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Eastern Michigan University

Student Teaching Observation Form

Name of Student:

Robert Taylor



Name of Supervisor: Johnnetta Ricks


Algebra 2

School: Canton High School


10th and 11th

Observation #1 9:17am 10:22am

Students are seated at tables that face the front of the room.
Activity / Lesson Observed:
On Board Algebra 2 Trig 4.6
Operations with square roots and complex numbers
Mr. Taylor demonstrates the foil method of multiplying square roots. The Box Method is also shown for
multiplying binomials.
Simplifying rational expressions with square roots by multiplying by the complex conjugate is explained by
applying it to several problems.
9:53am Ex. 6:
Students were asked to simplify and compare answers with a neighbor. Mr. Taylor

assessed student work by walking around the room. He explains the problem after approximately 5 minutes.
10:00am On the overhead, Mr. Taylor writes:
4.6 Recall

i2 =

complex numbers standard form: a + bi

Mr. Taylor then makes a chart that has Real Numbers in one column and Imaginary Numbers in another and
begins to make a comparison between the two with representations of both used as examples.
Written using the overhead projector:
Add / Subract Complex Numbers
Just like combining like terms.
Ex 1.) (8 i) + (5 + 4i)
13 + 3i
Ex. 2.) (7 6i) (3 6i)
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7 6i 3 + 6i
4 + 0i
Multiply Complex Numbers
Ex. 1.) 4i (-6 + i)
-24i + 4
-24i + 4(-1)
-24i 4
-4 24i
Ex. 2.) (-8 + 2i) (4 7i)
Students were asked to work on Ex 2. on their own and to compare their answers. Mr. Taylor walks around the
room looking at students work.
Mr. Taylor asks the class if there are any questions.
10:13am Divide Complex Numbers
Ex. 1.)
Mr. Taylor asked which method would the class like to use to simplify. After simplifying using the complex
After completing the problem using the overhead projector, he ends class.
Comments / Conference
After the lesson, Mr. Taylor agreed to work on the following:
1. Formatively assess students after each example is explained in order to check for understanding.
2. Consider writing verbal directions and explanations. They do not have to be verbatim but her visual
learners would have their learning style acknowledged as well as the auditory learner if directions and
explanations are written as well as given verbally.
3. Use simplify, solve, etcetera in directions when problems are presented to students to align with
future standardized assessments
4. Consider displaying the objective and an agenda with time constraints so that students know what to
expect for class period. Assess those objectives at the end of class with a closure activity.

Student Signature_________________________________________Date_____________________________

This signature indicates that the student has seen this summary. It in no way implies student approval of the
substance contained herein.

Date/Time of Next Observation____________________________________________________________

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