Math 3 Name_______________________________

6-1 Inverse Functions

 I can explain, write, and apply the inverse of a function.
 I can identify and explain the inverse of a function algebraically and graphically.
 I can determine if a function is a one-to-one function.

Have you ever heard the expression “she knows it forward and backward” to describe someone who
fully grasps a concept? Often, being able to reverse a process is a way to show how thoroughly you
understand it. In this lesson, you will reverse mathematical processes, including functions. As you
work on this lesson, keep these questions in mind:

 How can I “undo” each step?

 How can I justify each step?

Introduction
Fill in the following table:

22

In this scenario, and are inverses of each other because will undo the actions of .
Of course standard notation requires that the letter “x” be used as the input for a function, so we say that
and are inverses, knowing that the “x” in and are not the same, much as they were
not the same in the “starting number” and “ending number”. In fact, the “x” in is actually the
output (the y) from .

In order to simplify the notation, mathematicians refer to the inverse of as , read

“f inverse of x”

Notes:
1. Your friend Anita built a function machine. Remember, a function is a
mathematical relation in which every input value (represented by x) is
paired with exactly one output value (represented by y). In more
technical terms, every value in the domain is paired with exactly one
value in the range. A picture of Anita’s function machine is shown at
the right. When she put in the number 3, the number 7 came out.
When she put in a 4, a 9 came out. When she put in a , a came
out.

1a. Make a table to organize the inputs and outputs from Anita’s function
machine. Explain in words what this machine is doing to the input to generate the output.

Input (x)
Output (y)

1b. The rule for Anita’s function is . Anita’s function machine suddenly started
working backwards: it began pulling outputs back up into the machine, reversing the machine’s
process, and returning the original input. If 7 is pulled back into this machine, what value do you
think will come out the top? Anita sets up her new backwards function machine and enters the
other outputs. What would you expect to come out the top if 9 is entered? If is entered?
Explain.

1c. Record the inputs and outputs of the backwards function machine in a table. Record the numbers
going in as x, and the numbers coming out as y. Explain in words what Anita’s backwards
function machine is doing.
Input (x)
Output (y)

1d. How are the tables for the two machines related?

1e. Write equations for Anita’s original function machine and for her backwards machine. How are
the two equations related?
2. The function machine at right follows the equation .

2a. If the crank is turned backwards, what number should be pulled up

into the machine in order to have a 4 come out of the top?

2b. If you want to build a new machine that will undo what does
to an input. What must your machine do to 17 to undo it and
return a value of 3?

2c. As we learned above, an “undo” function is called an inverse and has the notation . Write
an equation for , the “undo” function machine.

2d. Choose a value for x. Then show that your function, , undoes the effects of the function
machine .

3. Mr. Sheppard is now working with a new function, . He

wrote down the following steps for :
 Add 5
 Divide by 2
 Cube it (find the third power)
 Multiply by 6

3a. What is the equation for ? What is the output when 3 is the
input?

3b. Help Mr. Sheppard write down the steps (in words) of the inverse machine, , and then
write its equation.

3c. Verify that your equation in part (b) correctly “undoes” the output of in part (a).
 Finding an inverse of a function algebraically

Notes Example

Practice
Find the inverse of the following functions. Check your answer by testing at least two coordinates.

a. b.

c.
4. Find the inverse of each of the below functions. Use inverse notation. Then graph both the
function and its inverse on the given coordinate plane.

4a.
x -4 -2 0 2 4
f(x)

4b.

x -2 -1 0 1 2
g(x)

4c. Why was the line y = x drawn on each coordinate plane? How is the line y = x related to a
function and its inverse?
5. ADD GRAPH PROBLEMS – ARE THE TWO FUNCTIONS INVERSES?

6. Below is an arrow drawing representing the assignment of inputs to outputs for the function
.

6a. Explain how you know is a function.

6b. Explain why does not exist.

Notes
The existence of inverses

7. ADD TABLE PROBLEMS – DOES THE INVERSE OF THE BELOW FUNCTION EXIST?
(PULL A FEW OFF THE HOMEWORK WORKSHEET)
6. Decide of the inverse of the below graphs exists. Explain your reasoning.

Inverse
Graph Reasoning
(Yes/No)

II

III

IV

7a. Solve the following equation:

7b. Explain how the fact that the above equation has a solution seems to contradict what we have
learned about the existence of inverses.
Notes
Restricted domains

8a. Given the following table of values for the function f(x), describe the domain and range.

x -4 -3 -2 -1 0 1 2 3 4
f(x) 2 1 0 -1 -2 -3 -4 -5 -6

Domain:

Range:

8b. Make a similar table that shows the values of f −1 ( x ) , then describe the domain and range

x
−1
f ( x)

Domain:

Range:
8c. Is the relation a function?

9. Make a table of values for a function that does NOT have an inverse. Explain.

SUMMARY:

What patterns in an arrow diagram of a function indicate that the function does or does not have an
inverse?

What patterns in the graph of a single coordinate graph indicate that the function does or does not have
an inverse?

What geometric pattern relates graphs of functions and their inverses?

What strategies do you use to algebraically find when you know the equation for ?