Many educators use informal math language to make the content more accessible for middle school students, yet this use of informal language may have unintended consequences. Informal language may hinder students' development of a deep math lexicon and understanding of concepts and procedures across grade levels. Becoming proficient with math language is likened to learning a second language (Wakefield, 2000). In spite of this challenge, proficiency with the language of math is necessary to learning and communicating about math concepts and procedures (Schleppegrell, 2007). As such, educators must be mindful and purposeful about the language used to teach math. Through the authors' research experiences in schools and professional development opportunities with educators, they have observed two ways in which math language could be improved in middle school, which is the focus of this article. First, educators can use formal language instead of informal language. The authors provide examples for instances in which educators can use formalized math language in the "Instead of That, Say This" figures. Second, educators can be more precise with math terms that are closely related but have distinct meanings and characteristics. The authors provide examples of terms in which educators can use specific math language in the "Be Precise" figures. The authors focus on formalized math language and term specificity in two major areas of math: (a) numbers and operations and (b) geometry and measurement. They emphasize these two areas because numbers, operations, geometry, and measurement strands account for a majority of math standards in middle schools in the United States. At the end of the article, the authors provide suggestions for supporting students' learning of math language.