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What
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.
Example:
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
Equations."
"To
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?"
Algebra
2/Lesson 1-1: Susan C.
Marion, Arkansas
"During the first few weeks of school, I like to motivate the students
with the following assignment. 'Design a mathematical bumper sticker.
Be as creative as you can. Write your own slogan, and design your
own message.'"
Algebra
2/Lesson 1-3: Peggy Y.
Crystal Lake, Illinois
"Taking an active part in their learning helps students retain the
measures of central tendency. Have students gather data, such as
each other's height in centimeters, and then find the mode, median,
and mean."
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Algebra
2/Lesson 2-3: Suzy W.
Louisville, Kentucky
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"It
might be interesting to compare other methods of transport
to the race car in Example 2."
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Algebra
2/Lesson 2-6: Charlotte D.
Lynchburg, Virginia
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"I
like to take the students to our computer lab to use DERIVE
software. For this lesson, students can graph and compare
various equations, such as
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Algebra
2/Lesson 6-1: Bonnie W.
Munford, Tennessee
"To successfully graph quadratic equations, students need to know
that the x-value of the vertex can be found by using
They can be sure to use this point as well as points greater and
less than this value to complete their table of values."
Algebra
2/Lesson 6-7: Nancy B.
Lubbock, Texas
"Example 4 can also be solved using a sign graph for each factor
and then for the product. This method is fairly easy for students
to understand.
The solution is greater than 0, so it occurs where the sign of the
product is positive."
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Algebra
2/Lesson 7-2: Nancy Lee K.
Midland, Texas
"Patty paper (used to separate hamburger patties and purchased from
restaurant supply companies) is great to use for paper-folding activities.
It is square in shape, not heavily waxed, and while it is not as
transparent as waxed paper, it is very economical and convenient."
Algebra
2/Lesson 8-3: Sara D.
Riverton, Kansas
"In addition to the traditional way of graphing polynomial functions,
I like to have my students work in cooperative groups using a spreadsheet
program or computer graphing program to study polynomial functions."
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Algebra
2/Lesson 8-5: Gail G.
New Bern, North Carolina
"I put the following problems on the board so that students can
see they are all solved the same way."
Algebra
2/Lesson 13-1: Susan C.
Marion, Arkansas
"I use the following mini-project after this section. 'Pretend you
are the author of a math textbook and you need to write application
problems that deal with trigonometric functions and right triangles.
You must write five problems, draw any appropriate diagrams, and
make a solution key.'"
Algebra
2/Lesson 14-1: Susan C.
Marion, Arkansas
"I have students plot each of the six trigonometric functions on
a different sheet of graph paper using a different color pen each
time. Then, I give each student a large sheet of graph paper and
ask them to graph all six trigonometric functions on one set of
coordinate axes using the same color code as the first assignment."
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