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
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?"
"To start the school year, I ask teams of students to determine
approximately how many days it will take a line of people (standing
10 feet apart) to pass a basketball from San Francisco, California
to Washington, D.C. To solve this problem, students will need a
basketball, stopwatch, U.S. map, ruler, calculator, and masking
tape to mark off 10-foot intervals on the gym floor."
"To teach combining like terms, I simulate an inventory problem
in a retail outlet. Students must physically collect packages of
golf balls, tennis balls, or eggs from various parts of the classroom
and put them in the same place to determine how many they have,
and ultimately, the cost of the items."
"After practicing solving problems with integers, I separate students
into groups of three. Each group is given a legal-size sheet of
paper. Students fold the paper into three columns and select one
of the problems from the chapter to solve. Column 1 is used to write
the problem. Column 2 is used to show a picture explaining the problem,
and Column 3 is used to show the numerical solution. Each member
of the group should be able to explain how the problem is solved."
"I have students use square chips to form rectangles on their desks.
The students can visually find the perimeters and areas. I then
ask students to determine the formulas on their own. If students
do not discover them after several attempts, I give the formulas
and have students practice finding area and perimeter."
"We play Supermarket Challenge. Put prices on about 12 items
from the grocery store (empty boxes work forever). Then have several
students each estimate which items could be purchased for a certain
amount; for example, $8. Allow 30 seconds for the activity. Students
enjoy competing to see who can get the closest."
5-3: Bonnie L.,
"I use the names and examples of properties to create a game of
Concentration. Write the property name on a card and an example
on another. Mix and place cards face down on a desk. One student
selects two cards. If the cards match, the student keeps them and
continues. If they do not, the cards are returned face down, and
another student selects. Play until all cards are matched. The one
with the most cards wins."
"During this lesson, I introduce the concept of complex fractions.
I use this concept to explain why we multiply by the reciprocal
to divide fractions."
"I give each student a metric cord, a Popsicle® stick, and
different objects measuring under a decimeter. I ask as many students
as possible to demonstrate measuring the lengths of various objects.
Also, many students remember the order of the prefixes by using
the phrase 'King Hector Died Monday Don't Call Me.'"
9-1: Bonnie L.,
"The golden ratio can be found in art and nature. I like to have
students explore the golden ratio more thoroughly by looking through
books and magazines to find examples of the golden ratio."
"I introduce the concept of scale models to my students as another
application of using proportions. My students then use their knowledge
of proportion and the cardboard from cereal boxes to make scale
models of their bedrooms."
9-8: Naomi H.,
"I have students experience real-life discounts by giving students
a grocery list, a pricing list, and a number of cents-off coupons.
Have them first find the total grocery bill prior to using the coupons
and then the final grocery bill using the coupons. Let students
explore their savings in terms of percent by finding the discount
on their grocery bill when using coupons. Also have them calculate
the discount on individual items."
"To teach combinations, I ask students to generate an advertisement
for a new pizza parlor they are opening. Sooner or later, students
will suggest advertising a wide variety of pizzas. At this time,
I ask students to calculate the possible combinations of pizza toppings
given a few parameters."
10 Study Guide:
Palos Hills, IL
"As a review for this chapter, I give each student a bag of M&Ms®.
They must complete a worksheet that includes a tally chart. They
then answer permutation and combination questions about their data.
They cannot copy another student's answer, since each bag is different."
"I have students measure the angle of their peripheral vision by
using a large quarter of a circle, index cards with a dot for the
student to follow with their vision, and a string with a heavy object
to determine the point on the quarter circle. This helps students
see that an angle opens from one side which, in turn, helps them
understand which scale to use on the protractor."
Big Lake, MN
"My students work in cooperative groups to collect data and then
use a protractor to construct a circle graph of their data. Then
we use a spreadsheet and statistical graphing computer software
to enter the same data and make a circle graph. The students compare
the two graphs and raw conclusions from the results."