As students enter the classroom, they should be given a group indicator that tells where to sit. Inform the students that their mission will be to determine the inverse of linear functions.
1. Student groups should develop a table of values for each linear function assigned, reverse the coordinates, find the slope of this set of coordinates, develop equations for the coordinate sets, and graph both equations on the same axes. They should record these findings on their own paper (this information can be keyed into their graphing calculators).
2. The students should come back to the classroom and key their information into their graphing calculators (using the list key on the graphing calculator) to determine the slopes and equations. They should look for patterns of symmetry from graphs. The groups must agree on findings and be able to justify.
3. For students who are unable to find slopes and understand function inverses, provide necessary feedback to move them forward with their thinking. Refer to Slope (Rise over Run): https://www.youtube.com/watch?v=zTa0xTu9Yv4. (If your school system does not allow youtube access, you may download the video using http://www.keepvid.com/.)
1. The teacher should be sure that students are using graphing tables and slope correctly to develop equations.
2. Groups will discuss properties discovered and begin justifying their ideas as well as creating equations and graphs to match their tables in the calculator.
3. Allow students the time to prepare attractive posters to share with the class to begin discussions about Inverse functions and tables, along with having the groups share their findings using the Smartview function of the calculator.
Use the provided rubric to assess student work individually and as a group. Students should justify all reasoning stated on the poster. The Assessment Process is on-going. The teacher should visit each group and ask questions to make sure students apply the properties of functions and their inverses. Display the posters in the classroom and have students present conclusions. As students present posters and graphing calculator findings, they should compare posters for other information not listed on their group's poster.