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## Inverse Function Partner Share

We’re working through functions in my college-prep pre-calculus class; meaning a more rigorous treatment of domain, range, and composition  ideas than what students experienced in earlier courses. As I was about to start inverses last week, I sought an activity which would provide some discovery, some personalization, and less of me rambling on.

These are the times when searching the MTBoS (math-twitter-blog o’sphere) leads to some exciting leads, and the search for inverse functions ideas didn’t disappoint – leading me to Sam Shah’s blog, and an awesome discussion of inverse functions which I turned into a sharing activity. A great list of blogs and MTBoS folks appears on this Weebly site.

To start, I wrote a function on the board, and asked students to think about the sequence of steps needed to evaluate the function:



The class was easily able to generate, and agree upon a list of steps:

1. Square the input
2. Multiply by three

From here, I asked the class to divide into teams of 2. Each partnership was then given two functions on printed slips (shown below) to examine: list the steps of the function, and provide 3 ordered pairs which satisfy the function.

THE FUNCTIONS:

Notice that the functions are arranged so that A and B in each set are inverses.  Partners were given two different functions, but never an inverse pair. So a team could get 2A and 4B, but not 3A and 3B.

My plan was to complete this entire activity in one class period, BUT weather took hold. They day we started we had a two-hour delay, and the next two days were lost due to snow, then a weekend. SO, the best-laid intentions of activity, sharing and resolution became activity…..then 5 days later.

As we started the next class day, I asked students to review their given functions (and re-familiarize themselves), then seek out the teams who had the other half of the function pair and share information. So a team which had 2B sought out 2A, and so on.

After the sharing, a classwide discussion of the pairs was then seamless. Students clearly saw the relationships beteen the inverse pairs and the idea of “undoing” steps, and we could now apply formal definitions and procedures with an enhanced understanding. Also, by sharing ordered pairs, students saw the domain-range relationship between functions and their inverses, and this made graphing tasks much easier. I’m definitely doing this again!

Finally, notice that pair 2A / 2B features a quadratic / square root. While we didn’t dive right in at the time, this set the trap for a discussion of one-to-one fucntions and the horizontal line test the next day.

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## Class Opener – Day 20 – Infinite Chocolate

How is that possible? Tell me the answer?

Some of my students haven’t picked up on my sneaky side yet. There are no free answers in my class, including this visual which greeted them today:

Some students had seen this before, but few could figure out the mystery of the infinite chocolate. In my afternoon class, one student took charge, showing the subtle differences in the sizes of the pieces as they are reconnect…a future math teacher in the making. Today’s opener wasn’t intended to connect to anything course-related; it’s just a fascinating geometric mind trick, and great for generating math conversation right away. You can Google this problem and find a number of versions, many which explain the illusion, but we ended this opener with a video which shows some potential geometric shenannigans.

Today I desired a short and snappy opening hook, as my goal was to get students to the boards right away to work on binomial theorem problems. This was the second day students viewed videos and took notes for homework, and the response has been outstanding. Classes the last two days have been energetic, as the group doesn’t need to hear me drone on….they heard that at home. The focus today was terms in a binomial sequence – enjoy the video notes here.  Also, pay attention for the rough edit at the end due to my mistake….was more fun to leave that in than to edit it out.

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## Class Opener – Day 18 – We’re Going Bowling!

A unique sculpture greeted students as they entered class today:

There’s a lot of math goodness happening in this picture, but I don’t want to steer conversation in any particular direction right off. Time for some Noticing and Wondering! Students shared their thoughts on the back board:

Most of our class time today will be spent completing a jigsaw activity which guides students through many of the rich connections between Pascal’s Triangle, Combinations and the Binomial Theorem.  Knowing that I would eventually talk about Pascal’s Triangle (one of my favorite shares of the year!), I was hoping to see if we could generate ideas on triangular and tetrahedral numbers organically.  This visual opener did the trick. And while I ran out of time today for my Triangle chat, it’s in my pocket for tomorrow!

After sharing this experience on Twitter, Annie Fetter (the queen of noticing and wondering) chimed in with her ideas:

So many great ideas for packaging to be had here, but thinking I share it and leave it to my geometry colleagues to explore.