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.

  Very gradual release!
  Perseverance: Very gradual release!
Loading resource...

Flip It!

Unit 7: Building Functions
Lesson 7 of 12

Objective: SWBAT write the inverse given a simple rational equation.

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

  Print Lesson
Add this lesson to your favorites
Math, Function Operations and Inverses, inverse functions, Algebra II, master teacher project, 11th Grade
  50 minutes
flip it
Similar Lessons
Where are the Functions Farthest Apart? - The Sequel
12th Grade Math » Functioning with Functions
Big Idea: Inverses, combinations of functions, and maximization are all essential to solve a problem about horizontal distance on a graph.
Troy, MI
Environment: Suburban
Tim  Marley
Inundated with Inverses: Algebraic Inverse and Composition to Verify (Day 2 of 2)
12th Grade Math » Basic Functions and Equations
Big Idea: Students build on intuitive process of finding inverses to develop an algebraic process then explore how composition of functions relates to inverses.
Phoenix, AZ
Environment: Urban
Tiffany Dawdy
What Does "a" Do?
Algebra I » Quadratic Functions
Big Idea: Starting with today's assignment, my classroom becomes a workshop. Every student will learn as much as they can between now and the end of the unit.
Worcester, MA
Environment: Urban
James Dunseith
Something went wrong. See details for more info
Nothing to upload