Module Six Lesson Three Guided Notes Name__________________

Module 6 Lesson 3 Introduction

We work with rational equations frequently when we solve real-life problems. Here is a great example:
It takes you 3 hours to paint a fence. It takes your friend 4 hours to paint the same fence. How long will
it take the two of you to paint the fence together?
You will learn how to solve this equation and others like it during this lesson.

LESSON OVERVIEW
We work with rational equations frequently when we solve real-life problems. Here is a great example:
It takes you 3 hours to paint a fence. It takes your friend 4 hours to paint the same fence. How long will
it take the two of you to paint the fence together?
You will learn how to solve this equation and others like it during this lesson.

LESSON OBJECTIVES and STANDARDS

Learning Objectives:
By the end of this lesson, you will:

1- Solve one-variable rational equations using algebra and graphs.

2- Identify extraneous solutions of one-variable rational equations.
3- Create and solve rational equations to model problems in context.
4- Solve one variable rational inequality using number line analysis. 

Key Terms
1- Common denominator: The number or expression shared by two or more fractions in the
denominator of the fraction. A common denominator is required to add and subtract fractions.
2- Proportion: A ratio that represents a part to a whole.
3- Extraneous solution: A solution that is reached using algebraic methods, but that does not work
in the original form of the equation.
4- Restriction: Value for a variable that causes a rational expression to be undefined.
SOLVING RATIONAL EQUATIONS

Part One
Rational Equations with One Solution

We will begin our study of solving rational equations with “simple” equations that have a single
solution.

4 5 −6
+ =
x 3 x

The first step is to find the denominator across the entire equation. This means that you should
look for a common denominator for all terms, including those on both sides of the equals sign.

Common Denominator:

Now restate the equation using the common denominator:

Once you have a common denominator, you may drop the denominator and work with just the
numerators. This works since the denominators are already equal.

Now you are ready to solve the equation:

The final step is to check your answer in the original problem to make sure that the solution you
found is not ___________________. You do this by plugging your solution into the original equation
and checking to make sure you have a “true” statement.

This is a true statement, so we have found a solution to the rational equation.

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 Note: We focused on restrictions on the variable when simplifying rational
expressions to help prepare for the process of finding extraneous solutions when
solving rational equations!

Rational Equation with an Extraneous Solution

Now we will take a look at a problem with an extraneous solution.

10 x 20
=14+
x−2 x−2

We approach the problem by finding the common denominator and then setting the numerators
equal.

Now solve for x :

Our final step is to check our answer by substituting it back into the original equation:

This substitution creates a zero in the denominator and therefore the solution x=2 is
extraneous.

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There are “no solutions” to this rational equation.

Rational Equation with Two Solutions

Now we will try a problem with two solutions:

4 x +1 12
= 2 +3
x+ 1 x −1

Once again, we begin by finding a common denominator and then setting the numerators equal to
each other:

Finally, we check our solutions by substituting each into the original equation.

Since both substitutions yield “true” statements, both x values are solutions to the rational
equation.

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Solving a Rational Equation by Cross-Multiplying

In the case where the rational equation has just one term on each side of the equals sign, we may
solve using the technique of cross-multiplication.

3 1
=
x + x x +1
2

The first step is to cross-multiply:

Now solve for x :

Finally, check your solutions by substituting back into the original equation:

There is only one solution to this rational equation since of the the two possible solutions was
determined to be extraneous.

5
Solving a Rational Equation by Graphing

The last strategy we will introduce in solving rational equations is the use of graphs.

To solve by graphing, you will graph each side of the rational equation and look for points of
intersection.

2 x−1 3
=
x+1 x−1

In your calculator, type the left side of the equation in “Y1” and the right side of the equation in
“Y2.” See the image for an example.

Make sure you place each numerator and each denominator in parentheses to ensure that the
correct equations are graphed.

Note that there are two intersection points. We will use the calculator to identify each.

The functions you will use on your calculator are 2nd-->calc→#5 Intersect.

The points of intersection are:

Practice Problems

6
3 2 4 2x x
2
− = =
x x−1 x 4−x x−4

5 5 2 16
=4− =
x+1 x−3 x−4 x + 4

10 4 5
+ =
x −2 x x x−2
2

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You Try

Now it is time to complete problems on your own.

x+6 3 x + 4 5 4 1
= − = + 2
3x 2x 4 x x +5 x x +5 x
3 2

2 5 2 1 4
= = −
x−6 x+1 x+2 x x 2 +2 x

Part Two

Applications of Rational Equations: Rate*Time=Distance Introduction

A commonly used relationship in math is Rate*Time=Distance.

This relationship is applied to many real-life situations. For example, if you are riding in a car that
is travelling 50 miles per hour, and you travel for 2 hours, you have travelled 50*2=100 miles.

The units cancel as follows:

8
The Rate*Time=Distance relationship is frequently used with rational equations to solve real
world application problems.

Applications of Rational Equations: Rate*Time=Distance Example

We will begin our explorations of applications of rational equations with a Rate*Time=Distance

problem.

The situation:

Lori drove 25 miles to a train station and then completed her trip by train. In all, she traveled 90
miles. The average rate of the train was 40 miles per hour faster than the average rate of the car.
Find an algebraic representation that gives the total time T required to complete the trip as a
function of the rate x of the car.

Begin the problem by setting up a rate-time-distance chart.

Rate* Time= Distance

Car

Train

The first values we can place in our table are the distances that Lori traveled by car and by train:

Rate* Time= Distance (miles)

Car

Train

We also know that the rate Lori travels by train is, on average, 40 miles per hour faster than the
rate of the car. We also know that the rate of the car is represented by x . We can place the rate
values in the table:

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 Rate* Time= Distance

Car

Train

We are solving for the total time of the trip, T .

Since Rate*Time=Distance, we can divide both sides of the equation by rate to find that

Distance
Time=
Rate

Distance
Therefore, we can place the ratios of in the “time” column of our table:
Rate

Rate* Time= Distance

Car

Train

The total time it takes Lori to complete her trip is:

T =¿

As a follow up question, if it takes Lori two hours to complete the entire trip, then how fast does
the train travel, on average?

We set T =2 to solve this follow-up question.

The possible solutions to this equation are ______________. Since a rate (speed) cannot be negative,
the car must be traveling at ___________ miles per hour.

Since the train travels, on average, 40 miles per hour faster than the car, the train’s average speed
is ________ miles per hour.

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Applications of Rational Equations: Rate*Time=Work Example

Now let’s take a look at the problem that we posed in the introduction to Module Six Lesson Three.

In this problem, you and a friend are painting a fence. To solve the problem, you will need to find
out how long it will take you to complete one job, which is a specific amount of work.

To answer this “how long?” question, we replace “distance” in the Rate*Time=Distance equation to
become the Rate*Time=Work equation.

The situation:

It takes you 3 hours to paint a fence. It takes your friend 4 hours to paint the same fence. How long
will it take the two of you to paint the fence together?

We can organize the data in a table, and the final column of the table represents “work”
completed.

Rate* Time= Work

You

Your friend

What is the rate that you paint the fence?

If it takes you 3 hours to paint the fence, then you paint _________ of the fence per hour.

If it takes your friend 4 hours to paint the fence, then your friend paints _________ of the fence per
hour.

We place these “rate” values in the table:

Rate* Time= Work

You

Your friend

We are looking to answer the question “how long?” so we will represent time with the variable t ,
stated in hours. We place t in the table to represent “time.”

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 Rate* Time= Work

You

Your friend

In this case, “work” represents not a measure of “how far” but rather a measure of “how much of
the job did you and your friend each complete?”

Since the goal is to split the job by painting the fence together, you will each paint half the fence.
We will put that “work” in the table.

Rate* Time= Work

You

Your friend

Now we multiply to find our resulting rate equations:

You: Your friend:

The goal is to paint the entire fence, so we are going to add the two equations as follows:

Now we have a rational equation that we will solve for t :

In conclusion, it will take you and your friend ___________ hours to paint the fence together. This
makes sense since it represents less time than either of you would require alone.

Applications of Rational Equations: Practice Problem

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Crissie can paint a house in 4 days, but it takes Dail 7 days. How long would it take for Crissie and
Dail to paint the house together?

Set up a table to organize your work, write an equation for the time it would take Crissie and Dail
to paint the house together, and solve for t .

Rate* Time= Work

Crissie

Dail

The goal is to paint the entire house, so we are going to add the two equations as follows:

Now we have a rational equation that we will solve for t :

In conclusion, it will take Crissie and Dail _________ days to paint the house together.

This makes sense since it represents less time than either of them would require alone.

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You Try

Ellen and Judi are wallpapering a kitchen. Ellen can wallpaper the kitchen in 5 hours and Judi can
wallpaper the kitchen in 10 hours. How long will it take them if they work together?

Start with a Rate*Time=Work table:

Rate* Time= Work

Ellen

Judi

The goal is to wallpaper the entire kitchen, so we are going to add the two equations as follows:

Now we have a rational equation that we will solve for t :

Ellen and Judi can wallpaper the kitchen in _______hours if they work together.

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Part Three
Solving Rational Inequalities: Simple Case

x−2
<1
x+4

To solve this rational inequality, the first steps are:

● Manipulate the terms such that a value of zero is on one side of the inequality.

● Find a common denominator and combine the terms on the other side of the inequality so
that there is just one fraction.

Let’s perform these two steps:

Next, we must determine for which values the inequality will be a true statement.

To do this, we will create a number of line of possible x values, and we will use the value
_________________ as a tick mark on the number line since that value creates a zero in the
denominator of the fraction.

By plugging in x values on either side of ______________, we determine the sign of the resulting
expression. That sign will tell us the x values for which the inequality is a true statement.

x−2
Based on the number line, we can conclude that <1 is a true statement where _____________.
x+4

Solving Rational Inequalities: More Complex Case

15
 2
2 x +6 x−8
2
>1
2 x +5 x−3

We will approach solving this rational inequality in the same way we approached the more simple
case:

● Manipulate the terms such that a value of zero is on one side of the inequality.

● Find a common denominator and combine the terms on the other side of the inequality so
that there is just one fraction.

Let’s begin:

Now we add in the additional step of factoring the denominator.

Let’s determine which values of x will produce an inequality that is a true statement.

We will create a number line to analyze intervals on the x axis. These intervals will be separated
by the x-values that create zeros in both the numerator and denominator.

These x-values are: __________________

2
2 x +6 x−8
Based on the number line, we can conclude that >1 is a true statement where
2 x 2 +5 x−3
____________ and ____________.

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Solving Rational Inequalities:
Greater Than or Equal To; Less Than or Equal To

Both of the examples you have seen so far involved “greater than” or “less than” inequalities. How
does your thought process change if the inequalities include the “equals” sign?

The steps to solve the inequality are the same. The only difference is in how the final answer is
determined and stated.

x 3
− ≥1
4 x

We begin by subtracting 1 from both sides and then restating the left side of the inequality with a
common denominator.

Now we create a number line and separate intervals using the zeros of each factor of the
numerator and denominator.

Up to now, there has been no difference in approach based on the type of inequality sign. However,
we must include in our answer all x-values that cause the expression on the left side of the
equation to equal 0.

The values for x which cause the __________________ of the final form of the inequality to equal 0
will be included in the solution.

Why does this work? Let’s check the possible answers by plugging the values back into the
equation.

x=¿

x=¿

What about the last x value that we placed as a tick mark on our number line?

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Let’s plug ____________ back into the equation:

Is this a true statement?

Our solution must include the intervals from the number line that satisfy the inequality, as well
as any x-values that we used as “tick marks” on the number line that also satisfy the inequality.

Final answer:

Practice Problems

Let’s attempt two practice problems together. For each problem, we will use a number line analysis
to determine the intervals of x for which the inequality is a true statement.

Practice Problem 1:

x2 −9 x+20
>0
2x

Based on the number line analysis, the intervals of x that are solutions to this inequality are
_________________ and _______________.

Practice Problem 2:

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 7 x
+ ≤2
x−2 x−2

Check x=¿

Check x=¿

Based on the number line analysis, the intervals of x that are solutions to this inequality are
_____________ and _____________.

You Try

Try these problems on your own. When you have completed your work, watch the video to check
your solutions.

3 2
− ←2
x+1 x

x 1
+ ≥1
x+2 x −1

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