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Lesson Plan1 - Introduction To Imaginary and Complex Numbers

This lesson plan introduces students to imaginary numbers. It aims to teach students to define the imaginary unit i, use i to write complex numbers in standard form, and understand that complex numbers consist of real and imaginary components. The lesson includes a warm-up on factoring and radicals, introduces i as the square root of negative one, has students practice writing numbers in standard form, and assigns a portfolio project for students to summarize and reflect on each lesson.

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157 views4 pages

Lesson Plan1 - Introduction To Imaginary and Complex Numbers

This lesson plan introduces students to imaginary numbers. It aims to teach students to define the imaginary unit i, use i to write complex numbers in standard form, and understand that complex numbers consist of real and imaginary components. The lesson includes a warm-up on factoring and radicals, introduces i as the square root of negative one, has students practice writing numbers in standard form, and assigns a portfolio project for students to summarize and reflect on each lesson.

Uploaded by

api-457194936
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Jon Fall

INTRODUCTION TO
IMAGINARY NUMBERS
Lesson Plan for Algebra 2

OVERVIEW & PURPOSE

This lesson will introduce the class to the imaginary number i and how we use it to write complex
numbers in standard form.

EDUCATION STANDARDS

1. 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

PRIOR KNOWLEDGE

By now, I am assuming the students have already learned how to factor numbers and
radicals

ESSENTIAL QUESTION

1. What is a complex number?

OBJECTIVES

1. TLW be able to define i.


2. TLW use i to put complex numbers in standard form.

1
MATERIALS

● White Board or projection.


● Drawing sticks for the class
● Textbooks or Chromebooks to access online book

VERIFICATION

Steps to check for student understanding


1. Warm up activity checks their prior knowledge
2. Warm up review in lesson checks base understanding on imaginary numbers
3. Group collaboration examples check ability to apply their knowledge
4. Answers during the standard form examples helps show how well they understand standard
form.

ACTIVITY

● Warm Up:
○ Factor or Simplify:
■ √9
■ √32
■ −2√49
■ √−64
○ Answers:
■ 3
■ 16√2
■ −14
■ 8√−1
○ Review the warm-up by having students volunteer to share their solutions, give
guidance only when necessary S-C/S-S
■ Emphasize that in the last problem, we are left with a square root of negative 1.
We will be talking about this number a lot today.
● Portfolio Assignment for the Unit: Before we get into our math for the day, we need to talk
about your unit-long assignment. We are going to be doing a portfolio in this class. Each page of
the portfolio should correspond to a day of class, and you will need to put that day’s homework
assignment at the top of each page, just under the date. The following are categories that will
be worth the bulk of the points of the portfolio: T-C

2
○ Cover page and Table of Contents: The portfolio should have a cover page and an
accurate table of contents worth a total of 3 points
○ Summary of the lesson: This segment is worth 3 points per page and should be a
summary, in your words, of what was learned that day
○ Solution to challenging problem: This segment is worth 3 points per page and should
include your solution to what you thought was the toughest problem and also a
personal description of what made it challenging to you
○ Question for next class: This segment is worth 2 points per page and should include a
thoughtful question for the next day in class
○ New research and notes for essential questions: This segment will be worth up to 3
points per page and should include notes and thoughts on the essential questions. You
can only earn up to 15 points throughout the unit for this section throughout all the
pages
○ Corrected problems: After each lesson’s portfolio page, you can include corrections to
any and all homework problems that you attempted for full credit if solved correctly
● Imaginary Unit: This number, √−1, is what we call i, the imaginary unit. If a number has a
multiple of i in it, that number is imaginary. T-C
○ Which of the numbers in the warm up were real, and which of them were imaginary?
Talk it through with the class via questioning
○ Lets look at a few more in groups of 3-5, draw sticks to see which group shares their
answer with the class G-C/G-G
■ √25 - R
■ √−54 - I
■ 7i - I
■ 8i2 – R
● What is i2? Discuss this with the class.
■ i3 – I
● What is i3? Discuss this with the class
○ Now let’s look at what we did with those last two problems and see what else we can
learn. i2 = -1, i3 = -i, i4 = 1, i5 = i …
● Now we are going to discuss Complex Numbers. Complex numbers make up all Real and
Imaginary numbers. They have Real components and Imaginary components. We write the
standard form for a complex number as a+bi where a and b are both real numbers and i is our
imaginary unit i =√−1. T-C
○ Examples: Write each number as a complex number in standard form.
■ √49 + √−36 = 7 + 6𝑖

3
■ √25 = 5 + 0𝑖
■ 2√72 + 5√−75 = 12√2 + 25√3𝑖
● The remainder of class should be spent on the assignment: 6-12 even, 13,14,31

● In the last 5 minutes of class, call the class back together and have them share what they
learned today or any questions they have with a neighbor, then randomly select a few
pairs/groups to tell the class what they shared with each other, including questions if there were
any. S-S/G-T

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