Elicit non-trivial dialogue from students. Guide students to reflection and analysis of the experience. Encourage students to share their perceptions and beliefs. Summarize and review similarities and differences.

Students list inverse functions from their prior experience.

Objective: To have the students analyze their experience in order to see if they understand the basic concept of inverse functions. This is done by having them submit examples of inverse functions.

Activity: Organize the students into groups of four, and tell them they have to come up with examples of inverse functions, both from the activities just done, and from functions they have studied previously (either in lower level classes, or perhaps earlier in precalculus). Make sure that their examples are complete: they cannot say multiplication and division, they must say multiplication and division by the same constant. Once the groups have finished, have each group put its list of functions/inverse functions on the board. Combine the lists into a single list, pointing out which pairs of functions/inverse functions are not correct, and why. At this point, the teacher may want to list other pairs of functions/inverse functions that the class might not have listed.

Assessment: Quality of group participation and understanding of the basic concept.