Reflection: Student Grouping The Parallelogram Rule - Section 2: An Intermediate Example

 

I find myself frequently suggesting that certain students work together in class.  How do I decide?

First, if a student is struggling with a certain problem, but is relatively close to the solution, I will send him to another student who has found the solution.  Not only is this good for the student who is still seeking the solution, this is also good for the one doing the teaching because she will solidify her understanding as she tries to explain it to someone else. 

Second, if several students are all struggling with the same problem, and if I am confident that they have all of the pieces of the puzzle already, then I will suggest that they put their heads together to work on it.  In this case, I'll often send them to a whiteboard at the back of the room so that everyone can contribute more easily.  This strategy assumes that if they share their various ideas with one another, they'll stumble upon the solution.  Two (or three or four) heads are better than one!

I like to use this strategy because it reinforces the notion that students are free to seek help from anyone in the room.  It also frees me up to focus my attention on students whose struggles are more serious!

  Pairing Students
  Student Grouping: Pairing Students
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The Parallelogram Rule

Unit 2: The Complex Number System
Lesson 6 of 16

Objective: SWBAT to show that addition of complex numbers may be represented by a parallelogram in the complex number plane.

Big Idea: A graphical context makes arithmetic with complex numbers more meaningful and concrete.

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1 teacher likes this lesson
Subject(s):
Math, Algebra, Algebra 2, master teacher project, complex numbers, Imaginary Numbers, parallelogram
  45 minutes
vector addition 1
 
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