Reflection: Unit Planning Complex Solutions of Quadratics - Section 1: Entry Activity: Assessing Prior Knowledge


A major difference in the language of the Common Core Standards (compared to our old state standards) strikes me in this lesson.  Where the "old" standards wording was about mastering a particular skill, the language that the Common Core uses is "extends" on previous learning.  For this reason, it is important that we re-tool our teaching techniques to not just teach the skills - but rather extend on them.  With this said, we do not need to abandon our old "tricks of the trade" that work exceptionally well.  For example, later in this lesson I still introduce the students to a song that will help them remember the quadratic formula.  This has worked well for me in the past, but rather than OPEN with the song, and have the students so distracted by it that they miss the point of the scaffolding actives, I close with it and use it as a means to DRIVE HOME the content... not DRIVE the content.  The emphasis in the Common Core is on stretching and extending the learning, not on simply checking off a skill.

  Out with the Old and in with the New
  Unit Planning: Out with the Old and in with the New
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Complex Solutions of Quadratics

Unit 11: Imagine This! Imaginary and Complex Numbers
Lesson 4 of 8

Objective: SWBAT solve quadratic equations with real coefficients that have complex solutions. SWBAT extend polynomial identities to the complex numbers.

Big Idea: Why re-TEACH quadratics when you can re-THINK them in this lesson?!

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Math, Algebra, Algebra II, master teacher project, Imaginary Numbers
  43 minutes
copy of complex numbers
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