Stage 5: Mathematics STEM Advanced Pathway Algebraic Fractions sample program

Overview Duration

In Algebraic Fractions students will recall, consolidate and develop the following essential skills: 4 weeks
▪ simplify expressions involving algebraic fractions
▪ solve equations involving algebraic fractions
This program will focus on:
▪ algebraic fractions, particularly for students who have developed confidence with algebraic procedures but lose confidence
when required to apply these to problems involving fractions.
In Algebraic Fractions students will develop the following essential STEM understandings:
▪ that the magnification of microscopic things allows scientists to work with the building blocks of life.
▪ that algebraic fractions require a particular sequence to be simplified, rearranged or solved in a similar way to the way the
Coding is developed.
▪ that the precision of a fraction is preferable to the decimal system and its need to ‘round off’ when working with detailed
mechanics such as bridge building or launching satellites.

Outcomes

A student:
 simplifies algebraic fractions, and expands and factorises quadratic expressions (MA5.2-6NA)
 selects and applies appropriate algebraic techniques to operate with algebraic expressions (MA5.3-5NA)
 solves linear and simple quadratic equations, linear inequalities and linear simultaneous equations, using analytical and graphical techniques
(MA5.2-8NA)
 solves complex linear (and) quadratic, simple cubic and simultaneous equations, and rearranges literal equations (MA5.3-7NA)

Common misconceptions Language/Literacy

Common misconceptions or errors include: Fraction

NSW Education Standards Authority – Sample unit Mathematics Stage 5 - STEM Advanced Pathway: Algebraic Fractions Page 1 of 9
 Numerator Denominator
Common factor
 Habit formed to cross-multiply denominators with numerators without knowing why - hence applying Common multiple
this to multiplication and division of fractions Pronumeral
 Disbelief in the equivalence of fractions expressed with different denominators and rearrangements of Variable
equations Equivalence
2 x−5 x−5 Simplify
 Cancelling out terms that are not common factors of numerator and denominator eg: ≠
2 1 Expression
 Not realising that subtracting a fraction means subtracting every term in the numerator eg: Solve
2 x−5 x +7 Equation
− =2 or
2 5
5 (2 x−5 ) 3 ( x+ 7 ) 30 10 x −25−3 x +21 30
 − = ⇏ =
15 15 15 15 15

NSW Education Standards Authority – Sample unit Mathematics Stage 5 - STEM Advanced Pathway: Algebraic Fractions Page 2 of 9
Content Teaching and Learning STEM Resources and Stimulus

 simplify algebraic fractions, Students complete the ‘Algebraic Fractions Pretest’: Technology: As a play on the
including those involving https://www.tes.com/teaching-resource/algebraic-fractions-pretest-11344179 classic link between pizza and
4 4
10 a 9 a b fractions and to stimulate memory of
indices eg: , Activity: ‘What is a fraction?’ past fraction lessons, show students
2 2
5a 5a
 Students watch the video: ‘Introducing DRU’: the video ‘Introducing DRU’:
https://www.youtube.com/watch?v=rb0nxQyv7RU&feature=youtu.be , https://www.youtube.com/watch?
then students brainstorm answers to the questions – ‘What is a v=rb0nxQyv7RU&feature=youtu.be
fraction? What are the rules for working with fractions? What is the on Domino’s high tech pizza
vocabulary of fractions?’ delivery.
 Students complete the worksheet: ‘Algebraic fractions as summaries Two questions for students:
of operations’: https://www.tes.com/teaching-resource/algebraic-
fractions-as-summaries-of-operations-11309960 to demonstrate that a 1. Was this video about pizza,
fraction is also a summary of operations. science, technology, engineering,
maths, or all of the above?
Link to learning: 2. Do they remember any maths
Students brainstorm will reveal misconceptions or gaps in understanding topics that talked about pizzas?
or appropriate vocabulary. Students then brainstorm the
fraction facts and skills they
The teacher reviews index laws and clarifies the meaning of ‘simplify’. remember from previous learning.
Teacher can use this to identify and
Consolidation for skill development: When and what to simplify.
correct misconceptions. (If
Flipped learning - this activity could be set as an at-home task preceding resources allow, this is the perfect
the next lesson. time to have a pizza delivered to the
classroom for some classic fraction
Students critically view the following three videos and decide which gives calculations.)
the best explanation: (Note to teachers: inform students of the ‘dot’
notation used in the USA - and in higher maths classes in Australia.) Science: Magnification

1. Video: ‘Simply algebraic fractions’: To see small things scientists use

https://www.youtube.com/watch?v=4Zzw4hoM- magnification equipment - they
F4&feature=youtu.be make the object ‘appear’ bigger
2. Video: ‘How to simplify fractions with variables in Numerators and without actually changing its size in
Denominators’: https://www.youtube.com/watch? any way. You can consider
v=T7322sdiLWg&feature=youtu.be equivalent fractions in much the
3. Video: ‘How do you simplify an algebraic fraction by cancelling

NSW Education Standards Authority – Sample unit Mathematics Stage 5 - STEM Advanced Pathway: Algebraic Fractions Page 3 of 9
Content Teaching and Learning STEM Resources and Stimulus

common factors?’: http://www.virtualnerd.com/pre-algebra/factors- same way - they just ‘look’ bigger.

fractions-exponents/simplify-fractions/simplify-algebraic-fractions/
simplify-algebraic-fraction-common-factors

By viewing these three videos students will see a range of approaches

and can choose one for themselves. The three approaches are not
different ‘methods’- they are the one method presented slightly differently.
The method is to simplify by cancelling out common factors. This is
presented as: video 1 – identify highest common factors and divide
numerator and denominator by both; video 2 – apply Index Laws (note -
this will result in negative indices for some questions and students may
not know how to resolve that); video 3 – re-write index form into expanded
form and cancel out ‘matches’.
Practice: School-based and online worksheets could be used as
resources, such as:
 Complete the differentiated worksheet: ‘Simplifying Algebraic
Fractions’:
https://www.missbsresources.com/images/Algebra/Worksheets/Simplif
yingAlgebraicFractions.PNG , which moves from single terms to
fractions requiring factorisation of non-monic trinomials in numerator
and denominator

 simplify expressions that Activity: Enhance understanding of equivalence to build confidence Engineering: efunda presents a
involve algebraic fractions creating fractions with common denominators: page of engineering formulae:
with numerical http://www.efunda.com/formulae/for
denominators In cooperation with the Science Faculty: mula_index.cfm . One thing a good
eg:  Students explore the magnification equipment owned by the school - pizza delivery needs is the right
x x 2x x 3x 2x look for labels indicating the magnification factor insulation. An engineer would
+ , − , × , ∆x
3 2 5 3 4 9  Students note by observation: calculate this using k =
 Does the actual object ‘change’ in any way due to the R
magnification factor?
 Does the equipment magnify all parts of the object equally? Is this A quick exploration of the

NSW Education Standards Authority – Sample unit Mathematics Stage 5 - STEM Advanced Pathway: Algebraic Fractions Page 4 of 9
Content Teaching and Learning STEM Resources and Stimulus

3x 9 x important? engineering formula page will

÷ demonstrate how common algebraic
4 2 Link to learning: Enhanced understanding of equivalence increases fractions are in engineering.
 simplify expressions that student confidence in the process of rewriting fractions with common
involve algebraic fractions, denominators for addition and subtraction. Science: Modelling and hence
including algebraic recognising and predicting climate
Consolidation for skill development: change. Use the following activities:
fractions that involve The teacher clarifies ‘must haves’ for the three different situations:
pronumerals in the
 ‘Algebraic Fractions and climate
denominator and/or  Adding and subtracting algebraic fractions: modelling’:
2 ab 6 https://www.tes.com/teaching-
indices: × , 1. common denominator REQUIRED, hence, equivalent fractions
3 2b 2. like terms REQUIRED resource/algebraic-fractions-and-
2 3 2 4 3. simplify climate-modelling-mathematics-
3 x 15 x a b 9 stem-11437443
5
÷ , × 2 2,
8y 4y 6 a b  Multiplication:  ‘Climate modelling – the equation
3 1 and its units of measurement’:
− 1. common denominator NOT required
x 2x 2. like terms NOT required https://www.tes.com/teaching-
3. simplify resource/climate-modelling-the-
equation-and-its-units-of-
 add and subtract algebraic  Division: measurement-11437446
fractions, including those DO NOT DIVIDE, hence, take the reciprocal of the dividing fraction Students read the article ‘Climate
with binomial numerators, and multiply modelling made easy’:
2 x +5 x−4 x x+1 https://plus.maths.org/content/node/
eg + , − The teacher emphasises that:
6 3 3 5 6581 and note the formula. This
 the vinculum (fraction bar) indicates that the numerator in brackets is looks confusing, but once teachers
 factorise and simplify point out the components that are
divided by the denominator in brackets so
complex algebraic units and help students locate the
expressions involving x+3 values to be substituted, students
=(x +3)÷ (2 x−3)
algebraic fractions, 2 x−3 will see that the operations are ones
eg  simplification can only be done for common factors - never terms that they can do already.
2
x +3 x +2 4 3 within brackets
, 2 − 2 ,  factorising numerators and denominators should be an initial step There is opportunity to empower
x+ 2 x + x x −1 students by encouraging them to
when possible
3 m−6 8m  students can guard against errors by inserting these brackets before calculate the temperatures of the
× 2 ,
4 m −2 m Earth and Moon for themselves.

NSW Education Standards Authority – Sample unit Mathematics Stage 5 - STEM Advanced Pathway: Algebraic Fractions Page 5 of 9
Content Teaching and Learning STEM Resources and Stimulus

4 2 performing operations (Link to worked solution included in

+ article.)
x −9 3 x +9
2
Students watch the following video demonstrations:
When units are correctly substituted
 Video: ‘Simplify Algebraic Fractions – Classic Mistake’: into this equation an excellent
https://www.youtube.com/watch? example of algebraic simplification is
v=hcwzf_F9pOM&feature=youtu.be seen to result in the correct units
 Video: ‘Simplify Algebraic Fractions by factorising first’: (degrees K) for Earth and Moon
https://www.youtube.com/watch? temperatures.
v=J7ctKOtOSv8&feature=youtu.be Valuable discussion can ensue
 Video focussing on fractions with quadratics: ‘Classic mistake – about the impact of each variable
simplify algebraic fractions’: https://www.youtube.com/watch? changing. This discussion can add
v=7JfwZ4YPfoI&feature=youtu.be to student understanding of the
impact of position in a fraction.
Practice: School-based and online worksheets could be used as
resources. Equation also incorporates scientific
notation and fractional indices,
Differentiation: hence is a rich learning resource.
 Structured - return to fraction basics - instruction and questions on
‘Fractions’ page: https://www.mathsisfun.com/fractions.html
 Extension - mixed problems – instruction and questions on ‘Addition
and Subtraction including algebraic denominators’:
https://www.missbsresources.com/images/Algebra/Worksheets/Addan
dSubtractAlgebraicFractions.PNG

 solve linear equations Activity: ‘Unblock me’ - App (Android and Apple versions available free): Technology: developing algorithms
involving one or more https://play.google.com/store/apps/details? and self-referencing calculations is
simple algebraic fractions id=com.kiragames.unblockmefree&hl=en develops students’ problem important when communicating with
x−2 solving strategies and resilience. a machine. Students could try a
eg: +5=10 , fraction-sharing problem to help
3  The game requires students to ‘clear the path’ (remove other
2 x +5 2x develop this form of thinking, such
+5=10 , + 5=10 operations) for a red block (x) to escape (be solved). as ‘Fair Shares’:
3 3  Success in the game requires students to realise that there are rules

NSW Education Standards Authority – Sample unit Mathematics Stage 5 - STEM Advanced Pathway: Algebraic Fractions Page 6 of 9
Content Teaching and Learning STEM Resources and Stimulus

x x 2 x +5 x−1 about how blocks can move and that the sequence of moves is http://nrich.maths.org/708
+ =5 , = crucial. Moving the closest block first is not always helpful. Planning
3 2 3 4
ahead is necessary.
 solve a range of linear Link to learning: Algebraic equations are solved by looking at the entire
equations, including equation as a whole, and deciding on how to isolate the
equations that involve two variable/pronumeral by ‘removing’ operations one at a time in a correct
or more fractions eg: and efficient sequence.
2 x−5 x +7
− =2 , Consolidation for skill development:
3 5
y−1 2 y +3 1 Revisit order of operations and directed number.
− =
4 3 2
Revisit gathering of like terms.
Emphasise a systematic approach where uncrowded workings allow
students to ‘see’ their progress through simplification to solution.
Practice: School-based and online worksheets could be used as
resources.
Differentiation:
 Structured - ‘More on Equations’:
http://www.bbc.co.uk/bitesize/ks3/maths/algebra/equations2/activity/
 Extension - ‘Algebraic Fractions worksheet’:
https://maths.mq.edu.au/numeracy/web_mums/module2/Worksheet23
/module2.pdf

Assessment strategies

Topic Test: Short answer and multiple-choice test.

Student self-evaluation: Students rate their own development through this unit - their understanding and skills, their application to learning and
working mathematically. Students discuss these with one another and then with teacher in order to identify their readiness to move on to the next

NSW Education Standards Authority – Sample unit Mathematics Stage 5 - STEM Advanced Pathway: Algebraic Fractions Page 7 of 9
Assessment strategies

topic and personal learning objectives they might set themselves for the next topic (eg: participation in class, task completion, developing skills).

Resources overview

Additional Teacher Resources URLs:

 ‘Fractions in Algebra’: http://www.mathsisfun.com/algebra/fractions-algebra.html
 ‘Equations with Fractions’: http://www.themathpage.com/alg/equations-fractions.htm
Teaching & Learning URLs of linked resources:
 ‘Algebraic Fractions Pretest’: https://www.tes.com/teaching-resource/algebraic-fractions-pretest-11344179
 ‘Algebraic fractions as summaries of operations’: https://www.tes.com/teaching-resource/algebraic-fractions-as-summaries-of-operations-
11309960
 Video: ‘Simply algebraic fractions’: https://www.youtube.com/watch?v=4Zzw4hoM-F4&feature=youtu.be
 Video: ‘How to simplify fractions with variables in Numerators and Denominators’: https://www.youtube.com/watch?
v=T7322sdiLWg&feature=youtu.be
 Video: ‘How do you simplify an algebraic fraction by cancelling common factors?’: http://www.virtualnerd.com/pre-algebra/factors-fractions-
exponents/simplify-fractions/simplify-algebraic-fractions/simplify-algebraic-fraction-common-factors
 ‘Simplifying Algebraic Fractions’: https://www.missbsresources.com/images/Algebra/Worksheets/SimplifyingAlgebraicFractions.PNG
 Video: ‘Simplify Algebraic Fractions – Classic Mistake’: https://www.youtube.com/watch?v=hcwzf_F9pOM&feature=youtu.be
 Video: ‘Simplify Algebraic Fractions by factorising first’: https://www.youtube.com/watch?v=J7ctKOtOSv8&feature=youtu.be
 Video focussing on fractions with quadratics: ‘Classic mistake – simplify algebraic fractions’: https://www.youtube.com/watch?
v=7JfwZ4YPfoI&feature=youtu.be
 ‘Fractions’ page: https://www.mathsisfun.com/fractions.html
 ‘Addition and Subtraction including algebraic denominators’:
https://www.missbsresources.com/images/Algebra/Worksheets/AddandSubtractAlgebraicFractions.PNG
 ‘Unblock Me’ game: https://play.google.com/store/apps/details?id=com.kiragames.unblockmefree&hl=en
 ‘More on Equations’: http://www.bbc.co.uk/bitesize/ks3/maths/algebra/equations2/activity/
 ‘Algebraic Fractions worksheet’: https://maths.mq.edu.au/numeracy/web_mums/module2/Worksheet23/module2.pdf
STEM Resources & Stimulus URLs of linked resources:
 ‘Introducing DRU’: https://www.youtube.com/watch?v=rb0nxQyv7RU&feature=youtu.be
 Engineering formulae: http://www.efunda.com/formulae/formula_index.cfm
 ‘Algebraic Fractions and Climate Modelling’: https://www.tes.com/teaching-resource/algebraic-fractions-and-climate-modelling-mathematics-

NSW Education Standards Authority – Sample unit Mathematics Stage 5 - STEM Advanced Pathway: Algebraic Fractions Page 8 of 9
 stem-11437443
 ‘Climate modelling – the equation and its units of measurement’: https://www.tes.com/teaching-resource/climate-modelling-the-equation-
and-its-units-of-measurement-11437446
 ‘Climate modelling made easy’: https://plus.maths.org/content/node/6581
 ‘Fair Shares?’: http://nrich.maths.org/708
Sites showing careers that use maths:
 Plus Magazine - career interviews: https://plus.maths.org/content/Career
 Get the Math: http://www.thirteen.org/get-the-math/

Teacher Evaluation of Unit

NSW Education Standards Authority – Sample unit Mathematics Stage 5 - STEM Advanced Pathway: Algebraic Fractions Page 9 of 9