Module 1 Strategy Application Blog

 In the Geometry class I teach, we use the Glencoe Geometry textbook as a guide for the course. As with most Math textbooks, these can be difficult to read and understand without proper guidance. The chapter on right triangles and trigonometry is difficult, as it has a large number of vocabulary terms that are new to students. I will use an anticipation guide to help the students understand and navigate the readings in this section. To begin, I will have students make predictions on a set of true or false and short-answer questions about right triangles, such as:

  • Is the sum of the angles in a right triangle the same as in all triangles?

  • Is the hypotenuse the shortest or longest side of a triangle?

  • The smallest angle is opposite the hypotenuse. 

  • Can a triangle have any length of sides, or are there restrictions?

  • Can the Pythagorean Theorem be used on any type of triangle?

  • Are sine and cosine opposites of each other?

  • Can trig functions only be used to find the sides of a triangle?

Once they have answered these questions on their own, I will give them time to discuss their responses with their peers. Once the students have shared their answers and potentially changed their predictions, I will give them time to read through the chapter. They should not attempt to solve problems, since we want to focus on the concepts first. After completing the reading, students will reevaluate their predictions to either confirm or correct them. They should give the page number where they found the information in the book. After this, students will turn and talk to the same classmate and once again discuss their answers and see if they come to the same consensus. We would then come together as a whole class and review the answers and ensure everyone has them correct. 


Glencoe Geometry Textbook


I chose to use the anticipation strategy for this reading primarily due to the nature of the content. Math textbooks can be clunky and difficult to read and understand. Using the anticipation strategy gives students a purpose behind the reading.  Often, when students read a textbook, a lot of information is given to them at once, which can be difficult to sift through and find what is important. Since I teach math, making predictions and anticipating outcomes can be hugely beneficial. Students need to be able to look at information and determine possible solutions or methods to solve problems in many different situations. Many visual and conceptual ideas can be applied to problems to anticipate solutions, such as lines can’t have a negative length, and looking at an acute angle and knowing the measure has to be less than 90 degrees. I think this strategy is very helpful in connecting literacy and math into one lesson. It can deepen student learning through building critical thinking skills that they can apply to any problem they come across in class, as well as other readings they do. It gets students to picture an outcome to a problem, then find a way to get to that solution. This is helpful for students who struggle with starting a problem, paper, or assignment. I have seen students struggle with figuring out the first step in solving a problem and give up because they don’t know where to start. This method can provide these students with an alternate way to start a problem, which will hopefully help them find a solution.

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