Reflection: Real World Applications Which Came First the Chicken or the Egg? Inverse Functions - Section 1: Entry Ticket: Planning a School Trip


I like today's Entry Ticket because it gives a real-life context, namely a school trip, to help students engage in the difficult concept of inverse functions. 

Students absolutely have various levels of understanding about inverse functions coming into today's lesson. For example, Student Sample 1 Inverse Functions shows emerging understanding of the concepts while other aspects (like rearranging equations for a variable of interest) remain challenging. Student Sample 2 Inverse Functions and Student Sample 3 Inverse Functions are a good examples of how both graphs can be placed on the same grid by color coding the variables, which is a strategy that I would not have initially thought of. 

Student Sample 4 Inverse Functions and Students Sample 5 Inverse Functions use the strategy of a side by side or split screen approach to investigating the two graphs. While there are many misconceptions revealed by this entry ticket, I was please to be able to assess student understanding coming into the lesson.

The entry ticket also successfully served the purpose of framing the content (inverse functions) in a meaningful context to show students different applications of the concept.



  Real World Applications: School Trips to Engage and Motivate Student thinking around Modeling
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Which Came First the Chicken or the Egg? Inverse Functions

Unit 1: Thinking Like a Mathematician: Modeling with Functions
Lesson 7 of 10

Objective: SWBAT find and create inverse functions, explaining why some inverse functions do not exist. SWBAT clarify their explanation using details.

Big Idea: Students construct their own understanding of inverse functions through an exploratory function sort!

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