Daily Lesson Plan

Teacher: Thomas Gribble Course: Algebra 2

Date: 12/1/2016 Period(s): 2, 4

Class Duration: 60 minutes

Topic/Concept Being Taught: Arizona State Standards:

Mathematics:
Introduction to Complex Numbers HS.N-CN.A.1, HS.N-CN.A.2, HS.N-CN.C.7. HS.N-
CN.C.8
Language:
ELL Stage V: Listening and Speaking, Standard 2, HI-
5
Specific Objectives:

I will identify the existence of the imaginary number line and quantify the values of and 2 .
I will perform arithmetic operations with complex numbers.
I will represent complex numbers and their operations on the complex plane.

Materials Needed: Common Core Mathematical Practices Used in

Lesson
Complex Numbers Notetaker1, Projector with screen MP.2
and computer, PowerPoint Presentation2, Clipboard Students will reason abstractly and quantitatively to
with facilitation notes3. understand the concept of i and how it can be used to
aid in solving for roots of polynomials.
See Appendix
1,2,3
MP.6
Instructional Strategies: Students will attend to precision when solving the
various tasks on the notetaker. Students will be held
Cooperative Learning, Direct Instruction, Guided accountable for this by writing their name.
Investigation, Visual aids MP.7
Students will look for and make use of structure
throughout the lesson, particularly when simplifying
high-degree instances of i.
Warm-up Activity:
Anticipatory set of 4 problems, 5 minutes duration.

(SHOW ALL WORK NEATLY AND CLEARLY. DO NOT SKIP STEPS. PRETEND YOURE TEACHING
THIS TO SOMEONE!)
1. ( 5)( + 3) = 0 2. 2 6 16 = 0

3. ( 4)2 = 0 4. 2 + 4 + 5 = 0

Goal: Students will be thinking about solving for the roots of a quadratic. Problem #4 presents them with the
situation of unreal roots, which will be defined in this lesson. Students are also asked to be precise with their
work and solutions.
Assignment or Homework: Closure:
McDougal Littell Textbook PG 360 (section 8.3) With 5 minutes left in class, on a separate piece of
Practice Problems #1, 2, 4, 6, 7, 10, 11, 13, 15-17, 22, paper to be turned in on your way out the door:
23, 25-31, 33-39, 41, 44, 45 1. In your own words, describe what an
imaginary number is.
2. The thing you liked most or the thing you liked
least about this lesson.
3. Something youre confused about.
-Used as a formative assessment to clarify any
misunderstandings in the next lesson, and improve
upon or address any of the likes/dislikes.
Assessment Used:
Bellwork will be used as a quick formative assessment of prior knowledge and use of either completing the
square or quadratic formula. Walking the trenches and observing student work and listening to conversations
will be used to check for understanding on arithmetic properties and pattern recognition when simplifying large
degrees of imaginary numbers. Random calling will be used to promote individual accountability as well as
make sure the entire class is on the same page when it comes to complex numbers and their conjugates. Closure
will be used as a formative assessment to identify any areas of confusion and to modify future lessons.
Homework is used mostly for practice in this class but also as a means to ensure expectations are being met,
which can then be addressed in future lessons.
Timing Task Analysis Teaching Strategy Student Activity
Activate prior knowledge on solving for Anticipatory set. Completing anticipatory set of problems.
roots of quadratics and exposure to Students work individually to complete Solving for roots
5 polynomials with unreal roots. Not being problems. Attending to precision
minutes able to completely solve for the roots of Assess ability to clearly express solutions Demonstrating procedural mastery
this polynomial will be fresh in their while walking the trenches and observing
(student- minds. work and thought process.
active) (Teacher also takes attendance as students work)
Check for understanding on prior knowledge and use
of quadratic formula.
Launch: The Story of Mathematics Discussion on different kinds of numbers, Using notetaker to follow along with Story of
Highlighting the times during educational accompanied by illustration on the board of a Mathematics and notate the number line
career that new number concepts have developing number line. section.
been introduced to underscore how what Pose the question of how to identify a number Discussing with classmates about how
will happen today is not a new experience that is not on the real number line. (Drawing a to define a number that is not on the real
12-15 in that regard. point representing that number on the board). number line.
Minutes
Allow student discussion for 3-4 minutes as Using correct L3 mathematical
The need for a vertical imaginary number needed. vocabulary.
(partially line axis will be discovered by students. Walk around to observe conversation. Discovering the concept if the
student- Labeling that number line will also be (Anticipate confusion. How do we identify points on imaginary number line being a vertical
active) discovered by students. a graph?, What do we usually need to describe a axis on an Argand (complex) plane.
(HS.N-CN.A.1) point?, How do we get from negative to Using mathematical reasoning (MP.2)
postitive?, How do we get half-way, to 90, if we to come up with a label for vertical axis
multiply by -1 to get to 180? -Classmates discuss so complex numbers can be calculated.
after each successive question.) Discovering the quantities of and 2 .
Students will simplify high-degree values Cooperative Group Work Students will move to a new desk with new
of though pattern recognition and Walk the trenches to facilitate conversation. neighbors and complete next section of the note
application. Have students answer each others questions. taker. They will write their name on the new
(HS.N-CN.A.1) (HS.N-CN.A.2) (Students might try to repeatedly multiply 1 by section so that they can be held accountable for
10 itself. Encourage using and applying concepts taught the neatness and precision of their work.
Minutes in previous section. How can we simplify that?, Is (Implemented due to results of prior formative
there a pattern emerging?) assessments).
(student- Check for understanding. Guide where needed by Look for and make use of structure
active) facilitating conversation with students who have (MP.7) in identifying pattern.
progressed further. Ask for those with complete Apply observed pattern to simplify high
understanding to raise their hands. Facilitate degree instances, such as 2017 .
conversation until all understand, or provide
instruction if not getting there.
10 Students will use previous findings to Cooperative Group Work Students move desks again for same reasons.
Minutes quantify numbers in the complex plane Walk the trenches to facilitate conversation Students will attend to precision (MP.6)
(student- and identify real, and imaginary parts, as Guided Investigation of Complex Numbers when completing provided table for
 active) well as conjugates of provided complex Definition and format with explanation of
numbers. why. (Absolute value vs principal roots via
(HS.N-CN.A.1) completing the square or quadratic formula)
Students might not identify proper form of
for complex numbers. Remind students of
form convention.
Random calling to ensure all students on the
same page before progressing.
Students will perform arithmetic Cooperative Group Work
operations with complex numbers in the Walk trenches to facilitate conversation and
space provided on their notetakers. check that prior procedural knowledge is
(HS.N-CN.A.2) (HS.N-CN.C.7) (HS.N- transferring. (Intervention after first 2
10-15 CN.C.8) problems if confusion cannot be cleared up by
Minutes classmates.)
(student- Students may not recognize that cannot be in the
active) dominator of a rational expression and must be
rationalized. Reiterate that = 1.
Have groups work together if observe any
groups struggling to complete accurately.
Students will provide teacher with Closure
feedback about the lesson by completing First question designed to assess whether
closure activity. students understand the concept of an
imaginary part of a complex number.
5
Second question designed to provide teacher
Minutes
with feedback about the lesson, positive or
negative.
Third question designed to inform teacher of
any areas where understanding is limited.
complex numbers.
Students will work together to
strengthen each others understanding.
Discover the idea of conjugate pairs and
why they occur.
Students return to original seats and work in
groups to complete final section of note taker,
which puts concepts into practice.
Add factoring and substitution of
1 = to prior procedural knowledge
Incorporate concepts from the lesson
when simplifying rational expressions.
Re-visit problem #4 from beginning of
class to list roots with new information.
Bring concept of solving for a quadratic
with unreal roots full-circle with
abstract example.
Students individually respond to three questions
posed as closure and displayed on the board.
On a separate piece of paper that will be
turned in before leaving the classroom.
 APPENDIX
A Comments
B Notetaker
C Facilitation Notes
D PowerPoint Aid
APPENDIX A Comments

This lesson is designed to guide students on an investigation of the complex number

system. This particular concept is notoriously abstract mathematically, and in my opinion is not

well-suited for student self-discovery. When I was introduced to complex numbers as a student,

the lesson was essentially, = 1.

In this introduction, students are first presented with reasoning and concept, then they

apply the information they learned, then eventually they move into procedural practice at the end

of the lesson, but in a cooperative environment with limited guidance. I believe that although this

is not strictly a task-based lesson, it is still an example of a right-side-up lesson, especially given

the content.

Something I focused very heavily on was mathematical communication. I have been

urging my students to work with each other to answer homework questions on a daily basis and

have modeled for them what effective mathematical communication looks and sounds like. I

provided four instances in this lesson plan that would allow me to observe and assess their

communication with each other. During their conversations, I would ask them questions like,

And whats the called? if they were not using the correct vocabulary. If there was a stall in the

conversation due to confusion, I would promote further discussion with questions such as, How

do we get from positive to negative? They are beginning to see the efficacy of this practice after

their last test scores and I am seeing improvement in homework completeness and correctness.

This particular lesson on Introduction to Complex Numbers was chosen after

discussing the assignment with my cooperating teacher. The section of the book that this lesson

loosely corresponds to was scheduled for this day, so it turned out very nicely. My cooperating
teacher provided me with a few sample problems he would like me to give the students, and I

modified them slightly so they would fit with the groupwork style of the lesson while still

touching on the procedural aspects he was looking to reinforce. I was going to design a small set

of homework problems for a quick practice session of the different procedural skills, but my

cooperating teacher insisted that they do the homework that us usually assigned for this section

of the book. Prior to this lesson, students have been working on the Extending the Real-Number

System chapter of their textbook (the curriculum for this course at this school generally follows

the textbook), where they have explored rational exponents and solving radical equations. These

units tie in well to the complex number system and performing arithmetic operations with

complex numbers.

The notetaker was a critical part of this lesson for several reasons. One thing I am

continuously working on with the students is how to take effective mathematical notes. This

notetaker provided them with structure and highlighted the important information. The notetaker

was also divided into sections so that, in two instances, students became responsible for the

neatness, completeness, and accuracy of another students notes. This was done because I have

observed over half of the class turning in illegible and/or incomplete assignments that do not

meet classroom and school-wide expectations. (I received a fair amount of backlash for this in

the closure from students who already take effective notes). Finally, the notetaker provides

structure and language support ELLs when combined with the visual aid from the PowerPoint

presentation. I do not have ELLs in either of my classes, but this technique also helps structure

the lesson for students with certain learning disabilities (I have two students with writing

disabilities and several with ADHD).

Appendix B Note Taker. (Also provided as separate file) The Complex Number System (8.3)
Name:____________________________________ Period:______
2 4
Bellwork Find the roots of the following: Quadratic Formula: =
2
(SHOW ALL WORK NEATLY AND CLEARLY. DO NOT SKIP STEPS. PRETEND YOURE TEACHING THIS TO SOMEONE!)

2. ( 5)( + 3) = 0 2. 2 6 16 = 0

3. ( 4)2 = 0 4. 2 + 4 + 5 = 0

Notate as needed:

Name:____________________________________
Simplify: (Show all work/reasoning; These are somebody elses notes!)

= 5 = 315 =

= 2 = 6 =

= 3 = 7 = 2017 =

= 4 = 8 =

What pattern do you observe?______________________________________________________________________________

Appendix B Note Taker. (Also provided as separate file) The Complex Number System (8.3)
Name:____________________________________
The Complex Plane and Complex Numbers

Complex Numbers consist of a ___________________ and an ______________________. It is represented in

the form .
All numbers exist in the complex number system and on the complex plane. This is different from the (, )
coordinate plane that youre used to.

o Plot the following

+ Real Imaginary Conjugate

1. 4 + 2
2. 3
3. 4 4

numbers and identify their real and imaginary parts.

o A conjugate is basically
the other case for a complex number. Where a complex number is
+ , its conjugate is , and vice versa. Fill in the conjugate
column above.
o Conjugates become useful when we need to rationalize the
denominator. Remember that = 1, so an imaginary number
cannot be left in the denominator.

Practice. For #1-4, simplify: (Remember, = 1)

1. 9 2. 50 3a. 2 8

3b. 2 8

3c. 2 8
6
4. 5. With what you know now, what are the solutions to #4 from the bellwork?
5

__________________________________________

6. Graph the following and answer the questions:

= 2 + 6 + 10

How many solutions are there? What are they?

___________ ________________
How many of the solutions are real?
___________
Appendix C Facilitation Notes (also provided as separate file)
Appendix C Facilitation Notes (also provided as separate file)
Appendix C Facilitation Notes (also provided as separate file)
Appendix C Facilitation Notes (also provided as separate file)
Appendix D PowerPoint Slides (also provided as separate file)