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Inverse Functions

Students will be able to find the inverse of a function In questions 3-8 in the Quizizz for today’s class, the

given the function in graphical, tabular, or algebraic students are being asked to solve for the inverse of a

notation. function. The functions are given as graphs, tables, or

Students will be able to explain how to find the inverse function notation.

of a function graphically, algebraically, or given a set In the class discussion about the Quizizz, students will

of points. be explaining how they solved for the inverse in each

question. Multiple ways to solve for the inverse,

graphically, algebraically, or given a set of points, will

be discussed for each question.

NC.M3.F-IF.9: Compare key features of two functions using different representations by comparing properties of two

different functions, each with a different representation (symbolically, graphically, numerically in tables, or by verbal

descriptions).

a. Understand the inverse relationship between exponential and logarithmic, quadratic and square root, and lin

use this relationship to solve problems using tables, graphs, and equations.

b. Determine if an inverse function exists by analyzing tables, graphs, and equations.

c. If an inverse function exists for a linear, quadratic and/or exponential function, �, represent the inverse function, �

equation and use it to solve problems in terms of a context

3. Construct viable arguments and critique the reasoning of others.

6. Attend to precision.

Materials:

Quizizz Link: https://quizizz.com/admin/quiz/5bcfda6eb35944001a2c59e9

Syntax: Students will be writing proper notation for inverse function, f-1. Students will be graphing and

reflecting functions to find the inverse.

Discourse: Students will be explaining how they found the inverse of a function. “I reflected f(x) over the line

y=x to find the inverse.”

Prior Knowledge:

Students have knowledge of functions, function notation, identifying key features of a graph, and reflections.

Students will need to know what a one-to-one function is and how to find the inverse of a function.

Differentiation:

ELL students will have proper language use modeled throughout the lesson and then get to practice. All other

IEP’s do not apply to this lesson.

Time: 45 minutes

Phase

0-5 Introduction Begin Class There is no warm-up today. Have

Minutes students hand in homework and then get

a Chromebook and some scratch paper.

5-15 Activity Quizizz Students need to have a

minutes laptop/Chromebook to complete the

Quizizz as they may want to use

GeoGebra to graph and reflect functions.

Tell students that they are working

individually but are allowed to have out

anything from their notes to help them.

Some questions have more than one

right answer and they have an ample

amount of time to answer each question.

Project the code for the students to get to

the Quizizz and let them begin. As they

are completing the quiz, if they have

questions try and reference it to

something that they discussed/solved

yesterday with the Brutus Bites Back

activity. If there are students who are

finished ahead of others, give them the

Inverse Functions worksheet to start on.

They will be completing problems 1, 7,

11, 15, 20, 27, 28.

15-40 Class Answers to Quizizz After each student has finished the

minutes Discussion Quizizz, go back and display question 1.

Question 1: First ask a student to define

what one-to-one means in their own

words. Saying ‘the horizontal line test’ is

not a sufficient answer as that doesn’t

describe what a one-to-one function is.

Each y can only have one x value, or

something to that effect, will be perfect.

Ask one student about what they got for

their answer, why they choose the ones

they did and why they didn’t choose

others. Ask the class if anyone got a

different answer or if anyone has

questions. If someone got a different

answer, have them explain how they got

that answer. For every student that

shares, work through what they did right

FIRST and THEN where they went

wrong.

each of these, Given the functions

f(x)=2x and g(x)=x/2. Have them come

to the front of the room and demonstrate

how they reflect with GeoGebra, solve

algebraically, use composite functions to

check if they are inverses, and ‘flip’ the

domain and range. Ask students, by

show of hands, which method of finding

an inverse they like best/are more

comfortable with, by show of hands.

have an inverse function?” They should

all respond yes. Then ask them why, and

they should say because it is one-to-one.

Ask a student to explain what they got as

an answer, and why the other answers

didn’t work. Ask the class if anyone got

a different answer or if anyone has

questions. If someone got a different

answer, have them explain how they got

that answer. Ask if anyone solved it a

different way and got the right answer.

For each question there are multiple

ways to find a solution. For every

student that shares, work through what

they did right FIRST and THEN where

they went wrong.

to solve this using composite functions,

(f(g(x)) and g(f(x)). Ask if there is

anyone who solved it a different way.

Ask if there are other ways to solve this

problem, the answer is yes. Ask if

anyone has idea of another to solve it

and have them share with the class.

an inverse function?” Some may not be

sure, so an easy way for them to check

would be to graph it and perform the

horizontal line test to check if it is one-

to-one. This is why they are able to use

GeoGebra, as well as practice

reflections. Ask a student to share how

they arrived at their answer, explaining

why they made each choice. Ask the

class if anyone solved it a different way

or if anyone has any questions. If

nobody solved it another way, ask the

class if there are any other ways that this

problem could be solved. It can be

solved using reflection, algebraically, or

flipping the domain and range. Ask the

class what is f(3)? f(3)= 27. Now ask

them what is f-1(27)? The input of the

function was 3, and the output was 27,

so if we flip them for the inverse, then

the input for in the inverse is 27 and the

output is 3. So f-1(27)=3. For every

student that shares, work through what

they did right FIRST and THEN where

they went wrong.

an inverse function?” They should all

respond yes. Then ask them why, and

they should say because it is one-to-one.

Ask a student to share how they arrived

at their answer, explaining why they

made each choice. Ask the class if

anyone solved it a different way or if

anyone has any questions. If nobody

solved it another way, ask the class if

there are any other ways that this

problem could be solved. It can be

solved using reflection, algebraically, or

flipping the domain and range if the

problem talks about specific values.

40-45 End of Class Wrap-up Discussion and Homework Finish any discussions and leave a few

minutes moments to pass out the homework. It is

the Inverse Functions worksheet and

they will be completing problems 1, 7,

11, 15, 20, 27, 28.

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