standard_description: Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) ^( )Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
problem_activity: Warm-up
This warm-up begins where students left off at the end of the previous lesson, considering how to multiply strategically to “clear the denominators” in a rational equation. The purpose of this warm-up is to elicit the idea that when multiplying to clear denominators, we only need to multiply by the least common denominator shared by the different terms in the expression. This idea will be used in the following activities as students solve rational equations and investigate extra solutions that sometimes arise in the solving process.
While students may notice and wonder many things about these images, the multiplication by
\(x(x+2)\)
and not
\(x(x+2)^2\)
(the result of multiplying together all the denominators) is the important discussion point.
Launch
Display the partially solved equation for all to see. Ask students to think of at least one thing they notice and at least one thing they wonder. Give students 1 minute of quiet think time, and then 1 minute to discuss the things they notice and wonder with their partner, followed by a whole-class discussion.
Student Facing
What do you notice? What do you wonder?
\(\displaystyle \begin{align} \frac{3}{x(x-2)} &= \frac{2x+1}{x-2} \\ \frac{3}{x(x-2)} \boldcdot x(x-2) &= \frac{2x+1}{x-2} \boldcdot x(x-2) \\ 3 &= 2x^2 + x \\ 0 &= 2x^2+x-3 \\ \end{align}\)
Student Response
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Activity Synthesis
Ask students to share the things they noticed and wondered. Record and display their responses for all to see. If possible, record the relevant reasoning on or near the image. After all responses have been recorded without commentary or editing, ask students, “Is there anything on this list that you are wondering about now?” Encourage students to respectfully disagree, ask for clarification, or point out contradicting information. If students do not recall or have not heard the phrase “clearing the denominators” for this type of multiplying, tell them it is a useful description for the first few steps shown.
If time allows, have students finish solving for
\(x\)
by either using the quadratic formula or factoring (-1.5, 1).


aligns: no