down the stairs, and out the front door.
Put an X beside your stopping time on the progress chart, then answer the questions on the back of this page.
|
pressbooks
|
2025-03-22T05:08:55.597414
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/reading-comfortable-bed/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/questions-comfortable-bed/
|
A Comfortable Bed: Questions
1. The man and the woman
a. drive to a grocery store.
b. go to visit some neighbors.
c. have a party at their house.
2. The man and the woman
a. stay away for over an hour.
b. are away for just one minute.
c. do not leave their house.
3. After dinner, the man and woman
a. play a game.
b. go upstairs.
c. watch television.
4. The man and the woman see
a. a strange man sleeping in their bed.
b. two teenage boys.
c. a stranger taking a shower.
5. The strange man says,
a. “This is my house.”
b. “I don’t know where I am.”
c. “I don’t have a place to live.”
|
pressbooks
|
2025-03-22T05:08:55.609587
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/questions-comfortable-bed/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/reading-close-to-sun/
|
Too Close to the Sun: Reading
Altair’s father is famous for making things like chairs and tables. Altair likes to help his father. His father says that Altair is good at making things, too.
Today, Altair is making something new. Altair is making wings. Altair loves birds, and he wants to fly. Of course, Altair’s wings must be larger than the wings of birds. Altair makes his wings three meters wide. He makes his wings from wood and wax. When Altair finishes making his wings, he ties them on his back.
That night, when his father is eating dinner outside, Altair walks up the mountain and stands at the edge. One, two, three! He jumps! He moves his wings. He is flying! “Look at me,” he calls, but his father does not look up. Altair flies closer to his father, and he also flies closer to the sun. The heat of the sun melts the wax on Altair’s wings. Suddenly, Altair’s wings fall from his arms, and Altair falls too.
“Help!” Altair cries. His father sees Altair falling. “Save my son!” he says. Just then a strong wind comes and blows the sand. Altair’s father covers his eyes. When he opens them, Altair is standing before him. “Thank God,” he says. “The wind saved my son!”
Put an X beside your stopping time on the progress chart, then answer the questions on the back of this page.
|
pressbooks
|
2025-03-22T05:08:55.622030
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/reading-close-to-sun/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/questions-close-to-sun/
|
Too Close to the Sun: Questions
1. Altair’s father is famous for making
a. houses.
b. chairs and tables.
c. bread.
2. Altair loves
a. fish.
b. cars.
c. birds.
3. Altair is making
a. wings.
b. a skateboard.
c. tacos.
4. Altair’s father cries,
a. “Call an ambulance!”
b. “Help! Save my son!”
c. “I’ll catch you!”
5. Altair is saved by
a. the wind.
b. his brother.
c. his mother.
|
pressbooks
|
2025-03-22T05:08:55.633332
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/questions-close-to-sun/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/reading-sam-chicken-foot/
|
Sam’s Chicken Foot: Reading
Sam is from China. He and his parents are living in Portland this year. Sam’s parents teach at a Chinese university, but they are in Portland studying English. Sam goes to a Portland school. He is in the sixth grade.
Every day, Sam’s mother cooks for him. She makes delicious meals, but there are some Chinese dishes that she can’t make because the ingredients are too difficult to find in Portland. That is why Sam is excited about today. Today, Sam is going with his parents to a Chinese restaurant 30 minutes away.
The restaurant is large. There are women and men pushing food carts. A cart passes Sam’s table with many delicious things, but not the food Sam wants to eat. His parents order dumplings and noodles and duck. A woman writes some numbers on a paper and then she brings the family the food. Sam’s parents ask if he is happy, but Sam cannot say yes.
Sam’s father waves to a woman on the other side of the restaurant. The woman comes with a different food cart. Sam’s eyes become large. He sees a plate of chicken feet. It is the food he wants to eat. Sam takes a chicken foot and smiles. “Yes,” he tells his parents. “I am happy now.”
Put an X beside your stopping time on the progress chart, then answer the questions on the back of this page.
|
pressbooks
|
2025-03-22T05:08:55.646718
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/reading-sam-chicken-foot/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/question-sam-chicken-foot/
|
Sam’s Chicken Foot: Question
1. Sam is from
a. Japan.
b. Korea.
c. China.
2. Sam’s mother is a good
a. driver.
b. speaker.
c. cook.
3. Sam is excited to go
a. to school.
b. to a Chinese restaurant.
c. to a movie.
4. The restaurant is
a. tiny.
b. small.
c. large.
5. Sam wants to
a. eat a chicken foot.
b. eat dumplings.
c. eat some duck.
|
pressbooks
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2025-03-22T05:08:55.663467
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/question-sam-chicken-foot/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/reading-food-cart/
|
Food Cart: Reading
Sami owns a food cart in Portland, Oregon. The food cart is near the university. Sami’s food cart sells kebobs. Kebobs are meat and vegetables on a stick. Many university students buy food from Sami’s food cart. They like Sami’s kebobs.
Sami is from Iran. He graduated from Portland State University five years ago. His major was business. When he was a student, Sami got tired of eating the food on campus. He wanted to eat food from his home country. He wanted to eat kebobs. After Sami graduated, he decided to open a food cart. Now his food cart is very popular. He sells three kinds of kebobs: beef, chicken, and lamb. All of the kebobs come with mushrooms, peppers, and onions.
Sami has a wife and two children. His children go to school from Monday to Friday. Most days, Sami’s wife helps Sami in the food cart. Sami’s wife makes the sauce to put on the meat of the kebobs. She likes helping Sami and meeting the people who come to the food cart. Sami and his family are happy living in Portland. Sami says that in a few years, he may return to Iran, but for now, he is happy with his business here.
Put an X beside your stopping time on the progress chart, then answer the questions on the back of this page.
|
pressbooks
|
2025-03-22T05:08:55.678849
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/reading-food-cart/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/questions-food-cart/
|
Food Cart: Questions
1. Sami’s food cart sells
a. hamburgers.
b. noodles.
c. kebobs.
2. Sami is from
a. Saudi Arabia.
b. Iran.
c. Kuwait.
3. At the university, Sami studied
a. business.
b. cooking.
c. computers.
4. Sami has
a. a wife and two children.
b. no family.
c. three cats.
5. Sami may return to his country
a. in one month.
b. next week.
c. in a few years.
|
pressbooks
|
2025-03-22T05:08:55.690540
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/questions-food-cart/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/reading-light-for-studying/
|
A Light for Studying: Reading
Many students like to study at night. It is quiet at night. The busy day is done. Classes and work are over. But in some parts of the world, students cannot study at night. In some parts of Africa, students do not have lights in their homes. Without lights, students cannot see to read or write. They must wait until the morning to study.
For these reasons, today is a happy day for 50 students in a small town in Sierra Leone, in West Africa. Today, the director of the school is giving 50 lights to 25 boys and 25 girls. These lights are special. They use the energy of the sun to work. After the lights sit in the sun for a few hours, they can shine brightly through the night.
One of the students to receive a light is Fatu. Fatu is 14. She studies hard. She gets up early every morning to do her homework. She is never late for class. The principal smiles when he gives Fatu the light. He tells her, “Congratulations.” Fatu is happy. She carries the light home to show her family. Everybody in the family wants to touch the light. They are proud of Fatu. They say, “Fatu, you are like this light. You shine bright, even in darkness.”
Put an X beside your stopping time on the progress chart, then answer the questions on the back of this page.
|
pressbooks
|
2025-03-22T05:08:55.700906
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/reading-light-for-studying/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/questions-light-for-studying/
|
A Light for Studying: Questions
1. At night, many students like to
a. work a part-time job.
b. study.
c. take extra classes.
2. In Africa, some students don’t have
a. clothes for school.
b. lights in their houses.
c. paper.
3. The principal of the school will
a. meet the president of the country.
b. give lights to 50 students.
c. bring water to the school.
4. Fatu gets up early every morning
a. to wash her clothes.
b. to check her email.
c. to do her homework.
5. Fatu’s family
a. is proud of her.
b. does not like Fatu’s light.
c. lives in a big house with many lights.
|
pressbooks
|
2025-03-22T05:08:55.714362
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/questions-light-for-studying/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/reading-trip-vancouver/
|
A Trip to Vancouver: Reading
Chen and Lily are from China, but they live in Seattle, Washington. They are international students at a Seattle university. They have different majors. Chen studies engineering, and Lily studies computer science. They met taking a reading class in an English language program.
Next week, the university will close on Monday. Monday is a holiday, so Chen and Lily are going to take a trip north. They are going to drive to Vancouver, Canada. Vancouver is not far away from Seattle. It takes only 2 hours and 45 minutes by car to get there.
Lily and Chen have not been to Vancouver, but many people say that it is a pretty city with nice mountains and beaches. Lily and Chen want to take a lot of photographs of boats, and people with dogs walking beside the water. They also want to rent bikes to ride around for exercise. Of course, they also want to go shopping and eat Chinese food in Chinatown. Maybe they will see a hockey game. Chen’s uncle and aunt live in Vancouver, so Chen and Lily will stay with them. Chen is excited to see them again. Lily and Chen are going to have a fun time this weekend!
Put an X beside your stopping time on the progress chart, then answer the questions on the back of this page.
|
pressbooks
|
2025-03-22T05:08:55.725825
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/reading-trip-vancouver/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/questions-trip-to-vancouver/
|
A Trip to Vancouver: Questions
1. Chen and Lily live
a. in China.
b. in Seattle.
c. in Portland.
2. Chen and Lily met
a. taking English classes.
b. in San Francisco.
c. taking a cooking class.
3. The university will be closed on
a. Monday.
b. Tuesday.
c. Thursday.
4. Chen and Lily will drive to
a. San Francisco.
b. New York.
c. Vancouver.
5. Chen and Lily will
a. stay in a hotel.
b. stay with Chen’s aunt and uncle.
c. camp on the beach.
|
pressbooks
|
2025-03-22T05:08:55.737222
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/questions-trip-to-vancouver/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/reading-big-day/
|
The Big Day: Reading
The sea is a pretty color of blue. The water is so bright that Kim can see to the bottom. She touches the water with her foot. The temperature is warm. There are waves in the distance. The sky is clear. The day is perfect.
It is still early. There are no crowds. Kim is alone in the prettiest place on earth. And she is ready. This is the day that she will perform. She has practiced her entire life for this moment.
Kim grew up on the island. Her family’s house is beside the ocean. When she was a little girl, she would swim in the ocean while her brothers rode the waves. Then one day, Kim got tired of swimming and decided to try using her brother’s surfboard. Her brother helped and encouraged her. At age seven, Kim received a surfboard for her birthday. From then on, she was always surfing.
Now Kim is 16. Other girls her age are coming to the island today. They are coming from all over the country. They are coming to Hawai’i for a surfing competition. Kim is excited to compete against them. She is looking forward to showing the world what she can do. She believes that she will succeed.
Put an X beside your stopping time on the progress chart, then answer the questions on the back of this page.
|
pressbooks
|
2025-03-22T05:08:55.748364
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/reading-big-day/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
https://pdx.pressbooks.pub/dailydepartures/chapter/questions-big-day/
|
The Big Day: Questions
1. The water is
a. cold.
b. hot.
c. warm.
2. Kim is standing
a. beside the water.
b. in a swimming pool.
c. in the park.
3. Kim grew up
a. in New York.
b. in Hawai’i.
c. in London.
4. Kim’s brother
a. was unkind to Kim.
b. did not like water.
c. helped and encouraged her.
5. Today, Kim will
a. watch a movie with her friends.
b. compete in a surfing competition.
c. play basketball.
|
pressbooks
|
2025-03-22T05:08:55.759476
|
10-29-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pdx.pressbooks.pub/dailydepartures/chapter/questions-big-day/",
"book_url": "https://pdx.pressbooks.pub/dailydepartures/front-matter/other-file-formats-available/",
"title": "Daily Departures: Speed Reading Passages for English Language Learners",
"author": "Regina D. Weaver",
"institution": "",
"subject": "Language and Linguistics"
}
|
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