Instruction and Management Plan

Unit Organization
This unit draws on students previous knowledge and practice of rewriting
expressions and solving for variables or using equations in different ways. However,
this unit specifically breaks down the process so that students have a better
understanding of what they are doing when the solve equations.
The unit starts with a review on what equivalence actually means in terms of
relations between expressions. This is then built on by applying the knowledge of
equivalence to manipulating single equations and solving for variables. The
challenge continues to build as this knowledge and practice of single equations is
applied to solving systems of equations and exploring what solving a system
actually means in terms of real world situations and sets of data.
The second section of the unit uses students prior knowledge of the structure
of equations to investigate combinations of equations using different operations.
This is then applied when students start exploring rations expressions, how they are
formed, what they look like, and what their properties are. All of the learned parts of
the unit culminate in the section of operations on rational expressions because the
section uses strategies of equivalence, equation solving, and operations knowledge
to solve complex problems.
Technology is highly used in this unit because of the requirement to visualize
the different functions, equations, expressions, and rational relations that are
sometimes difficult to imagine without the use of technology. Therefore, the
students will become comfortable using their calculators and iPad app Desmos to
help analyze and accurately reason around the relations that they are studying.
Throughout the unit are opportunities to verbalize both in written and oral
form their understanding of the information. This happens in different ways, but
mainly there will be multiple prompts for students on all assessments that will ask
them to describe their thinking in different ways. Also, students are constantly
helping each other by explaining the content in alternative forms and getting up in
front of their peers and describing how to solve problems.

Purpose of Unit
This unit is designed to introduce students to more strategies involved in algebraic
manipulation. Students will also be introduced to rational functions and taught how
to solve all kinds of functions given any problem. The purpose of this unit is to give
students a toolbox of problem solving techniques to be used in all future
mathematics.

Big Ideas/Essential Questions

What are some strategies used in simplifying, rewriting, and solving different
algebraic problems?
What do rational functions look like and what are some of their unique elements?
What are the strategies of Giant 1 and Difference of Squares and how are they
useful?
What does equivalence mean in an algebraic function and how can it be used to
solve equations?

Content Standards
CCSS 2.3.a: Interpret the structure of expressions.
CCSS 2.3.b: Write expressions in equivalent forms to solve problems.
CCSS 2.3.c: Perform arithmetic operations on polynomials.
CCSS 2.3.d: Understand the relationship between zeros and factors.
CCSS 2.3.f: Rewrite rational expressions.
CCSS 2.3.g: Rewrite simple rational expressions in different forms.

Instructional Strategies
3.1 Rewriting Expressions and Substitution
Section 1 Identify equivalent expressions
Instructional Strategy: Lecture on elements of equivalence and then group activity
using sticky notes to categorize equivalence versus nonequivalence.

Section 2 Rewriting expressions to show equivalence

Instructional Strategy: Have students recall different strategies used and create a
poster to summarize their knowledge and use for study purposes later on.

Section 3 Rewriting to solve

Instruction Strategy: Students will create their own step by step list of how to solve
a system by looking at a previous example and working backwards to describe what
steps were taken.

3.2 Rational Functions

Section 1 Operations on functions
Instructional Strategy: A jigsaw strategy was used here to prompt students to learn
and do examples with a single operation in a group and then reorganize the groups
so that students could teach their peers about the operation they learned about.

Section 2 Rational expressions

Instructional Strategy: This strategy was to use a system of guided notes to
introduce the important content area of a Giant One and how it is used in rational
expressions. These notes had blanks and open responses to guide students in
learning the new topic by guiding the lecture, questions, and informed responses.

Section 3 Multiplying and Dividing Rational expressions

Section 4 Adding and Subtracting Rational expressions
Instructional Strategy: Student guided independent/small group web quest to learn
about the four different operations on rational expressions and how to perform the
different procedures involved in solving the various problems. This strategy also
included using the students iPads and the QR code scanner app.

Section 5 Creating new Functions

Instructional Strategy: QR code scavenger hunt activity to review all previous
sections and apply them to creating new functions as well as preparing for the
upcoming exam. This strategy included use of students iPads and the QR code
scanner app and had student problem solving to find the next steps along the
scavenger hunt. This was a very active and motion oriented activity.