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."

 "It might be interesting to compare other methods of transport to the race car in Example 2."
 "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

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."

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."

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."