## Reflection: Perseverance Flip It! - Section 1: Set the Stage

I made the assumption that my students were old enough and comfortable enough with functions that two examples would suffice to move them to independent work.  I was wrong!  Even my best students needed a greater variety of examples to be able to successfully work through the independent assignment.  When I finished the two examples I'd prepared and asked if there were any questions, almost every hand went up.  I called on one student and as he spoke about not really being clear about what to do first, I saw several others nodding in agreement.  At that point I changed my plans and decided to work through more examples until my students felt confident to proceed on their own.  Rather than using all the functions in the handout I asked my students to volunteer functions for me to "invert", with the condition that they needed to copy all the steps for each example.  As I worked through a few more examples, I began to ask my students what should be done instead of just writing it out for them.  It took an additional ten minutes or so, but I believe it was well worth it, not only because it gave my students a much stronger foundation to work from, but also because it helped foster a feeling of collaboration between me and my students as they learned that I was willing to listen to their concerns and address them immediately.

# Flip It!

Unit 7: Building Functions
Lesson 7 of 12

## Big Idea: Take inverse functions to the next level with this lesson on inverse for rational equations.

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Standards:
Subject(s):
Math, Function Operations and Inverses, inverse functions, Algebra II, master teacher project, 11th Grade
50 minutes

### Merrie Rampy

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