Weekly Lesson Plan
Teacher: Jones
Week of School: 5 (Spring)
Course: Pre-Cal/Pre-Cal Pre-AP
Dates: February 3-7
Standards:
PC.1A Describe parent functions symbolically and graphically, including f(x) = xn, f(x) = ln x, f(x) = loga x,
f(x) = 1/x, f(x) = ex, f(x) = |x|, f(x) = ax, f(x) = sin x, f(x) = arcsin x, etc.
PC.2A Apply basic transformations, including a • f(x), f(x) + d, f(x - c), f(b • x), and compositions with absolute
value functions, including |f(x)|, and f(|x|), to the parent functions.
PC.1B Determine the domain and range of functions using graphs, tables, and symbols, and relate to real-world
applications.
PC.1E Investigate the concepts of continuity, end behavior, asymptotes, and limits and connect these
characteristics to functions represented graphically and numerically.
Academic Vocabulary:
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Asymptote
Rational function
Continuity
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Degree of expression
End behavior
Restriction
Attached Assessments: None
HISD Pacing: 3 days behind
Monday February 3, 2014:
Focus: Students come into the classroom. They will use their ESPE form to complete a SAT
question.
Objectives: Students will be able to:


Simplifying rational expressions
Multiplying and dividing rational expressions
Guided and Independent Practice:
Part 1: Review how to simplify rational expression by factoring out the numerator and denominator
and crossing out common factors. Review how to find asymptotes and x-intercepts. Practice
multiplying and dividing rational expressions. Make connections with rational functions and
fractions. Go through examples with students that show all the different concepts. I will use the
method, I do- We do- You do.
Part 2: Students will be given a quiz with 4 questions.
Assess Mastery Higher Order Thinking: Why are the domain and range of a rational function
affected by restrictions caused by asymptotes? Why would factoring the denominator be an important
first step in determining the vertical asymptotes and holes in a graph of a rational function?
Homework: CP: 8-2 Practice B #1-12 (evens)
PAP: 8-2 Practice B #1-12 (ALL)
Tuesday February 4, 2014:
Focus: Students come into the classroom. They will use their ESPE form to complete a SAT
question.
Objectives: Students will be able to:

Adding and Subtracting rational expressions
Guided and Independent Practice:
Part 1: Review the concept of adding and subtracting fractions that were learned in middle school.
This concept applies to rational expression. You now have polynomials as numerators and
denominators instead. Have students practice rewriting numerators and denominators in factored
form and find common denominators. I will give students a rational function, and they will show
the steps on white boards.
Assess Mastery Higher Order Thinking: What is common between adding and subtracting
rational functions and fractions? What is the only difference between adding and subtracting
rational functions and fractions?
Homework: CP: 8-3 Practice B #1-10
PAP: 8-3 Practice B #1-10/Practice C #1-6
Wednesday February 5, 2014:
Focus: Students come into the classroom. They will use their ESPE form to complete a SAT
question.
Objectives: Students will be able to:

Students will practice adding, subtracting, multiplying, and dividing rational expressions.
Guided and Independent Practice:
Part 1: Students will work on practicing adding, subtracting, multiplying, and dividing rational
expressions. They will need to make connections between all 4. They will be given a worksheet to
finish by the end of the period.
Assess Mastery Higher Order Thinking: (None)
Homework: CP: 8-3 Practice B #1-10
PAP: 8-3 Practice B #1-10/Practice C #1-6
Thursday February 6, 2014:
Focus: Students come into the classroom. They will use their ESPE form to complete a SAT
question.
Objectives: Students will be able to:

Identify the horizontal and vertical asymptotes of a rational functions
Guided and Independent Practice:
Part 1: Walk through the steps of graphing rational functions. Finding the horizontal and vertical
asymptotes of a rational function is an important part of this process. Show an example of how to
graph by walking through the 7 steps to graph.
Part 2: As we walk through the examples, I will call on students to come up an preform the step
from the class.
Assess Mastery Higher Order Thinking: How do you find the vertical and horizontal
asymptotes? What affect do these on have the domain and range?
Homework: CP: Finding asymptotes #1-6, 10-15, &16-22 (evens)
Pre-AP: Finding asymptotes #1-6, &10-22 (all)
Friday February 7, 2014:
Focus: Students come into the classroom. They will use their ESPE form to complete a SAT
question.
Objectives: Students will be able to:

Identify the horizontal and vertical asymptotes of a rational functions
Guided and Independent Practice:
Part 1: Have students discover the 3 cases of horizontal asymptotes. Students will work with their
partner to graph and analyze the 3 cases of HA.
Part 2: Students will work with their partners to finish the packet horizontal asymptotes. It will be
turned in by the end of the period.
Assess Mastery Higher Order Thinking: How do you find the vertical and horizontal
asymptotes? What affect do these on have the domain and range?
Homework: CP: 8-4 Practice B #1-4
Pre-AP: 8-4 Practice B #1-4