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?"
1-7: Alice C., Educator
King George, VA
"We use area tiles to compare the perimeters and areas of different
figures composed of 1 tile, 2 tiles, 3 tiles, and 4 tiles. Then
students use dot paper to draw all of the pentomino patterns. They
discover all of the pentominoes have an area of 5 square units and
a perimeter of 12 units except one."
2-6: Steve W., Teacher
"I have my students turn their notebook paper sideways so that they
run vertically and have them write their multiplication and division
problems with each digit of the numbers in its own column. It helps
them keep the proper numbers lined up."
2-8: Teresa S., Teacher
"Students need a lot of practice using the metric system. To review
the relationships in the metric system, I suggest that students
go home, open the cupboard, and guess how much is contained in each
box, can, or bottle and then check their guess by reading the product
3-5: Joan C., Teacher
"Instead of recording their heights with numbers, we made a human
back-to-back stem-and-leaf plot with boys on one side and girls
on the other. We then took a picture so that everyone could see
the statistics in motion."
3-6: Kim T., Teacher
"I provide students with a list of all the seventh graders. They
do a survey asking every other seventh grader. Results are posted
using frequency tables, stem-and-leaf plots, and various graphs."
3-7: Amy W., Department Chair
"I have students use their last 10 assignment scores to make two
graphs: one misleading and one that accurately reflects the data.
Then they write a paragraph explaining how they organized and created
their graphs. I also ask them to tell which graph they would show
their parents as a reflection of their scores and why."
4-1: Margaret F., Teacher
Cleveland Heights, OH
"After reviewing divisibility rules, I use the overhead spinner
to randomly generate 2-, 3-, and 4-digit numbers. Then I have students
work in groups to check whether each number is divisible by 2, 3,
4, 5, 6, 9, or 10. I also have them attempt to discover a rule for
divisibility by 8."
4-2: Travis G., Teacher
"We make a Sieve of Eratosthenes to recognize prime numbers and
keep it handy when doing prime factorization. When we do factor
trees we use "power trees" in which each prime number is considered
in order to make the factor tree. This also helps to compare numbers
when finding the LCM and GCF."
4-4: Kathy G., Teacher
"I feel students should be able to be exposed to different methods
to approach the same problems, so I show them how the GCF can be
found using Euclid's Ladder. It can also be used to find the LCM."
5-3: Gary L., Teacher
East Troy, WI
"I let my students play Coordinate Battleship. Each player
gets two coordinate grids and randomly chooses eight points on one
of the grids. Then the two students alternate turns trying to guess
where the other's points are located. Each guess must be graphed
on the other coordinate grid. Misses are recorded in one color and
hits in another."
5-4: Travis A., Teacher
Elk Point, SD
"To practice positive and negative numbers, we play a game of "Stock
Market." Groups of students select a name for their company and
are given a $50 market value. Then each group draws an integer from
a hat to add or subtract to their market value. We draw as many
rounds as possible in 40 minutes and reward the team who has the
highest market value in the end."
5-5: Leslee H., Teacher
"I teach subtraction of integers by using three words--Leave, Change,
Opposite--which means leave the first numbers alone, change - to
+, and take the opposite of the second number."
5-7: Cheryl C., Teacher
"After students learn to add, subtract, multiply, and divide integers,
we play Integer Concentration to review and practice. On
a grid on an overhead projector, I mix up expressions and their
corresponding answers. I cover each grid square with a slip of paper.
Students take turns uncovering pairs of squares to find a match."
6-1: JoEllyn H., Teacher
Fond du Lac, WI
"To reinforce the Addition and Subtraction Properties of Equality,
I use the example of a teeter-totter. What happens if your friend
jumps off? Or what happens if someone else jumps on with your friend."
6-3: Tim K., Teacher
"I put masking tape down the center of the students' desks to represent
an equals sign. Then I give students three colors of dots to represent
positive numbers, negative numbers, and variables. Then I have them
work through several two-step equations to solve for the variable
7-6: Joy M., Teacher
"To assess students, they were asked to make rectangles that had
a perimeter of 24 inches. Some made their rectangles with tape on
the floor while others constructed them on paper. Some had only
whole number dimensions while others included the use of fractions
and mixed numbers."
7-7: Judy D., Teacher
"I bring several different sized circular objects into the classroom.
Each group of students uses a tape measure to find the circumference
and diameter of each object. Then we divide to find a pattern and
thus discover pi."
8-4: Greg R., Teacher
"Students use centimeter grid paper to make scale drawings of their
"dream house." The first drawing's scale is 1 cm = 3 ft. Then they
make a second drawing with a scale of 1 cm = 10 ft. They can include
anything they want, but the square footage of each area has to be
listed and there must be at least one bathroom."
8-8: Virginia H., Teacher
"Students can act as servers with menus from local restaurants.
Students switch from the role of server (where they total the bills
and calculate the tax) to the role of customer (where they check
the total and determine the tip). This is a practical use of percents
that everyone needs to practice."
9-2: Suetta G., Department Chair
"In order to identify polygons, students are given laminated pictures
of buildings. Students work in groups and use water-based markers
to outline polygons found in the pictures. Then they must name these
polygons and list their properties."
9-4: Carol T., Teacher
"To help students master the vocabulary of mathematics, I have an
oral "Math Bee" from time to time. We continually use the terms
from our master vocabulary list all year. As we come to specific
terms in the textbook, we spend more time discussing them. I try
to show students how knowing these terms can help on standardized
10-4: Kathy K., Teacher
"I have students trace their hands on square centimeter paper and
find the area of their handprints. That area represents about 1%
of the skin on your body--a fact that burn units in the hospitals
use all the time."
11-6: Alvin H., Teacher
"I challenge students to write real-world problems that involve
percents. An example follows. Todd purchased 9 packages of baseball
cards. Each package costs $1.09. The sales tax in his state is 6%.
If he handed the cashier a $20 bill, how much change should he receive?"