Belmont Lesson Plan Template

DEPARTMENT OF EDUCATION
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Lesson Planning Document
1. General Information
Teacher: Bethany Herdzina Subject: Algebra 2
Mentor: Stephen Dorris
Grade: Secondary
Date: 11/19/14
Time Allowed: 50

Number of Students: 25, 28

Lesson Number: 29
Lesson in Sequence: 1
Unit Title: Exponential and
Logarithmic Functions

2. Topic
Section 7.2 Inverses of Relations and Functions
3. Subjects Integrated
Algebra I
4. Readiness and Background Knowledge
In previous chapters, students have shown mastery on summative assessments in
the following areas:
o Understanding the relation between input and output values and
determining whether or not a relation is a function (Section 1.6).
o Using function notation and graphing functions (Section 1.7).
o Solving equations (Section 2.1).
Todays learning objectives are connected to what students have
previously learned.
5. Goals
CCSS.MATH.CONTENT.HSF.BF.B.4 Find inverse functions.
o CCSS. MATH.CONTENT.HSF.BF.B.4.A Solve an equation of the form
( )
for a simple function that has an inverse and write an
expression for the inverse.
o CCSS.MATH.CONTENT.HSF.BF.B.4.C Read values of an inverse
function from a graph or a table, given that the function has an inverse.
6. Objectives
Student Learning Objectives:
Students will be able to use inverse operations to write the inverse of a
function.
Given a graph of a function, students will be able to identify and graph the
inverse of that function.

Teacher Learning Objectives:

Teacher will work on encouraging student participation.
Teacher will work on staying on schedule while being flexible and allowing
for change based on students needs.
Assessment:
Formative Assessment Students will be given two questions to answer and
hand in at the end of class. This exit slip will be used as a check for
understanding, and it will help guide my instruction for tomorrows lesson.
o Exit slip problems:
1. Use inverse operations to write the inverse of the function,
( )
.
2. Students will be given the graph of the following relation:
1
3
4
5
6
0
1
2
3
5
Identify the points of the inverse function, and graph the
inverse function.
7. Resources and Materials
Demonstration materials whiteboard, Algebra II textbook, lesson plan, extra
notebook paper for the exit slip
o Written on board before class begins:
Section 7.2 homework problems
HW: pp.501-503 (#19-27 odd, 41-46 all)
Objectives:
I can write the inverse of a function.
I can graph a functions inverse.
Student materials pencil, textbook, notes journal, loose paper for the exit
slip
o 6th period IEP copy of Section 7.2 class notes
8. Instructional Model, Procedures, and Strategies
a. Attention Signal (2 minutes)
Walk to the front of the room, and greet students.
b. Opening and Advanced Organizer (no more than 13 minutes)
Call on two students and ask them what they learned from Section 7.1
yesterday.
o Because we are not having a bellringer, this will act as a brief
review of yesterdays lesson.
Answer questions from last nights homework (Section 7.1).
o Will only have time to answer one. Students can stop by during
lunch.

Introduce todays lesson.

o Section 7.2 Inverses of Relations and Functions
o By the end of the lesson, I expect everyone to be able to write the
inverse of a function and graph a functions inverse (student
learning objectives).

c. Behavioral Expectations
Students are expected to listen respectfully and participate during whole
class instruction.
d. Instructional Steps (about 25 minutes)
Graph the following relation and its inverse in different colors:
0
1
5
8
2
5
6
9

What do you notice about these two functions?

o Possible student response:
The functions show a reflection across the line
.
The - and - values are switched.
Hints:
o In a third color, dash the line
.
o Point out the symmetry.
These functions are inverses of each other.
Activate Prior Knowledge: We have seen inverses before.
o What is the additive inverse of 7?
-7
o What is the multiplicative inverse of 3?

o We also look at inverses of matrices.

As we can see from our graph, functions can have inverses too.
o Restate that the - and - values are switched, and the functions
are reflected over the line
. This will always be the case.
Example: Graph the line
and label the points (-4, -4), (-3, -2),
(-2, 0), (-1, 2), (0, 4) (graph will be handwritten into the lesson plan).
o Call on students to name a point of the inverse.
We are just switching the - and - values.
o Connect the points.

Check for Understanding: By looking at the graph of a function, how

can you graph the inverse function?

Continuation of Example:
o How can we find the equation of these lines?
We just need a point and a slope.
o Find the equations of the lines.

We know that these two functions are inverses of each other. How can
we get from
to
without looking at a graph?
o Since we are switching the - and - values, what do you think
will happen if we switch and in our equation?
o Now, we need to solve for because we want the equations of
our functions to be in terms of .

o This is how you find the inverse of a function.

Briefly discuss the notation for inverse functions.
Do another example together as a class.
o Example: Find the inverse of ( )
, and graph both
lines.
Throughout the example, call on students to give the next
steps.
1. Switch and .

2. Solve for

(students will provide steps here as well).

3. Have a volunteer come to the board to graph the

original function (graph will be handwritten on lesson
plan).
4. Have a volunteer come to the board to graph the inverse
in a different color (graph will be handwritten on lesson
plan).

Check for Understanding: How do we find the inverse of a function?

e. Lesson Closure (about 10 minutes)

Ask for two volunteers to say something that they learned today.
Exit Slip (formative assessment)

o Work the following problems on a loose piece of paper. Students will

be asked to work individually. Students will hand in their paper on
their way out of the classroom.
Exit slip problems:
1. Use inverse operations to write the inverse of the
function, ( )
.
2. Students will be given the graph of the following
relation:
1
3
4
5
6
0
1
2
3
5
Identify the points of the inverse function.
f. Feedback and Evaluation
The exit slip will be used as a check for understanding, and it will help
guide my instruction for tomorrows lesson. Based on students
understanding, I will know how much and what I need to review
tomorrow.
9. Modifications
6th period IEP copy of class notes