Lesson Plan: Inverse Relations and Functions

th th
Grade: 11 - 12
Content Area: Math
1. Content and Standards:
A. F-BF.A.4a: Solve an equation of the form f(x)=c for a simple function f that has an
inverse and write an expression for the inverse.
B. F-BF.B.4c
C. MP1, MP2, MP 3

2. Prerequisites:
A. Knowledge regarding properties of relations and functions such as 1-1 properties,
domain, and range.

3. Essential Questions:
A. What are we doing to our equation when we are finding the inverse?
a. Table-wise
b. Graphically
c. Algebraically
4. Materials and Equipment:
A. Computer/Laptop
B. Writing tablet and stylus
C. Software: Whiteboard-Jamboard, Desmos Activity, Google Meets, Desmos Graphing
Calculator, Google Classroom
D. Course text: Pearson’s Algebra 2: Common Core by Hall and et al.

5. Instructional Objective:
A. Students will be able to correctly find the inverse of a relation or function using tables,
graphs, or algebraically
B. Students will be able to correctly show that the composition of a function and its inverse
is the identity function.

6. Instructional Procedures:
A. Before:
a. Desmos Activity
i. Warm-up: Students will spend 5 minutes working on an application
problem to review topics from the last lesson.
1. Review questions are based on problems found in the textbook:
a. Problem 61 on pg 364
 2. I will then request for students to assist in talking/assisting me
through the problem solution
3. Or read the anonymized responses that the students wrote in the
activity and use that to guide my work to the class.
4. Or we will review the problems as a class through questioning
techniques.
a. “What do you guys remember about Composite
Functions?”
b. Which order should we apply our values? g(x) first or f(x)?
ii. Formative Task: Students will spend 10-15 minutes working an
application problem that utilizes ideas and concepts from today’s lesson on
inverse relations/functions
1. Application problem are based on example problem 5 on pg 408:
“Finding the inverse function of a formula”
a. Students will rewrite a formula to solve for the indicated
quantity
b. Students will apply prior knowledge in solving for
variables which would bridge the idea of the steps to
solving inverse functions.
2. When we go over the activity I would consider the following:
a. If I notice that there are a lot of responses, I would ask for
input from the class to help guide me.
b. If there are responses but no volunteers, I could cold call
the students or I could use their responses in the activity to
guide my responses.
c. If I notice that the students are struggling with the activity, I
would explain to them that the purpose of the assignment is
for them to try their best using what they know, so it is
alright to not be able to answer the problem.
i. If the student shows obvious confusion, then I
would suggest that we come back to the problems in
this activity after the end of the lesson as a form of
practicing and applying their knowledge before
going into the graded exit ticket.

B. During:
a. I would first briefly recall the concepts we had learned from chapter 2 on relations
and functions by asking for student participation to help re-establish some of the
properties of relations as well as the properties of functions
 i. “Recall in chapter 2 where we learned about relations and functions. Let’s
think first think about some of the properties of relation and functions:
1. In the process I would be writing down their responses on my
Jam-board to help students keep track of what they’ve said to
indicate that their responses are valued.
2. “Expected Response:
a. “There are range and domains in relations”
b. “We can map one variable to another.
c. For functions there is a unique x for every y.
d. “For variables x we can’t have it ‘cheat’ on the variable y”
b. I would then introduce the topic as well as the objective of this lesson, verbally.
i. Today we’ll revisit this lesson but with a twist. We will be learning about
inverse relations and functions. Can anyone tell me what ‘inverse’ would
mean in this context? Think about what we saw in our formative task.”
1. Students might say that an inverse:
a. is the opposite
b. The reverse
c. Switching something
2. This would help springboard the idea of switching the values of
our x and y values.
c. We would first show the idea of inverse relations by switching the x and y values
through a table and then discussing whether the inverse relation is a function.
i. I will do an example on the board while also asking check-in questions
before I write the work down.
ii. I will present another problem for the students to practice independently
and then share their answers
iii. I will then use questioning techniques to help students arrive at the answer.
1. If someone gets it correct the first time, I would not verify the
answer but instead ask if anyone else had a different response as a
chance to correct any misunderstanding.
d. We will repeat the process above with graphs; showing the idea of switching
ordered pairs in graphing and then using the vertical line test to check if the
relation is a function; via graphing tables from previous examples through
Desmos Graphing Calculator.
e. Next I would ask the students how we might show the idea of switching x and y
values algebraically.
i. I would then write down their thoughts and then show the concept of
switching the position of the x and y values and then solving for ‘y’ to
obtain the inverse function
 ii. I will do an example on the board while also asking check-in questions
before I write the work down; making sure to write down the steps along
the way.
iii. I will present another problem for the students to practice independently
and then share their answers
iv. I will then use questioning techniques to help students arrive at the answer.
1. If someone gets it correct the first time, I would not verify the
answer but instead ask if anyone else had a different response as a
chance to correct any misunderstanding.
2. If a student does not understand the problem or was not able to get
to the answer, I would ask the class if anyone can help out.
f. I would introduce the idea of functional notation as a more definitive way than
switching my variables and solving for ‘y’.
i. 𝐹(𝑥)= original function
−1
ii. 𝐹 (𝑥)= inverse function
g. We will finally connect ideas from previous lessons on composite functions to
briefly show that the composition of the inverse and its functions produces the
identity function:
−1
i. 𝐹(𝐹 (𝑥)) = 𝑥
−1
ii. 𝐹 (𝐹(𝑥)) = 𝑥

C. After:
a. If we did not complete the formative task, I would spend this time working
with the class to go over the problem.
b. I would then summarize the concepts we have learned in this lesson as
well as re-explain the objective of this lesson.
c. The students will then spend the remainder of class time completing their
exit ticket, which is assigned through Pearson’s Savvas; which will be
counted as a classwork grade.
If students complete classwork early they are encouraged to begin
the homework assignment which is to be completed before our
next class.
7. Assessment:
Formative assessment:
A. Through the warm-up activity in Desmos activity I am able to gauge each
student's response to determine if they were able to recall concepts from the
previous section; which would facilitate my decision to work in small group
learning in breakout groups during the formative task segment of the lesson.
B. Through the formative task activity in Desmos activity, I am able to observe and
gain an understanding of the level that the students are at, regarding concepts and
 ideas on inverse relations and functions. This will act as a pre-test regarding what
the students start the lesson knowing.
C. Throughout the lesson, I will also use check-in questions and other forms of
questioning techniques to continually gauge the student’s understanding and grasp
of the present knowledge.
D. Exit Ticket: Students will complete 4 questions in which they will apply the skills
they have learned directly after the lesson; while their thoughts are still fresh in
their minds. Based on their results, it will help me determine my next course of
action for the next lesson.
E. Homework: Homework is graded on completion, so the students earn 100 in the
assignment as long as they try on the homework. This allows me to observe how
well the students are able to retain the information from this lesson after 48 hours.
I will also provide feedback to help students better understand the problems by
commenting on their submission through the assignment in Google Classroom.
F. The results from the exit ticket and homework would help guide my decision
regarding whether or not I should revisit the lesson:
a. If more than half the class correctly answers more than half of the
questions correctly and does well on the homework , I will move onto the
next lesson.
b. If more than half of the students did not answer more than half of the
questions correctly, I would revisit this in the next lesson; specifically
planning out activities/assignments to highlight and correct
misconceptions that were noticed in the classwork and homework.

8. Differentiated Instruction:
A. In my Desmos Activities:
a. Warm-Up: I explain to the students that I would like for them to reach the 2nd
slide, out of 3 total slides, as my standard during the 5 minutes. But if they find
themselves struggling it would be alright to complete the first slide only. Finally if
they would like to challenge themselves or find that they were able to complete
the second slide before the 5 minute mark, I would suggest for them to move onto
and try the rest of the warm-up.
b. Formative Task: I provide the same explanation as I did for the warm-up.
i. Slide 1: Students who find themselves struggling to work
ii. Slide 2: The standard level I expect the class to maintain
iii. Slide 3: If they complete the problem before 15 minutes or would like to
challenge themselves.
B. Students will also have access to the Desmos activity up until a year after the date that the
lesson was instructed.
 C. If students need extra help, we can create a break out room for small group learning for
the ELs; where the main teacher would work with the class while I would work with the
ELs for extra practice and help; this could be done during the formative task segment or
after the instruction ends (which is about 30 minutes before class ends)
D. Typically the lesson is completed with at least 30 minutes before the lesson ends, so
students potentially have 30 minutes to complete the classwork if necessary.
E. Although classwork is graded, the lowest a student can score is a 65.
a. E.g. If they were having a bad day and only obtained 2 correct answers (50
points) then we would still score it as a 65 in the grade book.
F. Homework is only graded on completion; so they earn 100 points as long as they try to
answer the questions on the homework.
G. Students will be provided with a copy of the PowerPoint slide deck used for this lesson
(which includes the vocabulary and concepts) and will also be provided with the
Jamboard of the work completed together as a class.

9. Resources:
A. Textbook:
Pearson’s Algebra 2 Common Core. Charles, R. I., Hall, B., Kennedy, D., Bellman, A.,
Bragg, S., Handlin, W. G., . . . Wiggins, G. (2015). Algebra 2: Common Core. Boston,
MA: Pearson.
B. PowerPoint Presentation:
https://docs.google.com/presentation/d/1_nxqcOp5ZAMqRuZdDgxxygCOzjaGJRP7fbs-t
jlV38I/edit?usp=sharing
C. Jamboard:
a. 4th Period:
i. Desmos Activity: https://student.desmos.com/join/zwatf3
ii. Warm-up/Formative Task:
https://jamboard.google.com/d/1aZ7AsS_ep0q2uhq_dHXm6lMCzIBr28M
tEEbMX6u-C4w/edit?usp=sharing
iii. Instructional Procedures:
https://jamboard.google.com/d/1dO-btUF1tSO5XDN9A7hJqokpKl8ClV
MXeqIEokw0DaM/edit?usp=sharing
D. Classwork:
a.
b.

c.

d.
E. Homework:
a. Homework: Problems 10, 12, 14, 16, 22, 30, 32, 36, 38, 40 pg 410