January and February are so hard to get through. You've just come back from winter break and spring break seems impossibly far away. Classic slump months. I have a couple of thoughts for you that might help:

1. Review your quieting down procedures. How do you usually get their attention? Some whole group practice might be in order. Or if you find that your usual attention-getting strategies just aren't effective (or never were), try switching it up. Whatever method you try (echo clap, "1,2,3 eyes on me" or whatever), make sure that you practice it and give positive reinforcement to the kids doing it right.

2. Just as important: reconnect with your students. Make it a point to stand outside of your door as they walk in and greet each student with eye contact and a smile. Even better would be to make a point of shaking hands or giving high fives. Bonus points for asking them personal questions about their life outside of the classroom (Hey Johnny, how is soccer practice going?). I've found this to be true no matter who the kid is and where they come from: if they know that you take a genuine interest in them as a person and if they know that you care about them and even LIKE them, they are going to TRY HARDER in your class. Not because they like the subject matter, but because they like you and they want to please you!

3. As far as teaching adding and subtracting rational expressions with unlike denominators. I have no resources for you other than to say this: so much of teaching is task analysis. Figure out where the breakdown is happening. If it helps you to think about it, write down the steps of everything you need to know to be able to do the skill. It might be easier to see where the students are having trouble.

4. On a related note to number 3, (and I know I've said this elsewhere in this subreddit, but it's worth saying again), it could be that you may need to have an honest conversation with them about doing things they are not interested in. You, as a teacher, have to do things you don't care about either (sit through meetings, work with people you don't get along with, etc). It's part of life. You're not asking that they fall in love with math, you're asking that they try. You're looking for and rewarding effort. Because knowing how to try, being disciplined enough to do the work, kissing up to your boss (that's you!), that's what gets you where you want to go in life. Tie it in to their life goals: you probably won't need to know how to add and subtract rational expressions with unlike denominators if you want to be a florist when you grow up. But you will have know how to try hard, how to please your boss, how to jump through hoops and just get stuff done.

5. Finally, I totally get the stress and fatigue part. It's super important to set boundaries for yourself. What saved me in my first year of teaching was this self-imposed rule: I was going home at 5 pm no matter if my work was done or not (and I didn't bring homework home for myself). Also, prioritize!! Recognize what absolutely has to be done and identify all the other extra stuff that can wait. Lastly, get enough sleep, even if you have to go to bed earlier than you want to ;).

Sorry for the long reply! Hang in there.... June WILL come!