Section 3: Introduction to Functions

Topic 1: What is a Function? ............................................................................................................................................................................................................. 55

Standards Covered: F-IF.1.1, F-IF.1.2
o I can determine if a relationship is a function.
Topic 2: Representing, Naming, and Evaluating Functions .......................................................................................................................................................... 58
Standards Covered: F-IF.1.2, F-IF.2.5
o I can find the range and domain for a given function.
o I can write a function that represents a real-world situation and evaluate functions for specific values.
Topic 3: Adding and Subtracting Functions ................................................................................................................................................................................... 60
Standards Covered: A-APR.1.1
o I can add and subtract polynomials written in function notation.
Topic 4: Multiplying Functions ........................................................................................................................................................................................................... 62
Standards Covered: A-APR.1.1
o I can multiply polynomials using both modeling techniques and the distributive property.
Topic 5: Closure Property .................................................................................................................................................................................................................. 66
Standards Covered: A-APR.1.1
o I can apply the closure property to operations on polynomials with integer coefficients.
Topic 6: Real-World Combinations and Compositions of Functions ............................................................................................................................................ 68
Standards Covered: F-BF.1.1b, c
o I can apply function operations to real-world situations.
Topic 7: Key Features of Graphs of Functions – Part 1 ................................................................................................................................................................... 71
Standards Covered: F.IF.1.1, F-IF.2.4
o I can determine key features of a function by examining its graph.
Topic 8: Key Features of Graphs of Functions – Part 2 ................................................................................................................................................................... 74
Standards Covered: F-IF.2.4
o I can determine key features of a function by examining its graph.
Topic 9: Average Rate of Change Over an Interval ..................................................................................................................................................................... 77
Standards Covered: F-IF.2.6
o I can determine the rate of change over a specified interval.
Topic 10: Transformations of Functions ............................................................................................................................................................................................ 80
Standards Covered: F-BF.2.3
o I can apply a horizontal and vertical transformation to a function.
Honors Topic 1: Dividing Functions ............................................................................................................................................................................. Available Online
Standards Covered: A-APR.2.2, A-APR.4.6
o I can perform long division and synthetic division of polynomials.

53
Course Workbook - Section 3: Introduction to Functions
 Visit MathNation.com or search "Math Nation" in your phone or tablet's app store to watch the videos that go
along with this workbook!

The following Mathematics Florida Standards will be covered in this section:

A-APR.1.1 - Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction,
and multiplication; add, subtract, and multiply polynomials.
A-APR.2.2 (honors standard) - Know and apply the Remainder Theorem: For a polynomial 𝑝𝑝(𝑥𝑥) and a number 𝑎𝑎, the remainder on division by 𝑥𝑥 − 𝑎𝑎 is 𝑝𝑝(𝑎𝑎), so
𝑝𝑝(𝑎𝑎) = 0 if and only if (𝑥𝑥 − 𝑎𝑎) is a factor of 𝑝𝑝(𝑥𝑥).
A-APR.4.6 (honors standard) - Rewrite simple rational expressions in different forms; write 𝑎𝑎(𝑥𝑥)/𝑏𝑏(𝑥𝑥) in the form 𝑞𝑞(𝑥𝑥) + 𝑟𝑟(𝑥𝑥)/𝑏𝑏(𝑥𝑥), where 𝑎𝑎(𝑥𝑥), 𝑏𝑏(𝑥𝑥), 𝑞𝑞(𝑥𝑥), and 𝑟𝑟(𝑥𝑥)
are polynomials with the degree of 𝑟𝑟(𝑥𝑥) less than the degree of 𝑏𝑏(𝑥𝑥), using inspection, long division, or, for the more complicated examples, a computer
algebra system.
F-BF.1.1b,c - Write a function that describes a relationship between two quantities.
b. Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a
constant function to a decaying exponential, and relate these functions to the model.
c. Compose functions. For example, if 𝑇𝑇(𝑦𝑦) is the temperature in the atmosphere as a function of height, and ℎ(𝑡𝑡) is the height of a weather balloon as a
function of time, then 𝑇𝑇(ℎ(𝑡𝑡)) is the temperature at the location of the weather balloon as a function of time.
F-BF.2.3 - Identify the effect on the graph of replacing 𝑓𝑓(𝑥𝑥) by 𝑓𝑓(𝑥𝑥) + 𝑘𝑘, 𝑘𝑘𝑓𝑓(𝑥𝑥), 𝑓𝑓(𝑘𝑘𝑥𝑥), and 𝑓𝑓(𝑥𝑥 + 𝑘𝑘) for specific values of 𝑘𝑘 (both positive and negative); find
the value of 𝑘𝑘 given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even
and odd functions from their graphs and algebraic expressions for them.
F-IF.1.1 - Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one
element of the range. If 𝑓𝑓 is a function and 𝑥𝑥 is an element of its domain, then 𝑓𝑓(𝑥𝑥) denotes the output of 𝑓𝑓 corresponding to the input 𝑥𝑥. The graph of 𝑓𝑓 is
the graph of the equation 𝑦𝑦 = 𝑓𝑓(𝑥𝑥).
F-IF.1.2 - Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
F-IF.2.4 - For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch
graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing,
decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.
F-IF.2.5 - Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function ℎ(𝑛𝑛)
gives the number of person-hours it takes to assemble 𝑛𝑛 engines in a factory, then the positive integers would be an appropriate domain for the function.
F-IF.2.6 - Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate
of change from a graph.

54
Course Workbook - Section 3: Introduction to Functions
 Section 3: Introduction to Functions Relations and functions can be represented using a mapping
diagram, a table of values, a set of ordered pairs, or a graph.
Section 3 – Topic 1
The table shows each representation with an example of a
What is a Function?
relation and a function.
In mathematics, a collection of inputs and outputs is called a
Relation Function
relation. Height of player Points scored Height of water Height of water
➢ Domain is the set of all possible ___________ values (feet) bottle (inches) bottle (centimeters)

used for a relation or a function. In an ordered pair, 6 12 30.48

the input is the 𝑥𝑥-value. 11
5
6 15 20.32
➢ Range is the set of all __________ values that result from 12
23
the input values of a relation or a function. In an 11
6 8 38.1
ordered pair, the output is the 𝑦𝑦-value. 12
𝑥𝑥 𝑦𝑦 𝑥𝑥 𝑦𝑦
For a relation to be a function, every input value corresponds
2.3 7.4 −4.7 7
to only one output value.
2.7 6.5 2.4 4.7
1.6 5.2 −1.6 3.9
Label input and output values. Determine whether the relation 2.3 6.8 8.1 10.4
shown here is a function.
{(−6, 5), (5, −6), (−4,1), (−4,5)} {(−6, 5), (5,5), (−2,5), (−4,5)}

6 𝑦𝑦
𝑦𝑦

−3
8
5
𝑥𝑥 𝑥𝑥
15

As you looked at the table of representations, what did you

notice?

55
Course Workbook - Section 3: Introduction to Functions
The vertical line test can be used to determine if a relation Let’s Practice!
represented by a graph is a function.
1. At sea level, the air presses down on our bodies at 14.7
Using the graphs and the definition of a function, explain why pounds per square inch (psi). When diving in the ocean,
the vertical line test can be used to determine if a relation the pressure increases. The equation 𝑦𝑦 = 0.445𝑥𝑥 + 14.7,
represented by a graph is a function. where 𝑥𝑥 is the number of feet a diver descends, represents
this situation.
Relation Function
𝑦𝑦 𝑦𝑦 a. Explain using the definition how you know the
relationship represented by the equation is a function.

𝑥𝑥
𝑥𝑥

b. Write the equation 𝑦𝑦 = 0.445𝑥𝑥 + 14.7 as function 𝑃𝑃.

We can represent functions using equations. The graph below

is a linear function that can also be represented by an
1
equation. In this case, the equation is 𝑦𝑦 = − 𝑥𝑥 + 2.3. c. Find the value of 𝑦𝑦 when 𝑥𝑥 = 2 and write using
2
𝑦𝑦 function notation.
1
The equation 𝑦𝑦 = − 𝑥𝑥 + 2.3 can
2
1
be written as ______ = − 𝑥𝑥 + 2.3. 𝑥𝑥
2

d. Interpret 𝑃𝑃(50) = 36.95 for the given context.

We can choose any letter to represent a

function, such as 𝑓𝑓(𝑥𝑥) or 𝑤𝑤(𝑥𝑥), where 𝑥𝑥 is the
input value. By using different letters, we show
that we are talking about different functions.

56
Course Workbook - Section 3: Introduction to Functions
Try It! BEAT THE TEST!

2. The table below gives the number of letters of the winning 1. The tables shown represent data of honey-producing bee
word of the Scripps National Spelling Bee and the number colonies in the US and marriage rate in Vermont for the
of people killed by venomous spiders for the years 1999- years 1998-2002.
Honey producing bee colonies
2009. Year in the US (thousands of Year
Marriage rate in Vermont
(marriages per 1000 people)
colonies)
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 1998 2,652 1998 10
Letters in winning word of 1999 2,622 1999 10
9 8 11 12 11 13 12 9 9 7 9
National Spelling Bee 2000 2,550 2000 9.8
People killed by 2001 2,574 2001 9.8
venomous spider (CDC)
6 5 5 10 8 14 10 4 8 5 6
2002 2,599 2002 9.7

a. Use the data in the table to complete the mapping Which relationship of the data, honey-producing bee
diagram. colonies in the US and the marriage rate in Vermont, is a
function?
A {(2652, 10), (2622,10)(2550,9.8), (2574,9.8), (2599, 9.7)}
B

b. Is the relationship between the number of letters in a Marriage rate in Honey-producing

winning word and the number of people killed by C Vermont bee colonies
venomous spiders a function? Use the definition of a
function to explain. 2,550
10
2,574
9.8 2,599

9.7 2,622
2,652

D 𝑀𝑀(9.7) = 2,599, 𝑀𝑀(9.8) = 2,550, 𝑀𝑀(9.8) = 2,574,

𝑀𝑀(10) = 2,622, 𝑀𝑀(10) = 2,652
57
Course Workbook - Section 3: Introduction to Functions
2. The cost to manufacture 𝑥𝑥 pairs of shoes can be Section 3 – Topic 2
represented by the function 𝐶𝐶(𝑥𝑥) = 63𝑥𝑥. Complete the Representing, Naming, and Evaluating Functions
statement about the function.
A ball is thrown into the air with an initial velocity of 15 meters
0 $6. per second. The quadratic function ℎ(=) = −4.9= > + 15= + 3
If 𝐶𝐶(6) = 378, then 6 pairs of shoes cost $189. represents the height of the ball above the ground, in meters,
63 $378. with respect to time =, in seconds.
378 $2,268.
Determine ℎ(2) and explain what it represents.

Is −3 a reasonable input for the function?

The graph below represents the height of the ball with respect
to time.
Height of the Ball Over Time

Height (in meters)

Time (in seconds)

What is a reasonable domain for the function?

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Course Workbook - Section 3: Introduction to Functions
Let’s Practice! Try It!

1. On the moon, the time, in seconds, it takes for an object 3. Medical professionals say that 98.6℉ is the normal body
to fall a distance, @, in feet, is given by the function temperature of an average person. Healthy individuals’
# @ = 1.11 @. temperatures should not vary more than 0.5℉ from that
temperature.
a. Determine #(5) and explain what it represents.
a. Write an absolute value function #(=) to describe an
individual’s variance from normal body temperature,
where = is the individual’s current temperature.
b. The South Pole-Aitken basin on the moon is 42,768 feet
deep. Determine a reasonable domain for a rock
dropped from the rim of the basin.

b. Determine #(101.5) and describe what that tells you

about the individual.

2. Floyd drinks two Mountain Dew sodas in the morning. The

function that represents the amount of caffeine, in
milligrams, remaining in his body after drinking the sodas is c. What is a reasonable domain for a healthy individual?
given by # = = 110 0.8855 A where = is time in hours. Floyd
says that in two days the caffeine is completely out of his
system. Do you agree? Justify your answer.

59
Course Workbook - Section 3: Introduction to Functions
 BEAT THE TEST! Section 3 – Topic 3
Adding and Subtracting Functions
1. The length of a shipping box is two inches longer than the
width and four times the height. Let ℎ ! = 2! > + ! − 5 and . ! = −3! > + 4! + 1.

Part A: Write a function 𝑉𝑉(𝑤𝑤) that models the volume of Find ℎ ! + .(!).
the box, where 𝑤𝑤 is the width, in inches.

Part B: Evaluate 𝑉𝑉(10). Describe what this tells you about

the box.

Find ℎ ! − . ! .

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Course Workbook - Section 3: Introduction to Functions
Let’s Practice! Try It!

1. Consider the following functions. 2. Recall the functions we used earlier.

# ! = 3! > + ! + 2 # ! = 3! > + ! + 2
. ! = 4! > + 2 3! − 4 . ! = 4! > + 2 3! − 4
ℎ ! = 5(! > − 1) ℎ ! = 5(! > − 1)

a. Find # ! − . ! . a. Let E(!) be # ! + . ! . Find E(!).

b. Find . ! − ℎ ! . b. Find ℎ ! − E ! .

61
Course Workbook - Section 3: Introduction to Functions
 BEAT THE TEST! Section 3 – Topic 4
Multiplying Functions
1. Consider the functions below.
Use the distributive property and modeling to perform the
2
𝑓𝑓(𝑥𝑥) = 2𝑥𝑥 + 3𝑥𝑥 − 5 following function operations.
𝑔𝑔(𝑥𝑥) = 5𝑥𝑥 2 + 4𝑥𝑥 − 1
Let # ! = 3! > + 4! + 2 and . ! = 2! + 3.
Which of the following is the resulting polynomial when
𝑓𝑓(𝑥𝑥) is subtracted from 𝑔𝑔(𝑥𝑥)? Find #(!) ∙ .(!).

A −3𝑥𝑥 2 − 𝑥𝑥 − 4
B −3𝑥𝑥 2 + 7𝑥𝑥 − 6
C 3𝑥𝑥 2 + 𝑥𝑥 + 4
D 3𝑥𝑥 2 + 7𝑥𝑥 − 6

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Course Workbook - Section 3: Introduction to Functions
Let E " = 3" G − 2" > + 8 and H " = " > − 2. Let’s Practice!

Find E(") ∙ H("). 1. Let ℎ ! = ! − 1 and . ! = ! I + 6! > − 5.

Find ℎ(!) ∙ .(!).

63
Course Workbook - Section 3: Introduction to Functions
Try It! b. What does the function J(!) represent in this
problem?
2. The envelope below has a mailing label.

K(!) = 6! + 5

M(!) = ! + 4
N(!) = ! + 2

L(!) = 6! + 5
MR. AL GEBRA
123 INFINITY WAY
POLYNOMIAL, XY 11235

a. Let J ! = K ! ∙ L ! − M(!) ∙ N(!). Find J(!).

64
Course Workbook - Section 3: Introduction to Functions
 BEAT THE TEST! 2. Felicia needs to find the area of a rectangular field in her
backyard. The length is represented by the function
1. The length of the sides of a square are O inches long. 𝐿𝐿(𝑥𝑥) = 4𝑥𝑥 4 − 3𝑥𝑥 2 + 6 and the width is represented by the
A rectangle is six inches shorter and eight inches wider function 𝑊𝑊(𝑥𝑥) = 𝑥𝑥 + 1. Which of the following statements is
than the square. correct about the area, 𝐴𝐴(𝑥𝑥), of the rectangular field in
Felicia’s backyard? Select all that apply.
Part A: Express both the length and the width of the
rectangle as a function of a side of the square.  𝐴𝐴(𝑥𝑥) = 2[𝐿𝐿(𝑥𝑥) + 𝑊𝑊(𝑥𝑥)]
 The resulting expression for 𝐴𝐴(𝑥𝑥) is a fifth-degree
polynomial.
 The resulting expression for 𝐴𝐴(𝑥𝑥) is a polynomial with a
leading coefficient of 5.
 The resulting expression for 𝐴𝐴(𝑥𝑥) is a binomial with a
constant of 6.
𝐴𝐴(𝑥𝑥)
 𝑊𝑊(𝑥𝑥) =
𝐿𝐿(𝑥𝑥)

Part B: Write a function to represent the area of the

rectangle in terms of the sides of the square.

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Course Workbook - Section 3: Introduction to Functions
 Section 3 – Topic 5 Let’s apply the closure property to polynomials.
Closure Property
Are the following statements true or false? If false, give a
When we add two integers, what type of number is the sum? counterexample.

Polynomials are closed under addition.

When we multiply two irrational numbers, what type of

numbers could the resulting product be?

Polynomials are closed under subtraction.

A set is ___________ for a specific operation if and only if the
operation on two elements of the set always produces an
element of the same set.

Are integers closed under addition? Justify your answer.

Polynomials are closed under multiplication.

Are irrational numbers closed under multiplication? Justify your

answer.

66
Course Workbook - Section 3: Introduction to Functions
Let’s Practice! Try It!

1. Check the boxes for the following sets that are closed 2. Ms. Sanabria claims that the closure properties for
under the given operations. polynomials are analogous to the closure properties for
integers. Mr. Roberts claims that the closure properties for
polynomials are analogous to the closure properties for
whole numbers. Who is correct? Explain your answer.
Set + − ×

{0, 1, 2, 3, 4, … } ¨ ¨ ¨

{… , −4, −3, −2, −1} ¨ ¨ ¨

{… , −3, −2, −1, 0, 1, 2, 3, … } ¨ ¨ ¨

{rational numbers} ¨ ¨ ¨

{polynomials} ¨ ¨ ¨

67
Course Workbook - Section 3: Introduction to Functions
 BEAT THE TEST! Section 3 – Topic 6
Real-World Combinations and Compositions of
1. Choose from the following words and expressions to Functions
complete the statement below.
There are many times in real world situations when we must
combine functions. Profit and revenue functions are a great
2𝑥𝑥 5 + (3𝑦𝑦)−2 − 2 (5𝑦𝑦)2 + 4𝑥𝑥 + 3𝑦𝑦 3
example of this.
5𝑦𝑦 −1 + 7𝑥𝑥 2 + 8𝑦𝑦 2
Let’s Practice!
integers variables whole numbers
coefficients rational exponents 1. At the fall festival, the senior class sponsors hayrides to
numbers raise money for the senior trip. The ticket price is $5.00 and
each hayride carries an average of 15 people. They
consider raising the ticket price in order to earn more
The product of 5𝑥𝑥 4 − 3𝑥𝑥 2 + 2 and _______________________
money. For each $0.50 increase in price, an average of 2
illustrates the closure property because the fewer seats will be sold. Let ! represent the number of
$0.50 increases.
_______________ of the product are ____________________ ,
and the product is a polynomial. a. Write a function, [(!), to represent the cost of one
ticket based on the number of increases.

b. Write a function, \(!), to represent the number of

riders based on the number of increases.

c. Write a revenue function for the hayride that could be

used to maximize revenue.

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Course Workbook - Section 3: Introduction to Functions
Try It! Let’s Practice!

2. The freshman class is selling t-shirts to raise money for a 3. Priscilla works at a cosmetics store. She receives a weekly
field trip. The cost of each custom designed t-shirt is $8. salary of $350 and is paid a 3% commission on weekly
There is a $45 fee to create the design. The class plans to sales over $1500.
sell the shirts for $12.
a. Let 𝑥𝑥 represent Priscilla’s weekly sales. Write a function,
a. Define the variable. 𝑓𝑓(𝑥𝑥), to represent Priscilla’s weekly sales over $1500.

b. Write a cost function.

b. Let 𝑥𝑥 represent the weekly sales on which Priscilla
earns commission. Write a function, 𝑔𝑔(𝑥𝑥), to represent
Priscilla’s commission.

c. Write a revenue function.

c. Write a composite function, (𝑔𝑔 ∘ 𝑓𝑓)(𝑥𝑥), to represent the

amount of money Priscilla earns on commission.
d. Write a profit function.

69
Course Workbook - Section 3: Introduction to Functions
Try It! BEAT THE TEST!

4. A landscaping company installed a sprinkler that rotates 1. A furniture store charges 6.5% sales tax on the cost of the
and sprays water in a circular pattern. The water reaches furniture and a $20 delivery fee. (The delivery fee is not
its maximum radius of 10 feet after 30 seconds. The subject to sales tax.)
company wants to know the area that the sprinkler is
covering at any given time after the sprinkler is turned on. The following functions represent the situation:
𝑓𝑓(𝑎𝑎) = 1.065𝑎𝑎
a. Let 𝑡𝑡 represent the time in seconds after the sprinkler is 𝑔𝑔(𝑏𝑏) = 𝑏𝑏 + 20
turned on. Write a function, 𝑟𝑟(𝑡𝑡), to represent the size
of the growing radius based on time after the sprinkler Part A: Write the function 𝑔𝑔(𝑓𝑓(𝑎𝑎)).
is turned on.

Part B: Match each of the following to what they

represent. Some letters will be used twice.
b. Let 𝑟𝑟 represent the size of the radius at any given time.
Write a function, 𝐴𝐴(𝑟𝑟), to represent the area that the 𝑎𝑎 A. The cost of the furniture,
sprinkler covers at any given time, in seconds. sales tax, and delivery fee.
𝑏𝑏 B. The cost of the furniture and
sales tax.
𝑓𝑓(𝑎𝑎) C. The cost of the furniture.

𝑔𝑔(𝑏𝑏)
c. Write a composite function, 𝐴𝐴(𝑟𝑟(𝑡𝑡)), to represent the
area based on the time, in seconds, after the sprinkler 𝑔𝑔(𝑓𝑓(𝑎𝑎))
is turned on.

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Course Workbook - Section 3: Introduction to Functions
 Section 3 – Topic 7 Important facts:
Key Features of Graphs of Functions – Part 1
Ø Graphs of lines are not always functions. Can you
Let’s review the definition of a function. describe a graph of a line that is not a function?

Every input value (!) corresponds to ___________ _______

output value " .

Consider the following graph. Ø Functions are not always linear.

Sketch a graph of a function that is not linear.

How can a vertical line help us quickly determine if a graph

represents a function?

We call this the vertical line test. Use the vertical line test to
determine if the graph above represents a function.

71
Course Workbook - Section 3: Introduction to Functions
Let’s Practice! 3. Consider the following scenarios. Determine if each one
represents a function or not.
1. Use the vertical line test to determine if the following
graphs are functions. a. An analyst takes a survey of people about their
heights (in inches) and their ages. She then relates
their heights to their ages (in years).

b. A geometry student is dilating a circle and analyzes

the area of the circle as it relates to the radius.

Try It!
c. A teacher has a roster of 32 students and relates the
students’ letter grades to the percent of points
2. Which of the following graphs represent functions? Select earned.
all that apply.
𝑦𝑦 𝑦𝑦 𝑦𝑦 𝑦𝑦

𝑥𝑥 𝑥𝑥 𝑥𝑥 𝑥𝑥

d. A boy throws a tennis ball in the air and lets it fall to

the ground. The boy relates the time passed to the
height of the ball.
¨ ¨ ¨ ¨
𝑦𝑦 𝑦𝑦 𝑦𝑦 𝑦𝑦

𝑥𝑥 𝑥𝑥 𝑥𝑥 𝑥𝑥

¨ ¨ ¨ ¨

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Course Workbook - Section 3: Introduction to Functions
It’s important to understand key features of graphs. Let’s Practice!

Ø An 0-intercept of a graph is the location where the 4. Consider the following graph that represents the height, in
graph crosses the _____________. feet, of a water balloon dropped from a 2nd story window
after a given number of seconds.
Ø The "-coordinate of the !-intercept is always _______.

Ø The 1-intercept of a graph is the location where the

graph crosses the _____________.

Ø The !-coordinate of the "-intercept is always

__________.

Ø The !-intercept is the _____________ to # ! = 0.

All of these features are very helpful in understanding

real-world context.

a. What is the !-intercept?

b. What is the "-intercept?

c. Label the intercepts on the graph.

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Course Workbook - Section 3: Introduction to Functions
Try It! Section 3 – Topic 8
Key Features of Graphs of Functions – Part 2
5. Refer to the previous problem for the following questions.
Let’s discuss other key features of graphs of functions.
a. What does the 𝑦𝑦-intercept represent in this real-world
context? Ø Domain: the input or the ______ values.

Ø Range: the ____________________ or the "-values.

Ø Increasing intervals: as the !-values _________________,

the "-values _________________.

b. What does the 𝑥𝑥-intercept represent in this real-world Ø Decreasing intervals: as the !-values _________________,
context? the "-values _________________.

Ø Relative maximum: the point on a graph where the

interval changes from __________________ to
__________________.

Ø Relative minimum: the point on a graph where the

interval changes from __________________ to
c. What is the solution to this situation? __________________.

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74
Course Workbook - Section 3: Introduction to Functions
Let’s Practice! Try It!

1. Use the following graph of an absolute value function to 2. Use the graph of the following quadratic function to
answer the questions below. answer the questions below.

a. Define the domain.

b. Define the range.

c. Where is the graph increasing?

a. Define the domain.

d. Where is the graph decreasing?

b. Define the range.

e. Identify any relative maximums.

c. Where is the graph increasing?

f. Identify any relative minimums.

d. Where is the graph decreasing?

e. Identify any relative maximums.

f. Identify any relative minimums.

75
Course Workbook - Section 3: Introduction to Functions
3. Describe everything you know about the key features of BEAT THE TEST!
the following graph of an exponential function.
1. The following graph is a piecewise function.

Which of the following statements are true about the

graph? Select all that apply.

 The graph is increasing when the domain is

−6 < 𝑥𝑥 < −4.
 The graph has exactly one relative minimum.
 The graph is increasing when −4 ≤ 𝑥𝑥 ≤ 0.
 The graph is increasing when 𝑥𝑥 > 4.
 The graph is decreasing when the domain is
{𝑥𝑥|𝑥𝑥 < −6 ∪ 𝑥𝑥 > 2}.
 The range is {𝑦𝑦|0 ≤ 𝑦𝑦 < 4 ∪ 𝑦𝑦 ≥ 5}.
 There is a relative minimum at (2, 2).

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76
Course Workbook - Section 3: Introduction to Functions
 Section 3 – Topic 9 Let’s Practice!
Average Rate of Change Over an Interval
1. Tom is jumping off the diving board at the city pool. His
Consider the following graph of the square root function height is modeled by the quadratic function
# ! = !. ℎ = = −16= > + 16= + 20, where ℎ = represents height
above water (in feet), and = represents time after jumping
(in seconds).
Tom’s Jump into the Pool
a (0.5,24)

` (0,20) i (1,20)

Height (in feet)

Draw a line connecting ` and a. (1.725,0) @

Determine the slope of the line between the interval `, a .

Time (in seconds)

For every two points !Z and !> , where !Z ≠ !> , !Z , "Z and a. Determine the average rate of change for the
!> , "> form a straight line and create a _________ ___________. following intervals.

To determine the average rate of change for any function `, a

# ! over an interval, we can use two points (!Z , _______) and
(!> , _______) that lie on that interval. a, i

The process to find the slope of a linear function is: i, @

"> − "Z b. Compare Tom’s average rate of change over the

E=
!> − !Z interval `, a with his average rate of change over the
interval [a, i]. What does this represent in real life?

We can also use the slope formula to find the average rate of
change over an interval [`, a], where !Z = ` and !> = a.

77
Course Workbook - Section 3: Introduction to Functions
Try It! 3. Determine the intervals that have the same average rate
l
of change in the graph k ! = ! below.
2. Consider the table for the exponential function, H ! = 3T ,
shown below.

Point 0 j 0
M 0 1
N 1 3
\ 2 9
[ 3 27

a. Determine the average rate of change over the

interval [N, [].

b. Compare the average rate of change over the

interval M, N with the average rate of change over
the interval [\, [].

78
Course Workbook - Section 3: Introduction to Functions
 BEAT THE TEST! 2. Consider the absolute value function 𝑓𝑓(𝑥𝑥) and the step
function 𝑔𝑔(𝑥𝑥) in the graphs below.
1. Suppose that the cost of producing _ radios is defined by
i _ = 300 + 15_ − 0.3_ > . Determine which of the following
intervals has the greatest average rate of change for the 𝑓𝑓(𝑥𝑥) 𝑔𝑔(𝑥𝑥)
cost to produce a radio.

A Between 20 and 25 radios.

B Between 60 and 65 radios.
C Between 5 and 10 radios.
D Between 30 and 35 radios.

Which of the following is true about the rate of change of

the graphs?

A The average rate of change for 𝑓𝑓(𝑥𝑥) over the interval

[𝑏𝑏, 𝑐𝑐] is greater than the average rate of change for
𝑔𝑔(𝑥𝑥) over the interval [𝑗𝑗, 𝑘𝑘].
B The average rate of change for 𝑓𝑓(𝑥𝑥) over the interval
[𝑎𝑎, 𝑐𝑐] is greater than the average rate of change for
𝑔𝑔(𝑥𝑥) over the interval [𝑑𝑑, 𝑟𝑟].
C The average rate of change for 𝑓𝑓(𝑥𝑥) over the interval
1
[𝑎𝑎, 𝑏𝑏] is − .
2
D The average rate of change for 𝑔𝑔(𝑥𝑥) over the interval
1
[𝑑𝑑, 𝑗𝑗] is − .
2

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Course Workbook - Section 3: Introduction to Functions
 Section 3 – Topic 10 The following graphs are transformations of #(!). Describe
Transformations of Functions what happened in each graph.

# ! +2 # ! − 1
The graph of #(!) is shown below.

# !+2 # !−1

Which graphs transformed the independent variable?

Which graphs transformed the dependent variable?

80
Course Workbook - Section 3: Introduction to Functions
Let’s Practice! 2. The following table represents the function . ! .

1. For the following functions, state whether the independent 0 n(0)

or dependent variable is being transformed and describe
the transformation (assume m > 0). −2 0.25

a. # ! +m −1 0.5

0 1

1 2

b. # ! −m 2 4

The function ℎ ! = . 2! . Complete the table for ℎ ! .

c. #(! + m)
0 n(o0) p(0)

−1 .(2(−1))

−0.5 .(2(−0.5))
d. #(! − m)
0

0.5

81
Course Workbook - Section 3: Introduction to Functions
Try It! 4. The graph of #(!) is shown below.

3. The table below shows the values for the function # ! .

0 −2 −1 0 1 2
q(0) 4 2 0 2 4

Z
Complete the table for the function − #(!).
>

r
0 − q(0)
o
−2

−1

Let . ! = # ! + 3 − 2.

Graph .(!) on the coordinate plane with # ! .

82
Course Workbook - Section 3: Introduction to Functions
 BEAT THE TEST! 2. The table below shows the values for the function
𝑝𝑝(𝑥𝑥).
1. The graph of #(!) is shown below.
𝒙𝒙 −4 −1 0 2 3
𝒑𝒑(𝒙𝒙) 12 6 4 8 10

1
Complete the table for the function 𝑝𝑝(𝑥𝑥) − 3.
2

𝟏𝟏
𝒙𝒙 𝒑𝒑(𝒙𝒙) − 𝟑𝟑
𝟐𝟐

Let . ! = #(! − 3) and ℎ ! = # ! − 3.

Graph .(!) and ℎ(!) on the coordinate plane with # ! .

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Course Workbook - Section 3: Introduction to Functions
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Course Workbook - Section 3: Introduction to Functions