Unit 1 2

Rational Expressions

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 Grade 11U Mathematics
Unit 21: Rational Expressions
Big Ideas
Students will:
develop algebraic skills surrounded reducing, adding, subtracting, multiplying and dividing rational expressions
apply algebraic and graphing skills to determine whether two expressions are equivalent

Lesson Learning Goals & Success Criteria CW & HW

1.0 Factoring Review -Factoring Review
(2 days) Sheet
We are learning to...
-review simplifying techniques for expanding and simplifying polynomials

-factor out the GCF (greatest common factor) as well as carry out specific factoring
operations such as difference of squares, perfect square trinomial factoring.

Agenda:
-Warm Up: (what does it mean to factor)
-Lesson: Factoring Review
-CW/HW

1.1 Set builder notation, Number line and Interval notation

-Worksheet
Express an interval or a set of real numbers using different types of
notation

state a set of real numbers using different types of notation

1.2 Reducing Rational Expressions -Pg. 112 #1-15

Read, understand,
We are learning to... and make notes:
-simplify by factoring and reducing, rational expressions, and state the restrictions on Pg. 116 (In summary)
the variable
values

-reduce a rational expression and state restrictions

-state restrictions on a rational expression if given the corresponding graph

Agenda:
-Take up HW
-
-Summary Note :Connecting Restrictions to the Graph of a Rational Function
-CW/HW

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1.3 Multiplying and Dividing Rational Expressions Pg. 121 #1-12

We are learning to...

-multiply and divide rational expressions

-simplify, multiply, and divide rational expressions, and state any restrictions

Agenda:
-Warm Up : Reducing Rational Expressions
-hand out text books
-Lesson: Multiplying and Dividing Rational Express
-CW/HW
1.4 Finding the Lowest Common Denominator of Two Rational Expressions - Practice Sheet +
Adding and Subtracting Rational Expressions Part I Pg. 128 #1-14
Read, understand,
and make notes
We are learning to... Pg. 105-106, 131
-add and subtract rational expressions, which is similar to adding and subtracting
fractions today our goal is to find the lowest common denominator for two rational
expressions

-determine the lowest common denominator of two rational expressions

Agenda:
-Take Up HW
-Formative Quiz: Multiplying and Dividing Rational Expressions
-

-CW/HW
1.4 Adding and Subtracting Rational Expressions Part II Chapter Review:
Pg. 132 #1-16
We are learning to... Chapter Self Test
-add and subtract rational expressions, which is similar to adding and subtracting Pg. 134 #1-9
fractions

-add and subtract rational expressions and then simplify and state restrictions

Agenda:
-Take Up HW
-Lesson: Adding and Subtracting Rational Expressions
-CW/HW
1.5 Solving Rational Equations (enrich) Practice worksheet

We are learning to...

- solve problems involving polynomial and rational equations

- solve polynomial equations in one variable of degree no higher than four and simple
rational equations by selecting and applying appropriate strategies.
-solve problems involving applications of polynomial and rational equations.

Review/Formative Quiz
Summative Evaluation

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1.0

You should be very comfortable with the following types of factoring:

Common factoring
Factoring trinomials
Difference of squares
Grouping
Variable Replacement

FACTORING

Factoring is the opposite of expanding. Factoring means to express as a product.

Expanding (gets rid of brackets)
Factoring (puts brackets back in) thus expressing as a product

Ex: a) 4x(3x2 +5)=12x3 +20x

b) 2x2 +10x+12=2(x+3)(x+2)

BASIC FORMS OF FACTORING:

ALWAYS COMMON FACTOR FIRST NUMBER 1 RULE OF FACTORING

Difference of Squares a2 - b2 =(a+ b)(a- b)

Simple Trinomials x2 +bx+c (Use Product Sum Method)

Complex Trinomials ax2 +bx+c,a 1 (Trial and Error Method)

a2 +2ab+ b2 =(a+ b)2

Perfect Square Binomials
a2 -2ab+ b2 =(a- b)2
Are factors still factorable? Check if terms can be grouped

See the following examples and refer to the Factoring Flowchart.

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Common Factoring
Hint: Choose two
a) 81x6 +27x4 Hint: Factor out smallest
exponent b) xy +12+4x+3y pairs that have
common factors

Simple Trinomials Complex Trinomials

c) i) x 2 +7x - 30 d) i) 18x2 -7x -1

ii) 3x2 -21x+30 ii) 10x2 -22x+4

Difference of Squares Perfect Square Binomials

4
e) x - 81 f) 121x 2 88 x 16

Variable Replacement *
4 2
g) a + 4 - 3 a+4 - 4 Hint: Let (a+4)2=x

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REVIEW - Factoring Flowchart

Factoring question

Is there a COMMOM FACTOR?

How many terms are there?

2 terms 3 terms 4 terms

Could be: Could be:

DIFFERENCE OF SQUARES GROUPING question
(both terms are perfect squares and Method:
there is a subtraction sign in between i. group the terms into 2 pairs and common
them) factor each pair
Ex. 4x 2 - 9 = 2x - 3 2x + 3 ii. group into one term which is perfect
square and three terms that can make a
Method:
perfect square then use difference of
- find the square root of each
squares.
In general: a 2 - b2 = a + b a - b

Is the coefficient in front of x 2

YES
NO x 2 bx c
2
ax bx c SIMPLE trinomial
COMLEX trinomial

Could be a: Could be a:
A) PERFECT SQUARE trinomial A) PERFECT SQUARE trinomial
(first and last terms in question are perfect squares) (first and last terms in question are perfect
squares)
Method: Method:
- find the square root of the first and last terms - find the square root of the first and last terms
2 2
a2 2ab b 2 a b a2 2ab b 2 a b
In general: 2
In general: 2
a2 2ab b 2 a b a2 2ab b 2 a b
OR OR
B) Trial and Error ;
or Decomposition question B) SIMPLE TRINOMIAL question
Method: Method:
-Refer to your notes! - draw your brackets and fill in the variables
- find factors of the constant that add to the
coefficient of x (i.e. use the P/S rough work
chart- write the factors in the brackets

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Example 1: Factor fully.

a) 36x2 -100y2 b) 10a2 b-5ab+15ab2

c) 7a-6b2 - 3ab+14b

Example 2: Factor fully. Remember to ALWAYS COMMON FACTOR first.

a) 5x2 -30x+40 b) x2 -36y 2

c) 4x2 +11x+6 d) 12x2 +26xy -10y 2

e) 9x2 -(2x+1)2 f) 9a2 -12ab+4b2

g) 16x4 -1 h) x8 -256

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i) 2x4 -10x2 +8 j) x4 -29x2 +100

k) 3x4 (x4 -16)-5x2(x4 -16)+2(x 4 -16)

You can use these skills to factor trickier expressions!

a) 27x 5 y -5 - 3x 3 y -3

b) x 2 - y 2 - 6x - 4y +5

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c) 100y 2 - 4x2 - 4x - 1 d) 45x2 - 210xy +245y 2

2
e) 2 - 20x -2 +18x -4 f) 6 a + b +17 a + b +5

2 1 -1 2 -2
g) 3 x - y +2x 2 - 2xy h) a a+4 - 3a a+4
3

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Practice
Factor fully.
Common Factor
a) 30x 5 + 9x 3 + 12x 2 - 6x 4 b) 12 10x +7 - 3x 10x +7

Factor by Grouping
a) 5xy - 10x - 7y +14 b) x 5 + 4x 4 + 2x 3 + 8x 2 - x - 4
Trinomials
a) 2x 2 +15x +7 b) 10x 2 + x - 3
c) x 2 - 8x +15 d) x 2 +7xy + 12y 2
Difference of Squares
a) 9x 2 - 16 b) 100x 6 - 49y 8
Variable Replacement*
2 2
a) 2x + 1 + 4 2x + 1 - 12 b) 6 x - 5 + 11 x - 5 + 3
c) x 10 - 7x 5 + 10 d) 3x -4 + 31x -2 + 10
2 2
e) 25 x + 3 - 36 f) 100 - 2x + 1

Grouping( Trinomials)
a) x 2 + 6x +9 - y 2 b) 25 + 4x 2 - 9x 4 + 20x
Common Factoring with Brackets
5 4 4 2 3 3
a) 3 x - 3 + 5x x - 3 d) 3 3x - 1 x +3 + 12 3x - 1 x +3
3 2 -3 -4
b) 15x 4 2x + 5 + 18x 5 2x + 5 e) 4 2x + 1 + 5 2x + 1
7 4 6 5 -5 -4
c) 2x + 5 3x - 1 + 2x + 5 3x - 1 f) 5x 2 3 - 2x - 10x 3 - 2x

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 1.2 Simplifying Rational Expressions

A rational expression is a fraction in which both the numerator and

denominator are polynomials. There are some places where we cannot
enter, or where entry is restricted. For instance, some construction sides
or buildings have restricted access. This doesn't mean that nobody can
enter these places. It just means that access is limited to people who
belong there, or who meet certain criteria. For instance, I would likely not
be permitted to enter a dangerous construction zone. But the engineer
whose plans they are using would be able to enter.

x 2 +2x - 3 3x 2 + 7x - 6
Consider Expression A, , and Expression B, .
3x 2 - 3x 9x 2 - 6x

Do they have the same restrictions on the variable x?

Do they have the same simplified form?
Are they equivalent expressions?

Definition
A rational expression is the quotient of polynomials. In other words, it is a fraction in which both the
numerator and denominator are polynomials.

Some examples of rational expressions are:

1 x-1 x 3 - 3x
, 2 , 2
x x + 4x - 5 x - x
The following are not rational expressions:
3x -1 - 3
the numerator is not a polynomial
x
5
the denominator is not a polynomial
2x
x +7
the denominator is not a polynomial
2- x

Check Your Understanding

Ex1. Classify the following expressions as rational or non-rational.

4x + 3 3x 2 + 2x 3
a. b. c. 5
x 3x - 5 x - 2x +1

2x +1 2x3
5x + x
d. e. f.
x2 x-4 x2

7x - 3 x 2 +7x +10 4x
g. h. i.
3x - x 1.25 x 2 - 3x - 15 x -1

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Restrictions of a Rational Expression

Definition
The values of a variable that make the denominator of a rational expression equal to 0 are
called the restricted values.

Ex.2 State the restrictions for each of the following rational expressions.

4 7x 2 x +5 -7x
a. b. c. 2
d. 2
x-2 (x +1)(x - 5) 2x - 5x - 3 12x - 19x + 5

Simplifying Rational Expressions

Definition
Equivalent rational expressions have the same simplified form and share the same restrictions.

4x 2 -6x
Ex.3 Consider the rational expressions and .
2x -3
4x 2
Restrictions for
2x

-6x
There are no restrictions for .
-3
Both expressions can simplify to 2x.

4x 2 -6x 4x 2 -6x
Despite both having the same simplified form,
2x -3 2x -3
since they do not share the same restrictions.

Important Fact

Restrictions need to be determined before simplifying an expression in factored form.

To Simplify Rational Expressions:

State Restrictions (DO NOT FORGET ABOUT THIS ONE!)
Factor numerator and denominator
Reduce numerator and denominator (divide by common factor)

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Ex.4 Simplify and state restrictions:

Rational Expression Restriction(s)

on
Variable(s)
x+5
a)
x 2 - 25

x2 - 9
b)
x-3

x 2 - 5x + 4
c)
3x - 12

x 3 + 5x 2 + 6x
d)
2x + 6

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 5x - 15
e)
x2 - 9

-9a 5 b 3c
f)
27a 2 bc

x3 - x
g) 2
x + 2x + 1

3x 3 - 3x 2
h)
8x 3 - 12x 2 + 4x

Ex.5 Determine if the following algebraic expressions are equivalent, using two different
2x2 - 4x - 6
techniques. and 8x2 - 2x(4x - 1) - 6
x +1

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Ex.6 A rectangular piece of cardboard measures 400cm by 600cm. Squares measuring x cm
by x cm will be cut from each corner in order to create an open-topped box. Determine a
simplified expression for the ratio of the volume to the surface area.
600

400

Ex.7 The dimensions of a rectangular prism are 3x+3 by 2x+2 by 4x-2. Determine the
simplified expression for the ratio of the volume to the surface area of the prism.

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Practice- Simplify Rational Expressions

1. Complete the table.

Expression Rational or non- If rational, state restrictions

rational expression on x, x R

3
1- x
x
2
x -1
1 - 3x
1
x
4x
x+3
3
x +2

2. State the restrictions.

x+5 x - 15 3x +1
a. b. c.
5- x 2x 4
x x+5 x+5
d. e. f. 2
(x - 3)(x +2) 6x 2 - 15x 4x - 20

3. Simplify and state restrictions.

4x 4 - 8x x 2 - 2x
a. e.
4x 4x 2 - 16
8x 5 - 12x 3 - 4x2 x 2 - x - 20
b. f.
(2x)2 x 2 - 2x - 15
4(x + 3) x 2 + x - 20
c. g.
8x(x + 3) x 2 - x - 20
6x 3 - 15x 2 x 2 - xy - 2y 2
d. h.
12x 2 - 30x x 2 - 3xy +2y 2

4. The area of a triangle can be represented by the expression 0.5x2 . Determine an

expression for the height, h, if the base is represented by the expression x+3.

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5. The two boxes shown below have the same volume. Determine an expression to
represent side w.

6. A bag contains red, blue, yellow, and white marbles. The number of blue marbles is twice
the number of red marbles. The number of yellow marbles is the sum of the red and blue
marbles. There are 6 white marbles. If you were to randomly take one marble out of the
bag, what is the probability that it is white (expressed in terms of the number of red
marbles)? Simplify your answer completely.
7. A square picture with side lengths x (where x>0) is placed in a frame with a mat
surrounding the picture.

a. Write an expression to represent the fraction of the total area that is covered by
the mat.
31
b. If the mat covers of the total area, what is the value of x?
40

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 Warm-Up
1. The area of a triangle can be represented by the expression 9x3 3x2 30x. The length of
the base is 3x+5. Determine an expression for the height of this triangle.

2. Simplify and state the restriction(s).

14a 2 b2 3x 2 + 5xy - 2y 2
a) c)
16ac 9x 2 - 4y 2

2m2 - mn - n 2
b)
4m2 - 4mn - 3n 2

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 1.3 Simplifying Rational Expressions:
Multiplying and Dividing

Steps to multiplying rational expressions:

1) Factor the numerators and denominators
2) State ALL restrictions on the variables
3) Using division, remove any common factors in the numerator and denominator
4) Multiply the numerators, then multiply the denominators
5) Write the result as a single expression

Ex. Simplify and state all restrictions.

9x 2 12xy 2 4x - 6 4xy
a) × b) ×
4xy 3x 8x 2 y 6x - 9

a 2 +7a + 12 a 2 - a - 6 m 2 + 5m - 14 3m 2 - 6m
c) × 2 d) ×
a 2 + 4a + 4 a -9 m 2 + 8m +7 m 2 - 4m + 4

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 Steps to dividing two rational expressions:
1) Factor the numerators and denominators
2) State all restrictions on the variables
3) Take the reciprocal of the second rational expression and change the ÷ to ×
4) State any NEW restrictions
5) Using division, remove any common factors in the numerator and denominator
6) Multiply the numerators, then multiply the denominators
7) Write the result as a single expression

Ex. Simplify and state all restrictions.

2x + 8 4x +16 m2 -25 2m-10
a) ÷ b) ÷
3x 2x2 m2 -16 4m+16

x2 +3x +2 x2 - x -2 25 - 4x2 3x2 +10x -8 2x2 +13x +20

c) d) × ÷
x4 - 4x2 5x3 - 9x2 -2x 1 -9x2 4x2 - 4x -15 6x2 + 7x -3

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 Practice
1. Simplify each expression. State any restrictions on the variables.
x x 3p 3p
a) b) 10 c) 10
2 3 25 25
p p2 35 21 3h 1
d) e) 2
f)
3 6 16 x 4 x (h 1) ( h 2)
2. Simplify.
2
2a 2 3bc 2 (ab)2 cx 2
9 x 2 y 3 (3xy)3 2 x3 y 4 xy
a) b) c) d)
5b 2 c 8a 2 c xa3b
(5 xyz ) 2 20 x 2 y z3 z3
x y m n
3x 6 14 x 14 a 1 1 a 2x y
e) f) g) h) 2 5 2
7 x 7 5 x 10 2a 3 4a 6 x y m n
2x y 15
3. Simplify. State any restrictions on the variables.
b2 b 3b 21 x 2 3x 2 8 x 8
a) 2 b)
b b b 2 6b 7 x 2 3x 2 4 x 8
4 x 2 25 y 2 4 3b 2 9b 6 3 3b
c) 2
d) 2
(5 y 2 x) 4 x 10 y 2b 10b 12 6 2b

4. The bases of two parallelograms are also adjacent 2x - 5 B

sides of rectangle C. Parallelogram A has an area
of (12x2 + 2x 2) m2 and a height of (3x 1) m.
Parallelogram B has an area of (2x2 3x 5) m2 3x - 1 C
and a height of (2x 5) m. Find the area of rectangle C. A

3x 2 7 xy 2 y 2
5. Write two different pairs of rational expressions with a product of .
x2 y 2

________________________________________________________________
Answer Key
x2 6p 3p p3 5 3h
1. a) b) c) d) e) ,x 0 f) 2
,h 1, h 2
6 5 250 18 12 x h h 2
3c bx 4 xz 3 6 2x y 3(m n)
2. a) b) c) d) e) f) 2 g) h)
20b a 15xyz 2 8y 5 2x y m2 n 2
3 2( x 1) 2 5y 5y
3. a) , b 1, b 0, b 7, b 1 b) ,x 2, x 2, x 1 c) ,x ,x
b 1 x 2 2x 5 y 2 2
b 1
d) ,b 3, b 2, b 1
b 2
4. x2 + 6x + 2
3x y x 2y 3x y x 2y
5. x y , x, y 0 and x y , x, y 0 or x y , x, y 0 and x y , x, y 0
x y x y x y x y

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 Warm- Up

1. Fully simplify and state restrictions where appropriate

a2 + 2a - 8
2(x - 3)3 10(x + 4) 2x 2 - 6x a 2 - 2a +1
a) × ÷ b)
5(x + 4)2 6(x - 3) 16 - x 2 a2 + 8a +16
a2 + 3a - 4

2. Determine an expression to represent the length of a rectangular prism given the

x-5 3x 2 - 15x
volume is cubic centimetres, the width is centimetres, and the height
x 2x 2 - 2x - 4
2x 2 - 6x + 4
is centimetres. Use the formula V=lwh.
3x 2 - 21x

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 1.4 Simplifying Rational Expressions:
Adding and Subtracting (Part I)
Steps to add/subtract two rational expressions
Factor if applicable.
State restrictions.
Determine a common denominator*.
Multiply top and bottom by factor to obtain common denominator. Tops and bottoms are
grouped together, put brackets to help.
Add/subtract top. Write over the common denominator.

Ex1. Determine the common denominator for the following set of expressions.
t 2t 3t
2
, 2 , 2
t + t - 6 t +6t +9 t - 9

Step 1. Completely factor each expression.

t t
2
=
t + t - 6 (t + 3)(t - 2)
2t 2t
=
t + 6t + 9 (t + 3)2
2

3t 3t
2
=
t - 9 (t + 3)(t - 3)

Step2. 2

(t + 3)(t - 2) = (t + 3) ×(t - 2)
(t + 3)2 = (t + 3) ×(t + 3)
(t + 3)(t - 3) = (t + 3) ×(t - 3)
LCM ((t + 3)(t - 2), (t + 3)2 , (t + 3)(t - 3))
= (t + 3) ×(t - 2)×(t + 3)×(t - 3)
= (t + 3)2 (t - 2)(t - 3)
t 2t 3t
Step 3. Therefore, a common denominator for 2
, 2 and 2 is (t +3)2 (t - 2)(t - 3) .
t + t - 6 t +6t +9 t -9
Check Your Understanding
What is the common denominator using the LCM for the following set of expressions?
4x +1 3x
2
,
2x - 7x +3 5x - 15

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EX. 2 Simplify and state the restrictions.
x 3 4 3 1
1) - +1 2) - 2+ 3
2x - 4 3x - 6 5a 2a a

4 5
x 5 4) -
3) + 2
y + 5y + 6
2
y - y - 12
6x + 6 4x - 12

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 2z - 8 z+3 -5 5 1
5) 2
+ 2
6) + 2 2
3z + 8z + 4 3z + 5z + 2 x+4 x + 8x + 16 x - 16

x+4 x2 + x x2 - x - 6
7*) + 2 × 2
3 x + 3x + 2 3x - 9x

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Practice:
i. Simplify each expression.

3 2
ii. A triangle has two side lengths that are represented by the expressions and .
x -1 3x
24
Its perimeter is represented by the expression . Determine a simplified
3x 2 - 3x
expression for the length of the third side.

_____________________________________________________________
Answer
i. ii. -(11x - 26) 26
,1 < x <
3x(x - 1) 11

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 Warm- Up
1 1
- 2
2x 4x - 2x
1. Simplify and state the restrictions .
6 2
-
4x 2 - 1 2x +1

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2. The total number of glass balls, B, in a square pyramid whose base measures m by m
m3 m2 m
glass balls is given by the formula B = + + . Determine a simplified
3 2 6
1
expression to represent the number of glass balls, B, if m = .
1- x

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 1.4 Simplifying Rational Expressions:
Adding and Subtracting (Part II)
Complex common denominators.

Steps to add/subtract two rational expressions

1. Factor completely and state restrictions.
Each fraction should be completely factored. Restrictions should be stated, then
simplify if possible by looking for common factors in each fraction.
2. Determine a common denominator.
Use the process from earlier in this lesson.
3. Express each fraction as an equivalent fraction with the common
denominator.
Multiply numerator and denominator by the necessary factors to write each
fraction with the common denominator.
4. Add (or subtract) the numerators and write as a sum (or difference) over
the common denominator.
Write as a single fraction by adding (or subtracting) the numerators.
5. Simplify, if possible.
Expand, collect like terms and factor (if possible) in the numerator while leaving
the denominator in factored form.

Simplify and state the restrictions.

x+1 5
a) 2
- 2
x - 9 x - 6x + 9

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 5x 2x
b) 2
- 2
3x + 13x + 4 2x + 11x + 12

2x 2 +7x - 4 x2 - 1
c) +
10x 2 - 5x x 2 - 2x - 3

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 1 1
-
x2 y2
Simplify and state restrictions .
1 1
+
x y

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Practice

1. Simplify and state the restrictions.

1 4
-
2x 2x +1 3x x + 2
a) 2 - 2 b)
x - 121 x +8x - 33 x 1
+
x+2 x
1 3
21pq - 3p2 q 14 - 9p +p2 3 +
c) ÷ + d) x x +2
2 2
16pq +4p q 12+7p +p 4p - 8 x 1
-
x + 2 3x

2n2 + n 2n 3 - 5n2 - 3n 4n - 5
e) ÷ 2
+ 2
4n - 8 3n - 5n - 2 n + 4n - 21

43x +92
2. The mean of three positive numbers can be represented by the expression .
60x(x + 4)
1 2
If two of the numbers can be expressed as and , determine a simplified
x+4 5x
expression for the third number.

3. Mandy scored 11 points on the first test and a2 points on the second test, for some
integer a. 2 and the second was out of a+11.

a) Write an expression for her first score as a rational expression.

b) Write an expression for her second test score as a rational expression.
c) Write a simplified expression to represent her average for the two tests

4. Given the perimeter, P, and the lengths of two sides, find the length of the third side.
Justify your answer.

1 1
x -1 x +7

(x + 7)(x - 1)
P=
x

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Answer

3
2. The third number is , where x > 0.
4x
3.
11
a) ; 0 a < 11 (since the denominator represents the total
121 - a 2
points on the test which must be positive)
a2
b) ; 0 a < 11 ( from part (a))
a +11
-(a 3 - 11a 2 - 11)
c) ; 0 a < 11
2(11 + a)(11 - a)

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 1.5 Solving Rational Equations (Enrich Study)

Tips for solving rational equations:

1. Determine the LCD
2. Multiply each term in the equation by the LCD
3. Factor whenever possible
4. Reduce and cancel out terms when possible (but do not eliminate any variables)
5. If the equation becomes two rational expressions equal to one another, cross multiply
6. If the equation becomes quadratic, solve by factoring or using the quadratic formula
7. Check your solution by substituting it into the original equation

Solve each equation for the given variable:

4 x-5 3x + 2
a) =4 b) 2
= 2
3x - 4 x - 3x - 4 x - 1

5k - 20 1 k-4 3x +15 1 x - 3
c) 2
+ = 2 d) = 2- 2
k - 9k +18 k - 6 k - 9x +18 4x 2 x 4x

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 2x 2 + 4 2x x -1 1 n 2 +6n + 5
e) 2
= + f) + =n-3
6x + x - 1 3x - 1 2x +1 n+3 n+3

Practice:
1. Solve each equation for the given variable:
1 1 n 1 4 5 1 3 5 1
a) b) c)
n 5n 5n n2 n n2 x 1 x x 1
1 1 2 6 1 p 4
d) 2 2
e)
b 7b 10 b 2 b 7b 10 p2 p 5 p2 5 p
v 3 1 v 5 1 1 1
f) f)
v 3v v 3 v 2 3v
2
2m 2 m 2

1 r 4 6 2x 2 4 x 2 16 5x 5
g) h)
r 3 r 2 r 2 3x 12 3x 2 24x 48 2
3x 24x 48

1 p 6
i) 2
1
p 4p p
10 x 5 A B
2. Find A and B such that 2
.
x 3x 4 x 4 x 1

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 Warm up

1. Solve the equation and state the restriction(s) on the variable.

k +9 k -1 k +3
2
= -
k + 3k - 4 k + 4 k -1

6x + 7 A B
2. Find A and B such that 2
= + 2
.
x+2 x+2 x+2

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 1.6 Solving Rational Word Problems ((Enrich Study)

1. A box with no lid is created from a square of cardboard with a side length of 60 cm by
cutting rectangles of length x by 2x from each corner (the extra side length of this square
of 2x is folded over to create a double thickness side for added strength).
a) Express the length, width, and height in terms of the variable x.
b) Find the expression for the volume of the box in terms of x.
c) Find the expression for the surface area of the box in terms of x.
d) What are the restrictions on the variable? Explain.

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2. Joe is travelling west on a road at 80 km/h. Jimmy is 10 min behind Joe, travelling at
v km/h, and catches up to Joe after t hours.
a) Determine the expression for the distance each travels before Jimmy catches up.
b) .
c) How fast would Jimmy need to travel if he needed to catch up to Joe in half an hour?

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Practice

1) Sarah 10 km into the country. She returned walking 3km.h slower. The total time for
the round trip was 7 hours. How fast did she walk going out to the country?

2) A woman can row her boat 3.5 km with the current in the same amount of time it takes
to row 1.5 km against the current. If she rows her boat 2km/h in still water, what is the
speed of the current?

3) Kim travels 20 km to work. Since she began taking a new route she gets 5 minutes
sooner because she can go 20 km/h faster. How long does it now take Kim to get to
work?

4) From her castle, the Wicked Witch of the East can fly to the Emerald City in a third of
the time with her new broom than with her old broom. The distance between her castle
and the Emerald City is 250 km. If her new broom is 200 km/h faster than her old
broom, what is the amount of time, in minutes, it takes with her new broom to reach
the Emerald City?

5) In still water, Danielle can kayak at a rate of 15 km/h. If it takes her 50 minutes longer
to paddle 30 km up river than when she paddles 30 km down river, what is the speed
of the current?

6) Working together, Renee and Olivia can do a job in 90 minutes. Individually, it takes
Olivia 50 minutes longer than Renee. How long does it take Olivia to complete the job
by herself?

7) If they work together, Mark, Naomi, and Yvonne can sort some library books in 1.5
hours. Working along, it would take Yvonne 5 hours and Mark 6 hours to do the same
job. How long (to the nearest quarter hour) would it take Naomi, if she worked the
same job alone?

8) Mr. Jenkins can dig a ditch in one hour less time than his son. Working together, they
2
can do the job in hour. How long does it take Mr. Jenkins to do the job alone?
3
9) Together, Louise and Stacey can do a job in 1 hour and 12 minutes. Individually, Louise
takes an hour longer than Stacey. How long does it take Stacey to complete the job by
herself?

10) When it was raining, Elliot drove for 120 km. When the rain stopped, he drove 20
km/h faster than he did while it was raining. He drove for 300 km after the rain
stopped. If Elliot drove for a total of 10 hours, how fast did he drive while it was
raining?

11) A number of students charter a bus to go to a football game at a total cost of $80. On
the day of the game, eight students are ill and cannot go. Each of the remaining
students had to pay an additional 50 cents to cover the cost. How many students went
on the bus?

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 12) It took a "dragon-boat" crew 80 minutes to row 3 km upstream and then back again.
If the rate of flow of the current in the river was 3 km/h, what was the rowing rate of
the crew?

________________________________________________________________
Answers
1) 5 km/h
2) 0.8 km/h
3) 15 mins
4) 50 mins
5) 3 km/h
6) 208.4 mins
7) 3 hours 20 min
8) 1 hr
9) 2 hrs
10) 30 km/h
11) 32
12) Up: 3km/h Down: 9km/

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 Warm up
3. Determine the area of the triangle in simplified form. State the restrictions.

4. The diameter of a smaller circle is 2d. The diameter of a larger circle is 3d+1. Write an
expression that represents the shaded area in terms of d.

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 Unit 1 Review
1. Fully simplify the following expressions. State restrictions where appropriate.
2 5y3 p2 35 pr 2 q
a) 2q 3 q 4 q q 7 b)
6 yp 5 24 y 2 pq
2. Factor fully, if possible.
2
a) 4 x 2 2a 5b 9 y 2 5b 2a b) 5x 7 5x 12

3. Simplify and state the restrictions.

5 6 x 5 3x 1 3x(1 9 x 2 )
a) b)
9a 2 4 3a 2 3x 2 x 1 4x2 2 x
1
6
x 2 x 2 3 x x
c) 2 d)
x 7 x 10 2
x 4x 5 x 2 1
5 x

k 9
4. The length of a rectangular shape is represented by 2
and its width is
k 3k 4
k 1 k 3
represented by . What is the k-value if the rectangular shape is a square?
k 4 k 1

5. Write and simplify an expression that represents the area of the shaded part of the
large circle. (Note: Diagrams are not to scale)

6. Jinal bought a case of concert T-shirts for $450. She kept two for herself and sold the
rest for $560, making a profit of $10 on each shirt. How many shirts were in the case?
What does the word restrictions mean in connecting with a rational expression, and
why must you state the restrictions?

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 Extra Rational Expression Practice

1. Simplify. State any restrictions on the variables

(x 1)(x 3) 2(x 2) 2t 5t
a) 2
f) 2
(x 2) (x 3)(x 3) t 4 t 16
2n 2 14n 24 10n 20 3 5
b) g)
n2 n 6 n2 4 t 2
t 6 (t 3)2
2x 2 x 1 6x 2 5x 1 4x 3x
c) h) 2 2
x 2 x 6 8x 2 14x 5 x 6x 8 x 3x 10
9y 2 4 9y 2 12y 4 x 1 x 7
d) i)
4y 12 18 6y x2 9 2
x 5x 6
3 4 2t 1 5t
e) 2
j) 2 2
x 1 x 3x 4 2t 14t 24 4t 8t 12

2. Simplify. State any restrictions on the variables. Remember the order of operations.

x 2 x 6 x(2x 1) 2 x 2 4
a)
(2x 1) 2 x 2 2x 3 3x
2x 3 9y 2y
b)
3y 2 10x 3x
x 1 2(x 1) 2 11
c)
2x 6 3 x x 2
p 1 p 2 p 12 p 2 4p 12
d) 2
p 2p 35 p 2 2p 24 p 2 2p 15

Answers:
2(x 1) n 4 (x 1)(3x 1)(2x 1) 5 1 3(3y 2) 2 2
1a) ,x 3, 2,3 b) ,n 2, 2,3 c) ,x 2, , ,3 d) ,y ,3,
(x 2)(x 3) 5 (x 3)(x 2)(4x 5) 4 2 2(3y 2) 3 3
3x 8 t(2t 3) 8t 1 x(x 32)
e) ,x 1, 4 f) ,t 4, 4 g) ,t 3, 2 h) ,x 5, 2, 4
(x 1)(x 4) (t 4)(t 4) (t 3) 2 (t 2) (x 2)(x 4)(x 5)
2x 2 7x 23 9t 2 14t 2
i) ,x 3, 2,3 j) ,t 1,3, 4
(x 3)(x 3)(x 2) 4(t 3)(t 4)(t 1)
3x 2 1 9x 3 10y 2 43x 46 p3 5p 2 25p 65
2a) ,x 3, 2, 0, ,1, 2 b) ,x 0, y 0 c) ,x 3, 1, 2 d) ,p 7, 5, 4,3,5, 6
(x 1)(x 2) 2 15xy 4(x 1)(x 2) (p 5)(p 7)(p 5)

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