A2 U3 LP Introduction To Rational Functions

DRAFT/Algebra II Unit 3 / MSDE Lesson Plan/ Introduction to Rational Functions
Background Information
Content/Course Algebra 2
Unit Modeling with Functions
Lesson Title Introduction to Rational Functions

Essential Questions/Enduring Essential Questions
Understandings Addressed in the How is mathematics used in solving real world problems?
Lesson What characteristics of a real world problem inform the selection of a rational function to model a
real world situation?
How do the parameters of a function relate to a real world situation?
Enduring Understandings
Variables and constants can be identified to represent essential features in a given situation.
A model can be formulated by creating and selecting graphical, tabular, or algebraic
representations that describe relationships between the variables
Multiple representations may be used to model given real world relationships
Focus A.CED.1 Create equations and inequalities in one variable and use them to solve
Standard(s) Addressed in This problems. Include equations arising from linear and quadratic functions, and
Lesson simple rational and exponential functions.(supporting standard)
F.IF.4 For a function that models a relationship between two quantities,

interpret key features of graphs and tables in terms of the quantities,
and sketch graphs showing key features given a verbal description
of the relationship. Key features include: intercepts; intervals where the
function is increasing, decreasing, positive, or negative; relative maximums
and minimums; symmetries; end behavior; and periodicity.★
(major standard)
Coherence How does this lesson connect to prior learning/future learning and/or other content areas?
Relevance/Connections Connections to prior learning
F.IF.7 Graph functions expressed symbolically and show key features of the graph, by hand in
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simple cases and using technology for more complicated cases.
c. Graph polynomial functions, identifying zeros when suitable factorizations are available,
and showing end behavior.
A.SSE.1 Interpret expressions that represent a quantity in terms of its context. ★
a. Interpret parts of an expression, such as terms, factors, and coefficients.
Essential Skills and Knowledge
Ability to connect experience in Algebra I with vocabulary that explicitly identifies
coefficients, terms, and extend to degree, powers (positive and negative), leading
coefficients, monomial… to more complicated expressions such as polynomial and
rational expressions
Ability to use appropriate vocabulary to categorize polynomials and rational expressions
F.IF.5 Relate the domain of a function to its graph and, where applicable, to the quantitative
relationship it describes. For example, if the function h(n) gives the number of person‐hours
it takes to assemble n engines in a factory, then the positive integers would be an
appropriate domain for the function. ★
Connections to future learning

F.BF.4 Find inverse functions.
a. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write
an expression for the inverse. For example, f(x) = 2 x3 or f(x) = (x+1)/(x‐1) for x ≠ 1.
Note: Extend this standard to simple rational, simple radical, and simple exponential
functions; connect this standard to F.LE.4. i.e. use inverses to show the
connection between exponential and logarithmic functions.
F.IF.9 Compare properties of two functions each represented in a different way (algebraically,
graphically, numerically in tables,or by verbal descriptions). For example, given a graph of one
quadratic function and an algebraic expression for another, say which has the larger maximum.
Rigor Procedural Skills – Motivation activity
Conceptual Understandings – Motivation activity, when relating the graph of the rational functions
to quadratic, linear, and exponential functions
Modeling – Motivation activity, students are using multiple representations {table, graph, and

equation} to explore the rational functions in a real world situation.
Student Outcomes The student will:

 Create and solve one variable simple rational equations
 Informally describe the end behavior of a function
 Represent rational functions in tables, graphs, and expressions
 Write equivalent expressions of functions (algebraic, graphic, tabular) interchangeably
 Write an algebraic representation of a function that models a given contextual situation
 Explain the restrictions on the domain and range in the context of a problem
Summative Assessment What evidence of student learning would a student be expected to produce to demonstrate
(Assessment of Learning) attainment of this outcome?

Prior Knowledge Needed to Students need to know:
Support This Learning  Basic knowledge of functions {quadratic, exponential, and linear}
(Vertical Alignment)  How to graph a function
 How to represent a function in a table
 Function notation
Learning Experience
Standards for
Mathematical Practice Component Details
(SMP)
SMP # Warm Materials Needed
Up/Drill Copy of the Warm Up scenario and task (included )
Implementation
 Distribute or display Warm Up scenario and task
 Instruct students to work on the task individually for a few minutes
 Instruct students to compare answers

Learning Experience
Standards for
(SMP)
 Move to the Motivation Discussion below
SMP # Motivation Materials Needed
 Previously completed warm-up
Implementation
Teacher Note: This activity will be mostly teacher directed with opportunities for student
discussion as the teacher poses questions. The questions should take students through the
steps of the modeling cycle. It is suggested that as you pose each question you use the “Think
Pair Share “strategy to allow for more student involvement in the discussion. Also, ask
students how the answer to each question is determined by looking at the table of values, the
algebraic representation or the graph.
Questions/Statements
 The first step in a modeling problem is to identify the variables in a situation. Ask
“What are the variables in the movie rental situation?”
 The second step in the modeling cycle is formulating a model by creating a
representation for the situation. When completing the Warm Up students create a
numeric representation of the situation. Ask “ What is an algebraic representation for
this situation?”
500
Answer 𝑓(𝑥) = 𝑥
 The third step of the modeling cycle is to analyze the representations to draw
conclusions. Ask “Considering what the variables in this situation represent, what
values for these variables make sense in this situation?”
Possible Answers
o The number of people who purchase a ticket must be represented by positive
integers.
o The number of people cannot equal zero. Zero does not make sense in this
situation and mathematically $500 divided zero is undefined.

Learning Experience
Standards for
(SMP)
o The number of people who purchase a ticket must not exceed the number of
people in the class or the maximum occupancy of the theater.
o The cost per person will range from $500 to whatever the value is for
$500
Maximum Number of People
 The fourth step in the modeling cycle is to interpret results in terms of the original
situation, the fifth step is validating conclusions, and the sixth step is reporting
conclusions and the reasoning behind them. By answering the following questions
students will engage in these steps of the modeling cycle.
 Ask “What is the cost of a ticket if:
o 100 people purchase a ticket? $5.00
o 1000 people purchase a ticket? $.0.50
 Ask “ As more and more people purchase a ticket what is happening to the cost per
ticket? The cost decreases.
 Ask “ Will the cost per person ever reach zero dollars? Explain” No, The ticket sales
must always raise $500 so if the cost went to $0/person no money would be raised.
 Ask “What is the lowest cost per ticket? Explain” There is no lowest possible price if you
think about this as a mathematics problem only. In reality, a theater is going to have
occupancy limits for safety reasons. Say this theater has a maximum occupancy of
500 people, then the lowest cost per ticket would be $500/500= $1.00
 Ask “We have an algebraic and numeric representation of the situation, what does a
graph of this situation look like?” The graph of this situation would be a series of dots
in the first quadrant because the x-coordinates and the y-coordinates of the points
would both be positive. The x-coordinates would all be positive integers while the y-
coordinates would be numbers rounded up to the nearest hundredth.
500
Ask “How does the graph of the situation differ from the graph of f ( x)  produced by
x

Learning Experience
Standards for
(SMP)
your calculator?” The calculator produces a graph that has a section in the first and third
quadrants. The points in each quadrant are connected and the graph has a vertical break
at x=0 and a horizontal break at y=0.
500
 Ask “What are some similarities and differences between the graph of f ( x)  and
x
the graph of a linear function; a quadratic function; an exponential function?”
Linear, quadratic and exponential functions all have continuous graphs. Linear and
exponential functions have graphs that are strictly increasing or strictly decreasing.
 Introduce the definition of a rational function.
o A rational function is a function whose rule is the ratio of two polynomials.
1
o The parent rational function is 𝑓(𝑥) = 𝑥
o The domain of this function is all real numbers except for zero.
o The graph of this function (if we include all real numbers in our domain) is a
hyperbola.
y f(x)=1/x
9
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5
4
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2
1
x
-9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9
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Learning Experience
Standards for
(SMP)
 Ask “How does the warm-up problem relate to definition of a rational function?”
 Wrap up this part of the lesson with a Write Pair Share.
How do rational functions compare to linear, exponential, and quadratic functions?
Which is it most like? Which is it most different from? Explain your reasoning.
UDL Connections
SMP # Activity 1 Materials Needed

 Poster Paper
 Markers
 Tape
 Directions for poster
 Problem scenarios
Implementation
 Arrange students into groups of 3 or 4 students.
 Distribute a sheet of poster paper and a marker to each group.
 Distribute one of the three different problem scenarios to each group of students.
(included). Teacher Note: The scenarios differ in level of difficulty you can differentiate
by giving more able groups the most challenging problem scenarios. Ideally you would
have 2 groups working on the same problem.
 Instruct students use the information in their scenario to create a:
o numeric representation
o algebraic representation
o graphic representation .
 Instruct student groups to record the three representations for their scenario their

Learning Experience
Standards for
(SMP)
group’s sheet of poster paper.
 Instruct student groups to tape their poster to the wall along with a copy of their
scenario. Posters that display the work for the same scenarios should be placed next to
one another.
 Instruct students to complete a Galley Walk to review the work shown on each poster.
 One students return to their seats have a whole class discussion similar to the
discussion in the Motivation Activity. For each scenario ask students to Think Pair
Share answers to the following questions.
o How does having chaperones not paying affect the price? Increased the price
per person How did this change the original graph from the motivation activity?
Shifted the graph 5 units to the right What is the domain of this function? X > 5
What is the range of the function? 0 < y < 500
o How does offering unlimited soda and popcorn affect the price for each person?
Increased the price per person by $4 How does this change the original graph
from the motivation activity? Shifted the graph 4 units up What is the domain of
this function? X > 5 What is the range of the function? 0 < y < 504
o How does having chaperones not pay for anything (admission, popcorn, and
soda} affect the price for each person? Increased the price per person How does
this change the graph? Shifted the graph 5 units to the right and 4 units up What
is the domain of this function? X > 5 What is the range of the function? 0 < y <
524
o How much will you pay if no people attend? Why? What does this answer look
like algebraically? Graphically? If no people attend you would not rent the
theater because you would have no one to pay. Algebraically you cannot divide
by 0 so the answer is undefined. The graph never crosses the y-axis.
Note to teacher: Save the posters for to use as concrete examples when going more into
depth in later lessons. They can be referred back to when teaching about restrictions on the
domain, zeros, and simplifying rational expressions.

Learning Experience
Standards for
(SMP)
Closure Exit Ticket:
Supporting Information
Component Details
Interventions/Enrichments Enrichment: After Activity 1 would be a good time to introduce students to the term asymptote.
 Special Students could explore the asymptotes of a variety of given graphs in a real world context.
Education/Struggling
Learners
 ELL
 Gifted and Talented
Materials
Technology
Resources
(must be available to all
stakeholders)

Warm Up
The historic Senate Theater in Baltimore reopened for business in October 2013. It is now possible
to rent the theater for private events. The Senior Class of the Park High School is looking into the
possibility of renting the theater for a “Senior Movie Night”. The total cost for renting the theater for
the evening is $500. Senior Movie Night is not intended to be a moneymaking event but the
organizers do want the event to break even. Complete the table below.
Number of Ticket Cost

People Who (based on the need to raise enough money from
ticket sales to cover the $500 it will cost to rent the
Purchase a Senate Theater for the evening.
Ticket

Scenario #1
The senior class of Park High School decides to rent the Senate Theater for their Senior Movie Night.
The cost of renting the theater is $500. School policy requires that the event have five chaperones.
The total cost of the tickets for the chaperones must be divided among the students who attend the
Senior Movie Night. Create a numeric, algebraic and graphic representation for this scenario.
Numeric Representation
Algebraic Representation
Number of People Cost Per
Who Attend Student
Senior Movie
Night
(this number should include
the 5 chaperones)
Graphic Representation
540 y
520
500
480
460
440
420
400
380
360
340
320
300
280
260
240
220
200
180
160
140
120
100
80
60
40
20
x
-2 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48

Scenario #2
The planning committee for the Senior Movie Night is determining the cost per person of the event if
popcorn and soda are included. Unlimited popcorn and soda costs $4 per person. The cost to rent
the Senate Theater is $500 for the evening. What are possible “Cost per Person” for this scenario?
Create a numeric, algebraic and graphic representation for this scenario.
Who Attend Student
Senior Movie
Night
the 5 chaperones)
540 y
520
500
480
460
440
420
400
380
360
340
320
300
280
260
240
220
200
180
160
140
120
100
80
60
40
20
x
-2 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48

Scenario #3
The planning committee for the Senior Movie Night at Park High School must determine the possible
cost per student for this event based on the following information
 The theater charges a flat fee of $500 to rent the theater.

 The theater charges $4.00 per person for unlimited popcorn and soda.
 School policy requires that five adult chaperones attend Senior Movie Night.
 Chaperones do not pay for a ticket to attend the event nor do they pay for their popcorn and
soda. The students who attend the Senior Movie Night must split the cost of the tickets,
popcorn and soda for the five chaperones.
Who Attend Student
Senior Movie
Night
the 5 chaperones)
540 y
520
500
480
460
440
420
400
380
360
340
320
300
280
260
240
220
200
180
160
140
120
100
80
60
40
20
x
-2 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48

Answer Key
Warm Up
The historic Senate Theater in Baltimore reopened for business in October 2013. It is now possible
to rent the theater for private events. The Senior Class of the Park High School is looking into the
possibility of renting the theater for a “Senior Movie Night”. The total cost for renting the theater for
the evening is $500. The “Senior Movie Night” is not intended to be a moneymaking event but the
organizers do want the event to break even. Complete the table below to determine the possibilities
of ticket prices based on the number of people who buy a ticket to the event.
Number of People Who Cost Per Student

Purchase a Ticket
1 $500
 $500 per student
1 student
2 $500
2 students
3 $500
 $166.67 per student
3 students
4 $500
4 students
5 $500
5 students
6 $500
6 students
7 $500
7 students
8 $500
8 student
9 $500
9 students
10 $500
 $50 per student
10 students
50 $500
 $10 per student
50 students
100 $500
 $5 per student
100 students
250 $500
250 students
500 $500
500 students
1000 $500
1000 students

Scenario #1
The senior class of Park High School decides to rent the Senate Theater for their Senior Movie Night.
The cost of renting the theater is $500. School policy requires that the event have five chaperones.
The total cost of the tickets for the chaperones must be divided among the students who attend the
Senior Movie Night. Create a numeric, algebraic and graphic representation for this scenario.
Number of
Cost Per Student
People Who
Attend $500
Cost 
Senior x 5
Movie Night
(this number
should include
the 5
chaperones)
5 chaperones $500
+ 1 student = Cost   $500 per student Graphic Representation
6 people 65 540 y f(
10 $500 520 S
Cost   $125 per student 500 (6,500)
10  5 480
20 $500 460
Cost   $33.33 per student 440
20  5 420
100 400
$500
Cost   $5.26 per student 380
100  5 360
340
320
300
280
260
240
220
200
180
160
140
120
100
80
60
40
20
-2 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44

Scenario #2
The planning committee for the Senior Movie Night is determining the cost per person of the event if
popcorn and soda are included. Unlimited popcorn and soda costs $4 per person. The cost to rent
the Senate Theater is $500 for the evening. What are possible “Cost per Person” for this scenario?

Number of Cost Per Student
People Who
Attend Senior
Movie Night
1 $500
Cost   $4.00(1 student)  $504 / student
1student
2 $500  $4.00(2students)
Cost   $254 / student
2students
100 $500  $4(100)
100students
500 $500  $4(500)
500 students
1000 $500  $4(1000)
Cost   $4.50 / student
1000 students
$500  $4.00(number of students) $500

Cost  or  $4.00
number of students n
540 y f(x)=500/x+4
Graphic Representation 520

500 (1,504)
Series 1
480
460
440
420
400
380
360
340
320
300
280
260
240
220
200
180
160
140
120
100
80
60 (10,54)
40
20
x
-2 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48

Scenario #3
The planning committee for the Senior Movie Night at Park High School must determine the possible
cost per student for this event based on the following information
 The theater charges a flat fee of $500 to rent the theater.

 The theater charges $4.00 per person for unlimited popcorn and soda.
 School policy requires that five adult chaperones attend Senior Movie Night.
 Chaperones do not pay for a ticket to attend the event nor do they pay for their popcorn and
soda. The students who attend the Senior Movie Night must split the cost of the tickets,
popcorn and soda for the five chaperones.
Number of People Cost Per Student
Who Attend $500  $4.00(number of people)
Cost 
Senior Movie (number of people)-(5 chaperones)
Night
the 5 chaperones)
1 student + $500  $4.00(6) $524

5 chaperones = Cost  
6 - 5 chaperones 1 Graphic Representation
6 people
7 $264
15 $56
540 y f(x)=(500+4x)/(x-5)
25 $30 520
500
(6,524) Series 1
55 $14.40 480
460
440
1005 $4.52 420
400
380
360
340
320
300
280
260
240
220
200
180
160
140
120
100
80
60
40
20
x
-2 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48

A2 U3 LP Introduction To Rational Functions

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DRAFT/Algebra II Unit 3 / MSDE Lesson Plan/ Introduction to Rational Functions

Unit Modeling with Functions

Lesson Title Introduction to Rational Functions

F.IF.4 For a function that models a relationship between two quantities,

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Connections to future learning

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Student Outcomes The student will:

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SMP # Activity 1 Materials Needed

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Number of Ticket Cost

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Create a numeric, algebraic and graphic representation for this scenario.

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 The theater charges a flat fee of $500 to rent the theater.

Create a numeric, algebraic and graphic representation for this scenario.

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Number of People Who Cost Per Student

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Create a numeric, algebraic and graphic representation for this scenario.

$500  $4.00(number of students) $500

Graphic Representation 520

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 The theater charges a flat fee of $500 to rent the theater.

Create a numeric, algebraic and graphic representation for this scenario.

1 student + $500  $4.00(6) $524

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