Rational Expressions Unit Plan

Subject Area Mathematics
Mathematics Unit Plan Grade Level 30-2

Cleighton Boehme Topic Rational expressions
Feb. 17, 2017 Length of Unit 11 days (3 class periods)
(days)
Rationale
I made this unit plan with my alternate school practicum placement in mind.
As I began planning, I encountered a challenge unique to the alternate school
setting. The mathematics 30-2 class that I will be teaching is a class of four
students that meets once a week. In order to fit in all of the units of study
associated with the outcomes in the program of studies, each unit can only be
given from two to four class periods. This time constraint really limits the amount
of material that can be covered in class. Therefore, it becomes crucial to focus
class time on the concepts and skills that will be the most useful for students to
learn and remember.
As I began planning, I tried my best to identify the skills and concepts that
are fundamental in understanding rational expressions. I focused my planning and
activities on these fundamental skills and concepts. It becomes crucial in this
setting to use an understanding by design approach. We cannot simply follow a
textbook or even the ADLC modules and assignments that I reference throughout
my unit plans. We need to discern what is most crucial and focus our instruction
on that. Identifying these crucial skills and concepts before beginning to plan
helps us to ensure that we are using our class time most effectively.
While thinking this through in the context of my unit. I decided that I would
spend the first class helping the students make connection between what they
have already learned and what they need to learn about rational expressions. I
think that if they can make these connections, they will be able to understand how
to work with rational expressions and extend that understanding to solving
rational equations on their own. My pre-assessment and inquiry task are focused
on helping students make these connections, leading them through remembering
their past lessons that lead into understanding rational expressions to applying
these understandings to solve new problems.
Since I will be busy with teaching other students during the remainder of the
week, I thought that it was crucial to make time to answer the students questions
about their assignment and quiz in the two following lessons. Though I will try to
help them during the week, I cannot guarantee that I will be available to answer
all of their questions. Having this time set aside in the two following lessons
ensures that I can give priority to these students in order to ensure that I can
answer their questions and properly assess their understanding. In addition,
making time to allows students to write their quiz and exam in class will give me
the opportunity to give them immediate feedback to contribute to their
understanding.
The combination of formative assessments is key in the alternate school
setting. I will base the students final grades on a combination of their
performance on the assignment, their performance on the exam, and my own
professional judgement based on conversations with them and observations of
their work. This type of assessment may be very difficult with a full class, but it is
much more manageable with a class of four students. In assessing this way, I have
Spring 2016: Marynowski
Adapted from Wiggins and McTighe (2005)
(days)
the flexibility to base the students grades on their understanding while coaching
them through increasing their abilities to demonstrate their understanding.
The associated mathematical processes are incorporated throughout the
unit: communication [C], connections [CN], mental mathematics and estimation
[ME], problem solving [PS], and reasoning [R]. The students are given
opportunities to communicate with me and with each other to develop their
problem-solving abilities and demonstrate their understanding. Connections within
and between concepts are crucial for their success. Being able to quickly identify
how to make rational expressions equivalent requires mental mathematics.
Problem solving and reasoning come in throughout the unit as students use their
previous knowledge and understanding to solve new problems in new contexts.
Each of these mathematical processes is an integral part of my unit plan.
To accommodate for students who may have learning disabilities related to
mathematics, I will make manipulatives available. In this unit, I think that algebra
tiles and graphing calculators would be most useful. I would demonstrate how to
use the algebra tiles, and I would provide tutorials on how to use graphing
calculators to find and check answers. Graphing calculators are allowed in the
diploma and, when combined with an understanding of the fundamental concepts,
can be a powerful tool for all students to use. I will also provide graphic organizers
to help the students make connections between past and present learning as well
as help them to remember the operations involved in working with rational
expressions and solving rational equations.
To modify the unit, I would focus on applications of rational expression in the
real world and teach the necessary skills to solve simple problems involving
rational expressions. I would ensure to instruct students in need of modifications
how to use technology to find answers. In a program like this, however, a student
in need of significant modifications would likely not be part of a mathematics 30-2
course. By nature, the alternate school program provides other course options for
students in need.
Throughout my unit plan, I attempt to take the responsibility for learning
away from me as the teacher and towards the students as learners. Rather than
teach them rote steps to memorize, I attempt to supply them with the necessary
understanding to be able to solve problems on their own. Where appropriate, I will
take advantage of opportunities to connect the course concepts to their interests
to deepen engagement and understanding. According to my teacher associate,
there are two types of students in the alternate school: those who want to get
100% and those who just want to pass. In my planning, I have tried to be prepared
to help all students gain the fundamental skills and understanding necessary to
succeed, whether that means getting 100% or just passing.

(days)
Context Reflection
How Can I Best Meet the Needs of My Students Within the Alternate
School Program?
I designed this unit plan for my PS II practicum placement in the Raymond

Alternate School, part of the Westwind School Division. The alternate school
supports students in Raymond and in the surrounding area. I went to school in
Cardston, which is also part of the Westwind School Division, so I have had some
first-hand experience within this school district. I was not, however, prepared for
the different structure of the alternate school. On my orientation day, I did my
best to understand what it means, exactly, for students to be in the alternate
school. As I have asked questions and looked into it more, I have come to a better
understanding.
The Raymond Alternate School is a one-room school house, held in the
Raymond Lions Hall. It provides a setting in which students can receive small
group and one-on-one help and instruction. There is a large room with tables for
students to work at, several computers, a SMART board, and all of the teachers
desks. In addition, there is a kitchen that has an extra table for students to work
at if they are in need of more privacy. There is also food in the kitchen for the
students to eat, considering some students may live in unsupportive home
environments and will benefit from having food in their stomachs as well as be
drawn in to the program, as attendance can be an issue with some students.
There are several types of students and reasons why they come to the alternate
school.
There are both full-time students and students who attend both the high
school and the alternate school. The full-time students come for various reasons.
Some have high IQs but are low achieving in the traditional school setting, as they
may not feel challenged enough. Others in the full-time program may just not fit in
to the regular high school setting and need a more flexible environment. This may
include students who come from unsupportive home environments and need to fit
their classes in around work. While these two groups of students that I have
discussed so far fit within the full-time alternate school system, the majority of the
full-time students are students who are really struggling in school due to learning
gaps, minor learning disabilities, high anxiety, and/or ASD. The alternate school
provides an environment for them where they can have more control of the rate of
their learning and demonstrate their understanding in a more individualized way.
Concerning the students who are shared between the schools, these
students are usually in the program due to a scheduling conflict or because a
course is not offered at the high school, such as calculus (we will make a weekly
trip to Stirling to teach a calculus class). As the resources in the program are
limited, these students need a very good reason to come to the alternate school.
If they can fit courses into their regular schedule at the high school, they should.
I made my unit plan for a mathematics 30-2 class. As I approached the
(days)
planning, I considered how I could best meet the needs of the students in my class
within the Alternate School system. In doing so, I considered several questions:
What kind of classroom climate will contribute most to student learning?
Considering the unstructured nature of the alternate school system, how
can I focus my instruction to help students learn what is essential?
How can I effectively adapt my assessment to provide an accurate measure
of the students understanding?
How can I provide extra support and flexibility to students who are in need?
I discussed the second and third questions in my rationale at the beginning of this
unit plan. As I proceed, I will explain how I addressed the other two questions
(concerning classroom climate and extra support and flexibility) in my planning,
relating them to the context of the Alternate School.
In social context class, we discussed the concepts of being open-minded,
full-minded, and fair-minded (Case, Sensoy, & Ling, 2013). While we discussed this
information in the context of global and multi-cultural perspectives in school, they
apply just as well to any school setting. Open-mindedness involves seeking out
and being sensitive of different points of view, Full-mindedness involves
anticipating complexity and recognizing stereotypes, and fair-mindedness involves
overcoming bias and being understanding and accepting of others. Though I have
not addressed these directly in my unit plan, they are underlying ideas that I will
implement as I establish a welcoming classroom climate. I dont know everything
about the lives of my students. As a teacher, I will be ready to invite students into
my classroom and not judge them by the way they may appear, act, or smell. I will
expect the students to treat others the same way.
Another approach that will help create a positive classroom climate is a
focus on a mastery goal structure rather than a performance goal structure. An
article titled Positive Classroom Motivational Environments: Convergence
Between Mastery Goal Structure and Classroom Social Climate discusses the
benefits of mastery goal structure: personal mastery goal orientation, self-
efficacy, effort, use of effective learning strategies, not cheating, adaptive coping
responses after failure, positive school-related affect, satisfaction with learning,
and achievement (Patrick, Kaplan, & Ryan, 2011). To focus on a mastery goal
structure in my class, as suggested by Patrick, Kaplan, & Ryan (2011), I will
recognize the progress and efforts of all students, avoid comparing students and
displaying grades, and encourage students to work together and help each other
when they have questions. Some other strategies that I have built into my unit
already are sharing responsibility and being flexible with time. Focusing on
mastery goal learning will contribute to a climate that will help the students that I
work with develop in meaningful ways and gain competence in learning.
From the position of a teacher, giving consideration to mental health is key
for the success of many students in the Alternate School. Just the other day, we
discussed mental health in our social context class. In the document Creating a
Compassionate Classroom from the Alberta Teachers Association along with the
(days)
Canadian Mental Health Association and Global television, it reads, The most
important factor for success in dealing with a mental health problem is support;
teachers, staff, school communities and peers are all a part of a students support
system (The ATA, CMHA, & Global, 2015). In the Alternate School, this support is
more available to students, thanks to the small group and one-on-one instruction.
In my unit plan, I kept this in mind and planned on providing students with
individual tutoring throughout the unit.
As I mentioned earlier, many of the students in the program have mental
health struggles, specifically anxiety. Being aware of these struggles is key in
planning how to teach and assess these students. The instruction and assessment
in my unit plan is less about students completing required assignments and tests
and more about what the students actually understand and can do. If students
become anxious while writing tests, I have the flexibility to use my professional
judgement to adjust their grades if I feel like what they understand is not reflected
in test marks. I then have the resources and time to focus on teaching student-
specific test-taking strategies and implementing accommodations. These are all
possible to do in a regular high school setting, but much more difficult due to the
larger class sizes.
In addition, the lessons and objectives that I planned into my unit of study
focus on students learning the big picture. Focusing on the big picture and making
grades less of an issue helps to decrease stress. The students are also able to
decide what they would like to focus on and delve deeper into understanding
rather than being asked to constantly shift gears in their thinking. Again, this
helps to decrease the stress of learning (Pope, 2010).
Treating students like adults in the Alternate School proves to be an
effective way to help them to succeed. In this type of climate, where they are
expected to make decisions and take responsibility for their work, they gain more
ability and independence. By nature of the Alternate School system, students are
required to complete much of their work on their own. As a teacher, I have
planned to provide students opportunities to solve problems independently during
my lessons in order to prepare them to complete their work independently outside
of our lessons.
According to the Education Act, every child in Alberta is expected to attend
school to receive an education. The Alternate School supports this mandate by
making school more accessible and more appropriate for a wider variety of
students. Some students succeed better in an environment where they are
provided with more individualized support and have more control over the pace of
their learning. In the Alternate School, treating students as adults, while providing
them with support as needed, helps them to take responsibility for their learning
and to succeed.

(days)
References
Case, R., Sensoy, ., & Ling, M. (2013). Infusing global and multicultural
perspectives in elementary social studies. In R. Case & P. Clark (Eds.), The
anthology of social studies: Issues and strategies for elementary teachers,
updated edition (pp. 249-258). Vancouver: Pacific Educational Press.
[Updated version of Case, Sensoy, & Ling, 2008].
Patrick, H., Kaplan, A., & Ryan, A. M. 2011. Positive classroom motivational
environments: convergence between mastery goal structure and classroom
social climate. Journal of Educational Psychology, 103(2). Retrieved from
http://fg2fy8yh7d.search.serialssolutions.com/?ctx_ver=Z39.88-
2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid
%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev
%3Amtx
%3Ajournal&rft.genre=article&rft.atitle=Positive+classroom+motivational+
environments
%3A+Convergence+between+mastery+goal+structure+and+classroom+s
ocial+climate&rft.jtitle=Journal+of+Educational+Psychology&rft.au=Patrick
%2C+Helen&rft.au=Kaplan%2C+Avi&rft.au=Ryan
%2C+Allison+M&rft.date=2011&rft.issn=0022-0663&rft.eissn=1939-
2176&rft.volume=103&rft.issue=2&rft.spage=367&rft.epage=382&rft_id=i
nfo:doi/10.1037%2Fa0023311&rft.externalDBID=n
%2Fa&rft.externalDocID=10_1037_a0023311&paramdict=en-UK

(days)
Pope, D. (2010). Beyond doing school: from stressed-out to engaged in

learning. Education Canada, 50(1). Retrieved from http://www.cea-
ace.ca/sites/cea-ace.ca/files/EdCan-2010-v50-n1-Pope.pdf
The Alberta Teachers Association, the Canadian Mental Health Association, &
Global television. (2015). Can We Talk? Creating a Compassionate
Classroom. Retrieved from
https://www.teachers.ab.ca/_layouts/15/WopiFrame.aspx?
sourcedoc=/SiteCollectionDocuments/ATA/Publications/Human-Rights-
Issues/COOR-79e%202015%2012.pdf&action=default

(days)
Desired Results
Established Goals GLO(s):
Relations & Functions (30-2):

General Outcome: Develop algebraic and graphical reasoning through the study of
relations.
Understandings: Essential Questions:
Students will understand that
In what ways are operations
Determining equivalent forms of performed with rational
rational expressions and expressions similar to
adding/subtracting rational operations performed with
expressions require finding a rational numbers? (SLO: 1 & 2)
common denominator (SLO: 1 & 2) Why can you find values in
Operations performed with rational solving rational equations that
expressions are similar to operations are not solutions? (SLO: 3)
performed with rational numbers
(SLO: 1 & 2)
When simplifying rational
expressions and solving rational
equations, we have to remember the
non-permissible values (values that
make the denominator equal to zero)
(SLO: 1,2, & 3)
Prior understandings Students will be able to
Understanding of rational numbers 1. Determine equivalent forms of

and operations with rational numbers rational expressions (limited to
(Gr. 9, GLO: Number, SLO: 3) numerators and denominators
Solving simple rational equations (Gr. that are monomials and
9, GLO: Patterns and Relations, SLO: binomials). [C, ME, R]
3) 2. Perform operations on rational
Understanding of polynomials and expressions (limited to
operations with polynomials (Gr. 9, numerators and denominators
GLO: Patterns and Relations, SLO: 5- that are monomials and
7; 10C, GLO: Algebra and Number, binomials). [CN, ME, R]
SLO: 4) 3. Solve problems that involve
rational equations (limited to
Understanding of common factors in
numerators and denominators
polynomials and of factoring
that are monomials and
trinomials (10C, GLO: Algebra and
binomials). [C, CN, PS, R]
Number, SLO: 5)
o Includes difference of squares

(days)
Where does this lead? Materials Needed:
Solving problems involving different Whiteboards

rates (different speeds, different SMART board
rates of work) ADLC Unit 4 Module
Making complex calculations ADLC Unit 4 Assignment
regarding profit (considering Diploma-style quiz
products given away and amount Diploma-style unit exam
spent on materials)
Applications in different careers:
o Engineering (i.e. resistance in
electrical circuits)
o Nursing (i.e. determining
dosages considering the
concentration of the drug in
the blood)
o Farming (i.e. predicting
moisture by taking soil
samples)
o Architecture (i.e. designing the
Saddledome)
Resources Consulted:
Mathematics Grades 10-12 Program of Studies

Achievement Indicators
ADLC materials (accessed through the Westwind Alternate School)
Exam bank (diploma style questions)
Quest A+
Assessment Map
Assessments
Inquiry
Learning Pre-
Tasks/Scaffol Multiple Multip
Title Assessment Assignment
Outcome Checklist
ded Choice Quiz Choice E
s Questions
Type
(Formative/Summativ Formative Formative Summative Formative Summa
e)
1. Determine equivalent
forms of rational

expressions (limited to
numerators and
denominators that are
monomials and
(days)
binomials). [C, ME, R]
2. Perform operations
on rational expressions
(limited to numerators
and denominators that
are monomials and
binomials). [CN, ME, R]
3. Solve problems that
involve rational
equations (limited to
numerators and
denominators that are
monomials and
binomials). [C, CN, PS,
R]
Assessment Tool Overview
Assessme
nt Tool Brief Description For AS OF
Title
Pre-
Assessme
I will prepare a checklist for the students,
including a few straight-forward questions

nt involving operations with rational numbers,
Checklist solving simple rational equations, operations with
polynomials (monomials and binomials), and
factoring polynomials (including difference of
squares). I will include the answers on the back.
In the first class, I will pass the checklist out at
the beginning and provide instructions for the
students to attempt to solve the problems and
then to check a box to indicate whether or not
they would like to review the concepts. After the
students have completed their checklists, I will
instruct them to hand the checklists back to me
so I can review them. Since there are only four
students in the class, I will be able to review
them quickly as I receive them. In doing so, I will
gain a sense of their understanding of the
prerequisite material, as indicated by their
checked boxes. I will then use this information to
decide which topics we need to review in the first
class before we go into the new material.
(days)
Assessment as learning: Embedded in the

idea of the pre-assessment activity is the
idea that students assess their own
understanding and needs in order to be
prepared to learn about the material within
this topic. I will also gain an understanding
of the students ability to accurately and
honestly self-assess.
I will start the first class with helping the students
make connections between rational numbers and
rational expressions. We will explore equivalent
forms of rational expressions and move into
operations with rational expressions, building on
what they have learned about rational numbers
and polynomials. In order to help the students to
engage with the material independently, I will
provide scaffolded questions and scenarios
(inquiry tasks) that build on the prerequisite
knowledge. These activities will be done
individually, in pairs, and as a group on paper,
white boards, and the SMART board. By allowing
Inquiry students to work through these inquiry tasks and
Tasks/ scaffolded questions in class, I will be able to
Scaffolded observe their level of understanding, ability to
Questions think critically, and capacity to use their prior
knowledge to solve problems in new situations.
Based on their understanding of the material, we
may move into solving problems involving
rational equations, but this skill is probably
something that they will begin to learn and
practice on their own through their modules and
assignments.
Assessment for learning: Through
observation and class discussions I will be
able to collect information to assess the
students level of understanding. This will
then direct my instruction. In this way, in-
class work acts as assessment for learning.
Assignmen In the first class, I will provide the students with
t the ADLC Unit 4 Module and Assignment. We will

(days)
not start this in class. The students will be

expected to complete it on their own over the
next couple weeks. This assignment will cover all
of the material that they are expected to learn in
the unit. I will look through the material
beforehand and decide if there are any questions
that do not fit within the scope of our unit. Since
we will likely not get to solving rational equations
in the first class, it will be up to the students to
learn this on their own. I will be available
throughout the week and during the next class to
answer their questions. When I have chances to
help students with their work and answer their
questions, I will mark their work and provide
immediate feedback. This comprehensive
assignment will be due on the last day of class,
though I will not penalize students if they finish
their work after that.
Assessment for learning: The assignment
gives me the opportunity to provide
students with immediate feedback and will
guide the focus of my second lesson. In this
way, it is formative.
Assessment of learning: From observations,
conversations, and collection of the
students work, along with my professional
judgement, I will have the information
needed to determine the students depth of
understanding of the material. This
information will be key in determining the
students marks.
Multiple
Choice
In order to prepare the students for the unit
exam, I will prepare a quiz that tests the

Quiz students abilities to perform operations with
rational expression (add, subtract, multiply, and
divide) and solve rational equations. The quiz will
cover the fundamental skills, while leaving out
some of the less important concepts (these will
be covered in the assignment). Since this is a
diploma course, the quiz (and the unit exam) will
be similar in design to the diploma exam. I will
explain that the quiz is for the students benefit
and will not count toward their final grades.

(days)
Assessment for learning: I will use the

quizzes to direct my instruction in the final
lesson, before the unit exam. This
instruction will be more individualized, as
students who are ready will be allowed to
take the final exam (in a quiet area) while I
help the other students.
Assessment as learning: Through working
on this quiz, the students have an
opportunity to assess their own
understanding of the material and come to
me with questions regarding what they do
not yet understand.
Note: If the students would like, they may
request additional practice questions to prepare
for the unit exam
As a final assessment of the students
understanding of the material, I will prepare a
unit exam composed of multiple choice questions
to administer to the students. This unit exam will
be parallel to the quiz. Accordingly, the exam,
like the quiz, will cover the fundamental concepts
and skills, while leaving out some of the less
important concepts. It will be quite short,
allowing the students to complete it in 15-20 min,
as it is only covering the fundamental concepts.
Multiple
Due to the flexibility of my evaluation, if the
Choice
exam is not a fair assessment of the students
Exam
understanding, I will make appropriate
adjustments based on their performance on the
assignment or allow them to rewrite the exam to
get a mark that they are happy with.
Assessment of learning: The students
grade on this test will be used to help
determine their final grade. Since the unit
exam tests key understanding, it is
essential that students take this exam in
order to pass the course.
Observatio Throughout the entire unit, I will interact with the
ns/ students to assess their understanding of the

Conversati material and teach accordingly. If at any time, I
ons see that their performance on a given
assignment, test, or quiz does not match what I

(days)
would expect, I will use my professional

judgement to adjust their grade as needed. If the
understanding is present, but they struggle with
demonstrating their understanding through tests,
the problem may relate to the students test-
taking abilities. If this is the case, I will provide
needed support and instruction to the student
regarding test-taking strategies. In addition, if
they are not happy with their own performance
and feel like they could do better, I will allow
them to rewrite the unit exam.
Assessment for learning: I will use
information gathered through observations
and conversations to direct my instruction.
Assessment as learning: Students will have
the opportunity to assess their own
understanding and approach me to have
conversation regarding their performance
on assessment tasks. As the students are
taking the initiative to self-assess, this
becomes assessment as learning.
Assessment of learning: Since I am using
the information gathered through
observations and conversations to assess
the students understanding and determine
the students final grades, this becomes
assessment of learning.
Calendar
Monda Tuesda Wednes Thursday Outcomes
y y day
Class 1: Introduction to Rational 1. Determin
Expressions equivalent
rational
Instructional strategies: expressions
Pre-assessment checklist: The students (limited to
will have five minutes at the beginning numerators
of class to complete the checklist. This denominato
will direct how I begin my lesson are monom
(whether or not I need to review the pre- binomials).
requisite skills and understanding). R]
Direst instruction: Based on the pre- 2. Perform
assessment, I will decide whether or not operations

(days)
I need to reteach the prerequisite rational

material and how much time I will spend expressions
on it if I decide to teach it. (limited to
Inquiry task/scaffolded questions: After numerators
covering prerequisite skills, I will denominato
introduce the inquiry task. The students are monom
will be shown two different rational binomials).
expressions and be asked to explain why ME, R]
they are equivalent or different. Based
on the students understanding of the
inquiry task, I will decide upon the
complexity of the problems that we will
address next.
o Group work: the students will be
allowed to work together on the
inquiry task and the scaffolded
questions
Assessments (see descriptions on previous

pages):
Pre-assessment checklist
Inquiry task/scaffolded questions
Assignment (to be handed out during
this class)
Observations/conversations
o Are students making connections
between rational numbers and
rational expressions?
Overview:
1. Pre-assessment
2. Direct instruction
3. Inquiry task/scaffolded questions
4. Hand out the module and assignment
o Brief mention of rational equations
y y day
Class 2: Responding to Students 1. Determin
Questions equivalent
rational
Instructional strategies: expressions
Modeled and guided problem solving: (limited to

(days)
Rather than telling the students the numerators

answers to their questions, I will model denominato
problem solving and help guide them are monom
through the questions, drawing from binomials).
their current understanding. R]
Student-paced activities: The students 2. Perform
will have the ability to decide what they operations
would like to do. If they have questions rational
about the assignment, I will help them expressions
with their questions. If they are ready for (limited to
the quiz, I will allow them to get started numerators
on the quiz. denominato
Incorporating real-life examples: Based are monom
on the students interests, I will make binomials).
connections to scenarios in which these ME, R]
skills and understanding will be useful to 3. Solve pro
them. that involve
rational equ
Assessments (see descriptions on previous (limited to
pages): numerators
Assignment denominato
are monom
Quiz (to be handed out during this class)
binomials).
PS, R]
o Are the students extending their
understanding of rational
expressions and polynomials to
solve rational equations?
Overview:
1. Answer questions about the assignment
2. Modeled and guided problem solving
3. Hand out the quiz
Note: If the students would like, they may

request additional practice questions to
prepare for the unit exam
y y day
Class 3: Unit Exam 2. Perform
operations
Instructional strategies: rational
Modeled and guided problem solving: expressions
(limited to
(days)
Rather than telling the students the numerators

answers to their questions, I will model denominato
problem solving and help guide them are monom
through the questions, drawing from binomials).
their current understanding. ME, R]
Student-paced activities: The students 3. Solve pro
will have the ability to decide what they that involve
would like to do. If they have questions rational equ
about the assignment or the quiz, I will (limited to
help them with their questions. If they numerators
are ready for the exam, I will allow them denominato
to start taking it. are monom
binomials).
Assessments (see descriptions on previous PS, R]
pages):
Assignment (due today)
Quiz (not due)
Unit Exam (to be done in class)
o Was the exam a fair assessment of
the students understanding?
Overview:
1. Answer final questions about the quiz
and the assignment
2. Administer the exam
3. Give feedback for the exam
Note: Outside of class time, students may book times to come for help or just drop in for help
depends on the demands of teaching other students, so I cannot guarantee that I will be avai
students if they just drop in.
Lesson Plan 1
Grade/Subject: Math 30-2 Name: Cleighton Boehme
Unit/Topic: Rational Expressions Lesson Date: Mar. 16, 2017
Lesson Duration: 75 min. Class: Period 2 (10:10-11:25)
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
General Outcome: Develop algebraic and graphical reasoning through the
study of relations.
Specific Learning Outcomes:

(days)
1. Determine equivalent forms of rational expressions (limited to numerators

and denominators that are monomials and binomials). [C, ME, R]
2. Perform operations on rational expressions (limited to numerators and
denominators that are monomials and binomials). [CN, ME, R]
LEARNING OBJECTIVES
Students will:
Collaborate with other students and use their reasoning to draw from their
understanding of rational numbers and polynomials to build understanding
of rational expressions
Learn how to manipulate rational expression and compare them to find
equivalent forms
Learn how to perform operations with rational expressions
ASSESSMENTS
Key Questions:
How are rational expressions similar to rational numbers?
How are operations with rationale expressions similar to operations with
rational numbers?
How do you find a common denominator to find equivalent expressions and
add or subtract expressions?
Observations:
Are students making connections between rational numbers and rational
expressions?
Are students extending their understanding of polynomials to rational
expressions?
Written/Performance Assessments:
Assignment (to be handed out)
LEARNING RESOURCES CONSULTED
Resource #1: Mathematics Grades 10-12 Program of Studies
Resource #2: Achievement Indicators
Resource #3: ADLC materials (accessed through the Westwind Alternate School)
MATERIALS AND SETUP
White boards Have SMART notebook up and
SMART board ready to go
Pre-assessment checklist
ADLC unit 4 module
ADLC unit 4 assignment
PROCEDURE

(days)
Introduction (5 min.) Assessments

1. Pre-assessment Pre-assessment:
Welcome the students in to class Checklist of prerequisite
Explain that we will be starting a new knowledge with examples
unit on rational expressions
Tell the students that we will be
building on things that they have
already learned about fractions and
polynomials
Tell them that I will give them five
minutes to look through the questions
and check the boxes next to the
concepts that they would like to
review
o Explain that the examples are
on the front and the answers are
on the back
Hand out the checklist and let the
students work through them
When the students finish, I will review
their checklists
Note:
While the students are working, I will
help other students who are in the
building.
If the students have questions for
clarification, I will be available to
help them, as they are my priority in
this period
Body (60 min.) Assessments
2. Direct instruction Observations:
We will work through examples based Are students making
on what the students have indicated connections between rational
in their checklists numbers and rational
o Operations with rational expressions?
numbers: Are students extending their
understanding of polynomials
2 to rational expressions?
1
1 3 2
+
2 2 3 Questions:
(days)
How are rational expressions

o Solving simple rational similar to rational numbers?
equations: How are operations with
rationale expressions similar to
x 57 operations with rational
+3= =3
2 x numbers?
How do you find a common
o Operations with polynomials denominator to find equivalent
(monomials and binomials): expressions and add or
subtract expressions?
2 x 2( x2 +1 ) x(4 x3)
o Factoring polynomials (including

difference of squares):
x 2+2 xx 216
3. Inquiry task/scaffolded questions

Provide the students with two different
rational expressions and ask them if
they are equivalent
o What does equivalent mean?
o Tell them that they may not use
their calculators
x +1 2
( x+1)
x1
x 21
Review the inquiry task

o Discuss non-permissible values
Based on how well students can
answer this question, I will decide
which direction to go (scaffolded
questions)
o Got it (+1)
1
x
x+1 x +1 x 21
+
x1 x +1 x1
o Almost got it (0)

(days)
x+ 2
Simplify
x2 4
o Not quite there (-1)
Review prerequisite
concepts and make
connections
If students pick up all these concepts

quickly, I will allow them to start on
their assignment
I will be able to differentiate my
instruction for each student due to
the small size of the classI will give
most of my attention to the students
who are having the hardest time
grasping the concepts
I will help the students all work up
from -1 to +1
Differentiation:
Conclusion (10 min.) Assessments
4. Hand out the module and Questions:
assignment How can you extend your
When students are able to solve the understanding of rational
+1 questions, or at the end of class, I expressions to solve rational
will give them the assignment equations?
o If students do not get to the +1
questions, I will ask them to find
a time to come for additional
help
Before the class leaves, I will briefly
mention rational equations and give
an example, showing them how they
can use what they know to solve them
x 21 4 xx
=
x +1 4

(days)
o Get rid of denominators

(multiply both sides by
denominators)
o Make it all equal to zero
o Simplify
o Non-permissible values?
Tell the class that it will be up to them
to learn about rationale equations
Tell them that next class, I will answer
their questions about the assignment
and hand out the quiz
Differentiation:
As the students work on their
assignments, I will be aware of which
students need more support and
which are more independentI will
ensure that I am available to help
students who need more support
throughout the week

(days)
Lesson Plan 2
study of relations.
1. Determine equivalent forms of rational expressions (limited to numerators
and denominators that are monomials and binomials). [C, ME, R]
3. Solve problems that involve rational equations (limited to numerators and
denominators that are monomials and binomials). [C, CN, PS, R]
LEARNING OBJECTIVES
Students will:
Demonstrate their understanding and problem solving abilities in relation to
rational expressions and equations
Communicate their understanding and ask questions to deepen their
understanding
ASSESSMENTS
Key Questions:
What do you understand about rational expressions and equations?
What are your questions about rational expressions and equations?
Observations:
Are students making connections between rational numbers and rational
expressions?
Are students extending their understanding of polynomials to rational
expressions?
Are the students extending their understanding of rational expressions to
solve rational equations?
Assignment (ongoing assessment)
Quiz (formative)

(days)

MATERIALS AND SETUP
Quiz Be prepared with additional
Additional diploma-style questions diploma-style questions for the
students
PROCEDURE
1. Check-in Pre-assessment:
Ask the students how they are Conversation: What concepts
feeling about the unit so far do you find the most difficult?
What concepts do they find the most
difficult?
2. Answer questions about the Observations:
assignment Are students making
Tell the class that we will take this connections between rational
class to go through any questions that numbers and rational
they have about the assignment expressions?
They may work on their assignments Are students extending their
or get started on the quiz while I work understanding of polynomials
with other students to rational expressions?
I will make sure that I see all of the Are the students extending
students work and provide them their understanding of rational
feedback expressions to solve rational
equations?
Differentiation:
Modeled and guided problem Questions:
solving: when students have What do you understand about
questions, I will judge their level of rational expressions and
understanding and either give equations?
examples that build on their prior What are your questions about
understanding to guide them through rational expressions and
solving the problems, or I will model equations?
how to go through the problem-
solving process, thinking out loud and Collecting Evidence:
then guide them through As I review the students
o To promote independence, I will assignments and give them
not give them the answer; feedback, I will begin to mark
(days)
rather, I will take appropriate their work

steps to guide them to the
answer
Based on the students interest, I will
share real-life applications of rational
equations
3. Consolidation Questions:
Ask the students to share one thing What did you learn today?
that they learned this class What questions do you still
Ask them if they will share one thing have?
that they still find difficult
o If they still have questions, find
a time during the week to help
them
4. Hand out the quiz

Make sure that any students who
havent started on the quiz yet
receive the quiz before they go
Explain that they may come in
throughout the week to check their
quiz answers
Differentiation:
I will give more of my attention and
support to those students who
struggle with the basic concepts, but
I will also make more challenging
material available to those who catch
on more quickly (practice diploma
questions)

(days)
Lesson Plan 3
study of relations.
3. Solve problems that involve rational equations (limited to numerators and
denominators that are monomials and binomials). [C, CN, PS, R]
LEARNING OBJECTIVES
Students will:
Demonstrate their understanding and problem solving abilities in relation to
rational expressions and equations
ASSESSMENTS
Key Questions:
What do you understand about rational expressions and equations?
What are your questions about rational expressions and equations?
Observations:
Can the students apply their understanding of rational expressions and
equations and use their problem-solving abilities to answer the questions in
the unit exam?
Is the class performance on the unit exam correlating with their
understanding of the material demonstrated in their assignments?
Assignment (collected today)
Unit exam (completed in class)
MATERIALS AND SETUP

(days)
Unit exam Have the unit exams printed

and ready for the students
PROCEDURE
1. Answer final questions about the Observations:
quiz and the assignment Are the students prepared to
Welcome the students to class and apply their understanding of
ask them if they have any questions rational expressions and
from the assignment or quiz before equations and use their
they begin the unit exam problem-solving abilities to
Make sure to check all of the answer the questions in the
students assignments and quizzes unit exam?
before they begin the unit exam
Questions:
What do you understand about
rational expressions and
equations?
What are your questions about
rational expressions and
equations?
2. Administer the exam Collecting Evidence:
Ask the students to hand in their Ask the students to hand in
assignments before they begin the their assignments before they
exam take the exam
If the students would like to begin the I will evaluate their
exam while I am helping other performance on the
students, I will provide them with a assignments to help decide
quiet space to take it (in another what their grades will be
room)
The exam is designed to take 15-20
min., but the students can take as
long as they need to finish it.
Tell them to bring it to me when they
are done
3. Give feedback for the exam Collecting Evidence:
After the students bring the exam to Collect and mark the students
me, I will check it over and give them unit exams
feedback
(days)
If the students finish everything early, Conversations:

I make the next module and Is each students performance
assignment available for them on the unit exam correlating
with their understanding of the
Differentiation: material demonstrated in their
If they are not happy with their mark, I assignments?
will consider the reason and make
adjustments
o If their exam mark doesnt
correlate with their level of
understanding, I will use my
professional judgement to make
adjustments to their grade for
the unit and attempt to address
the underlying cause of their
low performance on the exam
o If they simply want a higher
grade on the exam, I will
provide an opportunity for them
to have a rewrite (I will provide
a parallel exam)


Rational Expressions Unit Plan

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Subject Area Mathematics

Mathematics Unit Plan Grade Level 30-2

Spring 2016: Marynowski

I designed this unit plan for my PS II practicum placement in the Raymond

Spring 2016: Marynowski

Spring 2016: Marynowski

Pope, D. (2010). Beyond doing school: from stressed-out to engaged in

Spring 2016: Marynowski

Relations & Functions (30-2):

Understanding of rational numbers 1. Determine equivalent forms of

Spring 2016: Marynowski

Where does this lead? Materials Needed:

Solving problems involving different Whiteboards

Mathematics Grades 10-12 Program of Studies

binomials). [C, ME, R]

Assessment as learning: Embedded in the

not start this in class. The students will be

Spring 2016: Marynowski

Assessment for learning: I will use the

Spring 2016: Marynowski

would expect, I will use my professional

Spring 2016: Marynowski

I need to reteach the prerequisite rational

Assessments (see descriptions on previous

Spring 2016: Marynowski

Rather than telling the students the numerators

Note: If the students would like, they may

Rather than telling the students the numerators

Spring 2016: Marynowski

1. Determine equivalent forms of rational expressions (limited to numerators

Spring 2016: Marynowski

Introduction (5 min.) Assessments

How are rational expressions

o Factoring polynomials (including

3. Inquiry task/scaffolded questions

Review the inquiry task

o Almost got it (0)

o Not quite there (-1)

If students pick up all these concepts

Spring 2016: Marynowski

o Get rid of denominators

Spring 2016: Marynowski

Spring 2016: Marynowski

Resource #1: Mathematics Grades 10-12 Program of Studies

rather, I will take appropriate their work

4. Hand out the quiz

Spring 2016: Marynowski

Spring 2016: Marynowski

Unit exam Have the unit exams printed

If the students finish everything early, Conversations:

Spring 2016: Marynowski

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