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Unit: Grade Level: Subject: Rational Functions and Equations 9 Algebra I Designed by: Robert Elzer. Reference: Burger, E. B., Chard, D. J., Hall, E. J., Kennedy, P. A., Leinwand, S. J., Renfro, F. L., Roby, T. W., Seymour, D. G., Waits, B K. (2008) California Algebra I, Austin, TX: Holt, Rinehart, and Winston. Time: 3 weeks Summary: This unit on rational functions includes 6 lessons on graphing rational functions, inverse relationships, simplifying rational expressions, excluded values, multiplying and dividing rational expressions, adding and subtracting rational expressions, solving rational equations, and applying rational equations to real world applications. The unit assessments include class-work, 2 quizzes, a unit test, and a culminating group project. Most lessons incorporate a set of warm up exercises and anticipatory introductions to new concepts. Reflection: This unit was taught during the month of March 2013 to 3 different Algebra I classes consisting of 91 students, most of whom were in th 9 grade. Overall I thought the unit was successful and the large majority of students were able to achieve the desired result, although there are a few changes I would make. Certain concepts were more difficult for the students to understand than I had initially anticipated and I had to adapt the unit over the course of the unit. If I taught this unit again I would spend more time on the concept of least common multiple and least common denominator initially, as well as a more detailed review of adding and subtracting fractions with unlike denominators, a concept that students traditionally struggle with. I would also spend a day or two additionally on rational equations that require applying a LCD to simplify and solve as well as additional time with application problems. To incorporate all this, I would expand the unit timeframe to 4 weeks and possibly 4.5 weeks. The application problems in this unit, similar to those dealing with other concepts, are particularly challenging for students, partially because their math literacy needs improvement. In general, I would implement more math literacy strategies in this unit and others; and over the course of the year build to the point where most students could read the text effectively. There were some issues with pacing and time management as many of the lessons went longer than I had planned; this could probably be solved through better teaching practices and improved methods of explaining concepts, which would reduce the time spent on concepts.

Stage 1 Desired Results

ESTABLISHED GOALS
California Standard 10.0 Students add, subtract, multiply, and divide monomials and polynomials. Students solve multistep problems, including word problems, by using these techniques. 12.0 Students simplify fractions with polynomials in the numerator and denominator by factoring both and reducing them to the lowest terms. 13.0 Students add, subtract, multiply, and divide rational expressions and functions.

Transfer
Students will be able to independently use their learning to: 1. Students will solve rational equations after simplifying them by factoring and/or reducing them to the lowest terms.

Meaning
UNDERSTANDINGS 1. Rational functions have excluded values when the denominator is 0 (undefined). These appear as asymptotes on a graph. 2. Factoring and dividing out common ESSENTIAL QUESTIONS 1. Why do rational functions have excluded values, how are they determined, and how do they appear on the graph? 2. What techniques are used to simplify,

Students solve both computationally and conceptually challenging problems by using these techniques. 15.0 Students apply algebraic techniques to solve rate problems, work problems, and percent mixture problems. CCSS CCSS.ELA-Literacy.RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. CCSS.Math.Content.HSA-APR.A.1 Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.

factors are used to simplify rational expressions. 3. Rational expressions should be simplified before being multiplied. 4. Rational expressions cannot be added or subtracted until the denominators are common.

multiply, divide, add, and subtract rational equations? 3. How can a lowest common denominator be used to simplify and solve rational equations? 4. How can rational functions be used to solve rate, work, and percent mixture problems? Students will be skilled at: 1. Identifying the excluded values and asymptotes of rational functions. 2. Simplifying rational expressions through factoring and dividing out common factors. 3. Determining the lowest common denominator for two rational expressions.

Acquisition
Students will know: 1. The approximate graph of a rational function and that it includes asymptotes. 2. Rational expressions can by simplified through factoring and dividing out common factors. 3. Rational expressions must have a common denominator before they can be added or subtracted.

Stage 2 - Evidence
Evaluative Criteria
Rubric (See lessons) Rubric (See lessons)

Assessment Evidence
PERFORMANCE TASK(S): 1. Applying rational equations group project. OTHER EVIDENCE: 1. Chapter 10 test. 2. Chapter 10 quiz (x2). 3. Chapter 10 class-work (warm ups and white boards).

Stage 3 Learning Plan

Lesson
Inverse relationships

Days
2

Key Concepts
Inverse variation, discontinuous

Hook/Anticipatory
Rational function

Applications
Finance (bill pay)

Assessment/Evaluation
HW, Quiz 1, Test

and rational functions

functions, asymptotes, excluded values 1 Rational expressions, factoring, dividing out common factors Quotient and product of powers property, division of fractions Least common multiple, lowest common denominator

Simplifying rational expressions Multiplying and dividing rational expressions Adding and subtracting rational expressions Solving rational equations Applying rational equations

behavior approaching asymptote Simplifying fraction review Multiplying and dividing fractions review Adding and subtracting fractions, LCD review Free throw percentage problem Passenger and freight train problem

Surface area vs. volume cereal box problem Red and blue marble probability problem Kayak travel rate problem Solve free throw percentage problem Group project

HW, Quiz 1, Test

HW, Quiz 2, Test

HW, Quiz 2, Test

1 1

Cross products, LCD, extraneous solution

Solving work and rate problems

HW, Test, Group Project Group Project

March 2013 Schedule: Unit 9 Test and Unit 10 Block (period 5) 4 Chapter 9 review 11 Rational functions 18 Adding and subtracting rational expressions 25 Review Chapter 10 test Adding and subtracting rational expressions 26 Group Project Simplifying rational expressions 19 Chapter 9 review 12 Multiplying and dividing rational expressions 20 Solving rational equations 27 Group Project 5 Chapter 9 test 13 Multiplying and dividing rational expressions 21 Solving rational equations 28 Spring Break Begin 6 Chapter 9 test 14 Block (periods 4/6) 7 8 Inverse relationships and rational functions 15 Review, Quiz 1 22 Review, Quiz 2 29