CEP Lesson Plan Form

Teacher: Mr. Smith Date: 3/28/2018

School: Rocky Mountain High School Grade Level: 9 - 11 Content Area: Mathematics

Title: Inverse Functions Lesson #: 6 of 7

Lesson Idea/Topic and
Rational/Relevance:
This lesson is focusing on the concept of inverse functions – how they are
graphed, how they are found algebraically, and how we verify that two
functions are inverses. The lesson falls towards the end of a unit covering
radical functions and rational exponents, the reason for this being that
students need algebraic skills pertaining to radicals and rational exponents
to compute inverse functions.

Student Profile:
The students in this class are mostly 9 th graders, with a few 10th graders, and
one 11th grader. In terms of their mathematical proficiency, the class
presents a unique challenge. About 60% of the students are performing at
an advanced or proficient level, with the remaining students struggling.
There seems to be no “average” performers in the class.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

CDE Mathematics Standard 2.1 – “Functions model situations where one quantity determines another and can be represented algebraically, graphically, and
using tables.”

Understandings: (Big Ideas)

Inverse functions are the opposite of one another.

Inverse functions undo each other.

We can reverse, or “undo,” different things in different settings.

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Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

How are inverse functions related?

Can we always “undo” our actions?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard, follow the ABCD format, using student voice)

Students will be able to represent inverse functions graphically and algebraically.

This means that students recognize that inverse functions are opposites of one another both graphically and algebraically.

List of Assessments:

Independent practice sketching inverse function graphs.

Independent practice computing inverse functions algebraically.

Discussion at the end of class.

Assigned practice problems.

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Planned Lesson Activities

Name and Purpose of Lesson Inverse Functions

Purpose: The purpose of this lesson is to come to a technical and transferable

understanding of the concepts behind inverse functions.

Co-Teaching Which model(s) will be used?

Will co-teaching models be utilized in this lesson?
Yes ___ No X Why did you choose this model(s) and what are the teachers’ roles?

Approx. Time and Materials 70 minutes

Materials: Smart board, white boards, individual white boards, markers.

Anticipatory Set The strategy I intend to use is: Introductory video related to activity. Initial questioning.
I am using this strategy here because: The video will draw student’s attention easily. I also
want to begin each math lesson with a question for students to ponder rather than a
piece of information for them to understand.

Procedures The strategy I intend to use is: Modeling, questioning strategies, guided practice.
I am using this strategy here because: I will use each of these strategies at different points
throughout the lesson.

Teacher Actions Student Actions Data Collected

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Check – in question.
Humorous question
unrelated to material that
welcomes students to class.

Introductory video. At Discuss as a class.

appropriate point in the
video, ask students, “what
is he doing to the apple?”
Write specific words that
students use to describe
the phenomena on the
board.

Show students a few Discuss in groups.

different graphs with their
inverses and ask, “what do
you notice about these
graphs?” Hopefully a
vocabulary rich
conversation develops.

Let conversation lead into
sketching inverses of
graphs. Show one example
and demonstrate for
students. Show next two
examples and let students
sketch graphs on individual
white boards.
Sketch graphs of inverse Check students sketches for
functions on individual accuracy.
white boards. Show
sketches to one another
and to the teacher when
finished.

Explicitly define how we

graph inverses of functions
on the smart board

Show students two inverse Discuss in groups and

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Closure The strategy I intend to use is: Exit ticket. I will end class by simply asking students to tell
me what they learned today.
I am using this strategy here because: It will bring a clear close to the lesson, as well as
prompt students to recap the lesson’s main points.

Differentiation Content Process Product Environment

Modifications: Struggling During Students will Students can
students can independent work on work on
participate in practice time, problems that individual
exploratory students can meet their whiteboards
activities and choose practice developmental independently
discussions problems that needs. or in small
along with allow them to groups.
classmates. practice the
They may also skills taught at
choose to do a level of
practice algebraic rigor
problems that suitable for
fit their level of them.
understanding.

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Extensions: Advanced During Students will Students can

students can be independent work on work on
prompted to practice time, problems that individual
stretch their as students stretch their whiteboards
understanding finish example mathematical independently
during problems, they proficiency. or in small
exploratory may go onto groups.
activities and further
discussions. problems while
During other students
independent work. These
practice time, problems will
they may go on challenge their
to problems algebraic skill.
that challenge
their ability.

Assessment Along with independent practice during the lesson serving as a formative assessment,
students will complete assigned practice problems at the conclusion of the lesson as both
a summative assessment for the content taught during the lesson, as well as a formative
assessment for future lessons.

Class will also conclude with a simple formative assessment of sharing responses to the
question, “what did we learn today?”

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if
you were to teach it again? Were there additional co-teaching strategies used during
the lesson not planned for initially? Please explain.

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Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the
activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this
lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you
need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the
teacher to relate the experiences of the students to the objectives of the lesson, To put students into a
receptive frame of mind.
 To focus student attention on the lesson.
 To create an organizing framework for the ideas, principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they
arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List
actual minutes.
Indicate whether each is:
 teacher input
 modeling
 questioning strategies
 guided/unguided:
o whole-class practice
o group practice
o individual practice
 check for understanding
 other

Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together in their own minds, to make sense
out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:
 To cue students to the fact that they have arrived at an important point in the lesson or the end
of a lesson.
 To help organize student learning
 To help form a coherent picture and to consolidate.

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Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they
can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop their
emerging skills? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?

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