HEADING

Ms. Jemise Sawyer Algebra II 10th & 11th grade 9:10 – 9:58 & 12:34 – 1:22 / 2nd & 6th Period
Multiplying & Dividing Rational Functions
Monday, May 7, 2018 – Tuesday, May 8, 2018

Adding & Subtracting Rational Functions

Wednesday, May 9, 2018 – Friday, May 11, 2018

OVERVIEW/ RATIONALE
The lessons in this unit are graphing rational functions, multiplying and dividing rational
expressions, adding and subtracting rational expressions, and solving rational equations.
Rational numbers are numbers that can be expressed as a fraction. Rational functions are
functions in the form of a fractions. The parent function is 1/x. This unit will really get
into vertical and horizontal asymptotes.

PRE-REQUISITES
Students will need to know how to factor quadratics, and find a common denominator.

ENDURING UNDERSTANDINGS
A rational function is a ratio of polynomial functions. If a rational function is in
simplified form and the polynomial in the denominator is not constant, the graph of the
rational function features asymptotic behavior. Rational functions are found in real life
phenomena that deal with rate of change.

ESSENTIAL QUESTIONS
Why is factoring essential if I want to simplify a rational expression?
How can you determine the excluded values in a product or quotient of two rational
expressions?
How can you determine the domain of the sum or difference of two rational expressions?

GOALS/OBJECTIVES
Students will simplify rational expressions and multiply and divide rational expressions.
Students will add and subtract rational expressions.

STANDARDS

PRACTICES
Interpreting Functions F-IF
Understand the concept of a function and use function notation
Interpret functions that arise in applications in terms of the context
Analyze functions using different representations

Linear, Quadratic, and Exponential Models★ F-LE

Construct and compare linear, quadratic, and exponential models and solve problems

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CONTENT
CCSS.MATH.CONTENT.HSF.IF.A.1 Understand the concept of a function and use
function notation.
CCSS.MATH.CONTENT.HSF.IF.C.7 Analyze functions using different representations.
CCSS.MATH.CONTENT.HSF.LE.A.3 Observe using graphs and tables that a quantity
increasing exponentially eventually exceeds a quantity increasing linearly, quadratically,
or (more generally) as a polynomial function.

MATERIALS
Smartboard, mini whiteboards, calculators, student journals, and textbooks

VOCABULARY WORDS
Rational expression Simplified Form Excluded Values

BODY OF THE LESSON

Monday: CLASSWORK Students will be in groups working on a review sheet (Practice
Master Level B) for their quiz on Tuesday. They will be groups of three or four. Students
will be able to choose their groups and everyone has to be in a group. There will be a
“lead” student who will also have the answer key. After groups are established, have them
write down the names of everyone in their group on the answer key which will be
collected. I will inform the class that the group with the highest cumulative average on
Tuesday’s assessment will get 2 extra points on that assessment. This should encourage a
lot of student interaction and teaching; so that not only is it important that the individual
understands but that the entire group understands. I will move from table to table to
monitor their work and to answer questions that they could not answer within their
respective groups. HOMEWORK Study for the quiz.

Tuesday: ASSESSMENT on multiplying, dividing, and simplifying rational expressions.

The group with the highest average score gains extra points on the assessment.
REMINDER Let students know that their final will be composed of everything they have
learned about rational functions.

Wednesday: WARMUP Have on the board (⅓) + (¼). Have students talk through the
steps of finding the common denominator. My goal is to stretch their thinking (branching)
from something that they already know how to do. As we begin to find common
denominators of fractions that have polynomial expressions in the denominator, I want
them to see that the common denominator is simply the product of the two original
denominators, or more simply the LCM (LCM - the least common multiple is the product
of the highest power of each factor that appears in either polynomial).
BIG IDEAS ONLINE LEARNING The warmup is six problems that are composed of
adding and subtracting fractions. Students will use whiteboards to work out the examples
posted on the board in front of class. TEACHING EXAMPLE 1 Is composed of adding/
subtracting rational expressions but they have the same denominator. TEACHING
EXAMPLE 3 introduces adding and subtracting with different denominators.

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STEPS FOR ADDING AND SUBTRACTING RATIONAL EXPRESSIONS
1) Are the denominators the same?
a) If yes, then add or subtract the numerators and keep the denominator.
Move to step 5.
b) If not, go to step 2.
2) Multiply the denominators together. This becomes your common denominator.
3) Look at the first term. Whatever you multiplied in the denominator to make it
“common”, you must multiply in numerator also. Do the same for the second term.
4) Now, add or subtract the numerators of the two terms. Remember to only add or
subtract the numerators and keep the denominator.
5) If possible, simplify your answer.

HOMEWORK: Pg. 388 #s 3, 4, 22, 23

Thursday: Students will be using whiteboards for the day’s examples. BIG IDEAS
MATH TEACHING EXAMPLE 4 introduces adding and subtracting rational expression
that are factorable in the numerator and denominator with different denominators.
TEACHING EXAMPLE 6 introduces adding, subtracting, multiplying, and dividing (all
in one problem) rational expressions. TEXTBOOK EXAMPLE Pg. 388 # 46
HOMEWORK Pg. 388 # 24, 39, 40, 47 EXIT TICKET “To add/subtract a rational
expression with the same denominators ______________.” “To add/subtract a rational
expression with different denominator _______________.”

Friday: Students will be working in groups to complete a practice worksheet focusing on:
1.) adding and subtracting rational expressions and 2.) adding, subtracting, dividing, and
multiplying (all in one problem) rational expressions. HOMEWORK Students can finish
the worksheet if they did not finish it in class.

CLOSURE
Students will finish this prompt in their own words; “To add or subtract rational
expressions…”

DIFFERENTIATIONS
If students finish early, allow students to help each other. Then, I would ask if they can
solve a different way than they did.

I have three students in 6th period Algebra 2 who have IEPs. They are allowed to take the
test in a different room with a special education teacher, allowed to have their notes, and
they are supposed to have an easier assessment.

ASSESSMENT/EVALUATION
Quiz
Student work & participation
Exit Ticket

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PERSONAL REFLECTIONS / NOTE

Students really thrived when given the white boards, so I will make sure to keep incorporating
them into my lesson. A piece of advice from my mentor teacher is to give students a day of
practice before moving on to the next level in the concept. I would like to keep incorporating
more group time, but some students don't take advantage of it and use it as a social hour. I may
have to reassign groups.