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Lesson Plan : Dividing Rational Expressions
Teacher Name: | Amanda Martin |
Grade: | Grade 9-10 |
Subject: | Math |
Topic: | Dividing Rational Algebraic Expressions |
Content: | Dividing Factions, Factoring polynomials, and simplifying rational expressions by cancelling common factors. |
Goals: | Students will gain confidence in preexisting skills (dividing fractions and factoring polynomials) as a result of combining prior knowledge to form a new skill (diving rational algebraic expressions). |
Objectives: | Students will be able to divide rational expressions involving polynomial functions. |
Materials: | Overhead projector, graphing calculator, student generated flow chart on factoring polynomials. |
Introduction: | I will present a simple faction division problem similar to those the students studied in Elementary school. At this point this type of problem should be fairly automatic and the students do not think of each step involved. I will encourage them to try to explain the problem to me as if I had never seen such a problem - including the simplification processes. |
Development: | I will then move on to several examples of dividing rational expressions involving polynomials. I will "think aloud" as I walk step by step through the exact process the students described on the easier problem. |
Practice: | Students will be given a list three or four problems (depending on time) to complete at their seats. Once they have completed them practice problems, I will form the class into small groups so they can compare and edit their work. I will ask the students to volunteer to put the problems on the board, including work, and walk the class through the step by step procedure to arrive at those answers. |
Accommodations: | There are usually two main areas that students struggle with in this lesson: the process of diving fractions or the mechanics of factoring polynomials. I am currently holding extra help sessions after school for both areas. When students are placed in groups I will be careful to place students who have like needs together. For this lesson, that make it easier for me to check in with the group who, for example, needs help with factoring, so I can double check their efforts before the work is placed on the boarder. I can offer assistance to the whole group at once. |
Checking For Understanding: | When the students are in their small groups I will walk around the room and listen to their conversations as well as glance at their written work. I can tell quickly which students no not completely understand the process and catch up with those students before they leave for the day. I will also collect the homework the next day to double check for understanding. |
Closure: | I will ask students to compare their initial reaction to the idea of working with rational expressions (last week) to how they feel now. I have sensed in the last few days that the students are becoming more confident, and I would like to point this out to them as positive reinforcement. |
Evaluation: | Informal evaluation occurs when I walk around the classroom and look over their homework. Formal evaluation will occur at the chapter test on April 8th. |
Teacher Reflections: | This lesson went extremely well. The student are becoming more confident (and less anxious about fractions) each day! |
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