LESSON PLAN 1

GENERAL INFORMATION
Lesson Title & Subject(s): Quadratic Functions: Complex Numbers and Roots
Topic or Unit of Study: Algebra 2: Quadratic Functions with Complex Roots.
Students will learn what complex numbers are, what the parts of a complex
number are, and how to simplify the imaginary unit of a complex number.
Students will also learn how to solve quadratic equations with imaginary and
complex solutions. Additionally, students will learn how to find the conjugate of a
complex number. Students will also learn the relevant vocabulary associated with
complex numbers (imaginary unit, complex number, real part, imaginary part,
complex conjugate).
Grade/Level: 11th-12th grade: Algebra 2
Instructional Setting: The classroom is an Algebra 2 class that consists of 13 students
that are in 11th and 12th grade students. There are ten 11th graders and three 12th
graders. The desks are arranged in six vertical rows that face the front of the room.
There is a 32-inch plasma screen television hanging on the wall in the front of the room
with a computer connected to it. However, for this lesson, they will arrange themselves
in pairs to do some work at the board when prompted to do so. The instruction is a
direct instruction with a cooperative learning strategy. There will be a brief review of
solving quadratic equations by factoring and completing the square. The students will
then be asked if there are any questions about solving quadratic equations by factoring
or completing the square. Then, students will be given an outline of the PowerPoint
presentation being shown during the lesson. The PowerPoint presentation is about the
various aspects of complex numbers mentioned in the topic or unit of study section of
this lesson. These outlines will have blanks that the students will have to fill in during the
presentation. After the presentation the students will be arranged in pairs at the board
for some practice problems involving quadratic equations with complex roots and finding
the conjugate of a complex number. After the guided practice activity, students will be
given the Complex Numbers and Roots Worksheet and will be told to complete the first
few problems. At the end of class, students will share their answers to the problems
they completed on the worksheet and assist each other with any challenging problems
they encountered thus far on the worksheet. They will complete the rest of the
worksheet for homework. Students will also be given additional problems for homework
out of their textbook that will only be graded for completion. Then, they will fill out an exit
slip on a loose-leaf sheet of paper on which they will tell me one thing they learned in
class that day.
STANDARDS, LEARNING TARGETS, AND OBJECTIVES
Ohio Common Core Curriculum Standard(s):

1. CCSS.Math.Content.HSN-CN.A.1 Know there is a complex number i such

that i2 = 1, and every complex number has the form a bi with a and b real.
2. CCSS.Math.Content.HSN-CN.C.7 Solve quadratic equations with real
coefficients that have complex solutions.
3. CCSS.Math.Content.HSN-CN.A.3 Find the conjugate of a complex number.
Learning Targets:
1. I will know what complex numbers are.
2. I will be able to solve quadratic equations with complex roots.
3. I will be able to find the conjugate of a complex number.
Lesson Objectives:
1. Given a pencil and the Complex Numbers Worksheet, students will be able to
define and use imaginary and complex numbers to 70% accuracy.
2. Given a pencil and the Complex Numbers Worksheet, students will be able to
solve quadratic equations with imaginary and complex roots to 70% accuracy.
3. Given a pencil and the Complex Numbers Worksheet, students will be able to
find the conjugate of a complex number to 70% accuracy.
MATERIALS AND RESOURCES
Instructional Materials:
1. Television
2. Computer
3. Document Camera
4. Blackboard
5. Complex Numbers and Roots PowerPoint Presentation
6. Complex Numbers Venn Diagram
7. Complex Numbers and Roots Outline
8. Chapter 2-5 Guided Practice Problems to Do at the Board
9. Complex Numbers Worksheet
Resources:
Burger, E. B., Chard, D. J., Kennedy, P. A., Leinwand, P. A., Renfro, F. L., Roby, T. W., et
al. (2010). Holt mcDougal algebra 2. Orlando, Florida: Houghton Mifflin Harcourt
Publishing Company.
Houghton Mifflin Harcourt Publishing Company. (2010). Chapter 2 lesson 5 power
presentation. Retrieved January 27, 2014, from Holt McDougal:
http://my.hrw.com/tabnav/controller.jsp?isbn=9780547708539
Houghton Mifflin Harcourt Publishing Company. (2010). Chapter 2 lesson 5 practice b
worksheet. Retrieved January 27, 2014, from Holt McDougal:
http://my.hrw.com/tabnav/controller.jsp?isbn=9780547708539

INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events (provide description and
indicate approximate time for each):
1. Identification of Student Prerequisite Knowledge and/or Skills:
The purpose of this lesson is for students to learn what complex numbers are, what the
components of complex numbers are, and how to simplify the imaginary unit of a
complex number. Also, the purpose is to show students how to solve quadratic
equations with imaginary and complex roots. Additionally, the purpose is for students to
learn how to find the conjugate of a complex number. Students will have a classroom
discussion of why we need to consider complex numbers in the first place when solving
quadratic equations. Students will need a basic understanding of the fact that the
process of finding the zeros of a quadratic function is the same process as finding the
roots of a quadratic equation. Students will also need to know how to simplify radicals
and how to solve quadratic equations through factoring and completing the square.
Anticipatory Set (5 min): The following joke will be told after the number i has
been defined for the class.
Pi and i were out walking one day, and they were having a heated argument.
The argument escalated to the point that i looked at pi and said, Why cant you
just be rational? Then, pi looked at i and said, Get real!
2. Presentation of New Information or Modeling (15 min): I will welcome the students
to class and tell them that we will review examples of simplifying radicals, solving
quadratic equations through factoring and through completing the square before starting
the new lesson. I will ask the students if they have any questions regarding solving
quadratic equations by factoring and completing the square. I will also stress to them
the importance of knowing how to solve these equations because we will be learning a
new type of solution to quadratic equations in the lesson that will build on this
information.
3. Guided Practice (We Do) (30 min): I will pass out the Complex Numbers and Roots
Outline sheets with blanks where the new terms are such as i, conjugate, etc. As I go
through the presentation I will guide the students through the information necessary for
them to fill in the blanks. I will also use a document camera to show the students a Venn
diagram from their textbook that organizes the complex number system. I will then
provide the students the opportunity to ask me any questions about the new material
before giving them examples of quadratic equations with complex solutions to complete
in pairs at the board. If there are no questions, the students will be sent to the board to
do practice problems involving complex numbers and roots as well as complex
conjugates.
4. Independent Student Practice (You Do) (30 min): After the students have
completed the guided practice problems, I will give them the Complex Numbers and

Roots worksheet to complete on their own. I will tell them to do the first few problems of
the worksheet, and that they are allowed to use their outlines to assist with the
assignment. I will also be available to answer any questions the students may have on
the worksheet as I monitor their progress on it. When all students are finished or are
close to being finished with the first few problems on the worksheet, I will move on to
the closing activity.
5. Culminating or Closing Procedure/Activity/Event (15 min): At the conclusion of
the lesson, I will ask students one by one to come up to the board to share their
answers for the few problems they completed on the Complex Numbers and Roots
Worksheet. If the answer is correct, I will ask the student to justify why the answer is
correct. If the answer is wrong, I will try to lead them to right answer, and, if I cant do
so, I will call on someone else to assist the student at the board with the problem. If no
student volunteers to help the student, I will explain the answer myself. If student
participation is limited due to confusion on the worksheet, I will call on students to
explain problems on the worksheet that may have been particularly difficult for the
majority of the class. They will complete the rest of the worksheet for homework.
Students will also be given additional problems for homework out of their textbook that
will only be graded for completion. Before the class leaves, they must fill out an exit slip
on a loose-leaf sheet of paper on which they tell me one thing they learned in class that
day.
Pedagogical Strategies:
The instruction I used was a whole group instruction combined with direct instruction in
steps one, two, three, and five of the instructional plan. Also, cooperative learning was
used during step three.
Differentiated Instruction:
The outlines that have blanks for students to fill in during the lecture will be provided to
every student in the class, including the underperforming mathematics students. This
will provide the underperforming mathematics students more time to practice the
concepts being taught in class as opposed to writing down a copious amount of notes.
Student Assessment/Rubrics:
I will know if students have met the lesson objectives by monitoring the students
understanding throughout the entire lesson. I will constantly check their understanding
of complex numbers, how to solve quadratic equations with complex solutions, and how
to find the conjugate of a complex number through asking questions. I will also keep
track of how they are filling out their outlines as I go through the PowerPoint
presentation. I will also assess their understanding informally through their answers to
the guided practice problems they will have completed at the board. As another informal
assessment, students will have to complete problems 18, 19, 23-25, 26-29, 33, and 34
on page 97 of their textbook for homework for further practice. These problems will only
be graded for completion, not accuracy. Additionally, I will assess their understanding of
complex numbers, roots, and conjugates through a formal assessment in the form of the
rest of the problems on the Complex Numbers and Roots Worksheet they started in the

independent practice portion of the lesson. The goal for accuracy on the worksheet is
70%.
LESSON PLAN 2
GENERAL INFORMATION
Lesson Title & Subject(s): Quadratic Functions: The Quadratic Formula
Topic or Unit of Study: Algebra 2: Solving Quadratic Equations using The
Quadratic Formula. Students will learn the origin of the quadratic formula. The
students will also learn how to solve quadratic equations with real and complex
solutions using the quadratic formula. Additionally, students will learn how to use
the discriminant to determine the number and types of solutions to a quadratic
equation. Students will learn the relevant vocabulary associated with the
quadratic formula such as the quadratic formula and discriminant.
Grade/Level: 11th-12th grade: Algebra 2
Instructional Setting: The classroom is an Algebra 2 class that consists of 13 students
that are in 11th and 12th grade students. There are ten 11th graders and three 12th
graders. The desks are arranged in six vertical rows that face the front of the room.
There is a 32-inch plasma screen television hanging on the wall in the front of the room
with a computer connected to it. However, for this lesson, they will arrange themselves
in pairs to do some work at the board when prompted to do so. The instruction is a
direct instruction with a cooperative learning strategy. There will be a brief review of
complex numbers and solving quadratic equations with complex solutions. Students will
be asked if there are any questions about complex numbers or solving quadratic
equations with complex solutions. Then, the students will be given an outline with
blanks to fill in during the PowerPoint presentation that will be shown during the lesson.
The PowerPoint presentation is about the quadratic formula and specific parts of the
quadratic formula like the discriminant. After the presentation, students will be arranged
in pairs and will be given some practice problems to complete at the board. After the
guided practice activity, the students will be given a worksheet to complete on their own
in class. At the end of class, students will share their answers to the problems they
completed on the worksheet and assist each other with any challenging problems they
encountered thus far on the worksheet. They will complete the rest of the worksheet for
homework. Students will also be given additional problems for homework out of their
textbook that will only be graded for completion. They will then fill out an exit slip on a
loose-leaf sheet of paper on which they will write the quadratic formula without looking
at their notes.
STANDARDS, LEARNING TARGETS, AND OBJECTIVES
Ohio Common Core Curriculum Standard(s):
4. CCSS.Math.Content.HSA-REI.B.4b Solve quadratic equations by the quadratic
formula as appropriate to the initial form of the equation. Recognize when the

quadratic formula gives complex solutions and write them as a bi for real
numbers a and b.
Learning Targets:
1. I will be able to use the quadratic formula to solve quadratic equations with both
real and complex roots.
Lesson Objective(s):
1. Given a pencil and the Quadratic Formula worksheet, students will solve
quadratic equations with real and complex solutions using the quadratic formula
to 70% accuracy.
2. Given a pencil and the Quadratic Formula Quiz, students will write the quadratic
formula and solve quadratic equations with real and complex solutions using the
quadratic formula to 70% accuracy.
MATERIALS AND RESOURCES
Instructional Materials:
1. Television
2. Computer
3. Blackboard
4. Quadratic Formula PowerPoint Presentation
5. Quadratic Formula Outline
6. Chapter 2-6 Guided Practice Problems to Do at the Board
7. Quadratic Formula Quiz
8. Quadratic Formula Worksheet
Resources:
Burger, E. B., Chard, D. J., Kennedy, P. A., Leinwand, P. A., Renfro, F. L., Roby, T. W., et
al. (2010). Holt mcDougal algebra 2. Orlando, Florida: Houghton Mifflin Harcourt
Publishing Company.
Houghton Mifflin Harcourt Publishing Company. (2010). Chapter 2 lesson 6 power
presentation. Retrieved January 27, 2014, from Holt McDougal:
http://my.hrw.com/tabnav/controller.jsp?isbn=9780547708539
Houghton Mifflin Harcourt Publishing Company. (2010). Chapter 2 lesson 6 practice b
worksheet. Retrieved January 27, 2014, from Holt McDougal:
http://my.hrw.com/tabnav/controller.jsp?isbn=9780547708539

INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events (provide description and
indicate approximate time for each):

1. Identification of Student Prerequisite Knowledge and/or Skills:

The purpose of this lesson is to show students what the quadratic formula is and where
it comes from. Also, the purpose is to show students how to solve quadratic equations
that with both real and complex solutions that cannot be factored using the quadratic
formula. Additionally, the purpose is to show the students the connection between the
discriminant and the types and number of solutions to a given quadratic equation.
Students will need a basic understanding of the fact that the process of finding the zeros
of a quadratic function is the same process as finding the roots of a quadratic equation.
Students will also need to know how to simplify radicals and how to solve quadratic
equations through factoring and completing the square.
Anticipatory Set (5 min): The following quadratic equation will be shown on
the television at the beginning of class:
x2 + 6x + 11 = 0
The teacher will then challenge the students to solve the above equation
through factoring.
2. Presentation of New Information or Modeling (15 min): To start class, I will ask
the class if there are any questions regarding complex numbers or completing the
square. Then, I will reveal the answer to the above equation through completing the
square. I will then tell the students that the solution to the equation could have been
determined through a different method, and that method is called the quadratic formula.
I will solve the above equation again using said formula. Then, I will walk the students
through the PowerPoint presentation while paying strict attention to new terms such as
discriminant. I will also hint at the possibility of a pop quiz regarding the quadratic
formula that will be given to them the following day in class.
3. Guided Practice (We Do) (30 min): The students will be given their Quadratic
Formula Outlines. Then, as I go through the presentation, they will fill in blanks where
the new terms/formulas are such as discriminant and the quadratic formula. The
students will be asked if there are any questions regarding the quadratic formula. If
there are no questions the students will be arranged in pairs and sent to the board
where they will complete practice problems involving solving quadratic equations with
both real and complex solutions using only the quadratic formula.
4. Independent Student Practice (You Do) (20 min): After the students have
completed the guided practice problems, I will give them the Quadratic Formula
Worksheet to complete on their own. I will tell them to do the first few problems of the
worksheet, and that they are allowed to use their outlines to assist with the assignment.
I will also be available to answer any questions the students may have on the worksheet
as I monitor their progress on it. When all students are finished or are close to being
finished with the first few problems on the worksheet, I will move on to the closing
activity.

5. Culminating or Closing Procedure/Activity/Event (15 min): At the conclusion of

the lesson, I will ask students one by one to come up to the board to share their
answers for the few problems they completed on the Complex Numbers and Roots
Worksheet. If the answer is correct, I will ask the student to justify why the answer is
correct. If the answer is wrong, I will try to lead them to right answer, and, if I cant do
so, I will call on someone else to assist the student at the board with the problem. If no
student volunteers to help the student, I will explain the answer myself. If student
participation is limited due to confusion on the worksheet, I will call on students to
explain problems on the worksheet that may have been particularly difficult for the
majority of the class. They will complete the rest of the worksheet for homework.
Students will also be given additional problems for homework out of their textbook that
will only be graded for completion. Before the class leaves, they must fill out an exit slip
on a loose-leaf sheet of paper on which they will write the quadratic formula without
looking at their notes.
Pedagogical Strategies:
The instruction I used was a whole group instruction combined with direct instruction in
steps one, two, three, and five of the instructional plan. Also, cooperative learning was
used during step three.
Differentiated Instruction:
The outlines that have blanks for students to fill in during the lecture will be provided to
every student in the class, including the underperforming mathematics students. This
will provide the underperforming mathematics students more time to practice the
concepts being taught in class as opposed to writing down a copious amount of notes.
Student Assessment/Rubrics:
I will know if students have met the lesson objectives by monitoring the students
understanding throughout the entire lesson. I will constantly check their understanding
of how to solve quadratic equations with real and complex roots using only the quadratic
formula and how to use the discriminant to predict the number and types of solutions to
quadratic equations through asking questions. I will also keep track of how they are
filling out their outlines as I go through the PowerPoint presentation. I will also assess
their understanding informally through their answers to guided practice problems they
will have completed at the board. As another informal assessment, students will have to
complete the even problems between problems 18 and 36 on page 105 of their textbook
for homework for further practice. These problems will only be graded for completion,
not accuracy. Additionally, I will assess their understanding of using the quadratic
formula to solve quadratic equations with real and complex roots through a formal
assessment in the form of the rest of the problems on the Quadratic Formula Worksheet
and a pop quiz, which will be given the next day at the beginning of class. The goal for
accuracy on the worksheet and quiz is 70%.

LESSON PLAN 3
GENERAL INFORMATION
Lesson Title & Subject(s): Quadratic Functions: Operations with Complex
Numbers
Topic or Unit of Study: Quadratic Functions: Operations with Complex Numbers.
The students will learn how to plot complex numbers in the complex plane. The
students will also learn how to add, subtract, multiply, and divide complex
numbers.
Grade/Level: 11-12th grade: Algebra 2
Instructional Setting: The classroom is an Algebra 2 class that consists of 13 students
that are in 11th and 12th grade students. There are ten 11th graders and three 12th
graders. The desks are arranged in six vertical rows that face the front of the room.
There is a 32-inch plasma screen television hanging on the wall in the front of the room
with a computer connected to it. However, for this lesson, they will arrange themselves
in pairs to do some work at the board when prompted to do so. The instruction is a
direct instruction with a cooperative learning strategy. There will be a brief review of
complex numbers. Students will be asked if there are any questions about complex
numbers. The students will be given another outline with blanks to fill in during the
PowerPoint presentation that will be shown during the lesson. The PowerPoint
presentation is about the various operations that can be done on complex numbers.
After the presentation, students will be arranged in pairs and will be given some practice
problems to complete at the board. After the guided practice activity, students will be
given the Complex Numbers and Roots Worksheet and will be told to complete the first
few problems. At the end of class, students will share their answers to the problems
they completed on the worksheet and assist each other with any challenging problems
they encountered thus far on the worksheet. They will complete the rest of the
worksheet for homework. Before the class leaves, students will fill out an exit slip on a
loose-leaf sheet of paper on which they will write the powers of i (i2, i3, i4).
STANDARDS, LEARNING TARGETS, AND OBJECTIVES
Ohio Common Core Curriculum Standard(s):
5. CCSS.Math.Content.HSN-CN.A.2 Use the relation i2 = 1 and the commutative,
associative, and distributive properties to add, subtract, and multiply complex
numbers.
Learning Targets:
1. I will be able to plot complex numbers in the complex plane.

2. I will be able to add, subtract, multiply, and divide complex numbers.

Lesson Objectives:
1. Given a pencil and the Complex Numbers Operations worksheet, students will
solve problems involving the addition, subtraction, multiplication, and division of
complex number to 70% accuracy.
2. Given a pencil and the Complex Numbers Operations worksheet, students will
solve problems involving plotting complex numbers in the complex plane to 70%
accuracy.
MATERIALS AND RESOURCES
Instructional Materials:
1. Television
2. Computer
3. Blackboard
4. Complex Number Operations PowerPoint Presentation
5. Complex Number Operations Outline
6. Chapter 2-9 Guided Practice Problems to Do at the Board
7. Complex Number Operations Worksheet
Resources:
Burger, E. B., Chard, D. J., Kennedy, P. A., Leinwand, P. A., Renfro, F. L., Roby, T. W., et
al. (2010). Holt mcDougal algebra 2. Orlando, Florida: Houghton Mifflin Harcourt
Publishing Company.
Houghton Mifflin Harcourt Publishing Company. (2010). Chapter 2 lesson 9 power
presentation. Retrieved January 27, 2014, from Holt McDougal:
http://my.hrw.com/tabnav/controller.jsp?isbn=9780547708539
Houghton Mifflin Harcourt Publishing Company. (2010). Chapter 2 lesson 9 practice b
worksheet. Retrieved January 27, 2014, from Holt McDougal:
http://my.hrw.com/tabnav/controller.jsp?isbn=9780547708539

INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events (provide description and
indicate approximate time for each):
1. Identification of Student Prerequisite Knowledge and/or Skills:
The purpose of this lesson is to show students how to plot complex numbers in the
complex plane. Also, the purpose is to show students how to add, subtract, multiply and
divide them. Students will need to know what a complex number is and how to find the
conjugate of a complex number. Also, students will need to have a basic understanding
of how to FOIL two binomials.

Anticipatory Set (5 min): The following complex number will be displayed on

the television:
6 + 5i
The teacher will ask the students if there is any way we can plot this number in
the coordinate plane. After a few minutes, it will be revealed that you cannot
plot this number on the coordinate plane, but it can still be plotted on a
difference plane. This plane is the complex plane.
2. Presentation of New Information or Modeling (15 min): To start class, I will reveal
the answer to the anticipatory set by plotting the complex number in the complex plane.
I will then ask the students if there are any questions about plotting complex numbers in
the complex plane. Then, I will go through the PowerPoint presentation that discusses
both plotting points in the complex plane and complex number operations. I will
emphasize to the students that i is an imaginary number and not a variable, so they
need to remember to evaluate it in their answers to problems involving i.
3. Guided Practice (We Do) (30 min): The students will be given their Complex
Number Operations Outlines. Then, as I go through the presentation, they will fill in
blanks where the new terms are such as the complex plane. The students will be asked
if there are any questions regarding the plotting complex numbers in the complex plane
or complex number operations (adding, subtracting, multiplying, dividing). If there are no
questions the students will be arranged in pairs and sent to the board where they will
complete practice problems involving plotting complex numbers in the complex plane
and adding, subtracting, multiplying, and dividing complex numbers.
4. Independent Student Practice (You Do) (20 min): After the students have
completed the guided practice problems, I will give them the Complex Number
Operations worksheet to complete on their own. I will tell them to do the first few
problems of the worksheet, and that they are allowed to use their outlines to assist with
the assignment. I will also be available to answer any questions the students may have
on the worksheet as I monitor their progress on it. When all students are finished or are
close to being finished with the first few problems on the worksheet, I will move on to
the closing activity.
5. Culminating or Closing Procedure/Activity/Event (15 min): At the conclusion of
the lesson, I will ask students one by one to come up to the board to share their
answers for the few problems they completed on the Complex Numbers Operations
Worksheet. If the answer is correct, I will ask the student to justify why the answer is
correct. If the answer is wrong, I will try to lead them to right answer, and, if I cant do
so, I will call on someone else to assist the student at the board with the problem. If no
student volunteers to help the student, I will explain the answer myself. If student
participation is limited due to confusion on the worksheet, I will call on students to
explain problems on the worksheet that may have been particularly difficult for the
majority of the class. They will complete the rest of the worksheet for homework.

Students will also be given additional problems for homework out of their textbook that
will only be graded for completion. Before the class leaves, they must fill out an exit slip
on a loose-leaf sheet of paper on which they will write the powers of i (i2, i3, i4).
Pedagogical Strategies:
The instruction I used was a whole group instruction combined with direct instruction in
steps one, two, three, and five of the instructional plan. Also, cooperative learning was
used during step three.
Differentiated Instruction:
The outlines that have blanks for students to fill in during the lecture will be provided to
every student in the class, including the underperforming mathematics students. This
will provide the underperforming mathematics students more time to practice the
concepts being taught in class as opposed to writing down a copious amount of notes.
Student Assessment/Rubrics:
I will know if students have met the lesson objectives by monitoring the students
understanding throughout the entire lesson. I will constantly check their understanding
of how to plot complex numbers in the complex plane and how to add, subtract, multiply,
and divide complex numbers through asking questions. I will also keep track of how
they are filling out their outlines as I go through the PowerPoint presentation. I will also
assess their understanding informally through their answers to guided practice problems
they will have completed at the board. As another informal assessment, students will
have to complete problems 37, 38, 46-50 (even problems only), 55-57, 62, and 67-69
on pages 130-131 of their textbook for homework for further practice. These problems
will only be graded for completion, not accuracy. Additionally, I will assess their
understanding of using the quadratic formula to solve quadratic equations with real and
complex roots through a formal assessment in the form of the rest of the problems on
the Complex Numbers Operations worksheet. The goal for accuracy on the worksheet
is 70%.