Reflection: Developing a Conceptual Understanding Imaginary Numbers Day 1 of 2 - Section 2: Imaginary Numbers


Students understand concepts at a deeper level when they are placed in a context.  The good news is this doesn’t have to be a giant, dramatic process.  For example, in this lesson we look at the area of a square to strengthen the idea that √(-1) isn't possible, as seen in these Student Notes.  This didn’t take the entire period to develop; it actually took around 5 minutes.  What it did, however, is make the idea of a negative root tangible.  This particularly helps those students who struggle with mathematics.  Having a solid foundation here, will then ensure that students are confident enough in the basic concept of imaginary numbers to be successful later on as they apply these concepts to deeper ideas. 

  Developing a Conceptual Understanding: Building Concepts
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Imaginary Numbers Day 1 of 2

Unit 4: Complex Numbers and Quadratic Equations
Lesson 3 of 12

Objective: Students will be able to define imaginary numbers and use them to perform operations.

Big Idea: Repeated reasoning is a central feature in this lesson.

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9 teachers like this lesson
Math, Algebra, Quadratic Equations, Imaginary Numbers, Algebra 2, master teacher project, complex numbers
  50 minutes
image imaginary numbers
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