## Reflection: Backwards Planning Another Rational Approach to Solving: Graphing - Section 2: Application: Solving Rational Equations by Graphing

As students work through this activity, there are some secondary learning targets that I also hope are hit:

• I hope students learn while completing this activity is how to put the rational functions in the calculator with correct grouping symbols. It is important that students understand that there are implied parentheses around the numerator and denominator of a rational expression. To help establish this, I think I am going to put the answers to this activity on the board in a random order and ask students to make sure their answers are there. If students are graphing incorrectly, they should quickly realize that none of their answers are correct and will hopefully seek help from a teammate or me.
• Students will have their first look at asymptotes. Although, I do not plan on formally introducing asymptotes here, I do plan on mentioning to students that the vertical lines they see are not part of the graph, but actually where the graph is undefined.
• Since we have already established the idea that dividing by zero causes our function to be undefined, I think it is appropriate to just leave it at that for now.

Secondary Learning Targets
Backwards Planning: Secondary Learning Targets

# Another Rational Approach to Solving: Graphing

Unit 3: Rational Functions and Equations
Lesson 3 of 12

## Big Idea: Students use their knowledge of solving systems to write a system that makes the solution to a rational equation visible.

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Standards:
Subject(s):
Math, rational equations, Systems of Equations and Inequalities, Precalculus and Calculus, PreCalculus, solving rational equations by graphing, graphing calculator, equation solving
40 minutes

### Tiffany Dawdy

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