Reflection: Writing Across the Disciplines Which Came First the Chicken or the Egg? Inverse Functions - Section 5: Exit Ticket and Homework: Create Your Own Inverse Function


For today's lesson I wanted to reflect on the process of Organizing Ideas (Student Sample Idea Organizer Inverse Functions to a polished and formal written response (Student Sample Written Response Inverse Functions)

The two student work samples in this reflection are from the same student. it is interesting to note how well the Idea Organizer seems to support the student in the organization of ideas. Many students struggle with simultaneously organizing their ideas and putting those ideas into the format of conventional expository text. 

In my math class, I try to value the process of organizing ideas, and absolutely count that process as part of the complex and difficult task that is writing. Whether or not students use the Idea Organizer, an alternative graphic organizer, take notes, or think inside their heads, as long as students are taking the time to organize their ideas then I am happy as a teacher.

Writing is a complex task that I deeply value in terms of improving student understanding of mathematical content. Organizing ideas and putting them into writing gives students the opportunity to better understand and apply the mathematics and also provides opportunities for students to engage in mathematical practices.

  Writing Across the Disciplines: Organizing Ideas to Support Rigorous and Coherent Writing
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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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