Students may excel in computation, but their ability to apply their skills will suffer if they do not understand the math vocabulary used in instructions and story problems. This action research project examines two methods for strengthening students' ability to communicate mathematically: (1) Journal writing and peer discussion; and (2) The modified Frayer model. The findings of this study indicate that both methods had a positive effect; students increased their scores on both the posttest and the vocabulary survey. The teachers observed that while attempting the pretest, many students were flustered and frustrated, displaying little work because the vocabulary in the problems was so unfamiliar to them. However, during the posttest, many students finished the test quickly. The teacher observed that students who had used the Frayer method were drawing visual clues on their test to remind themselves what the questions were asking them to do, and then they were answering the problems correctly. The teachers in this study plan to use the vocabulary teaching strategies to keep students' interest and attention and to reach all types of learners. Appendix A, B, and C are attached to the end of this article online.