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 Glencoe 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?"
1-4: Robert S.,
Farmington Hills, Michigan
"I teach all of the constructions as a unit. I end the unit with
a final extra credit construction project in which the students
make a creative construction design. These projects can make an
attractive classroom display."
2-4: Rick K.,
South Milwaukee, Wisconsin
"I allow students to work in groups as they learn about writing
proofs. I give groups a completed proof with steps and reasons
written in no particular order. The group must discuss the correct
order of the proof and the appropriateness of the reasons given."
4-1: Barbara O.,
"One of our favorite class activities is to have students construct
equilateral triangles from dowel rods to make tetrahedron kites.
The activity takes two 50-minute class periods and students really
5-1: Nancy K.,
"I have students construct the points of concurrency of the special
segments in acute, equilateral, obtuse, and right triangles. We
name the points and examine the properties. This activity allows
us to discover new concepts and review constructions."
5-4: Cheryl W.,
"I begin this Lesson by giving each student a strip of paper about
12 inches long which they cut into three pieces of any size. Then
I ask them to make a triangle using the three strips for sides.
Because some of the combinations form triangles and others don't,
this leads into the discussion of the Triangle Inequality Theorem."
6-4: Julianne W.,
Milford, New Hampshire
"I like to discuss area and perimeter as we study each type of
figure. For example, I have students make a table of possible
lengths and widths if the perimeter of a rectangle is 24 centimeters.
Then they find the area of each possible rectangle and graph the
area as a function of the width. From the graph, they can determine
that a square has the greatest possible area for a rectangle with
a given perimeter."
6-5: Karen J.,
"As an enrichment for this chapter, I discuss tessellations. Students
then create their own tessellation drawings, which we display
in the classroom."
7-1: Lucas F.,
"I given each student a secret ballot to vote for his or her favorite
musical group. Then I collect the ballots and display the ratio
for each group."
7-2: Karen G.,
"As a long-term project, I have students create a geoboard. They
use a square board at least 8 inches wide and paint it or cover
it with cloth. Then they hammer nails or small brads into the
board and create a symmetric design using yarn, string, or elastic
bands. When the projects are completed, I allow the classes to
vote for their three favorites. The winners will receive prizes."
7-5: Diane D.,
Madison Heights, Michigan
"I have students use The Geometric Supposer to discover
that corresponding altitudes and median in similar triangles have
the same ratio as the sides. Measures of angles, segments, perimeters,
and areas of polygons can be computed by the program. To encourage
student involvement and collaboration, students worked in groups
to complete a worksheet. Students can use the software to test
7-6: Mrs. Janet L.,
"I give each student a piece of isometric dot paper with the starting
points for Sierpinski's Triangle highlighted. Students then draw
the triangle and color attractively. The compelted triangles make
a nice bulletin board display. Sierpinski's Carpet and the Koch
Snowflake are also nice projects for tying the material in the
chapter to self-similarity."
8-1: Mrs. Jean H.,
"At the beginning of this Lesson, I have students draw three large
right triangles in their notebooks. As we discuss the relationships,
they highlight the sides of the triangles in two different colors
to show which length is the geometric mean between the other two.
The triangles can serve as a quick reference as students study
or complete their homework."
8-4: Michael B.,
"Have students be Egyptian rope stretchers. Give groups of students
a length of rope and ask them to use it to form a perfect square.
You may wish to suggest that they begin by using the Pythagorean
Theorem to choose dimensions for a right triangle. Then after
a right angle is formed, it can be drawn at each vertex to form
9-1: Stacey P.,
Merrimack, New Hampshire
"At the beginning of the chapter, I give students what I call
"Circle Theorem Sheets" for recording the circle theorems we learn.
The students record each theorem on the sheets and draw a picture
to illustrate it. At the beginning of the chapter, I provide the
theorem and assist with the picture. Later in the chapter, I provide
the theorem and have a student lead the class in drawing the picture."
10-1: Ingrid H.,
"I have students build models of polyhedra using spaghetti joined
with marshmallows or plastic straws joined together with paper
clips. This project works well with cooperative groups."
10-2: Stan W.,
"I bring examples of different polyhedra such as tetrahedrons,
cubes, and octahedrons for students to observe. Then students
use rulers, protractors, paper, and scissors, along with what
they have learned about the measure of interior angles of polygons
to construct the sides of a polyhedron and assemble a model."
10-6: George M.,
"In order to integrate trigonometry with area and make use of
calculators, I develop the formula for the area of a regular polygon
in terms of sine and cosine.
A figure like the one below can be used to help prove the theorem."
11-1: Patricia M.,
"I photocopy the top portions of the Study Guide Masters at a
reduced size and arrange them so that the entire chapter fits
on two pages. Then I give them to my students as review tool.
Often students will cut them out and put them on index cards for
11-3: Roberta C.,
"I have students work at the chalkboard breaking down surface
area problems into steps with each step of the problem being completed
by a different student. For example, to find the surface area
of a prism, the first student draws the prism, the second finds
the perimeter of the base, the third finds the lateral area, a
fourth finds the area of the base, and the last student finds
the total surface area."
11 Study Guide: Kathy F.,
Farmington Hills, Michigan
"As a final review for this chapter, I give students a surface
area measurement and have them design a prism that has the surface
area and the greatest possible volume."
12-3: Rose P.,
"I provide a piece of cardboard of a given size to each student.
The students cut a square from each corner and fold up the sides
to form an open box. We predict which square will produce the
box with the greatest volume. After the students calculate and
graph some volume, we write an equation and graph on a TI-82.
The trace function allows us to find the maximum volume."
13-7: Loraine D.,
"I enhance this Lesson by having students use software such as
Geometer's Sketchpad to create regular polygons by rotating
a given segment. Then to extend the Lesson, they can rotate the
polygon to create tessellations."
13-8: Karyn C.,
"I have students draw an enlargement of a figure by using a grid.
Students have a lot of fun with this activity. They lay an acetate
grid over their favorite cartoon character. Then they copy the
markings in each grid square onto a poster that has been marked
with larger grid squares."