Reflection: Connection to Prior Knowledge Imaginary Numbers Day 2 of 2 - Section 1: Warm Ups


My students came into this lesson with no knowledge (more or less) of imaginary numbers.  I had mentioned the topic before so they had a certain amount of anticipation.  I don’t think they were expecting me to ask them right off what they thought unreal numbers were however.  This is a powerful way to introduce the topic.  When they make a guess, they have something to link the actual concept onto.  I was happy with the guesses that I received.  I had one student, 3, who guessed that it had to do with being negative or not.  I like that although she had no idea, she tried to make sense of the concept with something she already knew about mathematics.  Another student, 2, said that it had something to do with being used in an equation.  This was a good guess considering the fact that we have already dealt with extraneous solutions.  Students 1 and 4 were some of the most accurate that I received.  Both referred back to the our discussion on real numbers from a few days ago and used that to make pretty accurate guesses.  

  Connection to Prior Knowledge: How Can A Number Not Be Real?
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Imaginary Numbers Day 2 of 2

Unit 4: Complex Numbers and Quadratic Equations
Lesson 4 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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Math, Algebra, Imaginary Numbers, Algebra 2, master teacher project
  50 minutes
image imaginary numbers day 2
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