SWBAT solve a rational equation for a specified variable.

Efficiency and accuracy improves as students solve rational equations with their âdateâ in this interactive and self-checking speed dating activity.

10 minutes

As students come into class today, I am going to have the Speed Dating Cards spread out on a table with the problem facing up. I am going to ask students to pick up a card as they enter class. Students will become an expert on the problem that they choose, so I want students to be able to pick a problem that they feel is accessible.

Once all of the students arrive I present Flipchart Rational Equations Day 2 (p.1-2) and explain the plan for class. Them, students have 10 minutes to solve their problem and become an expert on how to explain the solution process to someone else. During this period, they can ask anyone for help. After ten minutes they will need to be the expert on the problem. The answers are copied on the back of the card so that students can check their work.

**Lesson Preparation:**

- Before today’s lesson, I will photocopy the rational function cards (Speed Dating Cards - Rational Functions) so that the problem and answer are copied back to back. Each student will need their own card. I plan to make a double set of copies of these 16 problems.
- When we come to the middle part of today’s lesson (The Speed Dating Activity) we are going to need to have the desks grouped so that two rows are facing each other: Speed Dating Classroom set-up
- I will also have whiteboards and markers available for student work. At this point, I want students to have practice solving rational equations and seeing how others solve the equations.

30 minutes

10 minutes

To close out today’s lesson and assess students current ability to solve rational equations, I will present Page 3 of the Flipchart and ask students to determine the area of the given rectangle. I may review with students for a moment to make sure they recall how to find the area and perimeter of a rectangle. I know I should expect students to know this by now. I want to make sure that there is no confusion. I want an accurate representation of which students can and cannot solve a rational equation when it is applied in context.

**Technology Note**: If students will be texting in their answers, they are not expected to text in units as it will not mark the answer correct.

1 minutes

I will assign Homework 2 - Rational Functions for homework. The assignment helps students to continue to build their skills in solving rational equations and has students review past concepts of compositions, identify zeros of a polynomial, and finding the inverse of a function.