suggestion can you offer for enhancing a specific lesson of a Glencoe
mathematics text? Ideas may include using concrete objects to illustrate
concepts, working with cooperative groups, incorporating ongoing
assessment, or any other strategy that you have used successfully
in your classroom.
This activity was written by a teacher using the 2001 edition of
Mathematics: Applications and Connections, Course 2, lesson 6-1,
page 228. The lesson is entitled "Solving Addition and Subtraction
reinforce the Addition and Subtraction Properties of Equality, I
use the example of a teeter-totter. You and a friend are perfectly
balanced on a teeter-tooter. What happens if your friend jumps off?
Or what happens if someone else jumps on with your friend?"
Palm Beach Gardens, Florida
"I use a version of stem-and-leaf plots all the time to show grades
from each test."
"I gave my students a soup can and asked them to find the surface
area. It took a while, but finally one group discovered that if
they took the label off, it was a rectangle, and the rest fell into
1/Lesson 2-9b: Barbara L.
Clarksburg, West Virginia
"I liken 'translating' into Algebra to translating from English
to French. I encourage students to literally translate statements
such as '5 less than a number is 7' to an algebraic equation. In
this case, '5 less than' means 'subtract 5 from something,' x
represents 'a number,' and 'is' means 'equals.' Therefore, the statement
is x - 5 = 7."
1/Lesson 3-1: Donna R.
"I ask one student to represent a parent and two other students
to represent children. The parent stands between the two children
and acts like an equals sign. The parent then divides a box or bag
of candy between the two children. Whatever the parent does to one
side, he or she must do to the other side to keep things fair."
St. George, Kansas
"We looked at the Nutritional Information on food boxes and used
proportions to find the percentage of fat calories in one serving.
For example, a muffin mix has 2 grams of fat and 140 calories in
one serving. One gram of fat is about 9 calories.
one serving of the muffin mix is about 13% fat calories. I encourage
students to find foods that have less than 25% fat calories."
1/Lesson 4-5: Emma Lou C.
Robersonville, North Carolina
"I have students make a sign or display to advertise a percent-off
sale in their imaginary store. We put the displays up in the classroom
and then, as a review each day, we make an imaginary purchase at
each store, calculating how much is saved. We used play money to
illustrate the purchase and how much change is received."
1/Lesson 4-7: William B.
"For Example 4, have two students stand back to back, headed away
from each other. Start them walking at the same time. Clap loudly
when they are '60 miles' apart. They will quickly come up with the
fact that the time is the same and that the eastbound distance +
westbound distance = total distance."
1/Lesson 4-8: John C.
"I actually bring a 12-foot board to the classroom. I allow students
to find the center of the board and then move on the board until
they are balanced. The students measure the distances and weights
to find the constant of variation."
1/Lesson 5-1a: Stan M.
"I give each student a slip of paper as he or she enters the room.
The paper has a coordinate pair written on it. The abscissa is a
letter and the ordinate is a whole number. The room is laid out
like a coordinate grid. They use the coordinates to locate their
1/Lesson 5-1b: Deborah P.
"I use the idea in Exercise 43 every fall to make up my seating
chart. I arrange the desks in rows and columns, and as the students
enter the class, I hand them a card with an ordered pair on it--then
they find their seats!"
1/Lesson 5-3: Deborah P.
"When I teach my students to solve for y, I like the x
value to be first, in slope-intercept form. So, in Example 2, when
we solve for y, we would write y = -2x + 6.
That way, when we get to that, the students do not have to relearn
how to solve for y. It's already in the correct form."
1/Lesson 7-6: Linda W.
"I compare absolute value inequalities to the amount of gas in the
tank of a student's truck and the direction the student can travel
(left or right) out of the driveway. For example, if they have $5
worth of gas, they can drive a certain distance wither way until
the gas is gone (that is, |x| = 5). If they have more than
$5 worth, they can drive farther either way (|x| > 5)."
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Algebra 1, Vol. 2 Classroom Vignettes