Algebra 2 Rational Equations L.
McKan
Teacher: McKan
Grade: Algebra 2
Content Area: Rational Equations
1. Content and Standards: List standards that are aligned with the content, the text,
and materials.
A.REI.1 Explain each step in solving a simple equation as following from the
equality of numbers asserted at the previous step, starting from the
assumption that the original equation has a solution. Construct a
viable argument to justify a solution method.
A.REI.2 Solve simple rational and radical equations in one variable, and
give examples showing how extraneous solutions may arise.
Mathematical Practices: MP-1, MP-2, MP-3, MP-4, MP-6
2. Prerequisites: State what students should know prior to this lesson.
8.EE.A.1 Know and apply the properties of integer exponents to generate
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equivalent numerical expressions. {Exp: 32 × 3−5 = 3−3 = 33 = 27}
8EE.A.2 Use square root and cube root symbols to represent solutions to
equations of the form 𝑥 2 = 𝑝 and 𝑥 3 = 𝑝 , where p is a positive
rational number. Evaluate square roots of small perfect squares
and cube roots of small perfect cubes. Know that √ 2 is irrational.
A.SSE.2 Use the structure of an expression to identify ways to rewrite it.
N-RN.A.1 Explain how the definition of the meaning of rational exponents
follows from extending the properties of integer exponents to those
values, allowing for a notation for radicals in terms of rational
exponents. {Exp: We define 51 ⁄3 to be the cube root of 5 because
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we want (51 ⁄3 ) = 5(1 ⁄3)3 to hold, so (51 ⁄3 ) must equal 5.
3. Essential Questions: List essential questions.
• How can rational equations be solved?
• What are extraneous solutions of a rational equation? When do they occur?
• How can the solution to a system of equations involving a radical function be
found?
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Algebra 2 Rational Equations L.McKan
4. Materials and Equipment: List all materials and equipment to be used by the
teacher and students. Tell how they will be used to meet the objective.
• Microsoft Powerpoint – parts of lecture, warm ups, or exit tickets will be
displayed using MS PPT
• SMART Board – (and accompanying Notebook software) parts of lecture,
warm ups, or exit tickets will be displayed using this technology. Students
will take notes from this board as well as use the board to solve problems
in front of the class.
• Pencils, Paper, Journals – students should use these for notes and
working on problems in class. Paper and pencils can be provide by
teacher if student needs them.
5. Instructional Objective: State what students will know and be able to do at the
end of this lesson.
Students will:
• Use mathematical properties and structure of rational expressions to create
expressions that aid in solving mathematical and contextual problems
• Solve simple rational equations in one variable, giving examples showing how
extraneous solutions may arise.
• Given an equation, present the solution steps as a logical argument that
concludes with the set of solutions (if any).
• Construct, autonomously, chains of reasoning that will justify or refute
propositions or conjectures about rational expressions.
6. Instructional Procedures: List instructional strategies and learning experiences
that are in alignment with the objective(s).
Engagement – Warm Up: 10 minutes
Warm Up will be displayed on board as students walk in and get settled.
A 10 minute timer will start when the late bell rings so students know how
much time the have to work on the problem. As students work the
instructor takes care of administrative duties (attendance,
announcements, set up for lesson, etc.
• Day 1: Which values of x are solution to the equation shown below?
2
(√ 𝑥) − 6√ 𝑥 = −8
A. 0 C. 7 E. 14
B. 4 D. 8 F. 16
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Algebra 2 Rational Equations L.McKan
• Day 2: Which step in the table could have created an extraneous solution?
Guide Questions:
o Is there more than one way to approach solving this problem? Which
method s more efficient?
o What is the inverse operation to the radical sign?
o Can you solve this problem without using a calculator?
o Do you notice a pattern in the solutions that you chose?
Exploration – Paired Activity: 10 minutes
Activity will be displayed on board so students can start as soon as
discussion about warm up is completed. Activity usually involves a
connection to previous class work (review of last exit ticket) or an
interesting problem taken from real world. Instructor will move around
classroom assisting in conversation. After 5 minutes instructor will
facilitate class discussion to solve activity.
• Day 1: With a partner, discuss this quote and the example problem
shown below:
“Of course when I came of age I did not know much. Still somehow, I
could read, write, and cipher to the Rule of Three”
-Abraham Lincoln
To cipher to the rule of three for 3, 9, and 2 is to complete the phrase
"3 is to 9 as 2 is to ___,"
• Day 2: With a partner, solve the following problem and write out a
statement connecting it to the “rule of three.”
Anne and Maria play tennis almost every weekend. So far this year,
Anne has won 𝟏𝟐 out of 𝟐𝟎 individual matches. If Maria has the same
winning percentage with a total of 25 matches, how many matches has
she won
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Algebra 2 Rational Equations L.McKan
Explanation – Whole Class Activity: 20 minutes
Activity will be displayed on while instructor facilitates conversation and
provides new information. Lecture segment with student feedback
incorporated to guide conversation.
• Day 1: students practice solving simple proportions using cross
multiplication
• Day 2: students practice pulling pertinent data from word problems,
creating rational equations, and solving for unknown variable/data.
▪ How many matches will Anne have to win in a row to improve her
winning percentage to 90 %?
▪ How many matches will Anne have to win in a row to improve her
winning percentage to 100 %?
▪ After Anne has reached a winning percentage of 90 % winning
consecutive matches, how many matches can she now lose in a row to
have a winning percentage of 50%?
▪ Working together, it takes Sam, Jenna, and Francisco two hours to paint
one room. When Sam works alone, he can paint one room in 4 hours.
When Jenna works alone, she can paint one room in 6 hours. Determine
how long it would take Francisco to paint one room on his own?
Guide Questions:
o Can we approach these problems with the same procedure?
o What makes this problem seem more challenging or difficult?
Elaboration – Whole Class Activity, Guided Practice: 25 minutes
Activity will be displayed on board or provided as a handout. Instructor
guides student through exercise with pauses to allow them time to
calculate. Group discussion answers any questions posed by students.
As a class, students discuss steps to solve problems and instructs what to
write. Students can come up to board and instruct, or direct from their
seats.
• Day 1: No activity, class schedule changed due to weather
• Day 2: Word Problem Practice
▪ Jamie and Ralph take a canoe trip up a river for 1 mile and then return.
The current in the river is 1 mile per hour. The total trip time is 2 hours
and 24 minutes. Assuming that they are paddling at a constant rate
throughout the trip, find the speed that Jamie and Ralph are paddling.
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Algebra 2 Rational Equations L.McKan
▪ Melissa walks 3 miles to the house of a friend and returns home on a
bike. She averages 4 miles per hour faster when cycling than when
walking, and the total time for both trips is 2 hours. Find her walking
speed.
Evaluation – Individual/Group Activity, Exit Ticket: 15 minutes
Activity will be displayed on board or provided as a handout. Instructor
moves through room to assist students working on problems in groups or
individually.
• Day 1: No activity, class schedule changed due to weather
• Day 2: Handout, Coach Drummonds Lacrosse Camp (Required Task
from Curriculum). Students work on first half of handout and complete
handout during next class.
7. Assessment: Tell how you will know if all students have met the instructional
objective. What tool(s) will you use to measure if all students can meet the
objective?
Formative Assessment – During class discussion instructor will assess
students need for further practice or assistance. Additional problems are
available and lesson can be altered/extended into a third class if needed.
Student questions and group work will provide real time feedback. Exit
Tickets and Warm Ups will be reviewed before the next class. Instructor can
analyze student answers to determine if they comprehend the concept.
Summative Assessment – Quarter quiz and weekly homework will show if
student can perform pertinent actions individually. Additional review time can
be spent on material if assessments do not show acceptable comprehension.
8. Differentiated Instruction: Tell how you will meet the needs of all learners during
the lesson.
Instructor will provide scaffolding to support struggling student as well as
optional more complex problems to keep gifted student engaged. Use of cell
phones to take pictures of the boards as well as printed out versions of the
slides are available to students upon request. Instructor with utilize a model
of I Do, We Do, You Do that supports students while working towards
individual comprehension and performance.
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