Teacher: 11
Topic:Dividing Rational Expressions Date: 3/19/14
Type of Class: Algebra 2Coach: 101
Common Core Learning Standard(s):
SL.9-10.1
Initiate and participate effectively in a range of discussions with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Language Objective(s) - SWBAT:
SWBAT explain their mathematical reasoning to a partner and ask for clarification as needed.
[BPP1]
Content Objective(s) - SWBAT:
SWBAT simplify rational expressions and divide rational expressions by changing the problem to a multiplication operation.
A2.A.16 Perform arithmetic operations with rational expressions and rename to lowest terms.
Technology
NSpire Calculators along with calculator software to display on the whiteboard.
Assessment (How will you know students have met your objective?)
A rational expression is in simplest form when its numerator and denominator are polynomials that have no common divisors. If students come up with answers properly factored, using what they know about multiplying fractions, they have met the objective.
[BPP2]
Grouping Configurations
Partners or groups of three or more.
Materials
Graphing Calculators
Worksheet
Index Cards
Key Vocabulary
Rational Expression
Simplest Form
Polynomial
Factor
SIOP Learning Strategies
Interaction: SIOP Feature # 16 –Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts.
Think-Aloud by teacher
Think-Pair-Share
Procedure
Connect to Prior Knowledge/Build Background
Changing a problem with two fractions being divided into a multiplication problem by “keep-change-flip”. Then students will use prior knowledge of multiply rational fractions by factoring and cancelling.
[BPP3]
Modeling (Teacher shows how)
Model basic problem first like 2/5 divided by ½. Use “pie chart” to represent the fraction and show what happens when we do this problem. Model simplifying with rational expressions.
.
Guided Practice (Students try with support)
Model how to change problems to a multiplication problem. Leave blanks on the board where students are supposed to factor and have them fill in the missing information.[BPP4]
Hand out index cards with one fraction on them that can be factored. One index card per student. Randomly call on 2 students at a time to divide their two fractions on the board. Do this until all students have come up once.[BPP5]
Idea generated from coaching session -
Plan 15-20 minutes for this activity. Students will find a partner and divide the numbers using their two numbers. Answers will be written on a sheet of paper. Students will then find a new partner and solve a new problem given their numbers. Students will repeat with a third partner.
Independent Practice / Homework
Given on worksheet, due next class
Closure
With three minutes left, students answer this question on their sheet of paper. If they write a brief answer, encourage them to write more.
How can you tell if a fraction is in simplest form?
[BPP6]Example answer:
A fraction is in simplest form if it cannot be factored out any further.
Ask - How do you know it cannot be factored out any further?
If it has no GCF and if it is a trinomial that cannot be further factored.
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[BPP1]3/17/2014 12:25 PM
Let's think about where this is present in the lesson.
[BPP2]3/17/2014 12:06 PM
Great! How will we know if the students have met the objective at the end of the lesson? How will we know if they are on their way to meeting it throughout the lesson?
[BPP3]3/17/2014 12:15 PM
What is your bell work? What skills and understandings do students need to have in order to learn today's content?
[BPP4]3/17/2014 12:20 PM
What will having students complete this step tell you?
[BPP5]3/17/2014 12:20 PM
Great idea - Show me what a sample problem would look like so we can think about timing and accountability.
[BPP6]3/17/2014 12:21 PM
How will they respond to this prompt?