## Reflection: Debate Modeling Rational Functions - Section 2: Modeling Rational Functions

This discussion technique has hands down become my favorite.  While it does take time, the benefits make it entirely worthwhile.  In this case, I asked my students to identify the domain representing the number of people who could have potentially gone to IHOP.  I then collected the different variations and put the on the white board.  For some classes, I inserted potential correct and incorrect versions that didn't come up.  My students then discussed the variations in pairs.  Once they had a few minutes, I asked for volunteers to share what they liked or don’t liked about any one possibility.   I used a check or “x” to keep track on the Board as students voted for or eliminated particular versions. The conversation was fascinating.  They debated over the potential maximum and minimum number of people who could go.  Towards the end of the discussion, we talked about how mathematics isn't nearly as cut and dry when placed in a context.  I let them know that I was open to multiple interpretations provided they had solid reasoning behind their choice (Math Practice 3).

Every time I have done this activity, I get a high level of participation.  My students have become more willing to take chances and share their reasoning during this activity (Math Practices 1 and 3).  Both of these are important skills in the Common Core.

Debate: Amazing Domain Discussion

# Modeling Rational Functions

Unit 7: Rational Functions
Lesson 2 of 15

## Big Idea: Analyze the contextual meaning and properties of the graph of a rational function in this modeling lesson.

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Subject(s):
Math, modeling, Algebra, Algebra 2, master teacher project, rational function
50 minutes