Student Response and Assessment Tools

Lesson Idea Name: Harry Potter and the factoring, imaginary numbers and complex numbers
Content Area: Accelerated Geometry& Algebra 2
Grade Level(s): 9th & 10th Grade
Content Standard Addressed:
MGSE9-12.N.CN.1 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.
MGSE9-12.N.CN.2 Use the relation i2 = –1 and the commutative, associative, and distributive properties to add, subtract, and multiply
complex numbers.
MGSE9-12.A.REI.4b Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, factoring, completing the square,
and the quadratic formula, as appropriate to the initial form of the equation
Technology Standard Addressed:
Empowered Learner
Student use technology to take an active role of choosing, achieving and demonstrating their understanding
in their learning goals.
1c- Students use technology to seek feedback that informs and improves their practice and to demonstrate
their learning tin a variety of ways.

Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☒ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):
https://create.kahoot.it/details/harry-potter-and-the-factoring-imaginary-numbers-and-complex-
numbers/89b0689d-d6d4-460b-a0ef-66f6df2df6eb
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 Taxonomy Level(s):
☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☐ Evaluating ☐ Creating

Universal Design for Learning (UDL):

Engagement: Students will work as a class to answers questions to the game. Students will able to choose
their group or teams This allows students to feel comfortable participating with their friends and able to have
fun. Also, they can help their classmates who need help in solving the problem.

Representation: This activity can be used in any type of device such as smartphones, computers, tablets.

Action and Expression: This activity will be processed at the pace of the students. If the teacher thinks that
students need more time to solve a problem, the teacher can add more time.
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.

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 Student Response and Assessment Tools
Prior to the activity, teachers will do a quick review before the game. Quick review help students understand
the task and recall information about the factoring the trinomial equations, solving imaginary numbers and
complex numbers.
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:

Students will either form a pair team or groups of 4. After set-up, the teacher will explain to students how the
game goes. There will be a practice question will not be related to the material. The only material that is
needed is an electronic device that will support Kahoot and connection to the internet. There will be 18
questions that will be asked and it will only last about 30 minutes. The teacher will be addressed after the
question is answered. Students are expected to read the questions carefully, solve with their partners (if they
are in pairs) and answer the question to the best they can.

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):

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?
It is important for students to understand the material, the goal for using this application is to have students
to have recalled with the chapter they just learned and about to be tested soon. The goal is to have students
to improve to factoring trinomial equations and solving imaginary numbers and complex numbers with
addition, substitution, multiplication and division.
Describe what will happen AFTER the SRT activity?
I will show them which question the class missed the most and go through that information again or have
them find out why they thought the incorrect answer was correct.
How will the data be used? The data collected will reflect the knowledge of the students. Through this
activity, the teacher can check which part does the student makes a mistake or have a wrong answer.
Describe your personal learning goal for this activity.
Through this activity, the student can notice what kind of questions are expected to be on the test. Through
this activity, students can improve factoring with trinomial equations, solving imaginary numbers and
complex numbers with addition, substitution, multiplication, and division.

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 Student Response and Assessment Tools
Reflective Practice: This activity can help students and let them know how much of the material they know
and remember. For the student who needs time to review these contents, this activity will be helpful. Also,
this activity will help students who need to practice problems for the test.

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