During the first half of a class period, I introduced students to this project through a handout (see link below “Directions to Math Vocabulary Crossword Puzzle”). Through use of a computer projector, laptop and the Internet, I projected the directions onto a screen, and students took notes on their handouts as I highlighted requirements, websites, due dates, the assessment rubric, etc. I showed students the websites they would visit and how to find their vocabulary definitions. Using a sample document of words, I showed students how to begin creating their puzzles.

During the second half of the class period, students reviewed a list of words from the New York State Math Glossary (see link below “List of Math Vocabulary”). Words were gathered from the 6th through 8th grade glossaries, and students chose ten words, two from each category. I had to approve their choice of words, because I did not want students to choose words that were “too easy.” Categories students chose from are:

• Number Sense & Operations
• Algebra
• Geometry
• Measurement
• Statistics and Probability

Each class went to the schools computer lab. Students brought their handouts of directions and their lists of 10 words, alphabetized. They created (and saved) a Microsoft Word document. Using a website glossary, they cut and pasted words and definitions into this document. Students printed their completed documents, which were to be included in their final projects. Students also created and printed a cover page (with graphics) in another Microsoft Word document.

Each class went to the school’s computer lab. After logging onto the crossword puzzle maker website, students used their previously created Microsoft Word documents and followed the steps to make their own crossword puzzles. Each student printed three copies of his or her puzzle.

Students assembled their projects on their own. (No class time was given for this portion of the project.) I purchased a box of clear plastic report covers and students could buy one from me, if they desired. Students were required to secure the following in a clear plastic report cover:

• Cover page
• Alphabetized list of ten words and their definitions
• Blank copy of their crossword puzzle
• Completed copy of their crossword puzzle

Tucked into the back of the report cover, students were to include another blank copy of their puzzle and a rubric with their name on it.

1. Students were exposed to an enormous number of words used to communicate mathematically. As they looked through the list of words provided, I heard comments such as "Wow! There sure are a lot of words here," and "I don't have any idea what that word means." When students completed their own crossword puzzles, the definitions were reinforced.
2. Students enjoyed the change of pace the project provided--from "solving problems" to "thinking about words."
3. It gave an opportunity for the average to below-average math student to shine.

Things I would reconsider or do differently:

1. The internet puzzle program did not allow students to "save" their puzzles unless they opened an account, which required them to give personal information. I did not want them to do this. Therefore students had to complete the puzzle within one class period (about 40 minutes). For most students this was adequate, but many students would have done a better job if they had more time. We also ran into a glitch with the puzzle program. "Clues" put into the puzzle program, when printed out, did not "wrap" to the next line. Instead, if the clue was lengthy, it ran off the edge of the page. I emailed the puzzle program about this problem, but did not receive a response. This made several finished puzzles unusable. (I did not lower a student's grade if this happened.) Considering all this, I think I would look into using a different crossword puzzle creating program.
2. There are wonderful mathematical graphics available on the internet and some students put graphics into their definitions (not into the puzzle, though). In hindsight, I think I would require students to include graphics in some of their definitions. (Perhaps a picture is worth a thousand words!)
3. Many students had difficulty assembling their completed project on their own. (We did not spend class time doing this.) Although the directions gave them clear specifications, I think students just didn't read the directions. When the day came for the report to be turned in, many students were unprepared even though I had pointed to the assembly directions in the days before the project was due.