# Be Reasonable

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## Objective

SWBAT solve simple rational equations.

#### Big Idea

Learn to be reasonable and rational by solving rational equations.

15 minutes

## Put It Into Action

30 minutes

Guided Practice 5 min: Now that we've identified what a rational function looks like I work through an example problem (or two) with my students.  I often ask for a volunteer to "scribe" the problem on the board while his/her classmates walk him/her through the steps to solve the problem.  This helps my students build confidence in their ability to figure things out for themselves and also encourages positive collaboration while allowing me the option of offering guiding questions and/or comments if needed.  I take the example problems directly from the  handout and leave them posted on the board as my students begin their independent work so they have them for reference.

Independent work 15 min: You will want copies of the Rational Problems handout for this section of the lesson.  I begin this section by telling my students that they will be working independently for this next activity.  I say that they now have the opportunity to practice solving rational equations and will be sharing at least one problem with their classmates.  I distribute the Rational Problems handout and while my students are working I walk around offering encouragement and redirection for those students who are struggling. (MP1)

Class presentations 10 min: When everyone is done, I randomly select students to put the problems on the board (in order).  I have room for three or four students at the board at one time, so nobody stands in front of the class alone.  I invite the rest of the class to critique the solutions with opportunity for the presenters to respond. (MP3) We go through the remaining problems in the same manner with students checking their own work as they go. My video explains why I value this system of checking work.

## Wrap It Up

5 minutes

To close this section I give my students a notecard and ask them to briefly explain what a rational equation is in their own words, not with a diagram. (MP2) This may be harder for some students than it sounds and you might have to remind them of the appropriate vocabulary requirement, for example using numerator and denominator instead of top number and bottom number! You probably will need to encourage some students to persevere since many are still not accustomed to putting their mathematical thinking into complete sentences.