SWBAT demonstrate an understanding of complex numbers and polynomial identities.

Collaborative Unit Review Strategies!

20 minutes

I'll do two review activities for this lesson. To start I'll review with a strategy called *Pass the Paper. * Students are given a complex problem to solve that requires several steps and at least a few minutes to crack.

You don't need special materials other than a way to project the problem. The students will need paper to do the problems on, unless they are okay with another student writing in their notebook.

After displaying the problem, I allow the students 1-2 minutes to get a good start on solving it. Obviously the students will all get to different places, but everyone should at least have something down on paper (MP1). At the appropriate time, I **emphatically** make the students put their pencils down - this may frustrate a few of students, so you might want a few encouraging remarks prepared! I then ask the students to pass their paper two people to the right and begin finishing the work that the other person has started (MP3). What makes this approach great is that the students are forced to look at another person's work and pick up where they left off - or identify flaws and make corrections before moving forward (MP6).

We repeat this process for three problems. Doing any more than three problems with this review strategy can get "old". For a sample of the types of questions that are good to ask during this type of review, see the **Pass the Paper Review Problem PowerPoint**.

20 minutes

Please see the attached video narrative that highlights the Tic-Tac-Toe review game.

Tic-Tac-Toe problem boards are also attached as a resource.

In the game, players take turns selecting problems to put in an X or and O (just like the regular game). After one player makes a selection, both players secretly solve the problem and reveal their answers. If the player who selected the square gets the right answer, then he or she gets the square. If the player who selected the square makes a mistake, however, then the other player has the opportunity to steal the square if their answer turns out to be correct. The students will often have to ask me to verify their answers to see who is correct, and this allows me to stay in touch with how the students are doing with the activity.

5 minutes

After calling for any final questions, I announce to the students that we will have our usual Test-Day Breakfast in my room the morning of the test. Usually, I have students show up as early as 6:50 a.m. During this time I bring donuts and juice, and we work over any additional concepts that the students desire. I pull up old PowerPoint notes and hand out mini whiteboards as needed. It sets a great tone for the day. Because of the free donuts, the breakfast is always well attended!