Lesson Plan (Learning Experience 4)

Learning Area: Math - Lesson Focus: Complex Numbers Date: 05Sep17 Year Level: 11 Specialist
Specialist Time: 1155
Period: L4

Learning Area Outcome/s: Understand the concepts and techniques in complex numbers; apply reasoning skills and solve problems in complex
numbers; communicate their arguments and strategies when solving problems; interpret mathematical information and ascertain the reasonableness
of their solutions to problems. (YR 11 Math Specialist)

Specific Learning Goals:

At the conclusion of this learning experience each student should be able to:

a) Define the imaginary number i as a root of the equation x^2 = -1

b) Represent complex numbers in the rectangular form; a + bi where a and b are the real and imaginary parts.

Assessment: Formative: students continue lesson with exercises at the end of the chapter.
Assessment: Formative. End of chapter exercises How will you monitor? Move around the classroom checking students are
working and on task.

Students Prior Knowledge: studied topics in algebra and developed a high level of numerical operation skills by application. Students have the
ability to present the solution of any problem in a logical manner.

Preparation and Resources: Research on complex numbers and references to the text book chapter 13 of Mathematics Specialist 1 & 2 Student
book by AJ Sadler.

Time: Teaching and Learning Strategies: Focus Questions/Key Instructions:

Introduction to complex numbers identify the objectives for the The key objectives for the lesson in complex numbers:
5 mins lesson Understand the imaginary number i.
Find the real part and imaginary part of a complex number.
Use complex numbers to solve the quadratic equation
 Demonstration of complex numbers on the white board using
30 mins
scaffolding methods to progressively move through the content.
Step 1 - Step through a quadratic equation to find no solution
Step 2 - Introduce complex numbers where sqrt -1 and i^2 = -1.
Step 3 - Redo quadratic equation to demonstrate complex
number solution.
Step 6 - Students complete exercises
10 mins
5 mins Pack up books and equipment, then wait to be excused.
What do complex numbers do with a quadratic with no real
solution?What is the real and imaginary part of z = 2 +5i ?
Equal complex number: when two complex numbers, w and z
are equal then Re(w)=Re(z) and Im(w) = Im(z)
Therefore if a - 3i = 5 + bi the a = 5 and b = -3
Be prepared to answer questions and work through solutions.
 The following sections are to be completed AFTER the learning experience

Learning Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

What Worked?
Prior to my final lesson I went through the notes to ensure that the material was structured and succinct in my own mind before presenting it to the
students. My introduction to the material was good and I gave a clear demonstration of an example of i on the white board. Since this class was
a small YR 11 specialist class, I altered my teaching approach by involving the students more with group discussion methods and a personnel and
relaxed approach to teaching. I was able to step through problems on the board with the class much easier than with the YR10s.

What did not work?

When it came down to planning and implementing the lesson there was very little in what did not work. There was however errors on my part on a
mathematical grammatical error and my writing on the whiteboard could have been neater and more legible. Probably one of the greatest let downs
to my teaching was not sticking to my notes and deviating. Since I am only a pre-service teacher with no teaching experience, I need to stick to my
notes and not deviate since my notes provided me with a detailed plan of executing the lesson.
What would I change?
If I was given the opportunity to take this lesson again, I would have made sure that I made no grammatical errors during my preparation and that
all of my examples were once again clear in my mind. My approach to the class was good however with such a small group I might have tried
getting the students to do more by inviting them to interact with the problem by instructing me how to step through the quadratic problem and
think about how to solve the unknowns by using the letter i. I would also manage the group better by not allowing the noise from the group
while I was explaining things. If given the opportunity to teach this class again, I would approach this by setting some boundaries prior to
delivering the lesson.