LESSON

9.3 Name Class Date

Solving Rational 9.3 Solving Rational Equations

Equations Essential Question: What methods are there for solving rational equations?

Resource

Common Core Math Standards Explore Solving Rational Equations Graphically

Locker

The student is expected to:

A rational equation is an equation that contains one or more rational expressions. The
COMMON
time t in hours it takes to travel d miles can be determined by using the equation t = _d
CORE A-REI.A.2 r ,
where r is the average rate of speed. This equation is an example of a rational equation.
Solve simple rational and radical equations in one variable, and give One method to solving rational equations is by graphing.
examples showing how extraneous solutions may arise. Also A-CED.A.1, Solve the rational equation _x = 2 by graphing.
A-CED.A.3, A-REI.A.1 x- 3

Mathematical Practices
A First, identify any excluded values. B So, 3 is an excluded value of the
A number is an excluded value of a rational equation. Rewrite the
COMMON rational expression if substituting the equation with 0 on one side.
CORE MP.3 Logic number into the expression results in _x =2
a division by 0, which is undefined. x- 3
Language Objective Solve x - 3 = 0 for x. ____
x
x-3
-2 =0
Describe to a partner how to solve rational equations. x- 3=0

x= 3

ENGAGE
C Graph the left side of the equation D Use the table to graph the
as a function. Substitute y for 0 and function.
Essential Question: What methods are complete the table below.
there for solving rational equations? 8
y
x y (x, y)
Rational equations can be solved algebraically by 4
0 -2 (0, -2)
© Houghton Mifflin Harcourt Publishing Company

finding the LCM of the denominators of the rational 1 -2.5 (1, -2.5) x
-8 -4 0 4 8
expressions and multiplying each side of the 2 -4 (2, -4)
-4
equation by that LCM. When the equation is 4 2 (4, 2)
(5, 0.5) -8
simplified, the result is a polynomial equation that 5 0.5

can be solved by factoring, graphing, and other 9 -0.5 (9, -0.5)

methods. Rational equations also can be solved by

graphing. For example, each side of a rational E Identify any x-intercepts of the graph. F Is the value of x an excluded
value? What is the solution
equation may be entered as a function. The solution There is an x-intercept at (6, 0) . of _ x = 2?
x- 3
is the x-coordinate(s) of the point(s) at which the
No, x = 6 is not an excluded value.
graphs intersect. The solution of ____
x
= 2 is x = 6.
x- 3

PREVIEW: LESSON Module 9

EDIT--Chan
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be made throu
gh “File info” 453 Lesson 3

PERFORMANCE TASK
DO NOT Key=NL-A;CA-A
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Class

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Name

Solving Ra
9.3
HARDCOVER PAGES 325332
equations?
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equations .A.3, A-REI.A
.1
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Graphically
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COMMON

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A2_MNLESE385894_U4M09L3.indd 453 27/03/14 8:04 AM

hours it takes This equati ng.

and ask students to list the information they would

time t in e rate of speed. is by graphi
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where r is

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____
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Lesson 3

453

8:05 AM
27/03/14
Module 9

453
L3.indd
4_U4M09
SE38589
A2_MNLE

453 Lesson 9.3

 Reflect

1. Discussion Why does rewriting a rational equation with 0 on one side help with
solving the equation?
EXPLORE
Rewriting the equation with 0 on one side helps because the expression on the other side
Solving Rational Equations
can be graphed and the solution is the x-intercept.
Graphically

INTEGRATE TECHNOLOGY
Students have the option of completing the Explore
Explain 1 Solving Rational Equations Algebraically
activity either in the book or online.
Rational equations can be solved algebraically by multiplying through by the LCD and solving
the resulting polynomial equation. However, this eliminates the information about the excluded
values of the original equation. Sometimes an excluded value of the original equation is a solution
of the polynomial equation, and in this case the excluded value will be an extraneous solution
of the polynomial equation. Extraneous solutions are not solutions of an equation.
INTEGRATE MATHEMATICAL
PRACTICES
Example 1 Solve each rational equation algebraically.
Focus on Math Connections
3x + 7
_ 5x + 17
 =_ MP.1 Students should recognize that the
x- 5 2x - 10
Identify any excluded values. x-intercepts represent the solutions of the equation
x- 5=0 2x - 10 = 0 because they are the zeros of the related function.
x=5 x=5
Help them to make this connection, emphasizing that
The excluded value is 5.
Identify the LCD by finding all factors of the denominators.
a point with coordinates (x, 0) represents a value of x
for which the function is equal to 0.
2x - 10 = 2(x - 5)

The different factors are 2 and x - 5.

The LCD is 2(x - 5).

3x + 7 5x + 17 QUESTIONING STRATEGIES
© Houghton Mifflin Harcourt Publishing Company
Multiply each term by the LCD. _ · 2(x - 5) = _ ∙ 2(x - 5)
x- 5 2(x - 5) If the two sides of the equation are graphed as
3x + 7
_ 5x + 17
Divide out common factors. ∙ 2 (x - 5) = _ ∙ 2 (x - 5) separate functions, will the graphs intersect,
x- 5 2 (x - 5)
Simplify. (3x + 7)2 = 5x + 17 and if so, where? Yes; the graphs will intersect at the
Use the Distributive Property. 6x + 14 = 5x + 17 point or points whose x-values are the solutions of
Solve for x. x + 14 = 17
the equation.

x=3

The solution x = 3 is not an excluded value. So, x = 3 is the solution of the equation.
EXPLAIN 1
Solving Rational Equations
Algebraically
Module 9 454 Lesson 3

PROFESSIONAL DEVELOPMENT QUESTIONING STRATEGIES

A2_MNLESE385894_U4M09L3.indd 454 27/03/14 7:54 AM
How does finding the LCD of the rational
Integrate Mathematical Practices
expressions and multiplying each side of the
This lesson provides an opportunity to address Mathematical Practice MP.3, equation by the LCD turn the rational equation into a
which calls for students to “construct viable arguments.” Students learn that they polynomial equation? After the multiplication of
can solve rational equations graphically, by writing a related function and finding both sides by the LCD has been carried out,
the zeros of the function. They also learn to solve rational equations algebraically, common factors in the numerators and
multiplying the equation by the LCD and converting it into an equivalent denominators can be divided out. The resulting
polynomial equation. Students draw connections between the excluded values of denominators on each side are 1, and since the
the expressions and the extraneous solutions of the equation. numerators are polynomials, the equation becomes
a polynomial equation.

Solving Rational Equations 454

 2x - 9 + _
_ x =_5
B x-7 2 x-7
CONNECT VOCABULARY Identify any excluded values.
Have students look up the definition of extraneous x- 7=0
and relate its use in this context to its use in x= 7
non-mathematical contexts. 7
The excluded value is .

Identify the LCD.

2 and x - 7
QUESTIONING STRATEGIES The different factors are .

The LCD is 2(x - 7) .

How can you tell whether a solution of a
rational equation is extraneous? It is Multiply each term by the LCD. 2x - 9 ∙
_ 2(x - 7)
x∙
+_ 2(x - 7) =_5 ∙
2(x - 7)
x-7 2 x-7
extraneous if it is an excluded value for one of the
2x - 9 ∙
_ x∙
+_ =_5 ∙
rational expressions in the equation. Divide out common factors.
x-7 2(x - 7) 2 2(x - 7) x-7 2(x - 7)

Simplify. 2 (2x - 9)+ x ( x-7 ) = 5( 2 )

INTEGRATE TECHNOLOGY Use the Distributive Property. 4x - 18 + x2 - 7x = 10

x - 3x - 28 =0
2
Students can use the graphing method Write in standard form.

presented in the Explore to check their Factor. ( x-7 )( x+4 )=0

solutions. Have them graph the corresponding Use the Zero Product Property. x - 7 = 0 or x+4 =0
function and compare its zeros to the solutions found Solve for x. x = 7 or x = -4
algebraically.
The solution x = 7 is extraneous because it is an excluded value. The only solution is x = -4 .

Your Turn

Solve each rational equation algebraically.

x+ 1
© Houghton Mifflin Harcourt Publishing Company

2. _8 =_
x+3 x+6
Excluded values: -3 and -6
LCD: (x + 3) (x + 6)
8 x+1
_ ⋅ (x + 3)(x + 6) = _ ⋅ (x + 3)(x + 6)
x+3 x+6
8 x+1
_ ⋅ (x + 3)(x + 6) = _ ⋅ (x + 3)(x + 6)
x+3 x+6
8 (x + 6) = (x + 1)(x + 3)
8x + 48 = x 2 + 4x + 3
0 = x 2 - 4x - 45
0 = (x - 9)(x + 5)
x = 9 or x = -5
The solutions are x = 9 or x = -5.
Module 9 455 Lesson 3

COLLABORATIVE LEARNING
A2_MNLESE385894_U4M09L3 455 7/7/14 9:35 AM

Small Group Activity

Have students work in groups of 3–4 students. Provide each group with a different
rational equation to solve. Instruct students to create a poster showing the
equation solved using three different methods: graphically using one function,
graphically using two functions, and algebraically. Remind students to look for
and to indicate extraneous solutions. Have students share their posters with
the class.

455 Lesson 9.3

 Explain 2 Solving a Real-world Problem with a Rational Equation
Rational equations are used to model real-world situations. These equations can be solved algebraically. EXPLAIN 2
Example 2 Use a rational equation to solve the problem.
Solving a Real-World Problem with a
 Kelsey is kayaking on a river. She travels 5 miles upstream
and 5 miles downstream in a total of 6 hours. In still water,
Rational Equation
Kelsey can travel at an average speed of 3 miles per hour.
What is the average speed of the river’s current?
AVOID COMMON ERRORS
Analyze Information
Students may need to be reminded to check to see
Identify the important information:
whether the solutions of their equations are
• The answer will be the average speed
the current extraneous solutions. Remind them to also consider
of .
6 hours
restrictions that are imposed on the variable due to
• Kelsey spends kayaking.
the context of the application.
• She travels 5 miles upstream and 5 miles downstream.
• Her average speed in still water is 3 miles per hour .

QUESTIONING STRATEGIES
• Formulate a Plan
How could you solve the problem
Let c represent the speed of the current in miles per hour. When Kelsey is going
graphically? Graph each side of the equation
upstream, her speed is equal to her speed in still water minus c. When Kelsey is
as a function and find the points of intersection of
going downstream, her speed is equal to her speed in still water plus c.
the two graphs. The x-values of the points of

© Houghton Mifflin Harcourt Publishing Company • Image Credit: ©Robert

positive real numbers
The variable c is restricted to . intersection will be the solutions of the equation.
Complete the table.

Distance (mi) Average speed (mi/h) Time (h)

Upstream 5 3-c _5
3-c
Downstream 5 3+c _5
3+c

Use the results from the table to write an equation.

total time = time upstream + time downstream
_ 5 _ 5
6 = 3-c + 3+c
Michael/Corbis

Module 9 456 Lesson 3

DIFFERENTIATE INSTRUCTION
A2_MNLESE385894_U4M09L3.indd 456 27/03/14 7:55 AM

Multiple Representations
Point out to students that they can use the table feature of a graphing calculator to
check their solutions to rational equations. They can enter the left side of the
equation as Y1 and the right side as Y2. Then, by using the table feature, they can
verify that Y1 and Y2 have the same values of x that they determined by
using algebra.

Solving Rational Equations 456

 Solve
INTEGRATE MATHEMATICAL
3-c=0 3+c=0
PRACTICES
3 =c c = -3
Focus on Modeling
3 and -3
MP.4 Discuss with students how the rational Excluded values:
LCD: (3 - c)(3 + c)
expressions used in the example model the situation.
6 ∙ (3 - c)(3 + c) = _5 ∙ ( 5 ∙ (
Have students describe what each numerator and Multiply by the LCD. 3 - c)(3 + c) + _ 3 - c)(3 + c)
3-c 3+c
denominator represents, and why the equation Divide out common 6 ∙ (3 - c)(3 + c) = _5 ∙ (
3 - c)(3 + c) + _5 ∙ (3 - c)(3 + c)
3-c 3+c
models the real-world relationship described in factors.

the problem. Simplify. 6 ∙ (3 - c)(3 + c) = 5 ∙ 3+c +5∙ 3-c

Use the Distributive 54 - 6c 2
= 15 + 5c + 15 - 5c
Property.
Write in standard form. 0= 6 c 2 - 24

Factor. 0 = 6 (c + 2) ( c-2 )
Use the Zero Product c + 2 = 0 or c-2 =0
Property.
Solve for c. c = -2 or c = 2

There are no extraneous solutions. The solutions are c = -2 or c = 2 .

Justify and Evaluate

The solution c = -2 is unreasonable because the speed of the current cannot

be negative, but the solution c = 2 is reasonable because the speed of the

current can be positive . If the speed of the current is 2 miles per hour , it
would take Kelsey 5 hour(s) to go upstream and 1 hour(s) to go
© Houghton Mifflin Harcourt Publishing Company

downstream, which is a total of 6 hours.

Reflect

3. Why does the domain of the variable have to be restricted in real-world problems that can be modeled with
a rational equation?
The variable must make sense in a real-world context. The speed of the current cannot be
negative or 0, so the domain of c had to be restricted to positive real numbers.

Module 9 457 Lesson 3

A2_MNLESE385900_U4M09L3.indd 457 19/03/14 2:17 PM

457 Lesson 9.3

 Your Turn

4. Kevin can clean a large aquarium tank in about

7 hours. When Kevin and Lara work together,
ELABORATE
they can clean the tank in 4 hours. Write and
solve a rational equation to determine how long, INTEGRATE MATHEMATICAL
to the nearest tenth of an hour, it would take
Lara to clean the tank if she works by herself.
PRACTICES
Explain whether the answer is reasonable. Focus on Critical Thinking
Kevin’s rate: _
1

1
7
_
of the tank per hour
MP.3 Discuss with students how the algebraic
Lara’s rate: of the tank per hour,
t process of converting a rational equation into a
where t is the time in hours needed to
polynomial equation can introduce extraneous
clean the tank alone.
The domain of t must be positive real numbers.
solutions. Lead them to recognize that polynomial
Kevin’s rate ⋅ hours worked + Lara’s rate ⋅ hours worked = 1 complete job
expressions themselves do not have excluded values
_1 (4) + _1 (4) = 1 and, therefore, the solutions to a polynomial equation
7 t
Excluded value: 0; LCD: 7t
will all satisfy the polynomial equation. However, if
_1 (4) + _1 (4) = 1 the polynomial equation is derived from a rational
7 t equation, any excluded values of the rational equation
_1 (4) ∙ 7 ∙ t + _1 (4) ∙ 7 ∙ t = 1 ∙ 7 ∙ t
7 t that are solutions of the polynomial equation will be
4t + 1 ∙ 4 ∙ 7 = 1 ∙ 7 ∙ t extraneous.
4t + 28 = 7t
28 = 3t
1
9 =t _
SUMMARIZE THE LESSON

© Houghton Mifflin Harcourt Publishing Company • Image Credit: ©Atlantide

3
It would take Lara about 9 hours and 20 minutes to clean the tank by herself. The answer is
1 _
reasonable because 9 is positive and (4) +
1 _
1 ( )
4 = 1. _ How can you use the LCD of the rational
3 7
9
1 _ expressions in an equation to solve the
3
Elaborate equation? You can multiply each term in the
5. Why is it important to check solutions to rational equations? equation by the LCD. This will change the rational
To make sure that there are no extraneous solutions.
equation into a polynomial equation. You can then
solve the polynomial equation, being careful to
6. Why can extraneous solutions to rational equations exist? check whether any of the solutions are extraneous.
Because the process of multiplying through by the LCD may eliminate the information
Phototravel/Corbis

about excluded values.

7. Essential Question Check In How can you solve a rational equation without graphing?
Rational equations can be solved algebraically by finding the LCM of the denominators of
the rational expressions and multiplying each side of the equation by that LCM. When the
equation is simplified, the result is a polynomial equation that can be solved.

Module 9 458 Lesson 3

LANGUAGE SUPPORT
A2_MNLESE385894_U4M09L3 458 7/7/14 9:36 AM

Communicate Math
Have students work in pairs to complete a chart shown on solving rational
equations.
Type of Equation Type of Notes Explaining Steps
Solution
Rational: Write an Graphical For example, rewrite with 0 on one side
equation and graph the function on the other side.
Rational: Write an Algebraic For example, find the LCD by
equation factoring, etc.

Solving Rational Equations 458

EVALUATE Evaluate: Homework and Practice
• Online Homework
Solve each rational equation by graphing using a table of values. • Hints and Help
• Extra Practice
x
_____
1. x+4
= -3
y
x y (x, y) 8
Excluded value: x = -4 -8 5 (-8, 5)
____
x
= -3 -6 6 (-6, 6)
4
x+4 x
____
x
+3= 0 -5 8 (-5, 8)
ASSIGNMENT GUIDE x+4
-3.5 -4 (-3.5,-4)
-8 -4 0 4 8
-4
Concept and Skills Practice -2 2 (-2, 2)
-8
0 3 (0, 3 )
Explore Exercises 1–2
Solving Rational Equations The x-intercept is at (-3, 0). The solution is x = -3.
Graphically
Example 1 Exercises 3–8 _ x
2. =3 y
Solving Rational Equations 2x - 10 x y (x, y) 8
Algebraically Excluded value: x = 5 0 -3 (0,-3)
Example 2 Exercises 9–16 _____
x
=3 3 -3.75 (3, -3.75)
4
2x - 10 x
Solving a Real-World Problem with a _____
x
-3= 0 4 -5 (4, -5) 0
2x - 10 -8 -4 4 8
Rational Equation 2.5 (5.5, 2.5)
5.5 -4
7 -1.25 (7, -1.25)
-8
10 -2 (10, -2)
AVOID COMMON ERRORS The x-intercept is at (6, 0). The solution is x = 6.
If students do not obtain an appropriate graph, they
may have made errors either in entering the function Solve each rational equation algebraically.
© Houghton Mifflin Harcourt Publishing Company

(or functions) or in choosing an appropriate viewing 3. _ 9 -_ 5 = -_ 13 4. _3 +_

2 =2
4x 6 12x x+1 7
window. The most common error in entering a
Excluded value: x = 0 Excluded value: x = –1
rational function is to omit the parentheses around
LCD: 2 ⋅ 2 ⋅ 3 ⋅ x = 12x LCD: 7(x + 1)
the complete numerator and the complete _9 _5
⋅ 12x - ⋅ 12x = - _
13
⋅ 12x _ 3 _
2
∙ 7(x + 1) + ∙ 7(x + 1)
denominator. Check students’ calculators to catch 4x 6 12x x+1 7
9 ⋅ 3 - 5 ⋅ 2x = -13 = 2 ∙ 7(x + 1)
errors and guide them in correcting any errors.
27 - 10x = -13 3 ∙ 7 + 2(x + 1) = 2 ∙ 7(x + 1)
- 10x = -40 21 + 2x + 2 = 14x + 14
x=4 -12 x + 9 = 0
The solution is x = 4. -12 x = -9
x=
3_
4

Module 9 459 Lesson 3

COMMON
A2_MNLESE385894_U4M09L3.indd 459
Exercise Depth of Knowledge (D.O.K.) CORE Mathematical Practices 27/03/14 7:55 AM

1–2 2 Skills/Concepts MP.6 Precision

3–8 1 Recall of Information MP.2 Reasoning
9–16 2 Skills/Concepts MP.4 Modeling
17 1 Recall of Information MP.2 Reasoning
18 3 Strategic Thinking MP.2 Reasoning
19 3 Strategic Thinking MP.6 Precision

459 Lesson 9.3

 __ 56 −_6 =_7
5.
x 2 − 2x − 15 x+3 x−5 CRITICAL THINKING
x - 2 x - 15 = 0
2
Ask students to consider whether it is possible to
(x - 5)(x + 3) = 0 solve a rational equation by multiplying each of its
x - 5 = 0 or (x + 3) = 0 terms by a common denominator that is not the least
x = 5 or x = -3 common denominator of the rational expressions.
Excluded values: 5 and -3 Have them predict how the result of doing this would
LCD: (x - 5)(x + 3) compare to using the LCD, and test their predictions
__
56
∙ (x - 5)(x + 3) - _ ∙ (x - 5)(x + 3) = _ ∙ (x - 5)(x + 3)
6 7 using one or more of the exercises.
(x - 5)(x + 3) x+3 x-5
56 - 6(x -5) = 7(x + 3)
56 - 6x + 30 = 7x + 21 INTEGRATE MATHEMATICAL
65 = 13x PRACTICES
5=x Focus on Reasoning
The solution x = 5 is extraneous. There is no solution.
MP.2 Students can check their solutions by
substituting the values into the original equations and
x − 29
2
6 +_5
6. __
x 2 − 10x + 21
=_
x−7 x−3
verifying that they make the equation true. Students
x 2 - 10x + 21 = 0
should observe that any extraneous solutions would
(x - 7)(x - 3) = 0
make one or more of the rational expressions
undefined.
x - 7 = 0 or x - 3 = 0
x = 7 or x = 3
Excluded values: 7 and 3
LCD: (x - 7)(x - 3)
__
x 2 - 29
∙ (x - 7)(x - 3) =
6 _
∙ (x - 7)(x - 3) +
5 _
∙ (x - 7)(x - 3) © Houghton Mifflin Harcourt Publishing Company
(x - 7)(x - 3) x-7 x-3
__
x 2 - 29
∙ (x - 7)(x - 3) =
6 _
∙ (x - 7)(x - 3) +
5 _
∙ (x - 7)(x - 3)
(x - 7)(x - 3) x-7 x-3
x 2 - 29 = 6(x - 3) + 5(x - 7)
x 2 - 29 = 6x - 18 + 5x - 35
x 2 - 29 = 11x - 53
x 2 - 11x + 24 = 0
(x - 3) (x - 8) = 0
x - 3 = 0 or x - 8 = 0
x = 3 or x = 8
The solution x = 8. The solution x = 3 is extraneous.

Module 9 460 Lesson 3

COMMON
Exercise
A2_MNLESE385894_U4M09L3 460
Depth of Knowledge (D.O.K.) CORE Mathematical Practices 16/10/14 2:20 PM

20 3 Strategic Thinking MP.3 Logic

21 3 Strategic Thinking MP.5 Using Tools

Solving Rational Equations 460

 _ 5 1 =_
−_ 2
QUESTIONING STRATEGIES 7.
2x + 6 6 x+4

How is the LCD of two rational expressions Excluded values: -3 and -4

related to each denominator? It is a multiple LCD: 2 ∙ 3 ∙ (x + 3)(x + 4)

of each of the denominators. _ 5

∙ 2 ∙ 3 ∙ (x + 3)(x + 4) - _ ∙ 2 ∙ 3 ∙ (x + 3)(x + 4) = _ ∙ 2 ∙ 3 ∙ (x + 3)(x + 4)
1 2
2(x + 3) 2∙3 x+4
When is the LCD of two rational expressions _ 5
∙ 2 ∙ 3 ∙ (x + 3)(x + 4) - _ ∙ 2 ∙ 3 ∙ (x + 3)(x + 4) = _ ∙ 2 ∙ 3 ∙ (x + 3)(x + 4)
1 2
2(x + 3) 2∙3 x+4
the product of the denominators? When the
5 ∙ 3 ∙ (x + 4) -1 ∙ (x + 3)(x + 4) = 2 ∙ 2 ∙ 3 ∙ (x + 3)
denominators have no common factors.
15x + 60 - x 2 - 7x - 12 = 12x + 36
-x 2 + 8x + 48 = 12x + 36
0 = x 2 + 4x - 12
0 = (x - 2)(x + 6)
x = 2 or x = -6
The solution is x = 2 or x = -6.

_ 5 x+6
1 =_
8. −_
x 2 − 3x + 2 x−2 3x − 3

Excluded values: 1 and 2

LCD: 3(x - 1)(x - 2)
__ 5
∙ 3(x - 1)(x - 2) -
1 _∙ 3(x - 1)(x - 2) =
x+6 _ ∙ 3(x - 1)(x - 2)
(x - 1)(x - 2) x-2 3(x - 1)
__ 5
∙ 3(x - 1)(x - 2) -
1 _∙ 3(x - 1)(x - 2) =
x+6 _ ∙ 3(x - 1)(x - 2)
(x - 1)(x - 2) x-2 3(x - 1)

5 ∙ 3 - 1 ∙ 3(x - 1) = (x + 6)(x - 2)
© Houghton Mifflin Harcourt Publishing Company

15 - 3x + 3 = x 2 + 4x - 12
0 = x 2 + 7x - 30
0 = (x + 10)(x - 3)
x = -10 or x = 3
The solution is x = -10 or x = 3.

Module 9 461 Lesson 3

A2_MNLESE385894_U4M09L3 461 16/10/14 2:24 PM

461 Lesson 9.3

 For 15 and 16, write a rational equation for each real-world
application. Do not solve. COMMUNICATING MATH
9. A save percentage in lacrosse is found by dividing the number of saves Call upon students to present their solutions to the
by the number of shots faced. A lacrosse goalie saved 9 of 12 shots. How class. Ask them to describe how they determined the
many additional consecutive saves s must the goalie make to raise his
save percentage to 0.850? LCD and how they transformed the rational equation
Number of saves: 9 + s into a polynomial equation. Have them describe the
Number of shots: 12 + s steps of the solution process, and tell how they
_9+s
12 + s
= 0.850 identified any extraneous solutions.

10. Jake can mulch a garden in 30 minutes. Together, Jake and Ross can
mulch the same garden in 16 minutes. How much time t, in minutes, will
it take Ross to mulch the garden when working alone?
Jake’s rate ⋅ minutes worked = _ 1 (16)
30
Ross’ rate ⋅ minutes worked = _ 1 (16)
t
_ 1 (16) + _ 1 (16) = 1
30 t

11. Geometry A new ice skating rink will be approximately rectangular in shape and
will have an area of 18,000 square feet. Using an equation for the perimeter P, of the
skating rink in terms of its width W, what are the dimensions of the skating rink if
the perimeter is 580 feet?
L ⋅ W = 18,000
18,000
L=_

© Houghton Mifflin Harcourt Publishing Company • Image Credit: ©Don Kelly

W
P = 2(L + W)

(
18,000
580 = 2 _ + W
W )
580W = 2(18,000 + W 2)
290W = 18,000 + W 2
0 = W 2 - 290W + 18,000
W = 200 or W = 90
The dimensions are 200 feet by 90 feet.
Photo/Corbis

12. Water flowing through both a small pipe and a large pipe can fill a water tank in
9 hours. Water flowing through the large pipe alone can fill the tank in 17 hours.
Write an equation that can be used to find the amount of time t, in hours, it would
take to fill the tank using only the small pipe.
large pipe’s rate ⋅ hours worked = _ 1 ( )
9
17
Small pipe’s rate ⋅ hours worked = _(9) 1
t
_ _
1 (9) + 1 (9) = 1
17 t

Module 9 462 Lesson 3

A2_MNLESE385900_U4M09L3.indd 462 19/03/14 2:15 PM

Solving Rational Equations 462

 13. A riverboat travels at an average of 14 km per hour in still
AVOID COMMON ERRORS water. The riverboat travels 110 km east up the Ohio River and
110 km west down the same river in a total of 17.5 hours. To
When solving a rational equation that models a the nearest tenth of a kilometer per hour, what was the speed of
real-world situation, students may erroneously the current of the river?

believe that any negative solution must be an The variable c is the speed of the current in km per hour.
extraneous solution. Help them to see that this is not 110
Time upstream: _
necessarily the case, and remind them to reflect upon 14 - c
110
Time downstream: _
the rational expressions contained in the original 14 + c
110 110
equation and their excluded values. _ + _ = 17.5
14 - c 14 + c
Excluded values: -14, 14
LCD: (14 - c)(14 + c)

110 ( 110
_ 14 - c)(14 + c) + _ (14 - c) (14 + c) = 17.5(14 - c)(14 + c)
14 - c 14 + c
110(14 + c) + 110(14 - c) = 17.5(14 - c)(14 + c)
3080 = 3430 - 17.5c 2
-350 = -17.5c 2
20 = c 2
±4.5 ≈ c
The solution c = -4.5 does not make sense in context because the speed
cannot be negative. So, the speed of the current is about 4.5 km/h.
© Houghton Mifflin Harcourt Publishing Company • Image Credit: ©Wm. B

14. A baseball player’s batting average is equal to the number of hits divided by the
number of at bats. A professional player had 139 hits in 515 at bats in 2012 and
167 hits in 584 at bats in 2013. Write and solve an equation to find how many
additional consecutive hits h the batter would have needed to raise his batting average
in 2012 to be at least equal to his average in 2013.

2012: ______ ______ ⋅ 584(515 + h) = ___

139 + h +h
⋅ 584(515 + h)
139 167
515 + h 515 + h 584

2013: ___ ______ ⋅ 584(515 + h) = ___

+h
⋅ 584(515 + h)
167 139 167
587 515 + h 584
Baker/GhostWorx Images/Alamy

______
139 +h
= ___
167
(139 + h)584 = 167(515 + h)
515 + h 584
Excluded value: -515 81,176 + 584h = 86,005 + 167h
LCD: 584(515 + h) 417h = 4829
h ≈ 11.58
The number of hits must be a whole number. The player would need
12 consecutive hits to raise his batting average in 2012 to be at least
equal to his average in 2013.

Module 9 463 Lesson 3

A2_MNLESE385894_U4M09L3.indd 463 27/03/14 7:55 AM

463 Lesson 9.3

 15. The time required to deliver and install a computer network at a customer’s location
2d
is t = 5 + __
r , where t is time in hours, d is the distance (in miles) from the warehouse
PEER-TO-PEER DISCUSSION
to the customer’s location, and r is the average speed of the delivery truck. If it takes
8.2 hours for an employee to deliver and install a network for a customer located Ask students to discuss with a partner how solving a
80 miles from the warehouse, what is the average speed of the delivery truck? proportion by cross-multiplying is similar to solving a
Excluded value: r ≠ 0 t = 5 + __
2d
r rational equation by multiplying through by the LCD.
8.2 = 5 + ____
2(80)
LCD: r r Students should recognize that cross-multiplying
8.2 ∙ r = 5 ∙ r + ____
2(80)
r ∙r produces the same result as if they had multiplied
8.2r = 5r + 160 both sides of the equation by the product of the
3.2r = 160 denominators. The product of the denominators may
r = 50 not be the least common denominator, but it will
The average speed of the truck is 50 mph. transform the rational equation into a polynomial
16. Art A glassblower can produce several sets of simple glasses in about equation.
3 hours. When the glassblower works with an apprentice, the job takes about
2 hours. How long would it take the apprentice to make the same number of
sets of glasses when working alone?
The variable t is time in hours it would take for the apprentice.
_1(2) + _1(2) = 1 _1(2) + _1(2) = 1
3 t 3 t
Excluded value: 0 _1(2) ∙ 3t + _1(2) ∙ 3t = 1 ∙ 3t
3 t
LCD: 3t 2t + 2 ∙ 3 = 3t
6=t

© Houghton Mifflin Harcourt Publishing Company • Image Credit: ©Picavet/

It would take the apprentice about 6 hours.

17. Which of the following equations have at least two excluded values? Select
all that apply.
A. _ 3 +_ 1 =1 excluded value: 0
x 5x
B. _ x- 4 +_ 3 =_ 5 excluded values: 0 and 2
​
x-2 x 6
C. _ x +1=_ 5 excluded value: 6
x-6 2x - 12
D. __ 2x - 3 +_ 3 =_ 1 excluded value: 5
x 2 - 10x + 25 7 x-5
E. _ 7 +_ 3x - 4 = 9 excluded values: -2 and -3
Getty Images

x+2 x 2 + 5x + 6

Module 9 464 Lesson 3

A2_MNLESE385894_U4M09L3 464 09/07/14 12:51 AM

Solving Rational Equations 464

JOURNAL H.O.T. Focus on Higher Order Thinking

18. Critical Thinking An equation has the form __ax + __bx = c, where a, b, and c are
Have students make a list of the steps involved in constants and b ≠ 0. How many solutions could this equation have? Explain.
solving a rational equation algebraically. 0, 1, or 2; the equation becomes x 2 - bcx + ab = 0 after multiplying
by the LCD and putting the equation in standard form. A quadratic
equation can have 0, 1, or 2 solutions. The number of solutions of
this equation depends on the values of a, b, and c.

19. Multiple Representations Write an equation whose graph is a straight line, but
with an open circle at x = 4.
(x - 4)(x - 3)
Possible answer: The graph of y = _________ = ________
x 2 - 7x + 12
x-4 x-4
has the
same graph as y = x - 3 but has an open circle at x = 4.

20. Justify Reasoning Explain why the excluded values do not change when
multiplying by the LCD to add or subtract rational expressions.
The function was defined not to exist at those points, so if an alternate form of the
equation is to be equivalent, the new form must not exist at those points either.

21. Critical Thinking Describe how you would find the inverse of the rational function
ƒ(x) = _x - 1 , x ≠ 2. Then find the inverse.
x-2
Substitute y for x in the expression, and substitute x for f(x). Then solve for y.
x - 1 ⎯→ x = _ y-1
y=_
x-2 y-2
x(y - 2) = (y - 1) Multiply.
y x - 2x = y - 1 Distribute.
y x - y = 2x - 1 Collect y terms.
© Houghton Mifflin Harcourt Publishing Company

y(x - 1) = 2x - 1 Factor.
y= _
2x - 1
Divide.
x-1
2x
The inverse function f -1(x) is f -1(x) = _ - 1 , x ≠ 1.
x-1

Module 9 465 Lesson 3

A2_MNLESE385894_U4M09L3 465 7/7/14 9:45 AM

465 Lesson 9.3

 Lesson Performance Task CONNECT VOCABULARY
Students may not understand the concept of profit.
Kasey creates comedy sketch videos and posts them on a popular video website and is selling
an exclusive series of sketches on DVD. The total cost to make the series of sketches is $989. Explain that the money you receive when selling an
The materials cost $1.40 per DVD and the shipping costs $2.00 per DVD. Kasey plans to sell item is called the sales income, but this is not the same
the DVDs for $12 each.
thing as profit. To calculate the profit, first find how
a. Let d be the number of DVDs Kasey sells. Create a profit-per-
item model from the given information by writing a rule for much it costs to produce the item. The profit is the
C(d), the total costs in dollars, S(d), the total sales income in money left over after subtracting the costs from
dollars, P(d), the profit in dollars, and P PI(d), the profit per
item sold in dollars. the income.
b. What is the profit per DVD if Kasey sells 80 DVDs? Does this
value make sense in the context of the problem?
INTEGRATE MATHEMATICAL
c. Then use the function P PI(d) from part a to find how many
DVDs Kasey would have to sell to break even. Identify all
PRACTICES
excluded values. Focus on Reasoning
a. C(d) = 989 + 1.4d + 2d = 989 + 3.4d MP.2 Have students graph the profit per item P PI
S(d) = 12d
(d)for the number of DVDs sold, d. Have them
P(d) = 12d -( 989 +3.4d) = 8.6d - 989
________
P PI(d) = 8.6d - 989 discuss the maximum profit Kasey can make and
d
what limits the profit. Have students explain how the
8.6(80) - 989
b. P PI(80) = __________ profit per item changes as the number of items sold
(80)
increases. The profit will approach $8.60 per item,
= ____
-301
80
≈ -3.76
but it will never reach it because the cost of
Kasey would have a profit of -$3.76 per DVD sold. This value makes materials per DVD must be subtracted.
sense because the costs are greater than the amount of sales.

c. The excluded value is d = 0 . © Houghton Mifflin Harcourt Publishing Company

_______
0 = 8.6d - 989
d
_______
0 ∙ d = 8.6d - 989
∙d
d
0 = 8.6d - 989
989 = 8.6d
115 = d
Kasey would have to sell 115 DVDs to break even.

Module 9 466 Lesson 3

EXTENSION ACTIVITY
A2_MNLESE385900_U4M09L3.indd 466 19/03/14 2:13 PM

Have students consider starting a bakery business to sell bread at a farmer’s

market. Have students choose a price per loaf and estimate the number of loaves
they would have to sell in order to make a profit, assuming they start by buying a
50-pound bag of flour. Then have students create a model for the profit per loaf of
bread, taking into account all relevant costs. After inputting all known values,
have students discuss whether they would adjust the price or the sales goal in
Scoring Rubric
order to make a profit. 2 points: Student correctly solves the problem and explains his/her reasoning.
1 point: Student shows good understanding of the problem but does not fully
solve or explain his/her reasoning.
0 points: Student does not demonstrate understanding of the problem.

Solving Rational Equations 466