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Content/Common Core Standard(s): 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. [N-CN1]
2.) Use the relation i2 = -1 and the commutative, associative, and distributive properties to
add, subtract, and multiply complex numbers. [N-CN2]
3.) (+) Find the conjugate of a complex number; use conjugates to find moduli and quotients
of complex numbers. [N-CN3]
Learning Objectives
Students will develop a deeper understanding of the complex number system by learning the
historical context of imaginary numbers and complex number theories as represented in
Alice in Wonderland. They will be exposed to ways in which literature and math overlap. This
lesson will validate their feelings about the strangeness of the complex numbers and show
them that it is okay to feel that way. Students will draw analogies of Wonderland to the
imaginary numbers, the Mad Hatter and the Hare to the complex numbers, and Tweedle Dee
and Tweedle Dum to complex conjugates.
Academic Language
Vocabulary: imaginary numbers, complex numbers, complex conjugates
Language Function:
Recall what are imaginary numbers, complex numbers, and conjugates.
Discuss the historical context of when the complex number system was introduced.
Relate the reactions of Victorian society to how they feel about imaginary numbers.
Recognize how Lewis Carroll satirizes the complex numbers.
Discourse: Discussion will be held as an entire class and lead by the teacher. Students will be
allowed to ask questions as they arise throughout the lesson.
Monitoring Student Learning: Formal & Informal Assessments prior to, during &
after learning
The lesson is heavily discussion based and will have a reflection-writing component to follow
up the lesson. Student engagement is at the forefront of the assessment. For students who
are unable to do the reflection writing assignment, an alternative one on one conversation
will be set up.
Feedback
This lesson will hopefully improve students vulnerability to the difficulties of math. Do not
discourage students when they ask or answer questions. When a student answers a question
(correct or not) follow up with a question that requires them to think deeper or further
explain themselves as much as possible. On their reflections, write comments and if they
really appear to be struggling with the concepts follow up in person. Let them see that you
care about their feelings towards the subject.
Instructional Resources and Materials:
Sheets to cover the walls and wonderland decorations to transform the room.
Hot water, tea, sugar, honey, and cookies for the tea party
Alice costume.
Wonderland youtube clip: https://www.youtube.com/watch?v=pHte24GGHD4
Tea party clip: https://www.youtube.com/watch?v=msvOUUgv6m8
Motivation: In the closure of the previous lesson, let the students know that the next day
will be a special lesson that they will not want to miss. Have the room decorated as
wonderland, dress up as Alice, and have a tea party prepared. Also have the desks arranged
in a semi circle where everyone can see the screen/ board for the video. Have ambient,
dreamlike music playing.
Procedure:
Time
Teacher Action (include higher order thinking
Student Action
questions and group strategies)
As students are entering the class, welcome them to Enter the class, probably very
wonderland, have them turn in their homework and
surprised seeing all of the
allow them to sit where they would like. As they are
decorations. They take their
finding their seats, ask if they would like some tea
seats and are served tea and
and cookies.
cookies if they ask for them.
Once students have begun to settle in, begin telling
Students are allowed to ask
the story of Charles Dodgson (aka Lewis Carroll). Talk questions as they desire.
about his profession as a math teacher & his roll as a They will probably want to
purist in the math community. Describe how the
chime in with their feelings of
math world during the Victorian period was being
discomfort or confidence
turned on its head with the concepts of the negative about imaginary numbers.
numbers and imaginary numbers. If you remember
how you felt when you first learned of the negative
numbers and now having just learned about the
imaginary numbers, mathematicians such as Charles
Dodgson did not feel much different.
Before we begin to dive into the satirical analogies
Students will volunteer
inside Wonderland, I want to make sure that we are
answers to the discussion
all on the same page. Who can tell me what a satire
questions.
is? What about an analogy?
From your previous experiences with the story of
Alice in Wonderland can you think of any analogies
between the story and math? You dont have to limit
yourselves to the imaginary numbers!
Now there are a ton of different references to math
Students may get up to get
inside Wonderland and if after todays lesson you are more tea and cookies.
interested in knowing more, let me know! I would
love to talk about them with you! Today we are only
going to talk about 3 of them. But first, would
more comfortable about imaginary numbers? Less comfortable? Were you inspired?
Discouraged? Let me know! I look forward to reading them!
How students will reflect on their own learning: The students will reflect on their own
learning concretely by the reflection assignment and then also they will continue to be
reminded of the wonderland characters whenever dealing with the imaginary numbers.
Accommodations/Modification based on IEP or 504 plans: These accommodations will
be made accordingly as to what is outlined and required within the forms.
Differentiation Strategies: For the more advanced classes: Use this lesson as an
opportunity to expose them into deeper complex number theories such as quaternions and
how they are represented within the story.
For the lower achieving classes: Point out what to look for in the clips before showing them
and make commentary when it is actually happening. Also show as many examples to help
draw the parallels between the two worlds as possible, and try not to use as dense language.
Technology Integration to support learning:
Projector, internet access, YouTube clips