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Learning Goals:: X X X X X X

This lesson plan aims to teach students how to add and subtract rational expressions with common and unlike denominators. The plan begins with reviewing adding and subtracting fractions, then demonstrates examples of adding and subtracting rational expressions with common denominators. Students are given practice problems to work through in pairs. Multiple examples with unlike denominators are then worked through, increasing in difficulty level. Steps for adding and subtracting rational expressions are provided. Finally, students complete a worksheet of similar problems in pairs to assess learning.

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Ysabel Grace Belen
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204 views3 pages

Learning Goals:: X X X X X X

This lesson plan aims to teach students how to add and subtract rational expressions with common and unlike denominators. The plan begins with reviewing adding and subtracting fractions, then demonstrates examples of adding and subtracting rational expressions with common denominators. Students are given practice problems to work through in pairs. Multiple examples with unlike denominators are then worked through, increasing in difficulty level. Steps for adding and subtracting rational expressions are provided. Finally, students complete a worksheet of similar problems in pairs to assess learning.

Uploaded by

Ysabel Grace Belen
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Rational Expressions: Addition and Subtraction Lesson Plan

Learning Goals:
1) Add or subtract rational expressions with common denominators
2) Identify the least common denominator of two or more rational expressions
3) Add or subtract rational expressions with unlike denominators

Long-term Goals (not directly assessed by lesson):


4) Realize the connection between adding/subtracting rational numbers and
adding/subtracting rational expressions
5) Ease anxiety when dealing with fractions

Lesson Design (final version):


1) Discuss the following examples of fractions to help students recall some basics.
(less than 2 minutes)

1 5 2 3 8 5
a)  b)  c) 
8 8 5 7 15 12

2) Write two examples with common denominators on the board and discuss solutions
with the class. (5 minutes)

2 3 3x x 1
a)  b) 
x x x2 x2

3) Give the students a similar problem to work on individually or in pairs. Then the
students will provide the instructor with the solution. (5 minutes)

x2 x5

x  10 x  10

4) Write several examples on the board and discuss solutions with the class. These
examples should contain rational expressions with un-like denominators and should
increase in difficulty level. After the first example a, the instructor should discuss the
general steps for solving a problem with un-like denominators, list them on the board,
and pass out the handout of general steps for the students to refer to. Then the instructor
will continue discussing the solutions to the remaining examples b-e. (30 minutes)

3 4 x4 5
a)  b)  2
x 1 x 1 2 x  10 x  10 x  25

2x  8 x3 5 5 1
c)  2 d)  2  2
3x  8x  4 3x  5x  2
2
x  4 x  8 x  16 x  16
2x  8 x5 x 1
e)  2  2
x  5 x  6 x  4 x  3 x  3x  2
2

5) Give the students similar examples on a worksheet. Ask them to work on the sheet in
pairs at their table. Then collect the worksheets. (10 minutes)

6) Use remaining class time to let students begin their homework and instructor should
walk around the classroom and answer questions.

Handout:
Steps to Add and Subtract Rational Expressions

1. Factor denominators.

2. Find Least Common Denominator (LCD).

3. For each rational expression, compare denominator to LCD and multiply


numerator by missing factors from LCD.

4. Combine numerators of rational expressions and put over LCD.

5. Simplify result by factoring numerator and canceling factors common with


denominator.

Worksheet:
Perform the indicated operation and simplify the answer. Turn in the worksheet to your
instructor when completed.

5 7
1. 
2x  3 x  1

2x  2 x 1
2.  2
x  4x  3 x  5x  6
2

2 4 3
3.  2  2
x  5 x  6 x  4 x  3 x  3x  2
2

Rationale:
We chose the topic because students have had difficulty in the past adding and
subtracting rational expressions. It is important for students to understand the material
since the topic is utilized in subsequent sections. The main idea of our design was to
begin with previous knowledge on the algebra of rational numbers so that we could
connect the students to those ideas later. We then began a method of doing examples on
the board and then had students try one on their own. We thought it best to demonstrate
the method of adding and subtracting rational expressions first. We agreed that the
practice of working problems themselves is where most students learn best, so we had
similar examples for them to try. We were hopeful that students would participate with
questions and ideas for solutions. The classroom is set up with six round tables which
makes group work an ideal method.
We began with three examples of rational numbers, one with common denominators
and two with un-like denominators. We specifically chose the third example with larger
denominators so that the students would recall finding the factors of the denominators in
order to find the least common denominator instead of just a common denominator.
When we chose the common denominator rational expression examples we
reminded the students how we just add or subtract the numerators. We specifically chose
a subtraction example to remind students to distribute the minus sign with each term in
the numerator of the following rational expression.
When we chose the examples for the rational expressions with un-like denominators
we wanted to start out simple and increase in difficulty level. We increased the number
of expressions to be added in the example with three rational expressions and increased
the difficulty in the factorization of the denominators. We specifically chose some
examples where the answers could be rewritten in reduced forms at the end to remind
students to check that final step in their answers. Due to the anxiety that this lesson has
caused in the past, we made sure to choose hard examples by the end so that students
could be exposed to more difficult problems. When we reviewed the data from the first
lesson we discovered that students were simply not trying the harder factoring examples
with three expressions, so we included those in the final lesson plan.
Student learning was visible when students worked similar problems in class. They
were encouraged to participate during the class time and were prompted to answer
questions throughout the lesson. At the end of the lesson the worksheets were collected
so that the lesson study team could assess student learning.

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