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?"
1-2: Louise C., Teacher
Penns Grove, NJ
"My students use blank transparencies and overhead pens to write
out solutions to problems. Then we display the solutions with the
overhead projector to evaluate the problem-solving approach. It
is a great way to show that there are often several ways to solve
a given problem."
1-7: Jan W., Teacher
"For practicing and reviewing for tests, I use small grease boards
and markers. We review in a game format and students hold up their
answers on the boards. They receive 1 point for each correct answer.
Students bring in old tube socks to use as erasers."
2-3: Dora B., Teacher
"I fill a glass jar with color candies and have students estimate
the total number of candies and how many are each color. We count
the candy by placing them in cups of 10 for each color. We make
a pictograph of the cups organized by color, labeling the axes and
giving the graph a title."
2-7: Verlene D., Teacher
"We collect age information from the class by routing a chart in
which students fill in their name, age in years and months, age
in months, and birthday. Then students use the data in various ways
determining the most appropriate statistical measures and methods
for displaying the data."
3-1: Patricia M., Teacher
"We have fun using a Koosh ball to represent a decimal point and
acting out decimal numbers as I or another student read them out."
3-4: Joy D., Teacher
"To practice rounding decimals, we create a human number line. Some
students represent increments on the number line and others, numbers
to be rounded. We discuss how each number is to be rounded and then
the "rounded" student stands behind the appropriate person on the
4-8: Judith C., Teacher
Colorado Springs, CO
"To practice students' familiarity with the metric system, I have
them work in groups and gather objects that they think will weigh
a certain amount, such as 40 grams. You can do the same with length
or units of capacity."
4-9: Michelle H., Teacher
"I have students copy the chart for converting within the metric
system and show them how to move from what they know (are given)
to what they need to know. The number of spaces moved left or right
in the chart tells the students how many spaces to move the decimal
point to the left or right."
5-3: Frances G., Teacher
"I assign a color to each of the first eight prime numbers. Students
make up factor trees to find the prime factorization of a number.
When they finish each tree, they circle each prime number with its
appropriate color. They can then spot the factors that numbers have
in common to find the GCF."
6-3: Doris J., Teacher
"I have students begin writing their addition and subtraction problems
vertically in Lesson 6-3. This makes finding common denominators
7-4: Marilyn M., Teacher
"Each group of students gets a circle, a piece of string, a ruler,
and a calculator. They use the string to find a length representing
the circumference. They measure the string and the diameter of the
circle in both metric and customary units. We calculate the ratio
of circumference to diameter to estimate pi."
7-5: Trudy B., Teacher
"I like to use geoboards when teaching multiplication and division
of fractions. Use different colors of rubber bands to show the fractional
parts and the whole. Visual displays, like the geoboard, help students
with understanding and picturing fractions."
8-4: Mary S., Teacher
"I have groups of students count, by color, the number of M&Ms in
a bag. They write fractions for each color and then change those
fractions to percents. We apply the percents to making circle graphs
and display the results around the room. It's a big and fun project."
8-4: Frank M., Teacher
"Students take one panel of their favorite color comic strip. Using
a pencil and ruler, they divide it into 1/2 inch boxes both horizontally
and vertically. After dividing the small picture into 1/4 inch boxes,
they must then transfer this picture onto 1 inch graph paper by
drawing what is in the corresponding boxes of the smaller picture.
After transferring onto the larger paper, the students must then
color the comic strip to look exactly like the original. They have
now created a scale drawing that is larger than the original picture."
9-5: Deanna G., Teacher
"I have my students construct an art project using line symmetry.
I have had them use both the computer and manual drawing techniques.
This helps them to see and appreciate mathematics in artwork and
10-4: Kathy B., Teacher
"In the spring, students construct three-dimensional tetrahedron
kites using straws, string, and tissue paper. Then we go outside
and attempt to fly the kites."
13-1: Deana B., Teacher
"I have students play several games of Paper-Rock-Scissors and record
the outcome of each round. I prepare a worksheet asking questions
about the probability of the various outcomes during the game. Then
they calculate the statistical measure for this data."
13-5: Deana B., Teacher
"I have students interview adults and write a report about how they
use math in their job or in everyday life. They are encouraged to
use their creativity in preparing their report. They also use computers
to prepare their reports."