##
* *Reflection: Connection to Prior Knowledge
Rational Rewriting - Section 3: Wrap it Up

I included a picture of this year's "rational rules" on my whiteboard. Maybe in a few years into Common Core transition my students won't need this lesson, but until then I find it helps students build their own understanding of how and when to take certain mathematical actions. Today as we were posting and organizing these rules on the board, one student ask me why they'd never been shown these before. I reminded him that all the rules we were using were ones they'd all used for years, but he persisted saying, "Maybe so, but nobody ever put them together so I could see when to use what!" A few other students added similar comments and I acknowledged that we math teachers sometimes fall short in helping our students make good connections. I then asked them to be pro-active in calling me on it whenever I gave them a rule or procedure without explaining the where, what, why of using it.

# Rational Rewriting

Lesson 5 of 11

## Objective: SWBAT use the structure of a rational expression to rewrite the expression

*55 minutes*

#### Set the Stage

*15 min*

I begin this lesson with a word game, which tends to pique my students' interest since the words are not specific to math and the game is actually pretty simple. I write this challenge on my board "Change the word "wood" to "loan" in 4 moves or less by changing only one letter per move and making real words each time." Most of my students are ready to tackle this challenge and I share clues with the few who are reluctant or struggling. I allow about 5 minutes and if nobody has solve it by then, I walk them through a possible solution. (see below)

wood to loan in 4 moves, 1 letter change per move, must be real word each time.

**wood - good - goad - load - loan **

This sets us up to try the same kind of challenge with a rational expression. I explain that the rules are very similar; try to change the expression in 5 moves or less with only one change per move and each expression has to be equivalent to the original. I know this sounds like a strange way to work into rewriting rational expressions, but I've had good luck with most of my students over the years because they understand the step-by-step process better this way. The biggest stumbling block is students who want to make multiple changes and count it as just one move. I give my students a chance to solve some Example problems by themselves** (MP1)** while I walk around and observe, then either have one or more students demonstrate their answer on the board, or walk the class through my solution as shown in the example problems.

#### Resources

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#### Put it into Action

*30 min*

*You will want to print out the Rational Expressions Cards on card stock and cut them out as cards, with one set per three or four students. I put each card set in a baggie to keep them separate and make it easier to distribute them. You will also need copies of the Rational Target Game Rules. * For the main activity of this lesson I have my students play a target game to rewrite rational expressions using the basic rules we've just practiced with the example. **(MP1, MP2, MP7) ** I group my students into threes and distribute the game rules. I generally select teams randomly with an eye out for any students who are really struggling. Those students I may place together so that I can more closely observe their game and offer support as needed. I tell the teams to review the rules carefully and ask if there are any questions before distributing the card decks. As they play through the game, I walk around offering encouragement and serving as the final arbiter for disputes. (I try not to intercede unless absolutely necessary to keep the game moving!) As the final ten minutes of class approach I advise my students to finish up the problem they're on and put away the materials.

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#### Wrap it Up

*10 min*

To close this lesson I have my students work as a class to summarize their own rules of rational rewriting based on their practice with the game. **(MP7)** This gives them a chance to really think about how they did the rewriting and also gives them greater ownership of the process (instead of just writing down what I say). I explain more about why I think this is appropriate in my Rational video. After about five minutes I ask for a volunteer "scribe" to write on the board and invite my students to share their rules. When everyone has had an opportunity to share (including the scribe) I help my students summarize the information into a list of Rational Rules we can use throughout the year. I suggest (but don't require because this again encourages responsibility and ownership and allows students to keep their own set of rules in their own words it they choose) that they copy the rules into their notes. I will be posting a copy of what this year's class comes up with, but in the mean time I've summarized previous responses in the Rational Rules resource. For some of you this may not need to be a full day's lesson, but I've found that my students do better as the year progresses if I take the time now to help them reinforce their mathematical foundations and make connections.

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- UNIT 1: First Week!
- UNIT 2: Algebraic Arithmetic
- UNIT 3: Algebraic Structure
- UNIT 4: Complex Numbers
- UNIT 5: Creating Algebraically
- UNIT 6: Algebraic Reasoning
- UNIT 7: Building Functions
- UNIT 8: Interpreting Functions
- UNIT 9: Intro to Trig
- UNIT 10: Trigonometric Functions
- UNIT 11: Statistics
- UNIT 12: Probability
- UNIT 13: Semester 2 Review
- UNIT 14: Games
- UNIT 15: Semester 1 Review

- LESSON 1: Whatchamacallit
- LESSON 2: Puzzle it Out
- LESSON 3: Polynomial Rewrite
- LESSON 4: More Puzzles
- LESSON 5: Rational Rewriting
- LESSON 6: Formula 1
- LESSON 7: Geometric Series Formula, Too
- LESSON 8: Working the Formula
- LESSON 9: Infinity and Beyond!
- LESSON 10: Algebraic Structures Review
- LESSON 11: Summative Assessment