Students will be to identify the features of a rational function.

The group investigation allows students to explore and discuss the structure of rational functions.

10 minutes

I include **Warm ups** with a **Rubric** as part of my daily routine. My goal is to allow students to work on **Math Practice 3** each day. Grouping students into homogeneous pairs provides an opportunity for appropriately differentiated math conversations. The Video Narrative specifically explains this lesson’s Warm Up- Properties of Rational Functions Investigation Day 2 which asks students to determine whether a fictitious student correctly identified the vertical asymptotes of a rational function.

43 minutes

In the previous lesson, groups of four students investigated the types of rational functions that contain nine different properties. Today, each group is going to have the opportunity to present their findings on one of the properties (**Math Practice 3**). I have put each property on note cards and randomly pass them one per group. They have 10 minutes to prepare a presentation based on their property. I ask them to present as if their fellow students have no knowledge of the property and will be randomly picking the person from each group to present so they all need to be ready. They are welcome to include drawings, and I provide them with an overhead sheet if desired.

Once each group seems ready, we start the presentations. After each person has explained their portion, the floor is opened for questions. I encourage the audience to ask questions and let them know that I keep track of those people who do. If there is a big portion missing from the presentation and the students aren’t asking about it, I may pose a question to lead into that information. Each group is graded according to the preparedness of their member.

The presentation is one half of the grade. The second half is based on a summary sheet that the students fill out during the presentation. It is important that the summaries are in their own words. This will be graded on completion and accuracy.

2 minutes

I use an exit ticket each day as a quick formative assessment to judge the success of the lesson.

In today's exit ticket, I ask the students to describe something they learned from the presentations that they didn't learn in the first day of this lesson. This will either be written on the board or stated orally.

This Assignment asks students to write rational functions based on the properties discussed in this lesson (**Math Practice 7**). Each question has a specific requirement that must be met. The reason I included this assignment is to give the students an opportunity to apply their new knowledge in a different way.