1. Warmup:
Find the inverse function for each:
1. f(x) = (x-3) g(x) = -4x - 4

2. Homework Check:
p. 21
#1-4

3. Find inverse functions.
M3U1D6
Bernie’s Bike
Part 2
Objective:
Find inverse functions.
Question: How do I find the inverse of a function? Will the inverse also be a function?

4. With your row, discuss the following
With your row, discuss the following. Be prepared to share your thoughts.
“What do you know about a function and its inverse?”

5. Page 29
Now partner with the person behind/in front of you as assigned by Mrs. Childrey.

7. One focus of this discussion is to see how the function f(x) = x^2 and its inverse,
f-1(x)= sq root x show up in the table, graph, function and situation. We will also examine how and why the domain restriction would occur if the original domain had been all real numbers. Since the domain of the original function will determine how students will handle the inverse function, sequence this discussion so that students share based on how you want to build understanding of inverse functions.

11. The following list includes the key ideas that should have come out of our discussions: • table of values: (x,y)⇾ (y,x) • graph: the two equations are reflections over the line y = x • equation: to find the inverse of a function, you use inverse operations to undo the operations of the original function, but in the reverse order to create the new inverse function; this is essentially the same work as solving for the independent variable of the original function to make it the dependent variable of the inverse function. • The domain and range of the original function switch places for the inverse function • If we chose to use x to describe the independent variable in both the original function and the inverse function, it is important to note that the quantity represented by the variable x has changed meaning.
Discuss

12. Vocabulary Summary (not a comprehensive list): • Maxima • Minima • Increasing Interval • Decreasing Interval • Vertex • Reflection • Inverse • Line tests • Domain • Range • Descrete • Continuous • Constant
Discuss

13. Classwork:
p #1-7
Homework:
p. 31 #8H-11H