MATHEMATICS 20-1

Rational Expressions and Equations

High School collaborative venture with

M. E LaZerte, McNally, Queen Elizabeth, Ross Sheppard,
Strathcona and Victoria
M. E. LaZerte: Teena Woudstra
Queen Elizabeth: David Underwood
Ross Sheppard: Dean Walls
Strathcona: Christian Digout
Victoria: Steven Dyck
McNally: Neil Peterson

Facilitator: John Scammell (Consulting Services)

Editor: Jim Reed (Contracted)

2010 - 2011

Mathematics 20-1 Rational Expressions and Equations Page 2 of 34

 TABLE OF CONTENTS

STAGE 1 DESIRED RESULTS PAGE

Big Idea 4

Enduring Understandings 4

Essential Questions 4

Knowledge 5

Skills 6

STAGE 2 ASSESSMENT EVIDENCE

Transfer Task (on a separate page which could be photocopied & handed out to
students)
Rational Reno’s
Teacher Notes for Transfer Task 7
Transfer Task 10
Rubric 12
Possible Solution 13

STAGE 3 LEARNING PLANS

Lesson #1 Simplifying Rational Expressions 14

Lesson #2 Multiplying Rational Expressions 18

Lesson #3 Dividing Rational Expressions 22

Lesson #4 Adding and Subtracting Rational Expressions 26

Lesson #5 Solving Rational Equations 30

Mathematics 20-1 Rational Expressions and Equations Page 3 of 34

 Mathematics 20-1
Rational Expressions and Equations

STAGE 1 Desired Results

Big Idea:

The study of rational expressions is foundational to further levels of mathematics.

Rational expressions, which are fractions involving variables, have applications in
fields like physics, chemistry, biochemistry, circuitry, economics and calculus.

Implementation note:
Post the BIG IDEA in a prominent
place in your classroom and refer to
it often.

Enduring Understandings:

Students will understand …

 The operations on rational expressions are similar to fractional operations.

 Rational expressions and equations may have restrictions.

Essential Questions:

 What real life situations/careers require rational expressions?

 Why is dividing by zero undefined?
 If a fraction can be represented pictorially can a rational expression also be
represented pictorially?

 X
Implementation note:
Ask students to consider one of the essential ques
Has their thinking changed or evolved?

5
If I can graph a vertical line, why is 0 undefined?

Mathematics 20-1 Rational Expressions and Equations Page 4 of 34

 Knowledge:

Enduring Specific Description of

Understanding Outcomes Knowledge
List enduring List the reference The paraphrased outcome that the group is
understandings (the # from the targeting
fewer the better) Alberta Program
of Studies

Students will understand… Students will know …

*AN.4, AN.5, AN.6
 The operations on
 when to find a common denominator
rational expressions
 factoring a denominator leads to a common
are similar to fractional
denominator
operations.
 that division is multiplication of the reciprocal
 that common factors between the numerator
and denominator reduce to one

Students will understand… Students will know …

*AN.4, AN.5, AN.6
 Rational expressions
 there may undefined values when there is a
and equations may
variable in the denominator
have restrictions.
 restrictions are found on original expressions
 a solution may not be a restriction

8888
*AN = Algebra and Number

Mathematics 20-1 Rational Expressions and Equations Page 5 of 34

 Skills:

Enduring Specific Description of Skills

Understanding Outcomes
List the reference #
from the Alberta
Program of Studies

Students will understand… Students will be able to…

*AN.4, AN.5, AN.6
 The operations on  +, -, x, ÷ rational expressions
rational expressions  write equivalent forms of rational expressions
are similar to fractional  solve a rational equation, limited to numerators
operations. involving monomials, binomials and trinomials
 model a situation using a rational equation

Students will understand… Students will be able to…

*AN.4, AN.5, AN.6
 Rational expressions  identify NPV
and equatons may  verify a solution
have restrictions.

*AN = Algebra and Number

Implementation note:
Teachers need to continually ask
themselves, if their students are acquiring the knowledge and skills needed for the unit.

Mathematics 20-1 Rational Expressions and Equations Page 6 of 34

 STAGE 2 Assessment Evidence

1 Desired Results Desired Results

Implementation note:
Rational Reno’s Students must be given the transfer task & rubric at the beginn

Teacher Notes

Consider

The LearnAlberta Graphing Tool can be used to generate interactive

resources. See Applet Notes and Graphing Tool Quick Start for
additional details.

TT Applet with Monomial Denominator

TT Applet with Binomial Denominator – pictured above
TT Applet with Trinomial Denominator
 files were added to the EPSB Understanding by Design share site

Applet Notes:
 You will need to install the Graphing Tool from Learnalberta:
http://www.learnalberta.ca/content/megt/graphing_tool.html
 To view the downloaded applet, click and drag the applet file onto the
application icon.
 Click the first (red) display screen.

Mathematics 20-1 Rational Expressions and Equations Page 7 of 34

Graphing Tool Quick Start
 You will need to download/install the Graphing Tool from
Learnalberta:
http://www.learnalberta.ca/content/megt/graphing_tool.html
 Launch Graphing Tool.
 Click on the red Graphing Tool launch screen. It will be replaced with a grey
screen.
 Select "Create a Text Entry Function" from the Functions/Relations menu.
 To recreate the Binomial Denominator applet, click the fraction option then
entered ax in the numerator and x – b in the denominator. Click [ OK ].
 Select "Setup to Draw Graph(s) from Graph(s) menu.
 Drag the "f" button to "Graph One:" and select a color. Click [ OK ].
 When parameters a, b, c, are included, display one or more using the
Parameter menu.

Hook

Show video from Dan Meyer on bean counting.

source: http://vimeo.com/22156608

 Stop video after the second person completes the task and have students discuss
how long they think the combined effort of the two people would take. It would
serve to reason that the combined time would be faster than the fastest
individual’s time. Then show remainder of the video. Use this reasoning to help
students reason out the first problem.
 Teachers may want to incorporate an activity like the bean cup activity. The
challenge would be to maintain a consistent rate by both participants.
 Here is a YouTube video similar to question 1, showing all the steps for solving the
problem. http://www.youtube.com/watch?v=3Gv8UNd4xJ8
 Additional resources to strengthen student’s skills required for solving rational
equations.
http://www.mrperezonlinemathtutor.com/A2/8_1_Rational_Equations.html
http://staff.argyll.epsb.ca/jreed/

Mathematics 20-1 Rational Expressions and Equations Page 8 of 34

 Teacher Notes for Rational Reno’s Transfer Task

Glossary

equation - A statement of equality between two expressions

expression – A general term that ultimately represents a number. An expression can

consist of numbers, variables and operations on these.

non-permissible value – Any value for a variable that makes an expression

undefined [Math 20-1 (McGraw-Hill Ryerson: page 589)]

operation – Associates two or more members of a set with one of the members of
the set. The basic operations in mathematics are addition, subtraction, multiplication,
division and exponentiation.

rational equation – An equation formed by setting a rational expression equal to 0

rational expression – An algebraic fraction with a numerator and denominator that

are polynomials [Math 20-1 (McGraw-Hill Ryerson: page 590)]

Glossary hyperlinks redirect you to the Learn Alberta Mathematics Glossary

(http://www.learnalberta.ca/content/memg/index.html).
Implementation note: Some terms can be found in more
Teachers need to consider what performances and products will reveal evidence of understanding?
than one division. Some terms have animations to illustrate meanings.
What other evidence will be collected to reflect
the desired results?

Mathematics 20-1 Rational Expressions and Equations Page 9 of 34

Graphic 1 Graphic 2 Graphic 3
 Glossary

equation - A statement of equality between two expressions

expression – A general term that ultimately represents a number. An expression can

consist of numbers, variables and operations on these.

non-permissible value – Any value for a variable that makes an expression

undefined [Math 20-1 (McGraw-Hill Ryerson: page 589)]

operation – Associates two or more members of a set with one of the members of the
set. The basic operations in mathematics are addition, subtraction, multiplication,
division and exponentiation.

rational equation – An equation formed by setting a rational expression equal to 0

rational expression – An algebraic fraction with a numerator and denominator that

are polynomials [Math 20-1 (McGraw-Hill Ryerson: page 590)]

Glossary hyperlinks redirect you to the Learn Alberta Mathematics Glossary

(http://www.learnalberta.ca/content/memg/index.html). Some terms can be found in more
than one division. Some terms have animations to illustrate meanings.
 Assessment

Mathematics 20-1

Rational Reno’s

Rubric

Level Excellent Proficient Adequate Limited Insufficient or

4 3 2 1 Blank
Criteria
No score is
Performing Checking Correctly Setting up Setting up awarded
calculations solution(s) solving the a logical fractions to because there is
for Question against rational rational represent no evidence of
1 NPV’S and equation equation data student
domain performance.
No data is
presented.
No explanation
is provided.
No score is
Performing Checking Correctly Setting up Setting up awarded
calculations solution(s) solving the a logical fractions to because there is
for question against rational rational represent no evidence of
2 NPV’S and equation equation data student
domain performance.
No data is
presented.
No explanation
is provided.

When work is judged to be limited or insufficient, the teacher makes decisions

about appropriate intervention to help the student improve.
Possible Solution to Rational Reno’s

1
1. Dave’s Rate: 6
1
Your Rate: 9
Time together: x

Equation:

2. Let x represent the time required for Samantha to complete the job
working alone. Then, (x + 3) is the time required for you to complete the
job working alone.

 When the equation checks, but it does not make physical

sense to have a negative time.
 When , the equation checks.

If

Samatha can do the job in 3 hours and you can do the job in 6 hours.

Mathematics 20-1 Rational Expressions and Equations Page 13 of 34

 STAGE 3 Learning Plans

Lesson 1

Simplifying Rational Expressions

STAGE 1
BIG IDEA: The study of rational expressions is foundational to further levels of mathematics. Rational
expressions, which are fractions involving variables, have applications in fields like physics, chemistry,
biochemistry, circuitry, economics and calculus.

ENDURING UNDERSTANDINGS: ESSENTIAL QUESTIONS:

Students will understand …

 What real life situations/careers require
 Rational expressions and equations may have rational expressions?
restrictions.  Why is dividing by zero undefined?
 If a fraction can be represented pictorially can
a rational expression also be represented
pictorially?


5
If I can graph a vertical line, why is 0
undefined?

KNOWLEDGE: SKILLS:
Implementation
Students will be able tonote:
…
Students will know …

 that common factors between the numerator  write

Eachequivalent
lesson is forms of rational
a conceptual unitexpressions
and is not intended to be taug
and denominator reduce to one  identify NPV
 there may undefined values when there is a
variable in the denominator
 restrictions are found on original expressions
 a solution may not be a restriction

Mathematics 20-1 Rational Expressions and Equations Page 14 of 34

 Lesson Summary

 Students will compare the process of simplifying a fraction to the process of

simplifying a rational expression.
 Students will factor polynomial expressions in the numerator and denominator
of a rational expression in order to simplify.
 Students will discuss the causes of non-permissible values and determine their
values in rational expressions by factoring the denominator where necessary.

Lesson Plan

Prior to this lesson, students should have reviewed basic operations on fractions and
factoring polynomials.

Relating equivalent forms of rational expressions to equivalent fractions

1. Introductory activity (activate prior knowledge)

Put students in groups of 4 and give students fractions such as and ask them to

give 3 equivalent fractions to and encourage students to come up with fractions that
they think will be different from other students.
 Have one student in each group write all their fractions on the board
 Look over the answers with the students and pick out interesting ones.
Hopefully some student will put in a variable, which you can use as a lead into
rational expressions.
3x
 If no students do that, you can propose an equivalent fraction (ie. 4 x ) with
variables and ask students if they think it is equivalent and have a discussion.
 This leads to the discussion about “Is there any value that x can not be?”

2. Transition to lesson’s main concept (equivalent rational expressions)

At this point you can suggest 2x and ask students to write an equivalent expression to
3x
4 x using binomials.
3 ( x+1 )
 4 ( x +1 )is an equivalent form involving fractions with binomials. Again discuss
“Is there any value that x can not be?”

Mathematics 20-1 Rational Expressions and Equations Page 15 of 34

  Discuss the result (as students may say the answer is 0 versus 1) when
( x+1 )
simplifying ( x+1 ) . If there is confusion, suggest to students to use
multiplication to check the quotient.
0 ( x+1 )≠( x+1 ) ,1 ( x+1 )=( x+1 )
 Put the following four on the board and ask students if they are equivalent.
2 ( x +1 ) 2 x +2 x2 +3 x+2
2 ( x−2 ) 2 x−4 x 2− 4
2 x +2 x2 +3 x+2
( x+1 )
 Ask students how we can tell 2 x−4 and x 2− 4 are equivalent to ( x−2 ) .
Possible answers are:
o Factor the expressions and simplify like a fraction
o Substitute a number into both to verify you get the same number
 After trying a few numbers, you could suggest 2 and discuss non-
permissible values with students.
 Do a number of examples so students get the idea that only the
number 2 can’t be used to verify.

3. What is a non-permissible value?

0 2
You can discuss with students the difference between 2 and 0 .
6
=3
 Talk about 2 because we can fit three 2’s into 6.
0
=0
 For 2 , because 2 fits into 0, zero times.
2
=undefined
 For 0 , because 0 fits into 2, an infinite number of times.

For which values are the following rational expressions undefined (for what values is
the denominator equal to zero?

Now students could be given some rational expressions and asked to simplify them
and discuss NPVs:
12 x2 (m+1) ( m−4 ) n+ 5 x2 +13 x+ 42 12 x3 y
6x (m+2)(m+5 ) 2
n + n−20 x 2 −36 36 x 2 y 2

It may be worthwhile to show students that the simplification of rational expressions

follows the same steps as prime factorization.

Mathematics 20-1 Rational Expressions and Equations Page 16 of 34

 20 2×2×5 5
= =
. The steps to simplify36 2×2×3×3 9 are the same as
ex
2 x 2 +12 x +16 2( x 2 +6 x +8 ) 2( x+ 2)( x+ 4 ) 2( x +2)
= = =
3 x 2−48 3 (x 2 −16 ) 3( x−4 )( x+ 4 ) 3 (x −4 )

In both of these examples, show how factors that are common to the numerator and
denominator can be removed as a common factor. It is important however that NPVs
are always identified before simplifying.

Going Beyond

Resources

Math 20-1 (McGraw-Hill Ryerson: sec 6.1)

Supporting

Assessment

Glossary

equation - A statement of equality between two expressions

expression – A general term that ultimately represents a number. An expression can

consist of numbers, variables and operations on these.

non-permissible value – Any value for a variable that makes an expression

undefined [Math 20-1 (McGraw-Hill Ryerson: page 589)]

rational expression – An algebraic fraction with a numerator and denominator that

are polynomials [Math 20-1 (McGraw-Hill Ryerson: page 590)]

Glossary hyperlinks redirect you to the Learn Alberta Mathematics Glossary

(http://www.learnalberta.ca/content/memg/index.html).
Lesson 2 Some terms can be found in more
than one division. Some terms have animations to illustrate meanings.
Mathematics 20-1 Rational Expressions and Equations Page 17 of 34
 Multiplying Rational Expressions

STAGE 1
BIG IDEA: The study of rational expressions is foundational to further levels of mathematics. Rational
expressions, which are fractions involving variables, have applications in fields like physics, chemistry,
biochemistry, circuitry, economics and calculus.

ENDURING UNDERSTANDINGS: ESSENTIAL QUESTIONS:

Students will understand …

 What real life situations/careers require
 The operations on rational expressions are rational expressions?
similar to fractional operations.  Why is dividing by zero undefined?
 Rational expressions and equations may have  If a fraction can be represented pictorially can
restrictions. a rational expression also be represented
pictorially?


5
If I can graph a vertical line, why is 0
undefined?

KNOWLEDGE: SKILLS:

Students will know … Students will be able to …

 when to find a common denominator  +, -, x, ÷ rational expressions

 factoring a denominator leads to a common  write equivalent forms of rational expressions
denominator  identify NPV
 that common factors between the numerator
and denominator reduce to one
 there may undefined values when there is a
variable in the denominator
 restrictions are found on original expressions
 a solution may not be a restriction

Mathematics 20-1 Rational Expressions and Equations Page 18 of 34

 Lesson Summary

 Students will learn that rational expressions are a special type of fraction and
therefore the operation of multiplying is the same.

Lesson Plan
9
Hook: A certain lottery pays out 14 of all money for prizes and the jackpot winner
2
gets 5 of the payout. For one particular lottery, there are 3 winners so each winner
1
gets 3 of the jackpot payout. What fraction of the total money collected does each
jackpot winner get?

Get a couple of students to put their answers on the board. Talk about how you could
9 2 1 3⋅3 2 1 3
⋅ ⋅ = ⋅ ⋅ =
simplify 14 5 3 2⋅7 5 3 35 before multiplying compared to multiplying

9 2 1 18 3
⋅ ⋅ =
14 5 3 210 first and then simplifying to 35 .

Lesson:

Since the operations on rational expressions are the same as regular fractions, give
students the following examples to try with a partner. Tell students to come up with a
strategy for multiplying any rational expression.

2 x +10 7 x
⋅
1. 21 x 3 x +15
( x−2 ) ( x −3 ) ( x +4 ) ( x +1 )
⋅
2. ( x−2 )( x +4 ) ( x +2 ) ( x−3 )
Students may have different strategies such as:

1. Multiply all terms together first, students should see that they will get a 4 th degree
polynomial on the top and bottom and then are not able to simplify.
2. Cancelling factors that are common in the numerator and denominator.

Mathematics 20-1 Rational Expressions and Equations Page 19 of 34

At this point mention that anytime we have variables in the denominator, we have to
list all the non-permissible values before simplifying (cancelling factors).

A variety of examples should be given.

Ask students to develop a way to simplify the following:

x2 −5 x +6 x 2 + 5 x + 4
⋅
x 2 +2 x−8 x 2 −x−6

Many students will probably see from the previous example that they run into the
problem of not being able to simplify once they have multiplied and will not be able to
factor the quartic polynomials.

Going Beyond

Resources

Math 20-1 (McGraw-Hill Ryerson: sec 6.2)

Supporting

Assessment

Glossary

equation - A statement of equality between two expressions

expression – A general term that ultimately represents a number. An expression can

consist of numbers, variables and operations on these.

non-permissible value – Any value for a variable that makes an expression

undefined [Math 20-1 (McGraw-Hill Ryerson: page 589)]

Mathematics 20-1 Rational Expressions and Equations Page 20 of 34

Mathematics 20-1 Rational Expressions and Equations Page 21 of 34
operation – Associates two or more members of a set with one of the members of the
set. The basic operations in mathematics are addition, subtraction, multiplication,
division and exponentiation.

rational equation – An equation formed by setting a rational expression equal to 0

rational expression – An algebraic fraction with a numerator and denominator that

are polynomials [Math 20-1 (McGraw-Hill Ryerson: page 590)]

Glossary hyperlinks redirect you to the Learn Alberta Mathematics Glossary

Other
(http://www.learnalberta.ca/content/memg/index.html). Some terms can be found in more
than one division. Some terms have animations to illustrate meanings.

Mathematics 20-1 Rational Expressions and Equations Page 22 of 34

 Lesson 3

Dividing Rational Expressions

STAGE 1
BIG IDEA: The study of rational expressions is foundational to further levels of mathematics. Rational
expressions, which are fractions involving variables, have applications in fields like physics, chemistry,
biochemistry, circuitry, economics and calculus.

ENDURING UNDERSTANDINGS: ESSENTIAL QUESTIONS:

Students will understand …

 What real life situations/careers require
 The operations on rational expressions are rational expressions?
similar to fractional operations.  Why is dividing by zero undefined?
 Rational expressions and equations may have  If a fraction can be represented pictorially can
restrictions. a rational expression also be represented
pictorially?


5
If I can graph a vertical line, why is 0
undefined?

KNOWLEDGE: SKILLS:

Students will know … Students will be able to …

 when to find a common denominator  +, -, x, ÷ rational expressions

 factoring a denominator leads to a common  write equivalent forms of rational expressions
denominator  identify NPV
 that division is multiplication of the reciprocal
 that common factors between the numerator
and denominator reduce to one
 there may undefined values when there is a
variable in the denominator
 restrictions are found on original expressions
 a solution may not be a restriction

Mathematics 20-1 Rational Expressions and Equations Page 23 of 34

 Lesson Summary

 Students will learn that rational expressions are a special type of fraction and
therefore the operation of dividing is the same.

Lesson Plan

Activate Prior Knowledge

Spend some time reviewing dividing fractions

 =

The same concepts also apply to rational functions

Lesson:

Let students try the first example:

The equation started with no non-permissible values, but if there are any we would
state them.

When we perform the reciprocal of the second term we need to consider the non-
permissible value since there is now an unknown in the denominator. x≠0

Follow the same process as outlined in multiplying rational expressions:

We need to remember that even though the final answer has no variable the non-
permissible value still exists.

Since we have already covered multiplication of rational functions you may now give
the students more difficult questions and ask them to follow the steps:
1. Factor and check for NPV’s
2. Reciprocate and state new NPV’s
3. Simplify

Mathematics 20-1 Rational Expressions and Equations Page 24 of 34

Example

Step 1

Step 2

Step 3

Another possible activity:

Have the students develop their own division of rational expression question and trade
with a partner.

Going Beyond

Resources

Math 20-1 (McGraw-Hill Ryerson: sec 6.2)

Supporting

Assessment

Glossary

equation - A statement of equality between two expressions

expression – A general term that ultimately represents a number. An expression can

consist of numbers, variables and operations on these.

Mathematics 20-1 Rational Expressions and Equations Page 25 of 34

non-permissible value – Any value for a variable that makes an expression
undefined [Math 20-1 (McGraw-Hill Ryerson: page 589)]

operation – Associates two or more members of a set with one of the members of the
set. The basic operations in mathematics are addition, subtraction, multiplication,
division and exponentiation.

rational expression – An algebraic fraction with a numerator and denominator that

are polynomials [Math 20-1 (McGraw-Hill Ryerson: page 590)]

Glossary hyperlinks redirect you to the Learn Alberta Mathematics Glossary

(http://www.learnalberta.ca/content/memg/index.html). Some terms can be found in more
than oneOther
division. Some terms have animations to illustrate meanings.

Mathematics 20-1 Rational Expressions and Equations Page 26 of 34

 Lesson 4

Adding and Subtracting Rational Expressions

STAGE 1
BIG IDEA: The study of rational expressions is foundational to further levels of mathematics. Rational
expressions, which are fractions involving variables, have applications in fields like physics, chemistry,
biochemistry, circuitry, economics and calculus.

ENDURING UNDERSTANDINGS: ESSENTIAL QUESTIONS:

Students will understand …

 What real life situations/careers require
 The operations on rational expressions are rational expressions?
similar to fractional operations.  Why is dividing by zero undefined?
 Rational expressions and equations may have  If a fraction can be represented pictorially can
restrictions. a rational expression also be represented
pictorially?


5
If I can graph a vertical line, why is 0
undefined?

KNOWLEDGE: SKILLS:

Students will know … Students will be able to …

 when to find a common denominator  +, – rational expressions

 factoring a denominator leads to a common  write equivalent forms of rational expressions
denominator  identify NPV
 that common factors between the numerator
and denominator reduce to one
 there may undefined values when there is a
variable in the denominator
 restrictions are found on original expressions

Lesson Summary

 Students will learn that rational expressions are a special type of fraction and
therefore the operations of addition and subtraction are the same.

Mathematics 20-1 Rational Expressions and Equations Page 27 of 34

 Lesson Plan

Lesson Goal

 Students will be able to perform the operations of addition and subtraction on

rational expressions.

Activate Prior Knowledge

Review adding and subtracting fractions:

2 3
+ =
3 4

7 5
− =
4 6

For both of these questions students will have to find a lowest common denominator.
Have a couple of students put their answers on the board and in particular, show how
they found the lowest common denominator.

It would make sense for students to find the lowest common denominator using prime
factorization, as this is the process required for finding the lowest common
denominator for adding and subtracting rational expressions.

Since students may be able to find the lowest common denominator of 12 for both
5 1
+
without prime factorization, a harder example such as: 96 72 , where most students
will not be able to find the lowest common denominator of 216 mentally.

Lesson

Non-permissible values can be integrated throughout this lesson.

Now introduce adding and subtracting rational expressions:

Have students try the following in groups of 2 or 3 and have each group put their
answer on the board:
2 3 2 3 2 3 2 3
+ = + = + = + =
3x 4 x 3 4x 3 x +2 x x+2

 Have students develop strategies for simplifying the above rational

expressions.
Mathematics 20-1 Rational Expressions and Equations Page 28 of 34
 1 5
+
Move onto a similar problem such as: ( x+1 )( x +2 ) ( x +2 ) ( x −1 )
 After the last question, students have hopefully picked out that the
denominators need to be the same (and that they need to have the same
factors).

 If they did the previous example,

(965 +721 )
, using prime factorization, they
should have seen that you do not need to repeat a factor that is in both
denominators.
 Discuss student answers, some students will find a common denominator of
( x+2 ) ( x+1 ) ( x−1 ) and ( x+2 ) ( x+1 ) ( x+2 )( x−1 ) .
o As long as students completed the question correctly, you can simplify the
answer to show they are equivalent.

At this point have students list the important steps for adding and subtracting rational
expressions.
 You may have to guide students.

Continue with a variety of examples such as:

8 x 14 x 2 y
+
4 xy 2 7 x 3 y 3 , where the numerator and denominators are monomials.

3 x +1
+ 2
x+3 x −3 x−4 , where students can see the benefit of trying to simplify first before
3 1
≠
finding a common denominator and have a discussion of why x+3 x +1 . Students
can verify this with a variety of numbers.

3 2
2
− 2
x −x−6 x −2 x −3 , where there is a common factor in the denominator

2 x +1 x +1
2
− 2
2 x −3 x−2 2 x −x−6 , where you can factor and simplify the numerators and
denominators of the subtrahend and/or minuend before finding the common
denominator.

x 2 −x−2 x 2−x−6
−
x2 +6 x+ 5 x 2 +5 x +6 , where you can factor numerators and denominators and
simplify before finding the common denominator.

Mathematics 20-1 Rational Expressions and Equations Page 29 of 34

 Going Beyond

Resources

Math 20-1 (McGraw-Hill Ryerson: sec 6.3)

Supporting

Assessment

Glossary

expression – A general term that ultimately represents a number. An expression can

consist of numbers, variables and operations on these.

non-permissible value – Any value for a variable that makes an expression

undefined [Math 20-1 (McGraw-Hill Ryerson: page 589)]

operation – Associates two or more members of a set with one of the members of the
set. The basic operations in mathematics are addition, subtraction, multiplication,
division and exponentiation.

rational expression – An algebraic fraction with a numerator and denominator that

are polynomials [Math 20-1 (McGraw-Hill Ryerson: page 590)]

Glossary hyperlinks redirect you to the Learn Alberta Mathematics Glossary

(http://www.learnalberta.ca/content/memg/index.html). Some terms can be found in more
Other
than one division. Some terms have animations to illustrate meanings.

Mathematics 20-1 Rational Expressions and Equations Page 30 of 34

 Lesson 5

Solving Rational Equations

STAGE 1
BIG IDEA: The study of rational expressions is foundational to further levels of mathematics. Rational
expressions, which are fractions involving variables, have applications in fields like physics, chemistry,
biochemistry, circuitry, economics and calculus.

ENDURING UNDERSTANDINGS: ESSENTIAL QUESTIONS:

Students will understand …

 What real life situations/careers require
 The operations on rational expressions are rational expressions?
similar to fractional operations.  Why is dividing by zero undefined?
 Rational expressions and equations may have  If a fraction can be represented pictorially can
restrictions. a rational expression also be represented
pictorially?


5
If I can graph a vertical line, why is 0
undefined?

KNOWLEDGE: SKILLS:

Students will know … Students will be able to …

 when to find a common denominator  +, -, x, ÷ rational expressions

 factoring a denominator leads to a common  write equivalent forms of rational expressions
denominator  solve a rational equation, limited to
 that division is multiplication of the reciprocal numerators involving monomials, binomials
 that common factors between the numerator and trinomials
and denominator reduce to one  model a situation using a rational equation.
 there may undefined values when there is a  identify NPV
variable in the denominator  verify a solution
 restrictions are found on original expressions
 a solution may not be a restriction

Mathematics 20-1 Rational Expressions and Equations Page 31 of 34

 Lesson Summary

 Students will learn to building rational equations based on word problems

 Students will factor the denominators of a rational equation in order to identify
the least common denominator.
 Students will learn to multiply a rational equation through by its least common
denominator in order to create a polynomial equation, which they will solve.
 Students will verify their answer(s) for NPVs.

Lesson Plan

Hook

Consider using Dan Meyer’s Bean Counting lesson/video found here:

http://blog.mrmeyer.com/?p=9608 (this blog also offers insight into how to introduce
and discuss this problem).

Lesson Goal

Students will learn to construct a rational equation to model a real-life situation

(generally involving rates). Students will learn to solve rational equations and verify
their answer(s) in case of against non-permissible values (NPVs).

Activate Prior Knowledge

Students should be reminded of NPVs (and how to identify them) and factoring.

Lesson

Begin with an equation involving fractions and discuss the steps necessary to solve.

1 x 1
+ =
ex. 5 4 3

One possible strategy would be to identify the least common multiple of the
denominator and multiply both sides of the equation through by this LCM. This will
allow us to transform a rational equation into a polynomial one.

Mathematics 20-1 Rational Expressions and Equations Page 32 of 34

Though the LCM of the above example is 60, let’s write 3 x 4 x 5.

(3×4×5 )×
1
5[] []
x
+(3×4×5 )× =(3×4×5 )×
4 []1
3
(3×4 )×[ 1 ] +(3×5 )×[ x ] =( 4×5)× [ 1 ]
12+15 x=20
15 x=8
8
x=
15

Let’s now see how this applies to a rational equation.

x−2 x−1 x +2
+ =
x x +1 2 x
LCM=(2 x )( x +1 )

[ ]
(2 x )( x+1 )
x−2
x [ ]
+(2 x )( x +1 )
x−1
x +1 [ ]
=(2 x )( x +1 )
x +2
2x
(2 )( x+1 )( x−2)+(2 x )( x−1)=( x+1 )( x+2 )
(2 x 2−2 x−4 )+(2 x 2−2 x )=x 2 +3 x +2
4 x2 −4 x−4=x 2 +3 x +2
2
3 x −7 x−6=0
(3 x +2)( x−3 )=0
2
x=− or 3
3
These two solutions should be verified to ensure both that they are correct
and that they are elements of the equation's domain ( no NPVs).

Continue with more examples, as needed. It would likely help to show an example
where the LCM of the denominators is less obvious.
2 x+ 9 x 12
+ =
x +7 x+ 12 x+3 3 x +12
2

Once students understand how to solve a rational equation, move on to word

problems (such as distance-rate-time problems) and discuss strategies for
constructing a table and, from it, a rational equation.

Going Beyond

Give students an example with an irrational solution that will require the use of the
quadratic formula.

Mathematics 20-1 Rational Expressions and Equations Page 33 of 34

 Resources

Math 20-1 (McGraw-Hill Ryerson: sec 6.4, pages 341-351)

Supporting

Assessment

Glossary

equation - A statement of equality between two expressions

expression – A general term that ultimately represents a number. An expression can

consist of numbers, variables and operations on these.

non-permissible value – Any value for a variable that makes an expression

undefined [Math 20-1 (McGraw-Hill Ryerson: page 589)]

operation – Associates two or more members of a set with one of the members of the
set. The basic operations in mathematics are addition, subtraction, multiplication,
division and exponentiation.

rational equation – An equation formed by setting a rational expression equal to 0

rational expression – An algebraic fraction with a numerator and denominator that

are polynomials [Math 20-1 (McGraw-Hill Ryerson: page 590)]

Glossary hyperlinks redirect you to the Learn Alberta Mathematics Glossary

(http://www.learnalberta.ca/content/memg/index.html).
Other Some terms can be found in more
than one division. Some terms have animations to illustrate meanings.

Mathematics 20-1 Rational Expressions and Equations Page 34 of 34