## Reflection: Developing a Conceptual Understanding Transforming Functions Day 1 of 2 - Section 3: Can you look at the equation of a function and determine how the inverse is transformed?

The assigned activity was designed for students to see the relationship of the transformations between a given functions and its inverse. As displayed in this example many students began seeing how the transformations work. The explanation in question 7 (page 2)  needs some more clarification but the student is seeing a connection. As I reviewed question 8 I could see the student could find the inverse but I was not sure if the student used his ideas from question 7. The finally question showed me the student was not completely sure how the transformations worked. I notice the student just see the horizontal and vertical shift moving not becoming a reciprocal.

By reviewing the student I was able to see what areas students had confusion and focus on those the next day. Part of the focus included discussing how we multiply by the reciprocal when we need to remove a coefficient in solving. Once this was addressed students realized that the stretch or shrink not only changed from vertical to horizontal but switched from stretch to shrink and vice verse.

Developing a Conceptual Understanding: Student work

# Transforming Functions Day 1 of 2

Unit 2: Functions and Piecewise Functions
Lesson 12 of 15

## Big Idea: Discover how to find the transformations for an inverse by using the original function.

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Standards:
Subject(s):
Math, inverse functions, Precalculus and Calculus, transformation, function
45 minutes

### Katharine Sparks

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