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Title of Unit

Curriculum Area
Developed By

Rational Functions
Algebra 2B
Pearson-Algebra 2, HyunMyeong Kim

Grade Level
Time Frame

10-12
Feb.9 ~ Feb. 27

Identify Desired Results (Stage 1)


Content Standards
Common Core Standards Addressed:
Algebra

A-SSE.A.1a: Interpret parts of an expression, such as terms, factors, and coefficients.


A-SSE.A.1b: Interpret complicated expressions by viewing one or more of their parts as a single entity.
A-CED.A.1: Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple
rational and exponential functions.
A-CED.A.2: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
A-APR.B.3: Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the
polynomial.

Function

F-BF.A.1b: Combine standard function type using arithmetic operations


F-BF.B.3: Identify the effect on the graph of replacing f(x) by f(x)+k, kf(x), f(kx), and f(x+k) for specific values of k; find the value of k given the graphs.

Additional Course Goals:


- Model with mathematics. Make sense of problems and persevere in solving them.
- Reason abstractly and quantitatively. Look for and make use of structure.
- Attend to precision. Look for and express regularity in repeated reasoning. Construct viable arguments and critique the reasoning of others.
Standards of Mathematical Practice Addressed:
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.
CCSS.Math.Content.HSA.APR.B.3
Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the
polynomial.
CCSS.Math.Content.HSA.APR.D.7
Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a
nonzero rational expression; add, subtract, multiply, and divide rational expressions.

Understandings

Essential Questions

Overarching Understanding

Overarching

- Students will identify and describe inverse and direct variation functions.
- Students will graph asymptotes of rational functions.
- Students will identify whether a rational function has an asymptote.
- Students will differentiate between vertical, horizontal, and oblique asymptotes.
- Students will define the domains of simplified rational expressions to make them
equivalent to the original.

- Are two quantities inversely


proportional if an increase in one
corresponds to a decrease in the
other?
- What kinds of asymptotes are
possible for a rational function?
- Are a rational expression and its
simplified form equivalent?

Related Misconceptions
Due to the definition of direct and inverse variation, students may get confused
on two, and may mix up the definitions. Students also may make mistakes
simplifying complex fractions. Students might have problem with graphing;
creating t-chart, plotting points, label the axis, or finding asymptotes.

Knowledge

Topical
-How can you tell whether two
sets of data show direct variation
or inverse variation?
-How does the effect of a on the
reciprocal function compare to
previous functions you have
studied?
- What characteristics of a real
world problem inform the
selection of a rational function to
model a real world situation?
- How are operations with
rational expressions like
operations with fractions? How
are they different?
- When you simplify rational
expressions, why must you
include any restrictions on the
domain of the original
expression, even when they are
not restrictions on the simplified
form?

Objectives
Skills

Students will know

Students will be able to

- Students will understand in a direct variation, two positive quantities either increase
together or decrease together. In an inverse variation, as one quantity increases the other
decreases.
- Students will understand transformations of the parent reciprocal function include
stretches, compressions (or shrink), reflections, and horizontal and vertical translations.
- Students will understand if a function has a polynomial in its denominator, its graph has a
gap at each zero of the polynomial.
- Students will understand a rational expression is in simplest form when its numerator and
denominator are polynomials that have no common divisors.
- Students will understand rational expressions can be added or subtracted by first finding
a common denominator- preferably the least common multiple (LCM) of the denominators.

- SWBAT define and make explicit use of the terms direct variation and

indirect variation.
1
- SWBAT graph translations of reciprocal functions, f(x) = , where x 0.

- SWBAT identify the asymptotes of rational functions


- SWBAT graph rational functions by finding all intercepts and asymptotes.
- SWBAT explore the asymptotes of a variety of given graphs in a real world
context.
- SWBAT explain correspondences between a rational function and its graph.
- SWBAT multiply and divide rational expressions

- I can understand in a direct variation, two positive quantities either increase together or
decrease together. In an inverse variation, as one quantity increases the other decreases.
- I can understand transformations of the parent reciprocal function include stretches,
compressions (or shrink), reflections, and horizontal and vertical translations.
- I can understand if a function has a polynomial in its denominator, its graph has a gap at
each zero of the polynomial.
- I can understand a rational expression is in simplest form when its numerator and
denominator are polynomials that have no common divisors.
- I can understand rational expressions can be added or subtracted by first finding a
common denominator- preferably the least common multiple (LCM) of the denominators.

- SWBAT find the least common multiple (LCM) of the denominators, which

will be the LCD (least common denominator)


- SWBAT check for extraneous solutions using substitution.

Assessment Evidence (Stage 2)


Performance Task Description: Unit test
Goal
Role
Audience
Situation
Product/Performance
Standards

The unit test will assess abilities of students on; explain if two quantities are direct variations or indirect variations, what kinds
of asymptotes are possible for a rational functions, are a rational expression and its simplified form equivalent, add and
subtract rational expressions, and solve rational equations.
End of unit test
Mrs. Bowser (MT), myself
Classroom test; regular class period
Completed test
A-SSE.A.1a, A-SSE.A.1b, A-SSE.A.2, A-APR.B.3, A-CED.A.1, F-BF.B.3,

Other Evidence
Pre-assessment: to get started the new unit, students will solve 6 problems that will need to know as background before build up with new concepts.
Daily homework
Exit clips/ Warm-ups
Quiz
Self-assessment; Learning and effort

Learning Plan (Stage 3)


Day
in
Unit

Lesson
Topic

8.1

SWBAT define and make explicit use of the


terms direct variation and indirect variation.
SWBAT determine inverse variation equations
SWBAT use joint and other variations

8.2

SWBAT graph reciprocal functions, f(x) =,


where x 0.

Students will understand transformations of the parent reciprocal


function include stretches, compressions (or shrink), reflections,
and horizontal and vertical translations.

8.2

SWBAT graph translations of reciprocal


1
functions, f(x) =, where x 0.
SWBAT use reciprocal functions to solve
problems

Students will understand the function y = is the parent function


of all reciprocal functions, including the inverse variation function,

y = , and the function expressing transformations of the parent

SWBAT identify the point of discontinuity of


rational functions
SWBAT identify the asymptotes of rational
functions
SWBAT graph rational functions by finding all
intercepts and asymptotes.
SWBAT explain correspondences between a
rational function and its graph.
SWBAT apply multiplying and dividing fractions
to simplify rational expressions.
SWBAT divide out common factors, and identify
excluded values.
SWBAT multiply and divide rational expressions

Students will understand if a function has a polynomial in its


denominator, its graph has a gap at each zero of the polynomial.
The gap could be a one-point hole in the graph, or it could be the
location of a vertical asymptote for the graph.
In order to graph the function, students will plot intercepts and
asymptotes, then plot a few points between and beyond each
intercept and vertical asymptote. Finally sketch a smooth curve to
complete the graph.
Students will understand a rational expression is in simplest form
when its numerator and denominator are polynomials that have
no common divisors.

Daily homework,
Quiz (8.1~8.3)

Students will be able to write a rational expression in simplest


form when its numerator and denominator are polynomials that
have no common divisors.

Daily homework,
Exit slip

8.3

8.4

8.4

Lesson Learning Objective

Description of how lesson contributes to


unit-level objectives

Assessment
activities

Students will understand if a product is constant, where the


constant is positive, a decrease in the value of one factor must
accompany an increase in the value of the other factor.
Students will understand in a direct variation, two positive
quantities either increase together or decrease together. In an
inverse variation, as one quantity increases the other decreases.

Pre-assessment
on direct variation,
factoring quadratic
equation, and
solving quadratic
equation,
Daily homework
Warm-up (8.1),
Daily homework

Daily homework,
Exit slips (8.2 part
1 and part 2)

function, given in general form as y = + .

Daily homework,
Exit slip

8.5

8.5

8.6

10
11

Review
Test

SWBAT find the least common multiple (LCM) of


the denominators, which will be the LCD (least
common denominator)
SWBAT add and subtract rational expressions
using the same methods as for adding and
subtracting fractions.
SWBAT simplifying complex fractions
SWBAT use rational expressions to solve
problems
SWBAT understand and flexibly use the basic
operations to solve rational equations.
SWBAT check for extraneous solutions using
substitution.

Rational expressions can be added or subtracted by first finding a


common denominator- preferably the least common multiple
(LCM) of the denominators.
The LCM of denominators is the product of their prime factors,
each raised to the greatest power that occurs in any of the
expressions.
A complex fraction is a rational expression that contains fractions
in the numerator and/or denominator.
In order for the simplified result to be equivalent to the original
form, it is necessary to note which value of x must be excluded
from the domain to allow for the simplification.
Rational equations contain at least one variable in the
denominator, so they cannot always be solved simply by using
inverse operations to isolate the variable.
When solving a rational equation algebraically, one method is to
clear all denominators in order to solve.

Daily homework

Warm-up (8.5 part


1), Daily
homework
Daily homework,
Quiz (8.4~8,6)

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