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# Math 3

Inverse Functions

## Mathematics Learning Goals: Evidence of Learning:

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 Math Content Standards:

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).

## NC.M3.F-BF.4a: Find an inverse function.

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.

## NC.M3.F-BF.4b: Find an inverse function.

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

## NC.M3.F-BF.4c: Find an inverse function.

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

## Mathematical Practice Standards:

3. Construct viable arguments and critique the reasoning of others.
6. Attend to precision.

Materials:

## Academic Language Demand(s):

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

## Time Lesson Activity Description of Activity and Setting

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.

## Question 2: Ask a student to describe

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.

## Questions 3-5: Ask the class “Will this

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.

## Question 6: Ask a student to share how

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.

## Question 7: Ask the class “Will this have

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.

## Question 8: Ask the class “Will this 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 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.