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Math 3

Quadratic Functions and their Inverses

Mathematics Learning Goals: Evidence of Learning:


 Students will be able to create inverse  Students will compare two quadratic functions,
quadratic functions and restrict domain. realizing that one is the inverse of the other by
 Students will be able to create inverse completing problem 9 of the task.
quadratic functions from a contextual situation  Students will read a word problem and be able
and interpret results. create a quadratic function using clues they
 Students will be able to graph two quadratic discover for themselves over the course of the
functions and distinguish the parent function task by completing problem 7 of the task. They
from its inverse and tell if that inverse is an are asked to use this function to make
inverse function. decisions.
 Students will compare two quadratic functions
by graphing them, comparing range, domain,
positive/negative, slope, etc. They will discover
that the dependent variables get swapped with
the independent variables by completing the
task.

NC Math Content Standards:

NC.M3.A-SSE.1b: Interpret expressions that represent a quantity in terms of its context. b. Interpret expressions
composed of multiple parts by viewing one or more of their parts as a single entity to give meaning in terms of a context.

NC.M3.F-IF.9: Compare key features of two functions using different representations by comparing properties of two
different functions, each with a different representation (symbolically, graphically, numerically in tables, or by verbal
descriptions).

NC.M3.F-BF.1b: Write a function that describes a relationship between two quantities. Build a new function, in terms of
a context, by combining standard function types using arithmetic operations.

NC.M3.F-BF.4b: Find an inverse function. Determine if an inverse function exists by analyzing tables, graphs, and
equations.

Mathematical Practice Standards:


SMP 2 – Reason abstractly and quantitatively
SMP 7 – Look for and make use of structure

Materials:
Flipping Ferraris Task/worksheet

Academic Language Demand(s):


Syntax: Graphs, tables, function notation
Discourse: Students will show they have gained understanding by communicating and sharing ideas with their
peers
Vocabulary: Inverse function, Quadratic

Prior Knowledge:
This lesson will build off of student’s previous knowledge of creating functions and reading graphs. Students
will have had experience working with linear inverse functions.

Differentiation:
For the ELL students there will be a new term introduced, with a given notation, and tabular and graphical
representation to connect the new vocabulary to a context they are familiar with.
For students that require guided notes, they will be given a copy of the notes that others will be writing.

Time: 45 minutes

Time Lesson Phase Activity Description of Activity and Setting


4 Warm-up Put the following equations on the board Students will work independently on
minutes and ask students to work on them this warmup.
independently –
F(x) = x2+4x-4
a) Evaluate F(3)
b) Find zeroes.
c) What is the domain of F(x)?
Explain your answer.
2 Task Launch Flipping Ferraris Task pages 1-2 Hand out pages 1-2 to the class.
minutes Explain to students that if you are
driving you want to be sure that there
is plenty of room between you and the
car in front of you to be sure that you
don’t hit the car if you both have to
stop suddenly. Ask students to work
problems 1-4.
10 Explore Questions 1-4 Split the students into small groups of
minutes 3. Monitor students and make sure
they are not spending too long on
question 2, especially part d. The
purpose of question d is to think about
the rate of change in a quadratic
relationship versus a linear
relationship. Ensure the students are
using a proper scale and labels for the
graph in question 3.
10 Discuss Questions 1-4 Gather the class back together. Begin
minutes the discussion with the graph of d(s),
question 3. Ask students to describe
the mathematical features of the graph
including: domain, range, minimum
value, x and y-intercepts, increasing or
decreasing, etc. Ask students to use the
graph to provide evidence for their
answers to question 3.
10 Explore Flipping Ferraris Task pages 3-4, Split your students into groups that
minutes problems 5-9 were different from before, still size 3.
Have them complete problems 5-9.
Monitor students and make sure they
are scaling their graphs correctly and
using tables. Listen for statements that
can be shared about the inverse
relationships that are highlighted in
this process. They should be noticing
that the independent and dependent
variables are being switched and how
that is appearing in the table and the
graph. They have not been asked to
write an equation to model the graph,
although many students may identify
that it is a square root function. When
students get to questions 10 and 11,
they may need a little help in
interpreting the question.
9 Discuss/Closure Flipping Ferraris Task pages 3-4, Gather the class again. Begin
minutes problems 5-9 discussion with problem 8, going over
the graph of s(d). Bring up comments
from the students that have recognized
the inverse relationship between the
two functions and notice the switch
between the dependent and
independent variables. Show that this
makes the inverse function a reflection
over the 2 = 3 line (including the axes).
Be sure that you ask students to
compare the domain and range of each
of the functions as part of the
justification of the inverse relationship.
Students should now have a sense of
how to compare a function and its
inverse and will be able to complete
the rest of the task on their own.