NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3

PRECALCULUS AND ADVANCED TOPICS

Name Date

1. Let C be the function that assigns to a temperature given in degrees Fahrenheit its equivalent in degrees
Celsius, and let K be the function that assigns to a temperature given in degrees Celsius its equivalent in
degrees Kelvin.

5
We have C ( x )= ( x −32 ) and K ( x )=x+ 273.
9

a. Write an expression for K ( C ( x ) ) and interpret its meaning in terms of temperatures.

b. The following shows the graph of y=C ( x ).

According to the graph, what is the value of C−1 (95)?

Module 3: Rational and Exponential Functions

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

−1 9
c. Show that C ( x )= x+32.
5

A weather balloon rises vertically directly above a station at the North Pole. Its height at time t minutes is
500
H ( t ) =500− t meters. A gauge on the balloon measures atmospheric temperature in degrees
2
Celsius.

Also, let T be the function that assigns to a value y the temperature, measured in Kelvin, of the
atmosphere y meters directly above the North Pole on the day and hour the weather balloon is launched.
(Assume that the temperature profile of the atmosphere is stable during the balloon flight.)

d. At a certain time t minutes, K −1 ( T ( H ( t ) ) ) =−20. What is the readout on the temperature gauge
on the balloon at this time?

e. Find, to one decimal place, the value of H −1 ( 300 )=−20 , and interpret its meaning.

Module 3: Rational and Exponential Functions

366
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

( )
3
x+2 x
2. Let f and g be the functions defined by f ( x )=10 3 and g ( x )=log for all positive real numbers, x
100
. (Here the logarithm is a base-ten logarithm.)

Verify by composition that f and g are inverse functions to each other.

Module 3: Rational and Exponential Functions

367
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

3. Water from a leaky faucet is dripping into a bucket. Its rate of flow is not steady, but it is always positive.
The bucket is large enough to contain all the water that will flow from the faucet over any given hour.

The table below showsV , the total amount of water in the bucket, measured in cubic centimeters, as a
function of time t , measured in minutes, since the bucket was first placed under the faucet.

t (minutes) 0 1 2 2.5 3.7 5 10

V ( t ) (cubic cm) 0 10.2 25.1 32.2 40.4 63.2 69.2

a. Explain why V is an invertible function.

b. Find V −1 ( 63.2 ), and interpret its meaning in the context of this situation.

Module 3: Rational and Exponential Functions

368
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

4.

1
a. Draw a sketch of the graph of y= .
x

x
b. Sketch the graph of y= , being sure to indicate its vertical and horizontal asymptotes.
x−1

Module 3: Rational and Exponential Functions

369
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

x
Let f be the function defined by f ( x )= for all real values x different from 1.
x−1

c. Find f ( f ( x )) for x , a real number different from 1. What can you conclude about f −1 (x) ?

Module 3: Rational and Exponential Functions

370
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

5. Let f be the function given by f ( x )=x 2 +3.

a. Explain why f is not an invertible function on the domain of all real numbers.

b. Describe a set S of real numbers such that if we restrict the domain of f to S, the function f has an
inverse function. Be sure to explain why f has an inverse for your chosen set S.

Module 3: Rational and Exponential Functions

371
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

6. The graph of y=x +3 is shown below.

x2 −x−12
Consider the rational function h given by h ( x )= .
x−4

Simon argues that the graph of y=h(x) is identical to the graph of y=x +3 . Is Simon correct? If so,
how does one reach this conclusion? If not, what is the correct graph of y=h( x) ? Explain your

Module 3: Rational and Exponential Functions

372
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

reasoning throughout.

7. Let f be the function given by f ( x )=2 x for all real values x , and let g be the function given by
g ( x )=log 2 (x ) for positive real values x .

a. Sketch a graph of y=f ( g ( x ) ) . Describe any restrictions on the domain and range of the functions
and the composite functions.

Module 3: Rational and Exponential Functions

373
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

b. Sketch a graph of y=g ( f ( x ) ) . Describe any restrictions on the domain and range of the functions
and the composite functions.

x +2 x −2
8. Let f be the rational function given by f ( x )= and g be the rational function given by g ( x )= .
x−1 x+1

a. Write f (x) ÷ g ( x) as a rational expression.

b. Write f ( x ) + g(x ) as a rational expression.

c. Write f ( x )−g (x) as a rational expression.

Module 3: Rational and Exponential Functions

374
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

2 f (x )
d. Write as a rational expression.
f ( x )+ g ( x)

e. Ronaldo says that f is the inverse function to g. Is he correct? How do you know?

f. Daphne says that the graph of f and the graph of g each have the same horizontal line as a
horizontal asymptote. Is she correct? How do you know?

Let r ( x )=f (x) ∙ g( x ), and consider the graph of y=r ( x).

g. What are the x -intercepts of the graph of y=r ( x)?

Module 3: Rational and Exponential Functions

375
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

h. What is the y -intercept of y=r ( x)?

i. At which x -values is r (x ) undefined?

j. Does the graph of y=r ( x) have a horizontal asymptote? Explain your reasoning.

Module 3: Rational and Exponential Functions

376
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

k. Give a sketch of the graph of y=r ( x) which shows the broad features you identified in parts (g)–(j).

Module 3: Rational and Exponential Functions

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

Module 3: Rational and Exponential Functions

378
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

9. An algae growth in an aquarium triples in mass every two days. The mass of algae was 2.5 grams on
June 21, considered day zero, and the following table shows the mass of the algae on later days.

Let m(d ) represent the mass of the algae, in grams, on day d . Thus, we are regarding m as a function of
time given in units of days. Our time measurements need not remain whole numbers. (We can work
with fractions of days too, for example.)

a. Explain why m is an invertible function of time.

b. According to the table, what is the value of m−1 (202.5)? Interpret its meaning in the context of this
situation.

Module 3: Rational and Exponential Functions

379
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

c. Find a formula for the inverse function m , and use your formula to find the value of m−1 ( 400) to
one decimal place.

Module 3: Rational and Exponential Functions

380
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

A Progression Toward Mastery

STEP 1 STEP 2 STEP 3 STEP 4
Assessment Missing or Missing or A correct answer A correct answer
Task Item incorrect answer incorrect answer with some supported by
and little evidence but evidence of evidence of substantial
of reasoning or some reasoning or reasoning or evidence of solid
application of application of application of reasoning or
mathematics to mathematics to mathematics to application of
solve the problem. solve the problem. solve the problem, mathematics to
OR solve the problem.
an incorrect
answer with
substantial
evidence of solid
reasoning or
application of
mathematics to
solve the problem.
1 a Student shows little or Student attempts to Student composes Student composes
no understanding of compose functions but functions correctly but functions and
function composition. makes mathematical does not interpret the interprets the meaning
F-BF.A.1c mistakes. meaning or interprets correctly.
incorrectly.

b Student shows little or Student finds the Student attempts to Student finds the
no understanding of y -value or states the find the x -value but correct value from the
inverse functions. value does not exist. makes a mathematical graph.
F-BF.B.4c
mistake when finding
the value from the
graph.

c Student shows little or Student shows minimal Student finds the Student correctly finds
no understanding of understanding of inverse function but the inverse functions,
inverse functions. inverse functions. does not solve for y . solving for y .
F-BF.B.4d
d Student shows little or Student shows minimal Student understands Student understands
no understanding of understanding of the the meaning of the meaning of
F-BF.A.1c
the meaning of meaning of function T ( H ( t ) ) but does not T ( H ( t ) ) and answers
function composition. composition.
answer the question the question correctly.
correctly.

e Student shows little or Student equates Student equates Student equates H (t)
no understanding of H (t ) to 300 but H (t) to 300 and to 300 and solves for
the inverse of a
F-BF.A.1c does not solve for t . solves for t but does t , rounding correctly
function.
not round correctly or and explaining the
does not explain the meaning.
meaning.

Module 3: Rational and Exponential Functions

381
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

2 F-BF.B.4b Student shows little or Student attempts to Student attempts to Student finds f ( g ( x ))
no understanding of find f ( g ( x ) ) and find f ( g ( x ) ) and
and g ( f ( x ) ) correctly,
inverse functions.
g ( f ( x ) ), but both are g ( f ( x ) ), but only one stating that they are
incorrect. is correct. inverses.

3 a Student shows little or Student attempts to Student attempts to Student fully and
no understanding of explain why V is explain why V is correctly explains why
F-BF.B.4c
inverse functions. invertible, but the invertible, but the V is invertible.
explanation is flawed explanation is
and incomplete. incomplete.

b Student shows little or Student equates Student finds Student finds

no understanding of V (5) to 63.2 but −1
V ( 63.2 )=5 but V −1 ( 63.2 )=5 and
inverse functions. cannot find or explain
F-BF.B.4c does not explain the correctly explains the
the meaning. meaning in this meaning in this
context. context.

4 a Student shows little or Student graphs the Student graphs the Student graphs the
no knowledge of function incorrectly, function and has a function correctly.
graphing rational including a point at vertical asymptote at
F-IF.C.7d functions. x=0 . x=0 , but the graph is
not correct.

b Student shows little or Student attempts to Student graphs the Student graphs the
no knowledge of graph the function but function correctly but function correctly
graphing rational incorrectly includes a does not show the showing both
F-IF.C.7d functions. point at x=0 . asymptotes. asymptotes.

c Student shows little or Student attempts to Student correctly finds Student correctly finds
no understanding of find f (f ( x )) but f ( f ( x )) but does not f ( f ( x )) and states
inverse functions.
F-BF.B.4b makes major explain that f is an that f is an inverse of
mathematical inverse of itself. itself.
mistakes.

5 a Student shows little or Student attempts to Student explains that Student explains that
no understanding of explain that the the function is the function is
invertible functions. function is invertible invertible but does not invertible using an
F-BF.B.4d but does not explain use a numerical example of function
clearly or completely. example. values.

b Student shows little or Student incorrectly Student shows Student shows

no understanding of attempts to find S . understanding of understanding of
invertible functions. invertible functions invertible functions and
F-BF.B.4d and restricting the restricting the domain
domain but does not and explains
explain completely. completely.

Module 3: Rational and Exponential Functions

382
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

6 F-IF.C.7d Student shows little or Student factors the Student factors the Student factors the
F-IF.C.9 no understanding of rational expression and rational expression and rational expression and
graphing rational gets x +3 but does gets x +3, explains gets x +3, explains
functions. not explain the that there is a that there is a
discontinuity. discontinuity at x=4, discontinuity at x=4,
but graphs the function and graphs the
incorrectly. function correctly.

7 a Student shows little or Student graphs the Student graphs the Student graphs the
no understanding of function correctly but function correctly and function correctly,
graphing rational does not restrict the either restricts the the restricts the domain
F-BF.A.1c functions. domain and range or domain and range and range correctly,
F-BF.B.5 explain the meaning of correctly or explains and explains the
f ( g ( x ) ). the meaning of meaning of f ( g ( x ) ).
f ( g ( x ) ).
b Student shows little or Student graphs the Student graphs the Student graphs the
no understanding of function correctly but function correctly and function correctly,
graphing rational does not restrict the either restricts the restricts the domain
F-BF.A.1c functions. domain and range or domain and range and range, and explains
F-BF.B.5 explain the meaning of correctly or explains the meaning of
g ( f ( x ) ). the meaning of g ( f ( x ) ).
g ( f ( x ) ).
8 a Student shows little or Student attempts to Student attempts to Student finds
no understanding of find f (x)/ g( x ) but find f (x)/ g( x ) but f (x)/ g( x ) correctly.
rational functions. makes major makes a minor
A-APR.D.7
mathematical errors. mathematical error.

b Student shows little or Student attempts to Student attempts to Student finds

no understanding of find f (x)+ g( x ) but find f (x)+ g( x ) but f (x)+ g( x )
rational functions. makes major makes a minor correctly.
A-APR.D.7
mathematical errors. mathematical error.

c Student shows little or Student attempts to Student attempts to Student finds

no understanding of find f (x)−g (x) but find f (x)−g (x) but f (x)−g (x)
rational functions. makes major makes a minor correctly.
A-APR.D.7
mathematical errors. mathematical error.

d Student shows little or Student attempts to Student attempts to Student finds

no understanding of find find 2 f (x )/ ( f ( x ) + g ( x ) )
A-APR.D.7
rational functions. 2 f (x )/ ( f ( x ) + g ( x ) ) 2 f ( x )/ ( f ( x ) + g ( x ) ) correctly.
but makes major but makes a minor
mathematical errors. mathematical error.

e Student shows little or Student shows minimal Student attempts to Student correctly
no understanding of understanding of explain inverse explains inverse
inverse functions. inverse functions and functions through functions through
F-BF.B.4b attempts to explain composition but makes composition and
inverse functions but a minor error leading arrives at the correct
does not use to an incorrect answer. answer.
composition.

Module 3: Rational and Exponential Functions

383
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

f Student shows little or Student understands Student understands Student understands

no understanding of that horizontal that horizontal that horizontal
horizontal asymptotes. asymptotes occur at asymptotes occur at asymptotes occur at
A-APR.D.7 very large or very small very large or very small very large or very small
F-IF.C.7d values of x but cannot values of x but makes values of x and finds
explain the statement. a mathematical the correct asymptote.
mistake leading to an
incorrect answer.

g Student shows little or Student understands Student finds one Student finds both
no understanding of that x -intercepts occur x -intercept correctly. x -intercepts correctly.
A-APR.D.7 x -intercepts of rational when y=0.
functions.
F-IF.C.7d
h Student shows little or Student understands Student makes a minor Student finds the
no understanding of that y -intercepts mathematical mistake correct y -intercept.
A-APR.D.7 y -intercepts or occur when x=0 . leading to an incorrect
rational functions. y -intercept.
F-IF.C.7d
i Student shows little or Student understands Student understands Student understands
no understanding of that a function is that a function is that a function is
the domain of a undefined when the undefined when the undefined when the
A-APR.D.7 rational function. denominator is zero. denominator is zero denominator is zero
F-IF.C.7d and finds one x -value and correctly finds
where the function is both
undefined. x -values where the
function is undefined.

j Student shows little or Student attempts to Student correctly finds Student correctly finds
no understanding of find a horizontal the horizontal and explains the
horizontal asymptotes asymptote but makes asymptote but does horizontal asymptote.
A-APR.D.7 of rational functions. major mathematical not explain completely.
F-IF.C.7d mistakes.

k Student shows little or Student attempts to Student attempts to Student graphs the
no understanding of graph the function, graph the function, function correctly,
graphing rational showing the x - and showing the x - and showing intercepts and
A-APR.D.7 functions. asymptotes.
F-IF.C.7d y -intercepts correctly. y -intercepts and
horizontal and vertical
asymptotes correctly.

9 a Student shows little or Student attempts to Student explains that Student explains that
no understanding of explain that the the function is the function is
invertible functions. function is invertible invertible, but the invertible using an
F-BF.B.4d but makes errors in the explanation is not example completely
explanation. complete. and correctly.

Module 3: Rational and Exponential Functions

384
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

b Student shows little or Student shows some Student finds that Student finds
no understanding of knowledge of invertible m−1 ( 202.5 )represen m−1 ( 202.5 )=8
inverse functions. functions but does not
F-BF.B.4c ts the number of days represents the number
find m−1 ( 202.5 ) . required for the algae of days required for the
to attain a mass of algae to attain a mass
202.5 kg but of 202.5 kg , which is
calculates the answer 8 days.
incorrectly.

c Student shows little or Student attempts to Student finds the Student correctly finds
no understanding of find the inverse correct formula but the inverse function
inverse functions. function but makes calculates the answer and calculates the
F-BF.B.5 major mathematical incorrectly. answer, rounding
mistakes. correctly.

Module 3: Rational and Exponential Functions

385
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

Name Date

10. Let C be the function that assigns to a temperature given in degrees Fahrenheit its equivalent in degrees
Celsius, and let K be the function that assigns to a temperature given in degrees Celsius its equivalent in
degrees Kelvin.

5
We have C ( x )= ( x −32 ) and K ( x )=x+ 273.
9

a. Write an expression for K ( C ( x ) ) and interpret its meaning in terms of temperatures.

5
K ( C ( x ) ) = C ( x ) + 273 = ( x – 32 ) + 273. This shows the arithmetic needed to
9
convert a temperature given in Fahrenheit to its equivalent in Kelvin.

b. The following shows the graph of y=C ( x ).

According to the graph, what is the value of C−1 (95)?

We see that C ( 203 ) = 95; so, C-1 ( 95 ) = 203.

Module 3: Rational and Exponential Functions

386
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

c. Show that C−1 ( x )=32+(9/ 5) x .

5 9 9
If y = ( x – 32), then x = y + 32. This shows that C– 1 ( x ) = x + 32.
9 5 5
OR

9
Let d be the function given by d ( x ) = x + 32. Then
5

C( d ( x)) = C (59 x + 32) = 59 ((95 x + 32 ) – 32) = 59 ∙

9
5
x = x

and

d ( C( x)) = d (59 ( x – 32)) = 95 (59 ( x – 32) ) + 32 = ( x – 32) + 32 = x ,

which show that d is indeed the inverse function to C.

A weather balloon rises vertically directly above a station at the North Pole. Its height at time t minutes is
500
H ( t ) =500− t meters. A gauge on the balloon measures atmospheric temperature in degrees
2
Celsius.

Also, let T be the function that assigns to a value y the temperature, measured in Kelvin, of the
atmosphere y meters directly above the North Pole on the day and hour the weather balloon is launched.
(Assume that the temperature profile of the atmosphere is stable during the balloon flight.)

d. At a certain time t minutes, K

−1
( T ( H ( t ) ) ) =−20. What is the readout on the temperature gauge
on the balloon at this time?

T(H ( t ) ) is the temperature of the atmosphere, in Kelvin, at height H(t) , and

K (T ( H ( t ) ) ) is this temperature converted to Celsius, which now matches the gauge.
–1

So if K ( T ( H ( t ) ) ) = – 20 , then the readout on the gauge is – 20 .

–1

e. Find, to one decimal place, the value of H −1 (300) and interpret its meaning.

500 500
Now 300 = 500 – t if t = 200 , that is 2t = 5 . This means t log (2) = log( 5 );
2 2 2 2

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

5
log ( )
so, 2 minutes. Thus, H -1 (300) ≈ 1.3. This is the time, in minutes, at
t = ≈ 1.3
log (2)
which the balloon is at a height of 300 meters.

( )
3
x+2 +x
11. Let f and g be the functions defined by f ( x )=10 3 and g ( x )=log for all positive real numbers, x
100
. (Here the logarithm is a base-ten logarithm.)

Verify by composition that f and g are inverse functions to each other.

Consider f ( g ( x ) ) for a positive real number x. We have
2 2
(100 )+2
( )
x x
3
x 1 2
log x3 ∙ 103 = ∙ 103 = x.
( ) ) ∙ 10 100 ∙ 10 =
3
x 1 2 3 3
log = 1 2
f ( g ( x ) ) = 103 = ( 10 100 3 3
100 3
10 3

And we also have

( (10 )
)
x + 2 3

( ) ( ) = log (10 ) = x
3
10 x + 2 100 ∙ 10 x .
g ( f ( x ) ) = log = log = log x
100 100 100

Thus, f and g are inverse functions to each other.

Module 3: Rational and Exponential Functions

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

12. Water from a leaky faucet is dripping into a bucket. Its rate of flow is not steady, but it is always positive.
The bucket is large enough to contain all the water that will flow from the faucet over any given hour.

The table below showsV , the total amount of water in the bucket, measured in cubic centimeters, as a
function of time t , measured in minutes, since the bucket was first placed under the faucet.

t (minutes) 0 1 2 2.5 3.7 5 10

V (t ) (cubic 0 10.2 25.1 32.2 40.4 63.2 69.2
cm)

a. Explain why V is an invertible function.

The volume in the bucket is always increasing. So for a given volume (in the range of
volumes suitable for this context), there is only one time at which the volume of water
in the bucket is that volume. That is, from a given value of the volume, we can
determine a unique matching time for that volume. The function V is thus invertible.

b. Find V −1 ( 63.2 ) and interpret its meaning in the context of this situation.

V – 1 ( 63.2 ) = 5. The time at which there

From the table we see that V ( 5 ) = 63.2; so,
were 63.2 cubic centimeters of water in the bucket was 5 minutes.

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

13.

1
a. Draw a sketch of the graph of y= .
x

x
b. Sketch the graph of y= , being sure to indicate its vertical and horizontal asymptotes.
x−1

Module 3: Rational and Exponential Functions

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

x
Let f be the function defined by f ( x )= for all real values x different from 1.
x−1

c. Find f ( f ( x )) for x , a real number different from 1. What can you conclude about f −1 (x) ?

Suppose x is a real number different from 1.

x
f ( f ( x )) = f ( xx – 1 ) = x x – 1
–1
=
x
x – 1(x – 1)
=
x
x - x + 1
= x
x – 1

This shows that the function f itself is the inverse of the function f . We have

-1 x
f ( x) = f ( x ) = .
x – 1
NOTE: Notice that if x is in the domain of f (i.e., it is a real number different from 1),
then f(x) is again a real number different from 1 and so is in the domain of f . We are
thus permitted to write f(f(x)) .

Module 3: Rational and Exponential Functions

391
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

14. Let f be the function given by f ( x )=x 2 +3.

a. Explain why f is not an invertible function on the domain of all real numbers.

f ( – 7 ) = f(7) = 52, for example, shows that some outputs come from more than one
input for this function. The function is not invertible.

b. Describe a set S of real numbers such that if we restrict the domain of f to S, the function f has an
inverse function. Be sure to explain why f has an inverse for your chosen set S.

We need to choose a set of real numbers S over which the function is strictly increasing
or strictly decreasing.

Let’s choose S to be the set of all nonpositive real numbers.

Now, the range of f is the set of all real values greater than or equal to 3 . If y is a
value in this range, we see from the graph that there is only one nonpositive value x
such that f(x) = y . Thus, f has an inverse function if we restrict f to the set of
nonpositive inputs.

Module 3: Rational and Exponential Functions

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

NOTE: Many answers are possible. For example, S could be the set of all positive real
numbers, or the set of all real numbers just between – 10 and – 2 , or the set consisting
of the number – 3 and all the real numbers greater than 3 , for example.

15. The graph of y=x +3 is shown below.

2
x −x−12
Consider the rational function h given by h ( x )= .
x−4

Simon argues that the graph of y=h(x) is identical to the graph of y=x +3 . Is Simon correct? If so,
how does one reach this conclusion? If not, what is the correct graph of y=h( x) ? Explain your
reasoning throughout.

Module 3: Rational and Exponential Functions

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

x2 – x – 12
h (x) = is defined for all values x different from 4 .
x – 4
If x is indeed different from 4 , we have

x2 – x – 12 (x + 3)(x - 4)
= = x + 3.
x – 4 x – 4
(Dividing the numerator and denominator each by
x – 4 is valid as this is a nonzero quantity in the
case of x ≠ 4 .)

So we see that

h (x) = {undefined
x +3,
,
if x is different from 4
x = 4
.

The graph of y = h(x) is shown on the right.

16. Let f be the function given by f ( x )=2 x for all real values x , and let g be the function given by
g ( x )=log 2 (x ) for positive real values x .

a. Sketch a graph of y=f ( g ( x ) ) . Describe any restrictions on the domain and range of the functions
and the composite functions.

f ( g ( x ) ) is meaningful if x is an appropriate
input for g , that is, a positive real number,
and its output, g(x), is an appropriate
input for f (which it shall be, as all real
values are appropriate inputs for f ). Thus,
f ° g is defined only for positive real inputs.

If x is a positive real number, then

f (g ( x )) = 2
log 2 x
= x, as exponential
functions and logarithmic functions (with

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

matching bases) are inverse functions. The graph of y = f(g ( x ) ) is shown on the right.

b. Sketch a graph of y=g ( f ( x ) ) . Describe any restrictions on the domain and range of the functions
and the composite functions.

g(f ( x ) ) is meaningful if x is an appropriate

input for f , which is the case for all real values
x, and its output, f(x) , is an appropriate input
for g , which it shall be as 2x is a positive value.
Thus, g ° f is defined only for all real inputs.

If x is a real number, then

g(f ( x ) ) = log x ( 2 ) = x as exponential functions
x

and logarithmic functions (with matching bases)

are inverse functions. Thus, the graph of
y = g(f ( x ) ) is as shown on the right.
x +2 x −2
17. Let f be the rational function given by f ( x)= and g the rational function given by g ( x )= .
x−1 x+1

a. Write f (x) ÷ g ( x) as a rational expression.

We have

f ( x) ÷ g ( x ) = ( xx +– 21 ) ÷ (xx +– 12 ) = (( xx +2)( x + 1)
– 1)( x – 2)
.

b. Write f ( x ) + g(x ) as a rational expression.

We have
x + 2 x - 2 ( x + 2 ) ( x + 1 ) + ( x - 2)( x – 1) 2 x2 + 4
f ( x) + g ( x ) = + = = 2 .
x – 1 x + 1 ( x – 1)( x + 1) x – 1

c. Write f ( x )−g (x) as a rational expression.

Module 3: Rational and Exponential Functions

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

We have
x +2 x –2 ( x + 2) ( x + 1) – ( x – 2) ( x – 1) 6 x
f ( x) – g ( x ) = - = = 2 .
x –1 x+1 ( x – 1) (x + 1) x –1

2 f (x )
d. Write as a rational expression.
f ( x )+ g ( x)

We have

( ) ( )
2 2
2f ( x) x+2 2x + 4 2( x + 2)( x – 1) 2(x + 2)(x – 1)(x + 1)
=2 ÷ = = =
f ( x) + g ( x ) x –1 2
x –1 2
( x – 1)(2 x + 4) (x – 1) ∙ 2( x2 + 2)
.

e. Ronaldo says that f is the inverse function to g. Is he correct? How do you know?

4 2
We have, for example, f ( 2 ) = = 4 but g ( 4 ) = . That is, g ( f ( 2 ) ) is not 2. If f were
1 3
the inverse function to g , then we should see g ( f ( 2 ) ) = 2. Ronaldo is not correct.

f. Daphne says that the graph of f and the graph of g each have the same horizontal line as a
horizontal asymptote. Is she correct? How do you know?

We have f ( x ) =
x + 2
=
( x)
2
x 1 +
. If x is a real number large in magnitude, then
2
x (1 – )
x – 1 1 x
x
1 1 + 0
and each have values close to zero, and, in this case, f ( x ) ≈ = 1 shows that
x 1 – 0
the graph of f has the horizontal line y = 1 as an asymptote.

The same work shows that g(x) =

( x)
2
x 1 –
also has the line y = 1 as a horizontal
x (1 + )
1
x
asymptote.

Module 3: Rational and Exponential Functions

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

Thus, Daphne is indeed correct.

Let r ( x )=f (x) ∙ g( x ), and consider the graph of y=r ( x).

g. What are the x -intercepts of the graph of y=r ( x)?

( x + 2)( x – 2)
For y = r ( x ) = , we have y = 0 when x = – 2 and x = 2 . The x-
( x + 1)( x – 1)
intercepts occur at the points ( – 2, 0) and (2, 0) .

h. What is the y -intercept of y=r ( x)?

(2)( – 2)
r (0 ) = = 4 . The y-intercept occurs at the point (0, 4).
(1)( – 1)

i. At which x -values is r (x ) undefined?

r(x) is undefined at x = 1 and at x = – 1.

j. Does the graph of y=r ( x) have a horizontal asymptote? Explain your reasoning.

We have

y = r (x ) =
x – 4
=
( x )
4
2
x2 1 – 2

( 1x )
2
x – 1 2
x 1 – 2

If x is a real positive number or a real negative number large in magnitude (and so

certainly not zero), then

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

4
1 –
x2 1 – 0
r ( x) = ≈ = 1.
1 1 – 0
1 – 2
x
This shows that the graph of y = r(x) closely matches the horizontal line y = 1 for
large positive and large negative inputs. We have a horizontal asymptote, the line
y = 1.
Notice that for values of x large in magnitude, x2 – 1 and x2 – 4 are positive, and
x2 – 4 x2 – 1
2
< 2 < 1, so the graph of y = r(x) always lies below its horizontal
x – 1 x – 1
asymptote in its long-term behavior.

k. Give a sketch of the graph of y=r ( x) which shows the broad features you identified in parts (g)–(j).

The broad features of the graph are indicated as so, with the dashed lines representing
asymptotes:

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

Given the graph of y = r(x) crosses the x-axis only at x = – 2 and x = 2 and the y-
axis only at y = 4 , we deduce that the graph of the curve can only be of the form:

18. An algae growth in an aquarium triples in mass every two days. The mass of algae was 2.5 grams on
June 21, considered day zero, and the following table shows the mass of the algae on later days.

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

Let m(d ) represent the mass of the algae, in grams, on day d . Thus, we are regarding m as a function of
time given in units of days. Our time measurements need not remain whole numbers. (We can work
with fractions of days too, for example.)

a. Explain why m is an invertible function of time.

The algae grows in mass over time, so its mass is an increasing function of time. For
each possible value of mass (output), there is only one possible time (input) at which the
growth has that mass. Thus, we can define an inverse function.

b. According to the table, what is the value of m−1 (202.5)? Interpret its meaning in the context of this
situation.
–1
m (202.5) represents the number of days required for the algae to attain a mass of
202.5 grams. According to the table, we have m – 1 ( 202.5 ) = 8 days.

c. Find a formula for the inverse function m , and use your formula to find the value of m−1 ( 400) to
one decimal place.

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
PRECALCULUS AND ADVANCED TOPICS

The growth is exponential. The initial mass is 2.5 grams, and the mass triples every two
d
days. We see that m ( d ) = 2.5 ∙ 32 . To find the inverse function to m , notice that

d
If y = 2.5 ∙ 32 , then

d d
log ( y ) = log ( 2.5 ) + log (3)log ( y ) – log ( 2.5 ) = log (3)
2 2

(using base-ten logarithms) giving

d =
2
( log ( y ) – log (2.5)) =
2 log (2.5
y
) .
log ( 3 ) log (3)

This shows

m–1 (y ) =
2 log (2.5
y
) .
log (3)

To finish, we see

–1
m ( 400 ) =
2 log ( 400
2.5 )
≈ 9.2
days.
log (3)

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