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 1995 edition of Mathematics: Applications and Connections, Course 2, lesson 7-4, pages 263-265. The lesson is entitled "Adding Integers."

"I used students holding a positive or negative sign instead of using counters. Students took turns in front of the room displaying their signs. Those at their seats wrote the addition sentence shown by the human counters. Those remaining after zero pairs sat down represented the answer."

Course 1/Lesson 1-5: Laura K., Teacher
North Canton, OH

"I brought several keyboards to class so students could see, feel, and hear the difference in quality. Students used catalogues and play money to purchase a keyboard and any necessary accessories. The purchase price also included tax."

Course 1/Lesson 2-3a: Nancy B., Teacher
Columbus, OH

"Students in my class collected data on topics that they selected and that required making a frequency table. They surveyed classmates and recorded the data on their frequency tables."

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Course 1/Lesson 2-3b: Brenda J., Teacher
Somerset, PA

"I extended this Mathematics Lab by having our computer lab teacher demonstrate data base software in the computer lab. Then students were given an opportunity to complete Exercise 6 and print their results."

Course 1/Lesson 2 Study Guide: Laura C., Teacher
Columbus, OH

"As an end-of-chapter class project, I give cooperative groups each a package of Skittles candy. Then I ask students to apply the skills and concepts learned in this chapter to represent the colors of the 'average' package of Skittles based on percentage, ratio, and fraction of color. They were to graph their findings."

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Course 1/Lesson 3-2: Dennis G., Teacher
Longmeadow, MA

"Cooperative groups are given a number to read and display in front of the class. Each student must represent a place value or a place holder by writing the appropriate single digit on a sheet of paper. A ball is used to represent the decimal point."

Course 1/Lesson 3-10: Linda L., Teacher
Islip, NY

"To introduce the concept of perimeter as the distance around a figure, my students danced the conga around the classroom."

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Course 1/Lesson 4-3: Linda G., Teacher
Somerset, PA

"My students cut out the necessary number of decimal models and taped them together. This made it easier to model the exercises like those modeled in their books."

Course 1/Lesson 4-7: Jackie B., Teacher
Grand Island, NE

"Students in my class made different shapes using geoboards. They let the smallest square section enclosed by four pegs equal one square unit. They then found the area by counting and by using the formula."

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Course 1/Lesson 4-9: Stephen S., Teacher
Dallastown, PA

"I do the following procedure to show students that the circumference can be measured with a meterstick. Wrap a piece of nonstretchable string around a large can, mark the string where it meets the end, lay it flat on a desk or table top, and measure the length marked on the string."

Course 1/Lesson 5-7: Karen S., Teacher
St. Charles, MO

"I use a balance scale and pennies to model equations. This allows students to see that whatever I do to one side of the scale I must do to the other side to keep the scale level. Then I have students use the scale themselves for hands-on learning."

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Course 1/Lesson 7-7: Billie P., Teacher
Rochester Hills, MI

"You may want to allow students to use the paper plates from the Mini-Lab on page 253 to illustrate the renaming process used in subtracting mixed numbers."

Course 1/Lesson 7-8: Granotta H., Teacher
Columbus, OH

"In my class, we ran a 'time bank' to model renaming units of time. If students needed change for a 1-hour bill (yellow squares of paper), the teller would give them 60 minutes (green squares of paper). If they needed change for a minute, they received 60 seconds (red square of paper)."

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Course 1/Lesson 8-8: Cathy B., Teacher Support Team
Columbus, OH

"You may want to use the model at the right to show students how to rename customary units of capacity."

Course 1/Lesson 9-1: Marilyn P., Teacher
Massillon, OH

"I used pentominoes and tangrams to illustrate many of the concepts and 'Words to Learn' in this chapter."