##
* *Reflection: Student Communication
Complex Numbers Assessment - Section 2: Go!

This reflection may seem a bit different from most, however I feel compelled to share it. While students were working on the test I walked around observing and offering clarification. One student raised his hand and when I got to him, stated with some frustration * "The right answer to this problem isn't listed as one of the choices - something is wrong with this test."* I looked over the problem (#10) and the answers and assured the student that the correct answer was indeed among the choices listed. He again insisted that he'd worked it through several times and knew the answer he got was correct and was NOT listed. Instead of just leaving him to his frustration, which probably affected the rest of his testing, I asked him to show me his work. He was happy to prove his point and this gave me the opportunity to gently ask why he'd written an "i" with the denominator as well as the numerator. His "ah-ha" moment was priceless and my slight intervention allowed him to finish his test successfully. It also empowered his mathematical understanding by finding his error rather than just telling him what he was doing wrong or letting him continue to struggle. I've learned that sometimes being flexible about what "testing" means can bring very positive learning results.

*Assessment Assistance?*

*Student Communication: Assessment Assistance?*

# Complex Numbers Assessment

Lesson 8 of 8

## Objective: SWBAT demonstrate understanding of complex numbers by successfully completing an assessment.

*55 minutes*

#### Ready, Set..

*5 min*

My students already know what to expect for assessments because I make it a point to tell them in advance, so when they come in for this test, they know they will be working individually. I put the Complex Assessment on their desks face down and they know they may begin as soon as the bell rings. I also post a reminder on the board that multiple choice does not mean "multiple guess" and that I expect them to show their work for each problem. My video explains why I chose a multiple choice testing format for this assessment.

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#### Go!

*50 min*

While my students are working on the exam, I walk around offering encouragement and redirection as needed. **(MP1)** I remind them when there are only five minutes left so they have time to wrap up whatever problem they're on. I discuss in my narrative a bit about why I chose to use a standardized test format for this exam. If any students finish early I encourage them to double check their work, then offer them extra credit for creating one or more problems that I could use for next year's class!

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- UNIT 1: First Week!
- UNIT 2: Algebraic Arithmetic
- UNIT 3: Algebraic Structure
- UNIT 4: Complex Numbers
- UNIT 5: Creating Algebraically
- UNIT 6: Algebraic Reasoning
- UNIT 7: Building Functions
- UNIT 8: Interpreting Functions
- UNIT 9: Intro to Trig
- UNIT 10: Trigonometric Functions
- UNIT 11: Statistics
- UNIT 12: Probability
- UNIT 13: Semester 2 Review
- UNIT 14: Games
- UNIT 15: Semester 1 Review