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Peer Pre-Conderence Lesson




Lee Alan H. Roher




Kentucky School for the Deaf

Grade Level/Subject(s)

11th grade /  Algebra 2


Renee Combs

Date of Conference

January 13, 2015


Preconference (Planning Conference)

Questions for Discussion:


What is your identified student learning target(s)?

I can simplify quotients complex numbers.


To which part of your curriculum does this lesson relate?

C1a. Identify complex numbers and write their conjugates

 C1c. Simplify quotients of complex numbers



How does this learning fit in the sequence of learning for this class?

Complex numbers are the solutions to one type of quadratic function. Previously, we have studied quadratics. After we complete the complex number unit. We will revisit quadratics, identifying where complex numbers are solutions to the problems.


Briefly describe the students in this class, including those with special needs.

Three of the four students are able to keep up with the content. They participate in class discussions & ask questions. One student struggles significantly more than his peers. During discussions, rather than participate, he will scour his textbook looking for instructions or processes.


How will you engage the students in the learning? What will you do? What will the students do? Will the students work in groups, or individually, or as a large group? Provide any materials that the students will be using.

Large group: I will lead discussion. Students will complete guided notes & participate in class discussion. Students explain the process in their own words.

Small group or individual: I will assist students and answer questions.  Students will practice problems & complete Exit slip




How will you differentiate instruction for individuals or groups of students?

If I see a student is not grasping the content I will work with that student 1-1  or I will reteach that concept.


How and when will you know whether the students have achieved the learning target(s)?

1. Through discussion and questioning, I will be able to tell who understands and who does not. and

2. Using the exit slip “Complex Numbers: Division”



Is there anything that you would like me to specifically observe during the lesson?

Not necessarily.





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