Inquiry (5E) Lesson Plan Template

INQUIRY (5E) LESSON PLAN TEMPLATE
Teachers: Joseph Askins Subject: Math, Algebra Grade: 10

3-4
Common Core State Standards: A2.F-BF.B.4, A2.F-BF.A.1, A2.F-IF.B.4
Objective (Explicit): Students will be able to solve for the inverse of a function and will understand
how a function and its inverse are related.
Evidence of Mastery (Measurable):
Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to
see. Assign value to each portion of the response
Students will show at the end of class if they have mastered the material by completing a worksheet of finding the inverse of a function.
Sub-Objectives, SWBAT (Sequenced from basic to complex)

How will you review past learning and make connections to previous
lessons? What skills and content are needed to ultimately master this
lesson objective? How is this objective relative to students, their lives,
and/or the real world?
Students will be able to understand a function’s purpose in representing a dependent value as an output of an independent input value.
Students will be able to build a function given a set of values or instructions.
Key vocabulary: Function, function inverse, Materials: Notebooks, pencils, whiteboard,

independent variable, dependent variable, linear whiteboard markers, technology to display
function. functions on a graph to the class.
Engage
How will you activate prior
knowledge? How will you hook
student attention?
What question will you pose, based on your objective, that students will seek to answer in Explore?
Teacher Will: I will ask students to think about functions they have Students Will: Students will be engaged in my teaching because I
learned of in the past. Think of the function g(F) = C = (5/9)(F-32). Think will ask the class questions to make sure they are actively listening.
about how you could write this in terms of Celsius if you were looking for I will switch between asking individually and asking students who
the Fahrenheit value, and finding this function, which is h(C) = F = have their hands raised.
(9/5)C+32. This is the inverse of the original function, the inputs and
outputs are reversed.
Explore
How will you model your performance expectations? (Remember you are not modeling what you want students to discover but need to
model expected behavior or required procedures.)
How will students take the lead and actively use materials to discover information that will help them answer the question posed in the Engage?
What questions or prompts will you be prepared to use with students while they are “exploring”?
Teacher Will: I will ask the students to get into small groups and come up Students Will: Get into groups and figure out a function they have
with common functions that we have worked with in the past that you may used, what the inverse of that function would be producing, and
use in real life. Then I want them to think of what the inverse of that how to calculate the inverse for that function.
function would perform and write a sentence explaining that. Then from
there they will attempt to write the inverse function.
Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?
I will go around to the groups and see how they are doing and what they are struggling with. From there I will try to help them figure it out and
understand the concept of an inverse.
Differentiation Strategy
What accommodations/modifications will you provide for specific
students? How will you anticipate students that need an additional
challenge?
Students that need additional help will be accommodated in their
groups because I will go to them individually and see what they need
help with.
Explain
How will all students have an opportunity to share what they discovered?
How will you connect student discoveries to correct content terms/explanations?
How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the question from the
Engage before moving on?
Teacher Will: I will bring the whole class back together again and I will Students Will: Explain the ideas that they came up with in their
ask different groups what they came up with and for them to explain their group and what inverse function they came up with.
reasoning to the class. I will write down the different ideas that students
have about inverse functions on the board and go after it after the groups
present their ideas and explain any misconceptions.
The co-teacher will help write down what students are saying on the board.
challenge?
I will accommodate by allowing students different ways to present the
inverse functions their group found.
Elaborate
How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a particular aspect of this learning
at a deep level?
How will students use higher order thinking at this stage (e.g. A common practice in this section is to pose a What If?
Question)? How will all students articulate how their understanding has changed or been solidified?
Teacher Will: I will allow students to extend this knowledge by giving Students Will: Complete the additional problems I give to them
them application problems to apply their knowledge of inverse functions and raise their hands if they have any questions to ask me about
to. This will allow them to connect the concept of inverse functions to real them.
life situations where you may need to calculate that.
The co-teacher can help students as they have problems with their assignment and help them figure out parts of it.
challenge?
I will provide students that need modifications with separate
assignments that fit their needs.
Evaluate
How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the elaborate
content)? How will students have an opportunity to summarize the big concepts they learned (separate from the
assessment)?
Teacher Will: Ask students to share what they answered and explain Students Will: Explain what they answered to the class and come up
how they got those answers. I will use this to evaluate if students with any problems they ran into while solving the problems.
understood the lesson and what areas I may need to refresh on in
future classes.

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INQUIRY (5E) LESSON PLAN TEMPLATE

Teachers: Joseph Askins Subject: Math, Algebra Grade: 10

Sub-Objectives, SWBAT (Sequenced from basic to complex)

Key vocabulary: Function, function inverse, Materials: Notebooks, pencils, whiteboard,

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