Student Response and Assessment Tools

Lesson Idea Name: How many real solutions?

Content Area: Algebra 2
Grade Level(s): 10th/11th
Content Standard Addressed: MGSE9-12.N.CN.1 (Gwinnett AKS 55) Understand there is a complex number i
such that i2 = −1, and every complex number has the form a + bi where a and b are real numbers.

Technology Standard Addressed: 7b: Educators will use technology to design and implement a variety of
formative and summative assessments that accommodate learner needs, provide timely feedback to
students, and inform instruction.

Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☒ Other: Blooket and Quiziz
URL(s) to support the lesson (if applicable):
https://dashboard.blooket.com/set/62b0b4da703379091e5bd3ba
https://quizizz.com/admin/quiz/62b0add00db221001dd876ba?source=quiz_page

Technology that student will use to respond to questions/prompts:

☒ Computer ☐ Hand-held student response system (like iRespond) ☐ Phone ☐ Tablet (such as iPad)
☐ Other wireless device (such as iPod Touch)
Type of session:
☒ Teacher-Paced ☒ Student-Paced
Bloom’s Digital Taxonomy Level(s):
☒ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration:

☐ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☒ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.

☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.

Prior to the SRT activity, students will be introduced to the concept of Imaginary Numbers through an
interactive mini lesson. The SRT Activity will be used to assess who needs reinforcement on the topic, who is
comfortable with the topic but might need to work with a partner, and who understands the topic and can
work further and deeper.

SBooker, 2020
 Student Response and Assessment Tools
Describe the purpose of the SRT activity (check all that apply):
☐ Assess prior knowledge ☐ Anticipatory set (Create interest in a topic) ☒ To illuminate common
misconceptions ☒ Formative assessment of content knowledge (for purpose of differentiation and
mastery for ALL students) ☐ Summative assessment of content knowledge ☐ Test preparation
☐ Survey/Poll ☐ Discussion starter ☐ “Homework” collection ☐ Other (please explain):

Briefly describe what will happen DURING the SRT activity: When it is time for the SRT activities, students
will get out their Chromebook and choose to either do the Quiziz or Blooket on their own. I will also let the
class choose which they do as a class. Some students prefer not to compete with each other, but that
incentivizes other students. Blooket offers different games that students can play, so the class will vote on
which mode they choose.

Type of questions/prompts used in this activity (check all that apply):

☒ Multiple choice ☐ Multiple select ☐ True/False ☐ Yes/No
☐ Short open-ended response or fill-in the blank ☐ Longer open-ended response

If you are unable to provide a working sample of your questions, please list them below (8-10):
The link to the questions is above, but the questions are as follows:
1. √-100 a. 10i b. -10 c. 10 d. -10i
2. i2 a. 1 b. -1 c. √-1 d. -√1
3. √25 a. -5 b. -5i c. 5i d. 5
4. 3√-81 a. 9i b. 27i c. 3i√3 d. -27
5. √-108 a. 3i√20 b. 6i√3 c. 20i√3 d. 3i√6
6. -4√-63 a. 3i√7 b. -12√7 c. -12i√7 d. 36√7
7. What letter represents an imaginary number? a. a b. x c. j d. i
8. √-36 a. 6 b. -6 c. -6i d. 6i
9. √-32 a. 4i√2 b. 2i√4 c. -4√2 d. -2√4
10. I understand imaginary numbers. a. not at all b. some c. getting there d. absolutely. I can teach
them now

Right/Wrong answers: Will there be right/wrong answers to these questions?

☒ Yes ☐ No
☐ Mixed (Some will have correct answers, other will not.)
Immediate corrective feedback: Will you pre-select correct answers to some of all of the questions and
display correct response to the class after the SRT activity?
☒ Yes
☐ No
Why or why not? These questions have exact answers. I want to clear up any misunderstandings before the
class moves onto the next topic that builds upon the definition of imaginary numbers.
Describe what will happen AFTER the SRT activity? Depending on the assessment results, the class will be
differentiated into small groups. Students that had no misunderstandings and are feeling confident about the
material will be given a practice sheet to do with a partner. The students that struggled with the SRT will
work on the same practice sheet, but in a teacher-led group. This way, misunderstandings can immediately
be rectified, and students can be released as they gain competency.

How will the data be used? The data gathered in the SRT will be used to differentiate the class during
practice time, and provide help to students.

SBooker, 2020
 Student Response and Assessment Tools

Describe your personal learning goal for this activity. My learning goal for this activity is to use Quizizz and
Blooket in a new way. In the past, I have used them for test review exercises, however, in this lesson I am
using them as my fast formative as a way to differentiate.

Reflective Practice: I think this lesson is a very good introductory activity into complex and imaginary
numbers. As we get further into complex numbers, there is a very good Desmos activity titled “Visualizing the
Imaginary” which I would do with student to help connect some of the procedural knowledge they learned in
this lesson with the conceptual knowledge they need to fully understand. I would also like to incorporate a
few videos that I have seen that explain how imaginary numbers aren’t really imaginary, and how negative
numbers where once “imaginary” in math. The videos can do it much more eloquently than I can.

SBooker, 2020