Worksheet 7. 4 Inverse Functions Answer Key

Once again, I used whatever formatting worked for the class. I might use a different font or maybe bold the two functions. See if you can use what I've included in some of the other examples as a starting point.

The main reason I wanted students to do this work is so they could see how to answer the questions before they read the problems. It makes sense to write these problems before we have any equations though. Since this is an AP math class, I would tell students to do the examples to get used to doing proofs this way. They focus first on the given conditions and answering the questions such as “what is in the domain of the function” or “what is in the range of the function”. Then they would plug in the values and ask if the correct value is in the domain of the function and if it is in the range.

The other thing I want them to take away from this activity is being able to write out the conditions that are given in the problem. If I were assigning these problems, I would do a lot more practice on solving just conditions for these questions.

Once I have enough, I would suggest having students do a worksheet on the rules of arguments for limits. For example, if y=x^2, both x and y are real numbers, since the exponent is just a number, it is a real number, so it is in the domain of the inverse function.

Then I would use the problem statements to get to a simple example of a function with a vertical asymptote of a negative number. Since there are horizontal asymptotes in the graph, it is not a function. d2c66b5586