Direct instruction

Teachers: Daphne Vilchis Subject: Algebra 2 Honors

Standards:

•
A2.A-SSE.A.2 Interpret the structure of expressions. Use structure to identify ways to rewrite
polynomial and rational expressions. Focus on polynomial operations and factoring patterns.
• A2.F-IF.B.4 Interpret functions that arise in applications in terms of the context. 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. Include
problem-solving opportunities utilizing a real-world context.
• A2.F-IF.C.8 Analyze functions using different representations. Write a function defined by an
expression in different but equivalent forms to reveal and explain different properties of the function.
Objectives (Explicit):

• Find vertical and horizontal asymptotes of rational functions.

Evidence of Mastery (Measurable): completion of assigned work, at least 80% of homework problems correct

Sub-objectives, SWBAT (Sequenced from basic to complex):

• Identify end behavior of a rational function

• Explain why asymptotes and holes in the function exist where they do

Key vocabulary: Materials/Technology Resources to be Used:

Asymptote: a value that a function approaches but does not Online textbook
touch

Approaches: gets infinitely close to

Rational expression: an expression written as a fraction with

polynomial numerator and denominator

Opening (state objectives, connect to previous learning, and make relevant to real life)

Introduce the day’s topic on asymptotes as part of a larger unit on rational functions.

Teacher Will: Discuss the bike racing problem and Student Will: Follow along and participate in class
ask students to create a function to model the discussion.
situation.
Instructional Input

Once students have graphed the function they

created, lead a discussion on what the values of the
function mean in terms of the real-world context.

Have students determine the domain and range of

the function based on what makes sense for that
situation.
 Co-Teaching Strategy/Differentiation

Group students strategically based on academic level.

Read aloud questions from the textbook.

Ask open-ended questions for students to discuss with partners for deeper-level thinking.

Teacher Will: Have students complete the table for Student Will: Follow along and participate in class
the function y=1/x. Have students discuss with a discussion.
partner on what they think is happening to the
function for different values of x. Ask students to
share ideas with the whole class.

Introduce the idea of a vertical asymptote from this

Guided Practice

discussion.

Talk about how to find horizontal asymptotes by

analyzing the degree of the polynomials in the
numerator and denominator.

Co-Teaching Strategy/Differentiation

Check with individual students during practice to help push them further or help when they get stuck.

Read aloud questions from the textbook.

Teacher Will: Have students find vertical Student Will: Solve and be able to explain how to
asymptotes for given functions. find asymptotes.
Independent Practice

Have students find horizontal asymptotes for given

functions.

Co-Teaching Strategy/Differentiation

Provide time for individual help during independent practice.

Allow partners to work or brainstorm together while one partner acts as a scribe.

Closing/Student Reflection/Real-life connections:

Summarize the day’s main ideas using a visual chart. Have students summarize their takeaways from the lesson to
a partner.