"So, where were we?"
I'll begin class with this question, which should prompt responses from many students. Using these responses as a springboard for more questions and asking students to clarify or to sketch a picture at the board, we will quickly review and summarize our investigation from the previous lesson.
During this discussion, I'll be sure to bring up some of the questions students wrote down on their exit tickets at the end of that lesson. It's important to clear up as many of those as we can before we move on.
During this lesson, I want to help students come to several conclusions.
As in the previous lesson, I will do this by asking students to work in small groups on one problem at a time from Multiplying Complex Numbers. We will pick up wherever we left off yesterday, and the group-work will be frequently interrupted for summary class discussions. As much as possible, I will rely on students to provide the necessary explanations. (MP 2) (See this video for some details.)
The class conversation over the last two lessons has been pretty heady, and many students may need some time to digest it all.
Tonight's homework will help them to do just that by taking them back to the basic concepts of the distance and argument of a complex number. Students should complete Practice 1 tonight. They should plot the given number in the plane, use the Pythagorean theorem to find the distance/absolute value, and then use trigonometry to find the argument. Once they understand what is expected, most of the class should find this refreshingly simple.