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, April 30, 2018 – Friday, May 4, 2018 (Half days Wednesday - Friday)

OVERVIEW/ RATIONALE
This is the start of a new unit on rational functions. 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?

GOALS/OBJECTIVES
Students will simplify rational expressions and multiply 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

CONTENT
CCSS.MATH.CONTENT.HSF.IF.A.1 Understand the concept of a function and use
function notation.

1
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: On Monday, students will be reviewing factoring quadratics. We will be
working on factoring practice using an Infinite Algebra 2 worksheet. Students will be in
groups of 4 to work on the practice worksheet. With individual white boards, we can do
additional problems and even make a game out of it. HOMEWORK will be another
practice worksheet.

Tuesday: On Tuesday, students will start working on multiplying rational expressions and
simplifying rational expressions. The teacher is working from the Big Ideas Math Online
Resource. The problems will be displayed on the smart board. Some examples I will
work out first. Others they will try on their own.
START THINKING PROBLEM As soon as the students walk in the room, there will be
three examples already on the board dealing with determining excluded values (what
number makes the denominator zero) (2 minutes after bell rings, start going over it,
reward those who have came in on time and already started).
WARM UP PROBLEMS 6 problems on multiplying rational expressions (3 minutes).
TEACHING EXAMPLES 1, 2 & 3 (May utilize white boards) Reinforce that you cannot
cancel terms that are being added and subtracted. Once the term is being multiplied, then
you can begin to make your one pairs. Discuss the common phrase, “canceling out.”
What do we mean when we say that? What is really happening?
HOMEWORK Workbook Pg. 204 #1-8 (Student Journals)

Wednesday: WARMUP: 2 problems on multiplying rationals on the board. Use Pg. 380
#11-12. Have it on the board.
CLASSWORK I will teach the students multiplying rational expression by a polynomial
then dividing rational expressions by a polynomial. This is why we needed a refresher on
factoring quadratics. Have them do some textbook problems (pg. 380-381 #13-18) while
I check/collect Tuesday’s homework.
HOMEWORK: Pg. 380 - 381 # 19, 20, 27, 31, 38, 44

Thursday: GAME DAY

SPEED FACTOR Play a game where students have to speed factor a problem. Students
will be in groups of 4. Each group will have one white board. Once a problem is

2
displayed on the board, teams will have to be the first to factor the problem correctly and
hold up their whiteboard.
HOT POTATO Again, students are in groups of 4 and each group has one white board.
Once a problem is display on the board, students will have to take turns writing down one
step at a time and then passing the board to the right. For example, if the problem on the
board says factor (x^2 + x - 2) / (x+2) , the first student has to write one factor of the
numerator, so (x-1). Then he/she passes it to the student on their right. That student writes
down the next step which is (x+2). So on their whiteboard, they should have (x-1)(x+2)
thus far. The next student eliminates (x+2)/(x+2) because they make a one pair. The last
student writes (x-1) because that is the last step. That person should hold up their board
when they are done.

Friday: ASSESSMENT for Algebra 2 on factoring, simplifying rational expression,

multiplying rational expressions, and dividing rational expressions. Assessments for math
are only supposed to be on Tuesday and Thursday, but I will see if it can be given on
Friday.

Review will include important take-aways such as never crossing out terms that are being
added or subtracted, only multiplied or divided and factoring steps.

CLOSURE
I am closing the multiplying & dividing rational expressions lesson with an exit ticket
(mini assessment).

ACCOMODATIONS
If students finish early, allow students to help each other. Then, I would ask if they can
factor a different way than they did. Maybe have them factor by grouping. If students
have a hard time, provide them with steps to make factoring easier.

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
Exit Ticket
Homeworks

PERSONAL REFLECTIONS / NOTES

After teaching the lesson, add your reflections about how you felt about the lesson, how
the learners responded, whether the lesson accomplished what you planned it to do, how
closely you followed the lesson plan, and how you would change the lesson for the next
time.

Action plan:
 Change Accomodation to Differentiation.

3
 Explain EVERYTHING. Every step. This will help students who do not
understand without making them feel put on the spot.
 Need to use other devices to encourage student engagement.