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Algebraic Fractions: Free Response

5 questions in parts, 70 points in total. Work each one out on paper, taking a hint if you get stuck. When you have an answer, reveal the answer to check it, and the full solution only if you still want it. The rubric is there so you can mark your own work.

Free response · work it on paper Question 1 of 5
  1. 1. Lowest terms, and what travels with them . Foundational, 14 points. Question 1 of 5.

    Simplifying an algebraic fraction replaces it with a shorter expression that names the same value. The two are not interchangeable everywhere, though, and the last part is about the gap between them.

    1. Part A.

      Simplify 8x312x\dfrac{8x^3}{12x} completely, and state every value of xx that the original fraction excludes.

      Write the expression An equation or an expression is enough here. Show how you built it. 4 points

    2. Part B.

      Simplify 10x+154x+6\dfrac{10x + 15}{4x + 6} completely, and state every value of xx that the original fraction excludes.

      Write the expression An equation or an expression is enough here. Show how you built it. 5 points

    3. Part C.

      Factoring turns 6x22x2x\dfrac{6x^2 - 2x}{2x} into 3x13x - 1. Explain in what sense those two expressions are equal, name the value of xx at which they part company, and say why the restriction has to be written beside the simplified form instead of dropped.

      Explain why it works A sentence or two. Reasons, not steps. 5 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Writes the numerator and the denominator each as a common factor times what is left, rather than striking pieces out by inspection. . Worth 2 points.

    Removes the full greatest common factor, so that no shared factor is still hiding inside the reported fraction. . Worth 1 point.

    Reports a restriction alongside the simplified fraction, read off from the denominator the question started with. . Worth 1 point.

    Part B 5 points

    Factors the top and the bottom first, so that the shared bracket is visible as a factor of each whole expression. . Worth 2 points.

    Cancels the shared bracket and reduces what is left, reporting the result in lowest terms. . Worth 2 points.

    Obtains the restriction by setting the original denominator to zero, rather than by inspecting the reduced form. . Worth 1 point.

    Part C 5 points

    Says what equality between two expressions asserts, treating it as a claim tested value by value rather than as a resemblance between the symbols. . Worth 2 points. needs an explanation, not just an answer

    Identifies the value at which the two expressions do not both return a number, and says which of them fails there and why. . Worth 2 points. needs an explanation, not just an answer

    Says what would be claimed if the restriction were left off, rather than only asserting that keeping it is good practice. . Worth 1 point.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    Simplify 14x221x5\dfrac{14x^2}{21x^5}, then simplify 6x+1015x+25\dfrac{6x + 10}{15x + 25}, stating the excluded value of each original expression.

  2. 2. Multiplying and dividing, restrictions included . Foundational, 15 points. Question 2 of 5.

    Multiplication and division of algebraic fractions run on the arithmetic rules unchanged. The care they need is elsewhere: deciding which values of the variable the work was ever valid for takes more thought than the algebra does.

    1. Part A.

      Work out 4x7218x3\dfrac{4x}{7} \cdot \dfrac{21}{8x^3}, leaving the result in lowest terms, and state every value of xx that the original product excludes.

      Write the expression An equation or an expression is enough here. Show how you built it. 4 points

    2. Part B.

      Work out 9x+122x÷3x+48x2\dfrac{9x + 12}{2x} \div \dfrac{3x + 4}{8x^2}, leaving the result in lowest terms, and state every value of xx that must be excluded for the division to make sense.

      Write the expression An equation or an expression is enough here. Show how you built it. 6 points

    3. Part C.

      Division carries a requirement that multiplication does not. Say what that requirement is and argue for it from what division asks for, not from the flip-and-multiply rule. Then apply it to 1x÷x53\dfrac{1}{x} \div \dfrac{x - 5}{3}: list every value of xx that expression excludes, with a reason attached to each.

      Justify your claim State the claim, then give the reason it has to be true. 5 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Multiplies numerators together and denominators together, rather than reaching for a common denominator. . Worth 1 point.

    Reduces the product fully, handling both the numerical factor and the powers of the variable. . Worth 2 points.

    States a restriction taken from the fractions as they were given. . Worth 1 point.

    Part B 6 points

    Replaces the division by multiplication by the reciprocal, flipping the second fraction and not the first. . Worth 2 points.

    Factors so that the shared bracket becomes a factor of a numerator and of a denominator, then cancels it and reduces what remains. . Worth 2 points.

    Accounts for every source of a restriction that the expression as posed contains, rather than reading restrictions off the finished answer. . Worth 2 points.

    Part C 5 points

    Argues from what division asks for, showing why the request cannot be met when the divisor is zero, rather than citing the flipping rule or repeating the phrase about not dividing by zero. . Worth 3 points. needs an explanation, not just an answer

    Attaches a separate reason to each excluded value of the example, naming the part of the expression that produced it. . Worth 2 points.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    Work out 6x25159x5\dfrac{6x^2}{5} \cdot \dfrac{15}{9x^5}, then work out 4x+103x÷2x+59x3\dfrac{4x + 10}{3x} \div \dfrac{2x + 5}{9x^3}, stating every excluded value of the division.

  3. 3. Two printers, one job . Application, 13 points. Question 3 of 5.

    A workshop has two printers. The slower one prints xx pages each minute, and the faster one prints twice as many pages each minute. Each printer is given the same job of 300300 pages, and the time a printer takes is its number of pages divided by its rate.

    1. Part A.

      The slower printer runs the job, and then the faster one runs the same job again. Write the total time in minutes as a single algebraic fraction in lowest terms, and state every value of xx your expression excludes.

      Model the situation Name your unknown first, then write every other quantity in terms of that one letter. 5 points

    2. Part B.

      Write the slower printer's time divided by the faster printer's time as a single fraction, and simplify it completely.

      Write the expression An equation or an expression is enough here. Show how you built it. 3 points

    3. Part C.

      Read your part B result back into the situation. Say in plain words what it claims about the two printers, and whether that claim depends on how fast the slower printer actually is. Then separate the values of xx that the algebra rules out from the further values that the situation itself rules out.

      Carry your own answer forward Interpret whatever ratio your part B came to, and if part B did not come out, take the two times straight from the stem and compare them there. The credit here is for reading a result back into the situation and for being exact about which values of xx are allowed.

      Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 5 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 5 points

    Turns each printer's work into a time expression, using the rate that belongs to that printer rather than the same rate twice. . Worth 2 points.

    Rewrites both fractions over a common denominator before combining them, and reduces the sum that results. . Worth 2 points.

    Reports the result as a time in minutes and states the value the expression excludes. . Worth 1 point.

    Part B 3 points

    Sets the comparison up as one time divided by the other, in the order the prompt asks for. . Worth 1 point.

    Carries the division out by multiplying by the reciprocal, and cancels every factor the top and the bottom share. . Worth 2 points.

    Part C 5 points

    Turns the ratio into a statement about the two printers in words, rather than restating it as a number. . Worth 2 points. needs an explanation, not just an answer

    Says whether the comparison changes with the slower printer's rate, and points at the feature of the working that settles it. . Worth 1 point. needs an explanation, not just an answer

    Keeps the values the expression itself forbids separate from the values only the situation forbids, instead of merging them into one list. . Worth 2 points.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    The workshop buys a third printer, which prints three times as many pages a minute as the slower one. Write the total time for the slower printer and this third printer each to run the 300300 page job, as a single fraction in lowest terms, and then write the slower printer's time divided by the third printer's time.

  4. 4. What the bar is allowed to cancel . Reasoning, 14 points. Question 4 of 5.

    Simplifying an algebraic fraction ends in a cancellation, and not every deletion that looks like one is one. Two forms are offered below as the simplest form of

    9x+63x.\frac{9x + 6}{3x}.

    (i)3x+2x(ii)5\text{(i)} \quad \frac{3x + 2}{x} \qquad\qquad \text{(ii)} \quad 5

    At most one of them is right.

    1. Part A.

      For each of the two forms, name the quantity that would have to be removed from the printed fraction to reach it, and say whether that quantity is a factor of the whole numerator and of the whole denominator. Give your verdict on each form.

      Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 5 points

    2. Part B.

      Choose a value of xx that the printed fraction allows, and evaluate the printed fraction and both offered forms at it. If all three agree, try a second value before you conclude anything. Say what the comparison establishes.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    3. Part C.

      State the condition a shared quantity must meet before it may be cancelled from the top and the bottom of a fraction. Show why a quantity meeting it may be dropped, and say what is missing when a quantity is only a term of the numerator rather than a factor of it.

      Justify your claim State the claim, then give the reason it has to be true. 5 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 5 points

    Names, for each of the two offered forms, the quantity that would have to be removed to reach it. . Worth 2 points.

    Tests each named quantity against the WHOLE numerator and the WHOLE denominator, rather than against a single term of either. . Worth 2 points. needs an explanation, not just an answer

    Gives a verdict on each form, and for any form it rejects says what that form does to the leftover term rather than only that the move is not allowed. . Worth 1 point.

    Part B 4 points

    Chooses a value the printed fraction is defined at, and substitutes it into the printed fraction rather than into a rewritten version of it. . Worth 1 point.

    Evaluates all three expressions correctly at that same value, and tries a further value if the first one separates nothing. . Worth 1 point.

    Distinguishes what a disagreement settles from what an agreement settles, rather than treating the two outcomes as equally conclusive. . Worth 2 points. needs an explanation, not just an answer

    Part C 5 points

    States a condition carrying both of its requirements, one about what the quantity must be to the whole of each part of the fraction and one about a value it may not take. . Worth 3 points. needs an explanation, not just an answer

    Shows why a quantity meeting the stated condition may be dropped without changing the value, and says what is absent when the condition fails. . Worth 2 points. needs an explanation, not just an answer

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    Two forms are offered as the simplest form of 10x+42x\dfrac{10x + 4}{2x}: first 5x+2x\dfrac{5x + 2}{x}, and second 77. Decide which is correct, say exactly what the other one does to the leftover term, and test your verdict at x=2x = 2 and then again at x=1x = 1.

  5. 5. Differences over a common denominator . Reasoning, 14 points. Question 5 of 5.

    Subtraction is the operation that punishes carelessness with a sign. The first two parts are ordinary calculations. The third asks you to settle, with evidence, a claim about how the rule for them is written.

    1. Part A.

      Combine 5x+32x+6x92x+6\dfrac{5x + 3}{2x + 6} - \dfrac{x - 9}{2x + 6} into a single fraction in lowest terms, and state every value of xx that the original expression excludes.

      Write the expression An equation or an expression is enough here. Show how you built it. 5 points

    2. Part B.

      Combine 52x3x2\dfrac{5}{2x} - \dfrac{3}{x^2} into a single fraction in lowest terms, and state every value of xx that the original expression excludes.

      Write the expression An equation or an expression is enough here. Show how you built it. 4 points

    3. Part C.

      A classmate writes the subtraction rule as ADBD=ABD\dfrac{A}{D} - \dfrac{B}{D} = \dfrac{A - B}{D} and says the brackets people draw around BB are decoration, since a minus sign in front of a fraction is only a minus sign. Construct one specific pair of numerators and a denominator on which their reading gives a different expression from the careful one, evaluate the original and both candidates at one allowed value to show which reading matches, and say in one sentence what the brackets are actually recording.

      Construct a counterexample Give one specific case, and show it breaks the claim. 5 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 5 points

    Puts the second numerator inside brackets before subtracting, so the minus sign is applied to all of it and not just its leading term. . Worth 2 points.

    Combines the numerators correctly and then factors the top and the bottom to reduce the result. . Worth 2 points.

    States the excluded value, taken from the denominator the expression started with. . Worth 1 point.

    Part B 4 points

    Chooses a denominator that both of the given denominators divide, and rewrites each fraction over it by multiplying its top and bottom by the same thing. . Worth 2 points.

    Subtracts the rewritten numerators and leaves the result in lowest terms rather than stopping at an unreduced fraction. . Worth 1 point.

    States the excluded values, naming the denominators they came from. . Worth 1 point.

    Part C 5 points

    Produces a specific pair of numerators and a denominator, with a sign inside the second numerator, rather than describing in general terms when the two readings differ. . Worth 2 points.

    Works both readings through to two different expressions, and evaluates the original alongside both candidates at one allowed value. . Worth 2 points.

    Says what the brackets are recording, rather than only reporting which candidate happened to match. . Worth 1 point. needs an explanation, not just an answer

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    Combine 7x23x+124x143x+12\dfrac{7x - 2}{3x + 12} - \dfrac{4x - 14}{3x + 12} into a single fraction in lowest terms and state its excluded value, then combine 73x2x2\dfrac{7}{3x} - \dfrac{2}{x^2}.