CCGPS Frameworks Student Edition. Mathematics. CCGPS Advance Algebra Unit 3: Rational and Radical Relationships

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CCGPS

Frameworks

Student Edition

CCGPS Advance Algebra

Unit 3: Rational and Radical Relationships

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MATHEMATICS y CCGPS ADVANCED ALGEBRA y UNIT 3: Rational and Radical Relationships

Unit 3

Rational and Radical Relationships

Although the units in this instructional framework emphasize key standards and big ideas at specific times of the year, routine topics such as estimation, mental computation, and basic computation facts should be addressed on an ongoing basis. Ideas related to the eight process standards should be addressed constantly as well. To assure that this unit is taught with the appropriate emphasis, depth, and rigor, it is important that the tasks listed under “Evidence of Learning” be reviewed early in the planning process. A variety of resources should be utilized to supplement this unit. This unit provides much needed content information, but excellent learning activities as well. The tasks in this unit illustrate the types of learning activities that should be utilized from a variety of sources.

STANDARDS ADDRESSED IN THIS UNIT

Mathematical standards are interwoven and should be addressed throughout the year in as many different units and activities as possible in order to emphasize the natural connections that exist among mathematical topics.

KEY STANDARDS

Rewrite rational expressions

MCC9-‐12.A.APR.6 Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system.

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MCC9-‐12.A.APR.7 (+) Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.

Create equations that describe numbers or relationships

MCC9-‐12.A.CED.1 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from simple rational functions.

MCC9-‐12.A.CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (Limit to

radical and rational functions.)

Understand solving equations as a process of reasoning and explain the reasoning MCC9-‐12.A.REI.2 Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.

Represent and solve equations and inequalities graphically

MCC9-‐12.A.REI.11 Explain why the x-‐coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are rational.

Interpret functions that arise in applications in terms of the context

MCC9-‐12.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; and end behavior. (Limit to radical and rational functions.)

MCC9-‐12.F.IF.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. (Limit to radical and rational functions.)

Analyze functions using different representations

MCC9-‐12.F.IF.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. (Limit to radical

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MCC9-‐12.F.IF.7b Graph square root, cube root functions.

MCC9-‐12.F.IF.7d (+) Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior.

MCC9-‐12.F.IF.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). (Limit to radical and

rational functions.)

RELATED STANDARDS

MCC9-‐12.A.SSE.1a Interpret parts of an expression by viewing one or more of their parts as a single entity.

MCC9-‐12.A.SSE.2 Use the structure of an expression to identify ways to rewrite it.

Standards for Mathematical Practice

The Standards for Mathematical Practice describe varieties of expertise that mathematics

educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof,

communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy).

1. Make sense of problems and persevere in solving them. High school students start to

examine problems by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. By high school, students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. They check their answers to problems using different methods and continually ask themselves, “Does this

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make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

2. Reason abstractly and quantitatively. High school students seek to make sense of

quantities and their relationships in problem situations. They abstract a given situation and represent it symbolically, manipulate the representing symbols, and pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Students use quantitative reasoning to create coherent representations of the problem at hand; consider the units involved; attend to the meaning of quantities, not just how to compute them; and know and flexibly use different properties of operations and objects.

3. Construct viable arguments and critique the reasoning of others. High school

students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. High school students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. High school students learn to determine domains to which an argument applies, listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

4. Model with mathematics. High school students can apply the mathematics they know to

solve problems arising in everyday life, society, and the workplace. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. High school students making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

5. Use appropriate tools strategically. High school students consider the available tools

when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. High school students should be sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to

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be gained and their limitations. For example, high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. They are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

6. Attend to precision. High school students try to communicate precisely to others by

using clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

7. Look for and make use of structure. By high school, students look closely to discern a

pattern or structure. In the expression x2 + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. High school students use these patterns to create equivalent expressions, factor and solve equations, and compose functions, and transform figures.

8. Look for and express regularity in repeated reasoning. High school students notice if

calculations are repeated, and look both for general methods and for shortcuts. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x2 + x + 1), and (x – 1)(x3 + x2 + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, derive formulas or make

generalizations, high school students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.

Connecting the Standards for Mathematical Practice to the Standards for Mathematical Content

The Standards for Mathematical Practice describe ways in which developing student practitioners of the discipline of mathematics should engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle and high school years. Designers of curricula, assessments, and professional development should all attend to the need to connect the mathematical practices to mathematical content in mathematics instruction.

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The Standards for Mathematical Content are a balanced combination of procedure and understanding. Expectations that begin with the word “understand” are often especially good opportunities to connect the practices to the content. Students who do not have an understanding of a topic may rely on procedures too heavily. Without a flexible base from which to work, they may be less likely to consider analogous problems, represent problems coherently, justify conclusions, apply the mathematics to practical situations, use technology mindfully to work with the mathematics, explain the mathematics accurately to other students, step back for an overview, or deviate from a known procedure to find a shortcut. In short, a missing mathematical knowledge effectively prevents a student from engaging in the mathematical practices.

In this respect, those content standards which set an expectation of understanding are potential “points of intersection” between the Standards for Mathematical Content and the Standards for Mathematical Practice. These points of intersection are intended to be weighted toward central and generative concepts in the school mathematics curriculum that most merit the time, resources, innovative energies, and focus necessary to qualitatively improve the

curriculum, instruction, assessment, professional development, and student achievement in mathematics.

ENDURING UNDERSTANDINGS

x Recognize rational functions a the division of two polynomial functions and rewrite a rational expression

x Find the sum, difference, product, and quotient of rational expressions x Graph rational and radical functions

x Interpret graphs and discover characteristics of rational functions x Solve rational and radical equations algebraically and graphically x Solve rational inequalities

CONCEPTS/SKILLS TO MAINTAIN

It is expected that students will have prior knowledge/experience related to the concepts and skills identified below. It may be necessary to pre-assess in order to determine if time needs to be spent on conceptual activities that help students develop a deeper understanding of these ideas.

x Computation with fractions x Factoring polynomials

x Solving linear and quadratic equations

SELECTED TERMS AND SYMBOLS

The following terms and symbols are often misunderstood. These concepts are not an inclusive list and should not be taught in isolation. However, due toevidence of frequent

difficulty and misunderstanding associated with these concepts, instructors should pay particular attention to them and how their students are able to explain and apply them.

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The definitions below are for teacher reference only and are not to be memorized by the students. Students should explore these concepts using models and real life

examples. Students should understand the concepts involved and be able to recognize and/or demonstrate them with words, models, pictures, or numbers.

The websites below are interactive and include a math glossary suitable for elementary children. Note – At the elementary level, different sources use different definitions. Please

preview any website for alignment to the definitions given in the frameworks. http://www.teachers.ash.org.au/jeather/maths/dictionary.html

This web site has activities to help students more fully understand and retain new vocabulary. http://intermath.coe.uga.edu/dictnary/homepg.asp

Definitions and activities for these and other terms can be found on the Intermath website.

x Algebra: The branch of mathematics that deals with relationships between numbers,

utilizing letters and other symbols to represent specific sets of numbers, or to describe a pattern of relationships between numbers.

x Coefficient: A number multiplied by a variable.

x Equation: A number sentence that contains an equality symbol.

x Expression: A mathematical phrase involving at least one variable and sometimes numbers and operation symbols.

x Extraneous Solutions: A solution of the simplified form of the equation that does not satisfy the original equation.

x Inequality: Any mathematical sentence that contains the symbols > (greater than), < (less than), < (less than or equal to), or > (greater than or equal to).

x Polynomial: A mathematical expression involving the sum of terms made up of variables to nonnegative integer powers and real-valued coefficients.

x Radical Function: A function containing a root. The most common radical functions are the square root and cube root functions, ݂(ݔ) = ξݔ ܽ݊݀ ݃(ݔ) = ξݔయ

.

x Rational Function: The quotient of two polynomials, P(z) and Q(z), where ܴ(ݖ) =௉(௭)_ொ(௭). x Reciprocal: Two numbers whose product is one. For example, ݉ ݔ _௠ଵ = 1

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Rewriting a Rational Expression

Math Goals

x Rewrite simple rational expressions using long division x Rewrite simple rational expression using synthetic division

Common Core State Standard

MCC9-‐12.A.APR.6 Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system.

Standards for Mathematical Practice 1. Attend to precision

2. Look for and make use of structure

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Rewriting a Rational Expression:

A Rational Function is defined as the quotient of two polynomials. It follows that rational functions can be rewritten in various forms after division is performed. Let’s use the quotient ௫య_ାଶ௫మ_{ିହ௫ି଺}

௫ିଶ to illustrate this idea.

First, let’s think about something we learned in elementary school, long division.

Think about the problem46 3768. What did you think about to start the division problem? Try to complete the entire long division problem below. Talk to your partner about the steps and what operations you use to complete the problem.

Now, we are going to use the same idea to divide polynomials. Specifically, x 2 x3 2x2 5x 6

How did you know when you were finished with the problem? Was there a remainder? If so, how do you write the final solution to show that there was a remainder?

Now try this one: x 3 x3 6x2 x 10

How did you know when you were finished with the problem? Was there a remainder? If so, how do you write the final solution to show that there was a remainder?

As you can see, long division can be quite tedious. However, when the divisor is linear, there is a short cut. Let us consider another way to show this division called synthetic division. The next part of this task will explore how it works and why it only works when there is a linear divisor. The following excerpt is adapted from:

J.M. Kingston, Mathematics for Teachers of the Middle Grades, John Wiley & Sons, Inc. NY, 1966, p. 203-205.

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The labor of dividing a polynomial by x – t can be reduced considerably by eliminating the symbols that occur repetitiously in the procedure. Let us consider the following division:

Notice that the math is being performed with the coefficients of each power of x. The powers of

x themselves are redundant because the position of the term signifies its power. If you remove

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You can “collapse” the problem and write all the arithmetic in one row like this: Note that -8 = 4(-2)

-10 = 5(-2)

-6 = 3(-2)

-4 = 2(-2)

When completing a long division problem you “subtract and bring down” over and over again. In this simplified version it will be easier to think of subtraction as addition so we must change our divisor to 2 to make this accommodation.

We now have a final streamlined process called Synthetic Division where you bring down the first coefficient and then “multiply by t and add”.

There are a few things to consider. The number in the upper left-hand corner is t, if we are dividing by x – t. What would be the divisor if we are dividing by x+ t ?

The top row consists of the coefficients of the terms of the dividend polynomial in descending order. Since the order of the coefficients denotes its corresponding power of x what do you think happens if the dividend is missing a term in the sequence? For instance, how would we represent 5ݔସ _{+ 2ݔ െ 3 as a dividend in synthetic division?}

Take a moment to go back to the original long division problems in this task. Complete both of them using Synthetic Division. What do you notice about the right-hand number in the final row of the problem?

To finally rewrite our original rational function in a new way we must reunite our coefficients and their corresponding powers of x while also making sure to show a remainder if necessary. Take this completed synthetic division problem and write the original rational function in the form ௔(௫)_௕(௫) as well as the “new” form ݍ(ݔ) +_௕(௫)௥(௫):

Now that we’ve learned the process let’s practice some more synthetic division problems. Rewrite the following rational expressions using synthetic division.

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MATHEMATICS y CCGPS ADVANCED ALGEBRA y UNIT 3: Rational and Radical Relationships a. 2 2 7 17 10 3 2 x x x x b. 4 24 10 3 2 3 x x x x c. 1 6 7 3 x x x

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Operations with Rational Expressions Task

Math Goals

x Simplify rational expressions

x Add and subtract rational expressions x Multiply and divide rational expressions

MCC9-‐12.A.APR.7 (+) Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.

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Operations with Rational Expressions

Thinking about operations with rational numbers, or fractions, will help us perform addition, subtraction, multiplication, and division with rational expressions. We will use examples involving fractions to help us extend our thinking to dealing with fractions with variables, or rational expressions.

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Simplifying Rational Expressions

Think about the fraction ଵ଴଼_ଶଵ଴. What operation do we use to rewrite this fraction in simplest form?

What is the possible obstacle in using this operation to simplify fractions?

Let’s try to simplify another way. Find the prime factorization of the numerator and

denominator of the fraction above. Use this form of the numerator and denominator to quickly simplify the fraction.

Now let’s think about the fraction: _௫_మ_{ା଻௫ାଵଶ}௫మିଽ . How can we use the idea of prime factorization to help us simplify this rational expression?

Try this one: ସି௫_௫ିସ How can factoring help us simplify this rational expression?

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Multiplying and Dividing Rational Expressions

We now need to think about multiplying fractions. Take a minute to discuss with a partner how you would solve the following problem. Try to find more than one way and show your results below:

4 14ή

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Which method from above do you think would be easiest to extend to multiplication of rational expressions? Why?

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Take a look at ହ௫మ ௫మ_ିସ

ή

௫ାଶ

ଵ଴௫య. Use your ideas from above to help you multiply these two fractions.

Now try this one: ଷ௫ା଺_௫_మ_ିଽή_଺௫ସ௫ାଵଶ_మ_ାଵଶ௫

What if we change the fraction multiplication problem that we started with to a division problem? Talk to your partner about how to solve the problem below:

4 14÷

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What is the one difference in solving a fraction division problem versus a fraction multiplication problem?

Apply that idea to this problem: ସ௫ା଼_଼௫ ÷௫_଺௫మିସ_మ

Let’s try one more: ௫_ଷ௫మିଶ௫ିଵହ_మ_ାଵଶ௫ ÷_௫௫_మమ_ାସ௫ିଽ

x

Adding and Subtracting Rational Expressions

The idea of using the processes for operations with fractions to guide us as we operated with rational functions continues, but addition and subtraction may seem a little more involved. Just like with fractions it is necessary to have common denominators in both rational expressions before you can add or subtract. Think about the fraction addition problem _ଵ଴ଷ +ଵ_଺ . What is the least common denominator (LCD)?

You might be able to quickly realize that 30 is the LCD, but why is it 30? Turn to your partner and explain a couple of ways of finding a common denominator.

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When thinking about denominators like x + 2 or x – 3 it becomes important to understand what makes a LCD. In the fraction problem above, you might have been able to say that 30 is the LCD because it is the smallest number that both 10 and 6 divide into, but how do you create that number if it isn’t obvious? (Hint: Think about prime factorization.)

When dealing with rational expressions, factoring is key. You must find all of the factors of each denominator to know what the LCD should be. Let’s try some. Find the LCD for the following problems: a. _ହ௔ଷ ,_ସ௔௕_మ b. _௫ାହସ ,_௫ିହଷ c. _௫ାଶଶ௫ ,_௫_మ_{ିଷ௫ିଵ଴}௫ାଵ d. ଻_௫,_ଶ௫_మହ_ାଷ௫ e. _௫_మ_{ା଼௫ାଵ଺}௫ିଽ ,_௫_మ_{ା଻௫ାଵଶ}௫

Once you find the LCD, you complete the operation just like you would with fractions. Try these problems: f. _௫ାଷଷ +_௫ିଷଶ g. ଺௫ା଻_௫_మ_ିସ+_௫ିଶଶ h. _଺௠ଵ଴_మെ_ହ௠ଶ௡_య i. _଼௔ାସ଺ +ଷ௔_଼ j. _௫_మ_{ାହ௫ା଺}௫ െ_௫_మ_{ାଷ௫ାଶ}ଶ

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Characteristics of Rational Functions Task

Math Goals

x Find and explain characteristics of rational functions, including domain, range, zeros, points of discontinuity, asymptotes, and end behavior.

MCC9-‐12.F.IF.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. (Limit to radical and

Standards for Mathematical Practice 1. Use appropriate tools strategically 2. Attend to precision

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Characteristics of Rational Functions

Now that we have worked with rational expressions, it is time to look at rational functions themselves. Since a rational function is the quotient of two polynomial functions it is important to first look at the characteristics of the individual polynomials.

Let’s invistigate g(x) = x2 + 3x – 10. What facts can you write about g(x)? What is the Domain? How do you determine the Domain?

What is the Range? How do you determine the Range?

Where are the Roots or Zeros found? What are some different ways you know to find them? What is the End Behavior? How do you know?

Let’s investigate f(x) = x + 1. What facts can you write about f(x)? What is the Domain?

What is the Range?

What are the Roots or Zeros?

What is the End Behavior? How do you know?

Now let’s consider the case of the rational function ݎ(ݔ) =௙(௫)_௚(௫) where f and g are the polynomial functions above. Write the expression for the function f(x).

What is the domain of r(x)? Which function, f or g, affects the domain the most? Why? What do you think the range of r(x) will be? Why is this so difficult to determine? What are the roots or zeros of r(x)? Which function helps you find them?

What do you think the end behavior will be? Why? Where will r(x) intersect the y-axis? How do you know? Now let’s look at the graph of r(x) using your calculator.

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What value does r(x) approach as x approaches infinity? Negative infinity? How could you describe this behavior?

What occurs at the x-values when g(x) = 0? Do you think this will happen every time the denominator is equal to zero?

At what x-values does r(x) change signs (either + to – or vice-versa)? What else occurs at these

x-values?

Based on the graph from your calculator, what is the range of r(x)?

When is the function increasing? decreasing? Are there any local extrema? How can you be certain?

Let’s try a few more problems and see if we can discover any patterns… 1. Let f(x) 5and _g(_x) _x26_x8_{. Let r(x) =}

) ( ) ( x g x f .

What is the domain of r(x)? Which function, f or g, affects the domain the most? Why? What do you think the range of r(x) will be?

What are the roots or zeros of r(x)? Which function helps you find them? What do you think the end behavior will be? Why?

Where will r(x) intersect the y-axis? How do you know? Now let’s look at the graph of r(x) using your calculator.

What value does r(x) approach as x approaches infinity? Negative infinity? How could you describe this behavior? Why do you think this happens?

What occurs at the x-values when g(x) = 0? Do you think this will happen every time the denominator is equal to zero?

x-values?

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MATHEMATICS y CCGPS ADVANCED ALGEBRA y UNIT 3: Rational and Radical Relationships 2. Let 1 4 7 2 ) ( 2 ₃ x x x x r .

What is the domain of r(x)?

What do you think the range of r(x) will be? What are the roots or zeros of r(x)?

What do you think the end behavior will be?

What occurs at the x-values when the denominator is equal to zero? Do you think this will happen every time?

x-values?

Based on the graph from your calculator, what is the range of r(x)? 3. Let x x x r 4 1 4 ) ( .

What is the domain of r(x)?

What do you think the range of r(x) will be? What are the roots or zeros of r(x)?

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What occurs at the x-values when the denominator is equal to zero? Do you think this will happen every time?

x-values?

Now let’s summarize our findings and conclusions.

When is the domain of a rational function not ( - "6RZKDWLV\RXUDGYLFHRQKow to determine the domain of a rational function?

Is the range of a rational function difficult to find? Why or why not? How do you find the zeros or roots of a rational function?

How do you know where to find vertical asymptotes?

What does a horizontal asymptote tell you about a rational function? Are they easy to locate? Do you know of any shortcuts to find them?

.

How do you know where a rational function will intersect the y-axis? Will a rational function always have a y-intercept? Can you give an example?

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Do you think it would be possible to use all of our knowledge of rational functions to create sketch without using the graphing calculator? Can you explain how this would work to another classmate?

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Horizontal Asymptotes: How do we find them?

Math Goals

x Identify horizontal asymptotes of rational expressions

Standards for Mathematical Practice 1. Use appropriate tools strategically 2. Attend to precision

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Horizontal Asymptotes: How do we find them?

As we discuss the characteristics of rational functions, we know that it is important to consider the properties of the individual functions. Knowing about the individual functions helps us to know about the rational function. But as we discuss the details, let us consider the range values of the rational function. To do this it will be important consider the range values through a table and the graph. But to do this we are going to look at very large values for x.

1. Let f(x) 5and _g(_x) _x26_x8_{. Let r(x) =} ) ( ) ( x g x f

. Complete the table of values of r(x).