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Solving Rational Equations in One Variable
Unit: Reasoning with Equations

Webberley
Topic: Writing & Solving Rational Equations
8, 2015
Grade Level: 9th 10th Grade
Teacher: Anna
Date: December
Utah Common Core Standards:

A-CED.A.1
Create equations and inequalities in one variable and use them to
solve problems.
A-CED.A.3
Represent constraints by equations or inequalities, and by systems of
equations, and interpret solutions as viable or non-viable options in a
modeling context.
A-CED.A.4
Rearrange formulas to highlight a quantity of interest, using the same
reasoning as in solving equations.
A-REI.A.1
Explain each step in solving a simple equation as following from the
equality of numbers asserted at the previous step, starting from the
assumption that the original equation has a solution. Construct a viable
argument to justify a solution method.
A-REI.A.2
Solve simple rational and radical equations in one variable, and give
examples showing how extraneous solutions may arise.
Technology Standards:
3. Research and Information Fluency
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media
c. Evaluate and select information sources and digital tools based
on the appropriateness to specific tasks
d. Process data and report results
4. Critical Thinking, Problem Solving, and Decision Making: Students use
critical thinking skills to plan and conduct research, manage projects,
solve problems, and make informed decisions using appropriate digital
tools and resources.
a. Identify and define authentic problems and significant questions
for investigation
b. Plan and manage activities to develop a solution or complete a
project
c. Collect and analyze data to identify solutions and/or make
informed decisions
d. Use multiple process and diverse perspectives to explore

alternative solutions
Learning Setting:
This course will consist of ninety minute sessions in a public school in the
Salt Lake City School District. It is a 9th grade class with 35 students,
consisting of 30% ESL students and 5% special education students. Students
will have hardcopy workbooks and access to laptops in the classroom.
Performance Objectives:
SWBAT write mathematical models of ratios presented in a video
learning activity as a group
SWBAT search relevant information on the websites provided on their
own
SWBAT critically discuss word problems that lead to rational equations
in small groups
SWBAT organize a method for solving a word problem into a list of
steps in small groups
Materials:
Computers
Technology with video capabilities (mobile phone, iPad, etc.)
YouTube videos
Document Camera
Prezi
Rubrics
Summary of Learning Activity:
The purpose of WebQuest is to deepen students understanding of how
rational equations can be applied to situations found outside the classroom.
In previous lessons, students learned how to add, subtract, multiply and
divide rational equations in order to be able to write mathematical models
for given scenarios. While interacting with the WebQuest, students will
research the relationship between a word problem and algebraic equation,
write their own word problem for a given rational equation, and create a
poster to teach their classmates how to solve the problem.
I. Motivation
Seeing rational equations as mathematical models of real-life situations
helps students build the concept of ratio. Students will watch the photo story
video twice before solving each problem as a class:
https://www.youtube.com/watch?v=rI_vVVH713U&feature=youtu.be. The
photo story provides scenarios that will spark students curiosity and
interest. Also, writing and solving rational equations as a whole class will give
them more confidence to do it on their own.
Materials: Computers or Smart phone, Document Camera, and YouTube

video
Rationale: The visual and audio will capture attention. The document
viewer is so the teacher and students can solve the problems presented in
the video together. Students may want to watch the video again on their
smart phones or computers. It may helpful to watch the video multiple
times to fully understand the context and relationships.
II. Teaching Basic Concepts
Students will work together in groups of three or four to write a word problem
of a given rational equation. They may complete the research of examples of
rational equations in their groups or individually. However, they must each
submit a word problem of the equation given. Assignment is part of a
WebQuest: http://utahmathematics.weebly.com/webquest.html
Materials: Computers, Web sources, and Notes from the previous class
Rationale: Some of the web sources will be helpful for students to solve
the rational equation they are given, while other web sources will provide
example word problems that are similar to the one they create. Notes
from previous classes will also help them see how rational numbers play a
role in various contexts.
Summary/Transition: The first learning activity will simply consist of
forming student groups, assigning each group a rational equation, and
introducing the WebQuest to students so they can start researching. It
may be helpful to think of a graphic organizer that guides students
through the research process. Students will need to collaborate to write
their word problems. They will email the teacher with their word problems
for approval. Once they receive the approval, they can move on to the
second part of the WebQuest, which is making the prezi and preparing to
teach their problem to the class. This means students will need to show
their work!
III.Applying Knowledge
After finishing the web tutorials students will create a prezi of a word
problem of their choice and present it to the class. Students will not only
make a visual presentation of their word problem, but also challenge their
classmates to solve it. The following rubric contains an evaluation for each
part of the project. Complete work with word problem, visual, and method for
solving will receive full credit, 100 points.
Materials: Computers, WebQuest, Video recording device, Prezi
Rationale: Students will need access to computers in order to make their
prezi and reference the WebQuest. They may also want a video recording
device to record themselves presenting their word problem. I will tell
students to practice their presentation before actually presenting to the
class.
IV. Assessment
Students will be assessed using three rubrics labeled: individual process,

presentation, and submittal. These rubrics will be filled out throughout the
process of the lesson. The entire project is worth 250 points: 75 for individual
process, 75 for presentation and 100 for submittal.
Rubric: Individual Process
Needs Work
0-10 pts.
Average
11-16 pts.
Good
17-21 pts.
Excellent
22-25 pts.
Word
Problem*
Group member
did not write his
or her own word
problem.
Group member
was able to
demonstrate
basic concepts
but the word
problem does
not describe the
equation.
Group member
wrote his or her
own word
problem, but did
not receive input or
feedback from
group members.
Group member
wrote and
submitted his or
her own work.
He or she also
received
feedback from
group members.
Method for
Solving*
Group member
did not present
their method for
solving to the
teacher before
presenting.
Group
members
method for
solving was
unclear and
information was
missing.
Group members
method for solving
was unorganized
and required
further
explanation.
Group members
method for
solving was clear
and organized.
In Group
Participation*
Group members
worked
independently.
One partner did
significantly more
work than the
others.
Group members
worked
together, but
with several
reminders from
their teacher.
Responsibility
was not equally
shared.
Group members
worked together,
but with some
reminder from
their teacher.
Responsibility was
shared, but not
equal.
Group members
worked together
and each took
equal
responsibility.
*You can earn

up to 25 points
for each
category
OVERALL
SCORE
75 pts.
possible
Rubric: Presentation
Word
Problem*
Needs Work
0-10 pts.
Average
11-16 pts.
Group did not

present a word
problem in the
presentation
Group did not

explain how the
word problem
describes the
equation.
Good
17-21 pts.
Group was able to
demonstrate basic
concepts, but the
teacher or
classmates had to
Excellent
22-25 pts.
Group visually
presented a word
problem and fully
explained its
relationship to an
OVERALL
SCORE
help explain.
equation.
Method for
Solving*
Group did not

present their
method for
solving.
Groups method for

solving was unclear
and information
was missing.
Groups method
for solving was
unorganized and
required further
explanation.
Groups method for

solving was clear
and organized.
Steps were clearly
laid out in the
solving process.
Visual*
No visual
presentation.
Visual included
word problem, but
did not show
method for solving.
Visual included
both, but method
for solving is not
written so that it
can be taught.
Visual included
word problem and
method for solving
written in concise
steps.
*You can
earn up to 25
points for
each category
75 pts.
possible
Rubric: Submittal
Needs Work
0-10 pts.
Average
11-16 pts.
Good
17-21 pts.
Excellent
22-25 pts.
Word
Problem*
Word problem
and method for
solving is not
submitted for
approval.
Equation and
method for
solving is
submitted for
approval, but not
a word problem.
Word problem is
submitted for
approval, but not
a method for
solving.
Word problem
and method for
solving are
submitted for
approval prior to
creating a Prezi.
Graphic
Organizer*
Student turns in
no graphic
organizer.
Student turns in
graphic organizer
with only one
task complete.
Student turns in
graphic organizer
with two tasks
complete.
Student turns in
graphic
organizer with
all three tasks
complete.
Visual*
Visual (i.e. Prezi)

is not submitted.
Visual (i.e. Prezi)

is submitted after
presentation.
Visual (i.e. Prezi)

is submitted the
day of the
presentation.
Visual (i.e.
Prezi) is
submitted the
day before the
presentation.
In Group
Participation
Survey*
Groups worked
independently.
One partner did
Groups worked
together, but with
several reminders
Groups worked
together, but with
some reminder
Groups worked
together great.
They all took
OVERALL
SCORE
significantly
more work than
the others.
*You can earn

up to 25 points
for each
category
from their
teacher.
Responsibility
was not equal.
from their teacher.

Responsibility
was shared, but
not equal.
equal
responsibility
and were
engaged.
100 pts.
possible
Lesson Summary/Closure:
The entire lesson follows a WebQuest that helps students write mathematical
models of word problems and vice versa. At the end of the lesson I will
expect students to be able to teach the material to their classmates. It will
not be a regular presentation in that students explain the problem, but rather
they will lead their classmates to understand by writing out their method for
solving in concise steps. The Prezi they create will also prove their process of
learning and understanding, so that the rest of the class can participate in
the same thinking process. The technology utilized in this lesson will
motivate students, lead students to investigate topic, and provide resources
for students to create a presentation. Though this process could be done
without computers, technology increases motivation and speeds up the
research process.
References:
Photo Story: https://www.youtube.com/watch?
v=rI_vVVH713U&feature=youtu.be
2. Technology Standards for Students: http://www.iste.org/standards/istestandards/standards-for-students
3. WebQuest: http://utahmathematics.weebly.com/webquest.html
4. Prezi: https://prezi.com/business/
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Solving Rational Equations in One Variable

Unit: Reasoning with Equations

Utah Common Core Standards:

d. Use multiple process and diverse perspectives to explore

Materials: Computers or Smart phone, Document Camera, and YouTube

Students will be assessed using three rubrics labeled: individual process,

*You can earn

Group did not

Group did not

Group did not

Groups method for

Groups method for

Visual (i.e. Prezi)

Visual (i.e. Prezi)

Visual (i.e. Prezi)

*You can earn

from their teacher.

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