!"#$%$&# ()*+ ,-&+*.

$"
}uan is a mathematically gifteu stuuent in an eleventh giaue Acceleiateu Nath S class. Be
scoieu a 9S% on the pie-assessment foi the upcoming unit on iational functions. Thiee
othei auvanceu math stuuents also scoieu at a level above a 9u%.
Although }uan scoieu a 9u% on the assessment, his uaily woik in past units uoes not ieflect
high achievement. }uan is often uisinteiesteu in class lectuies oi assignments. Be sits in the
back of the ioom anu puts his heau uown oi ieaus magazines anu books hiuuen unuei his
uesk.
Baseu on an inteiest-alyzei completeu by }uan, he enjoys using technology anu ieauing. Be
also has an inteiest in spoits anu plays on seveial iecieational spoits teams thioughout the
school yeai. }uan has goals to uesign computei games in the futuie.
























Inuiviuual Euucational Piogiamming uuiue
The Compactoi
Piepaieu by: }oseph S. Renzulli
Linua N. Smith
/0!12 }uan Naitinez 0312 16 41056178,92 uainey :+#$;$#)*< 5"+%&.&+-& =*>&?2
Beginning of eveiy unit.

,56@@A2 0uA Acauemy 370=1: 11
th
B071/48,92 Ni. & Nis. Naitinez
B&.?"+? B*.>$-$C*>$+D :+
B<*++$+D "% :1B2 uainey, the
uifteu Cooiuinatoi

5)..$-)<)E 0.&*? 4" F&
5"+?$#&.&# G".
5"EC*->$+D
B."-&#).&? G".
5"EC*->$+D F*?$- !*>&.$*<
0--&<&.*>$"+ 0+#H@.
1+.$-IE&+> 0->$;$>$&?
!0J0KL ,>)#&+>? M$<<
&NC<".& .*>$"+*< %)+->$"+?L
1. Investigate anu explain
chaiacteiistics of iational
functions, incluuing
uomain, iange, zeios,
points of uiscontinuity,
inteivals of inciease anu
ueciease, iates of change,
local anu absolute
extiema, symmetiy,
asymptotes, anu enu
behavioi.

Scoieu a 9S on the pie-
test foi this unit.
}uan tiansfeiieu fiom a
school that uses a
uiffeient math
cuiiiculum. At his olu
school he maue an A in
Algebia 2. Rational
Functions aie a topic
coveieu in Algebia 2.
Paiticipate in mini-
lessons ielateu to
questions misseu on the
pie-test

Take quizzes ielateu to
questions misseu on the
pie-test

Piesent foi waim-ups

Piesent foi conclusions

Follow classioom noims

State Assessments
uiaphing Rational
Functions in Context

Bow Nuch Boes It Really
Cost.

Light It 0p!

Alice Piogiamming
Pioject

Statistical Analysis
Pioject






Check heie if auuitional infoimation
is iecoiueu on the ieveise siue.

Copyiight 1978 by Cieative Leaining Piess, Inc. P.0. Box S2u Nansfielu Centei, CT u62Su. All iights ieseiveu.

Stuuent: ____________________
Teachei: ____________________


A&*.+$+D 5"+>.*-> "% 5"EC*->&# 8B."%$-$&+>9 ,>)#&+>?
7*>$"+*< G)+->$"+? O+$>2 B*.> K 8KLP Q&&R?9

!0J0KL ,>)#&+>? M$<< &NC<".& .*>$"+*< %)+->$"+?L
a. Investigate anu explain chaiacteiistics of iational functions, incluuing uomain, iange,
zeios, points of uiscontinuity, inteivals of inciease anu ueciease, iates of change,
local anu absolute extiema, symmetiy, asymptotes, anu enu behavioi.

7)<&? G". Q".R$+D "+ :+#$;$#)*< 5"+>.*->?2
1. Always ask peimission befoie leaving the classioom.
2. Stay on task. You shoulu not be using this time to woik on assignments foi othei
classes.
S. 0se quiet, iespectful behavioi insiue anu outsiue of the classioom.
4. If you have a question, wait anu ask foi help when I am not up at the boaiu.
S. If you aie stuck on a paiticulai activity anu cannot go on any fuithei, stait
woiking on anothei activity.
6. Complete all iequiieu inuepenuent activities befoie completing youi stuuent
choice activity.
5"+?&S)&+-&?2
Positive:
1. Cuiiiculum compacting will be consiueieu as an option foi this stuuent in the futuie.
2. Stuuent's input will be taken into consiueiation when uesigning futuie stuuent choice
activities.
S. Possible collaboiation with the stuuent's othei teacheis to cieate anu implement
joint piojects.
4. Continueu accessibility to technology.
S. Ninimum giaue of a B if all woik is satisfactoiy.
Negative:
1. 0nsatisfactoiy woik oi behavioi will be ieflecteu in stuuent's giaue
2. Stuuent may lose the piivilege of leaving the classioom to complete theii woik.
S. Teachei will closely monitoi the stuuent's piogiess anu set uue uates foi each
activity.
4. Cuiiiculum compacting may not be consiueieu foi the stuuent in the futuie.

I, ___________________________________________, piomise to complete all iequiieu activities on this
leaining contiact. I will choose activities that fit my inteiests anu will woik on them
inuepenuently. I also piomise to follow the contiact iules.

Stuuent Signatuie___________________________________ Bate: ____________________________

Teachei Signatuie___________________________________ Bate: ____________________________
Requiieu by the Teachei: These shoulu be completeu with the class.
Waim-0ps
Conclusions
Nini-lessons ielateu to questions misseu on the pie-test
Quizzes ielateu to questions misseu on the pie-test

Requiieu Inuepenuent Activities: These activities aie #*$<T D.*#&? anu shoulu be
completeu inuiviuually.
uiaphing Rational Functions in Context
Bow Nuch Boes It Really Cost.
Light It 0p!

Stuuent Choice Activities: Choose K of the following activities to complete foi a >&?> D.*#&.
Alice Piogiamming Pioject
Statistical Analysis Pioject

=)& =*>& G". 0<< 0->$;$>$&?2 O+$> 0??&??E&+> =*T

Almost all of these activities involve using some type technology. Tiy using a new
technology oi a technology you aie not as familiai with. Beie is a list of some possible
technologies you may choose to use in this unit. You aie not limiteu to this list though.
TI-8S Plus
uiaphing Calculatoi Softwaie
Besmos
ueometei's Sketchpau
Alice
Fathom
Nini-tab
R Softwaie





Graphing Rational Functions in Context
Drug Concentration
The concentration of a certain chemical in the bloodstream t hours after the injection into muscle
tissue is
C(t) = (3t
2
+ t) / (t
3
+ 50), t ! 0.
a) Determine the horizontal asymptote of the function and interpret its meaning in the
context of the problem.

b) Use a graphing utility to graph the function and approximate the time when the
bloodstream concentration is greatest.

c) Use a graphing utility to determine when the concentration is less than 0.345.


Hand Drawn Graph






*This problem was obtained from NCSSM:
http://www.dlt.ncssm.edu/algebra/15_applications_of_rationals/applications_of_rational_functio
ns.pdf
Population Growth

The wildlife game commission introduced a herd of 5 antelope into a 20-acre wildlife refuge.
The function h defines the number of antelope, N, in the herd as a function of time t (measured in
years since the herd was introduce.

N = h(t) = (6t +5) / (0.5t +1)

a) Create a graph of h and label the axes.
b) Describe the number of antelope in the herd as the number of years gets larger and larger.

c) Does the function h have a vertical asymptote? If so, find the vertical asymptote and
describe whether it has a meaning in the context of the problem.

d) Find the y-intercept and describe what it represents in the context of the problem.


e) According to the model, does the antelope population have a maximum value? If so,
what is the largest population? If not, why not?

Hand Drawn Graph


*This problem was obtained from:
Pre-Calculus: Pathways to Calculus, A Problem Solving Approach
Student Workbook
By: Marilyn Carlson & Michael Oehrtman
How Much Does It Really Cost?

The web site (http://energy.gov/energysaver/articles/estimating-appliance-and-home-electronic-
energy-use) provides a formula that estimates the average cost of electricity for common
household appliances. The web site also provides a list of the wattages used by these appliances.
For this assignment, pick an appliance that you use on a daily basis and calculate the yearly cost
of electricity for that appliance. (Assume it costs 11 cents per kWh.) You will then use this
information to answer the following questions.

Appliance
Yearly Cost




Write your answers on a separate sheet of paper.

1. Determine the cost of your appliance if you were to buy it new today. (You can use websites,
newspaper ads, etc.)


2. Assume the only costs associated with the appliance are its purchase cost and electricity.
Develop a function that gives the annual cost of the appliance as a function of the number of
years you own the appliance. Choose 5, 10, or 15 years for the number of years you own the
appliance. Choose a number that is realistic for the appliance that you are working with.
(You should develop a rational function.)


3. Use a graphing utility to sketch a graph of that function. What is the appropriate window?
Explain?


4. Since this is a rational function, determine the asymptotes of this function.


5. Explain the meaning of the horizontal asymptote in terms of the appliance.


6. Suppose a company is selling the same appliance, but at a price that is 70% more expensive
than the price you originally bought the appliance for. However, the company says that the
product will last for an additional 5 years. Is the appliance worth the difference? Sketch a
graph.









* This activity was based off of and adapted from an activity I obtained from NCSSM:
http://www.dlt.ncssm.edu/algebra/15_applications_of_rationals/applications_of_rational_functio
ns.pdf













2008 National Council of Teachers of Mathematics
http://illuminations.nctm.org


Light It Up! NAME ___________________________


Light It Up is the newest attraction at the Springfield Fair. In this game, a laser pointer slides along
a string at a height of 1.5 m from the ground. A 10-cm platform is positioned 25 cm from a wall,
and a mirror is placed on top of the platform, parallel with the ground. The object is to slide the
laser pointer so that when the beam is reflected off the mirror, it will hit a target that is 1 m off the
ground, as shown below.




A player is given just one attempt to hit the target. If she does, she then tries to hit a target that is
3 m off the ground. And if she hits that one, too, she tries for a target that is 10 m off the ground. If
she hits all three, she wins the Grand Prize: a DVD player and a DVD copy of Itchy and Scratchys
Greatest Hits.

Bart and Lisa have played the game several times, yet they havent been able to hit the target. Lisa
is sure that there must be a mathematical equation that would allow them to determine the correct
position for the laser pointer.

There is such an equation, it is a special kind known as a rational function. Before you can help
Lisa and Bart win this game, you must first understand the behavior of these functions.



2008 National Council of Teachers of Mathematics
http://illuminations.nctm.org


The Light It Up Game

9. For this experiment, you will need:

! Laser pointer (or a small flashlight)
! Small, flat mirror
! Tape measures (2)
! Wooden block, about 10 cm tall (or a thick book)
! Tape
! Graphing calculator (optional)

a. Tape one of the tape measures to the wall,
beginning at floor level. Place the other
tape measure along the floor to measure
the distance from the wall to the flashlight.

Place the block 25 cm from the wall. Place
the mirror on top of the block.

Stand on the side of the mirror opposite
the wall. Aim the laser pointer toward the
center of the mirror so that its image is
reflected onto the tape measure attached to
the wall. (See figure at right.)

It is very important that you hold the laser pointer (or flashlight) at the same height
throughout the experiment. Let x represent the distance from the wall to the laser pointer.
Let y represent the distance that the reflection appears up the wall. Measure both x and y in
centimeters.

b. What is the distance from the wall to the center of the mirror? _______________

What is the distance from the laser pointer to the floor? _______________

What is the distance from the floor to the mirror? _______________

c. Collect at least eight data points and enter them in the table below.

DISTANCE FROM THE WALL TO
THE LASER POINTER (x)


DISTANCE FROM THE FLOOR TO
THE REFLECTION (y)




2008 National Council of Teachers of Mathematics
http://illuminations.nctm.org


The Light It Up Game

9. For this experiment, you will need:

! Laser pointer (or a small flashlight)
! Small, flat mirror
! Tape measures (2)
! Wooden block, about 10 cm tall (or a thick book)
! Tape
! Graphing calculator (optional)

a. Tape one of the tape measures to the wall,
beginning at floor level. Place the other
tape measure along the floor to measure
the distance from the wall to the flashlight.

Place the block 25 cm from the wall. Place
the mirror on top of the block.

Stand on the side of the mirror opposite
the wall. Aim the laser pointer toward the
center of the mirror so that its image is
reflected onto the tape measure attached to
the wall. (See figure at right.)

It is very important that you hold the laser pointer (or flashlight) at the same height
throughout the experiment. Let x represent the distance from the wall to the laser pointer.
Let y represent the distance that the reflection appears up the wall. Measure both x and y in
centimeters.

b. What is the distance from the wall to the center of the mirror? _______________

What is the distance from the laser pointer to the floor? _______________

What is the distance from the floor to the mirror? _______________

c. Collect at least eight data points and enter them in the table below.

DISTANCE FROM THE WALL TO
THE LASER POINTER (x)


DISTANCE FROM THE FLOOR TO
THE REFLECTION (y)




2008 National Council of Teachers of Mathematics
http://illuminations.nctm.org


d. Sketch a graph of your data
using the grid to the right.





e. Use the information in parts
(a) and (b) to determine the
values of b and c in the
equation c
b x
a
y !
"
# .

b = ______________

c = ______________




f. Use your graph from (d) and
the information from (e) to
determine an equation for
your graph.

Equation: __________________________


g. If the information in parts (a) and (b) is also true for Bart and Lisas situation, determine the
distance that they should stand from the wall if the target is . . .

i. 1 meter from the floor. _______________

ii. 3 meters from the floor. _______________

iii. 10 meters from the floor. ________________



0<$-& B."D.*EE$+D B."U&->
This pioject will allow you to continue leaining anu exploiing Alice. It will also allow
you to make connections between this unit anu pievious units.

Foi this pioject, you will be woiking in the Biiu uiaphing Woilu. This woilu can be
uownloaueu at: http:www.cs.uuke.euucseualiceu9examplesbiiuuiaphingbiiu-
giaphing.a2w

You may woik in a woilu that you have cieateu in the past if it is conuucive to this
unit. Nake suie to get by peimission befoie you begin.

Besign a piogiam using this woilu by posing pioblems ielateu to iational,
tiigonometiic, anu exponential functions. Be cieative!

















ueneial Infoimation about Alice can be founu at: http:www.alice.oiginuex.php

0<$-& B."D.*EE$+D 7)V.$-












B"$+>? W K X J Y P
!&>I"#? u to 2
chaiacteis
anu u to 2
objects aie
useu in the
piogiam.
Chaiacteis
anu
objects uo
not have
pioblems
attacheu.
1 to 2
chaiacteis
anu 1 to 2
objects aie
useu in the
piogiam.
Some
chaiacteis
anu objects
have a
pioblem
attacheu.

1 to 2
chaiacteis
anu 1 to 2
objects aie
useu in the
piogiam.
Each
chaiactei
anu object
has a
pioblem
attacheu.
S
chaiacteis
anu S
objects aie
useu in the
piogiam.
Chaiacteis
anu objects
uo not have
pioblems
attacheu.
S
chaiacteis
anu S
objects aie
useu in the
piogiam.
Some
chaiacteis
anu objects
have a
pioblem
attacheu.

S chaiacteis anu S
objects aie useu in the
piogiam.
Each chaiactei anu
object has a pioblem
attacheu.
1;&+>? Events aie
not useu.
1 to 2
events aie
useu.
Nethous
aie not
successful
attacheu.
1 oi 2
events aie
useu anu
methous
aie
successfully
attacheu.
S events aie
useu.
Nethous
aie not
successfully
attacheu
S events aie
useu anu
most
methous
aie
successfully
attacheu.
S events aie useu.
Each methou is
successfully attacheu
to an event.
G)+->$"+? Rational
functions
aie not
useu.
Less than S
iational
functions
aie useu.
Tiigexpo
functions
aie not
piesent.
S iational
functions
aie useu.
Tiigexpo
functions
aie not
piesent.
1u
functions
aie useu.
Less than S
aie iational.
S iational
functions
aie useu.
1-4
tiigexpo
functions
aie useu.
S iational functions
aie useu anu S
tiigonometiicexpone
ntial functions aie
useu.
A$?> "%
5"EE*+#?
A list of
commanus
is not
pioviueu.
1 oi 2
commanus
aie
pioviueu
S
commanus
aie
pioviueu
4
commanus
aie
pioviueu
S
commanus
aie
pioviueu.
A completeu list of at
least 6 commanus is
pioviueu uetailing
how to iun the woilu.
,>*>$?>$-*< 0+*<T?$? B."U&->
Foi this pioject, you aie going to conuuct a statistical analysis on a topic oi ieal-woilu
pioblem of inteiest. This pioject will also allow you to make connections between this unit
anu pievious units. The topic oi ieal-woilu pioblem you choose to analyze shoulu be
conuucive to moueling with a iational function. I will neeu to appiove youi topic befoie
you begin. Peifoim youi statistical analysis using: Fathom, Nini-tab, R Softwaie, a
giaphing calculatoi, oi any combination of the 4.
Requiieu Components:
1. ,>*>&E&+> "% >I& 4"C$- ". B."V<&E2 uive a biief summaiy of why the paiticulai topic
oi pioblem you chose is inteiesting to you. Incluue any necessaiy backgiounu
infoimation on the topic oi pioblem. Besciibe the questions you auuiess in youi
analysis.
2. =*>* 5"<<&->$"+2 Besciibe the uata you aie using anu state wheie you obtaineu it.
S. 0+*<T?&?2 Besciibe the analyses you uiu. Pioviue justification foi the analyses you
complete.
4. 7&?)<>?2 State the iesults of youi analysis. Incluue ielevant giaphs, equations, anu
functions.
S. 5"+-<)?$"+?H=$?-)??$"+2 Answei the questions you pioposeu at the beginning of the
analysis. Aie these conclusions what you expecteu.

,>*>$?>$-*< 0+*<T?$? 1;*<)*>$"+ 3)$#&

Statement of the Topic oi Pioblem: ____________ 2u points
Comments:
Bata Collection: __________ 2u points
Comments:
Analyses: ___________ 2u points
Comments:
Results: ___________ 2u points
Comments:
ConclusionsBiscussion: ___________ 2u points
Comments:
Total: __________ 1uu points