Section 3: Introduction to Functions

Topic 1: What is a Function? .......................................................................................................................................................................................... 53

Standards Covered: F-IF.1, F-IF.2
o I can determine if a relationship is a function.
Topic 2: Representing, Naming, and Evaluating Functions........................................................................................................................................ 56
Standards Covered: F-IF.2, F-IF.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 ................................................................................................................................................................. 58
Standards Covered: A-APR.1
o I can add and subtract polynomials written in function notation.
Topic 4: Multiplying Functions ........................................................................................................................................................................................ 60
Standards Covered: A-APR.1
o I can multiply polynomials using both modeling techniques and the distributive property.
Topic 5: Closure Property................................................................................................................................................................................................ 64
Standards Covered: A-APR.1
o I can apply the closure property to operations on polynomials with integer coefficients.
Topic 6: Key Features of Graphs of Functions – Part 1 ................................................................................................................................................ 66
Standards Covered: F.IF.1, F-IF.4
o I can determine key features of a function by examining its graph.
Topic 7: Key Features of Graphs of Functions – Part 2 ................................................................................................................................................ 70
Standards Covered: F-IF.4
o I can determine key features of a function by examining its graph.
Topic 8: Average Rate of Change Over an Interval................................................................................................................................................... 72
Standards Covered: F-IF.6
o I can determine the rate of change over a specified interval.
Topic 9: Transformations of Functions ............................................................................................................................................................................ 75
Standards Covered: F-BF.3
o I can apply a horizontal and vertical transformation to a function.

51
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 Mississippi College- and Career-Readiness Standards for Mathematics will be covered in this section:
A-APR.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.
F-BF.3 - Identify the effect on the graph of replacing 𝑓𝑓(𝑥𝑥) by 𝑓𝑓(𝑥𝑥) + 𝑘𝑘, 𝑘𝑘𝑘𝑘(𝑥𝑥), 𝑓𝑓(𝑘𝑘𝑘𝑘), 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 - 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.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.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.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.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.

52
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
Ø 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
Ø 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?

53
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
!
equation. In this case, the equation is 𝑦𝑦 = − 𝑥𝑥 + 2.3. c. Find the value of 𝑦𝑦 when 𝑥𝑥 = 2 and write using
"
𝑦𝑦 function notation.
!
The equation 𝑦𝑦 = − 𝑥𝑥 + 2.3 can
"
!
be written as ______ = − 𝑥𝑥 + 2.3. 𝑥𝑥
"

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.

54
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
6 5 5 10 8 14 10 4 8 5 6
venomous spider (CDC) 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?
! {(2652, 10), (2622,10)(2550,9.8), (2574,9.8), (2599, 9.7)}
"

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

# Vermont bee colonies
winning word and the number of people killed by
venomous spiders a function? Use the definition of a
function to explain. 2,550
10
2,574
9.8 2,599
2,622
9.7
2,652

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

𝑀𝑀(10) = 2,622, 𝑀𝑀(10) = 2,652

55
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(𝑡𝑡) = −4.9𝑡𝑡 " + 15𝑡𝑡 + 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 𝑡𝑡, 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)
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56
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, 𝑑𝑑, in feet, is given by the function temperature of an average person. Healthy individuals’
𝑓𝑓(𝑑𝑑) = 1.11√𝑑𝑑. temperatures should not vary more than 0.5℉ from that
temperature.
a. Determine 𝑓𝑓(5) and explain what it represents.
a. Write an absolute value function 𝑓𝑓(𝑡𝑡) to describe an
individual’s variance from normal body temperature,
where 𝑡𝑡 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 𝑓𝑓(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 𝑓𝑓(𝑡𝑡) = 110(0.8855)# where 𝑡𝑡 is time in hours. Floyd
says that in two days the caffeine is completely out of his
system. Do you agree? Justify your answer.

57
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(𝑥𝑥) = 2𝑥𝑥 " + 𝑥𝑥 − 5 and 𝑔𝑔(𝑥𝑥) = −3𝑥𝑥 " + 4𝑥𝑥 + 1.

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

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

the box.

Find ℎ(𝑥𝑥) − 𝑔𝑔(𝑥𝑥).

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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.

𝑓𝑓(𝑥𝑥) = 3𝑥𝑥 " + 𝑥𝑥 + 2 𝑓𝑓(𝑥𝑥) = 3𝑥𝑥 " + 𝑥𝑥 + 2

𝑔𝑔(𝑥𝑥) = 4𝑥𝑥 " + 2(3𝑥𝑥 − 4) 𝑔𝑔(𝑥𝑥) = 4𝑥𝑥 " + 2(3𝑥𝑥 − 4)
ℎ(𝑥𝑥) = 5(𝑥𝑥 " − 1) ℎ(𝑥𝑥) = 5(𝑥𝑥 " − 1)

a. Find 𝑓𝑓(𝑥𝑥) − 𝑔𝑔(𝑥𝑥). a. Let 𝑚𝑚(𝑥𝑥) be 𝑓𝑓(𝑥𝑥) + 𝑔𝑔(𝑥𝑥). Find 𝑚𝑚(𝑥𝑥).

b. Find 𝑔𝑔(𝑥𝑥) − ℎ(𝑥𝑥).

b. Find ℎ(𝑥𝑥) − 𝑚𝑚(𝑥𝑥).

59
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
𝑓𝑓(𝑥𝑥) = 2𝑥𝑥 " + 3𝑥𝑥 − 5 following function operations.
𝑔𝑔(𝑥𝑥) = 5𝑥𝑥 " + 4𝑥𝑥 − 1
Let 𝑓𝑓(𝑥𝑥) = 3𝑥𝑥 " + 4𝑥𝑥 + 2 and 𝑔𝑔(𝑥𝑥) = 2𝑥𝑥 + 3.
Which of the following is the resulting polynomial when
𝑓𝑓(𝑥𝑥) is subtracted from 𝑔𝑔(𝑥𝑥)? Find 𝑓𝑓(𝑥𝑥) ∙ 𝑔𝑔(𝑥𝑥).

!" −3𝑥𝑥 " − 𝑥𝑥 − 4!

#" −3𝑥𝑥 " + 7𝑥𝑥 − 6!
$" 3𝑥𝑥 " + 𝑥𝑥 + 4!
%" 3𝑥𝑥 " + 7𝑥𝑥 − 6!

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Course Workbook - Section 3: Introduction to Functions
Let 𝑚𝑚(𝑦𝑦) = 3𝑦𝑦 $ − 2𝑦𝑦 " + 8 and 𝑝𝑝(𝑦𝑦) = 𝑦𝑦 " − 2. Let’s Practice!

Find 𝑚𝑚(𝑦𝑦) ∙ 𝑝𝑝(𝑦𝑦). 1. Let ℎ(𝑥𝑥) = 𝑥𝑥 − 1 and 𝑔𝑔(𝑥𝑥) = 𝑥𝑥 % + 6𝑥𝑥 " − 5.

Find ℎ(𝑥𝑥) ∙ 𝑔𝑔(𝑥𝑥).

61
Course Workbook - Section 3: Introduction to Functions
Try It! b. What does the function 𝐴𝐴(𝑥𝑥) represent in this
problem?
2. The envelope below has a mailing label.

𝐿𝐿(𝑥𝑥) = 6𝑥𝑥 + 5

𝑀𝑀(𝑥𝑥) = 𝑥𝑥 + 4
𝑁𝑁(𝑥𝑥) = 𝑥𝑥 + 2

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

a. Let 𝐴𝐴(𝑥𝑥) = 𝐿𝐿(𝑥𝑥) ∙ 𝑊𝑊(𝑥𝑥) − 𝑀𝑀(𝑥𝑥) ∙ 𝑁𝑁(𝑥𝑥). Find 𝐴𝐴(𝑥𝑥).

62
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 𝑠𝑠 inches long. 𝐿𝐿(𝑥𝑥) = 4𝑥𝑥 & − 3𝑥𝑥 " + 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. o 𝐴𝐴(𝑥𝑥) = 2[𝐿𝐿(𝑥𝑥) + 𝑊𝑊(𝑥𝑥)]
¨ The resulting expression for 𝐴𝐴(𝑥𝑥) is a fifth-degree
polynomial.
o The resulting expression for 𝐴𝐴(𝑥𝑥) is a polynomial with a
leading coefficient of 5.
o The resulting expression for 𝐴𝐴(𝑥𝑥) is a binomial with a
constant of 6.
'())
¨ 𝑊𝑊(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.

64
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, … } o o o

{… , −4, −3, −2, −1} o o o

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

{rational numbers} o o o

{polynomials} o o o

65
Course Workbook - Section 3: Introduction to Functions
 BEAT THE TEST! Section 3 – Topic 6
Key Features of Graphs of Functions – Part 1
1. Choose from the following words and expressions to
complete the statement below. Let’s review the definition of a function.

Every input value (𝑥𝑥) corresponds to ___________ _______

2𝑥𝑥 $ + (3𝑦𝑦)," − 2 (5𝑦𝑦)" + 4𝑥𝑥 + 3𝑦𝑦 %
output value (𝑦𝑦).
5𝑦𝑦 ,! + 7𝑥𝑥 " + 8𝑦𝑦 "
Consider the following graph.
integers variables whole numbers
coefficients rational exponents
numbers

The product of 5𝑥𝑥 & − 3𝑥𝑥 " + 2 and _______________________

illustrates the closure property because the
_______________ of the product are ____________________ ,
and the product is a polynomial.

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

represents a function?

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the Algebra Wall and receive help from other We call this the vertical line test. Use the vertical line test to
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66
Course Workbook - Section 3: Introduction to Functions
Important facts: Let’s Practice!

Ø Graphs of lines are not always functions. Can you 1. Use the vertical line test to determine if the following
describe a graph of a line that is not a function? graphs are functions.

Ø Functions are not always linear.

Sketch a graph of a function that is not linear.

Try It!

2. Which of the following graphs represent functions? Select

all that apply.
𝑦𝑦 𝑦𝑦 𝑦𝑦 𝑦𝑦

𝑥𝑥 𝑥𝑥 𝑥𝑥 𝑥𝑥

¨ ¨ ¨ ¨
𝑦𝑦 𝑦𝑦 𝑦𝑦 𝑦𝑦

𝑥𝑥 𝑥𝑥 𝑥𝑥 𝑥𝑥

¨ ¨ ¨ ¨

67
Course Workbook - Section 3: Introduction to Functions
3. Consider the following scenarios. Determine if each one It’s important to understand key features of graphs.
represents a function or not.
Ø An 𝒙𝒙-intercept of a graph is the location where the
a. An analyst takes a survey of people about their graph crosses the _____________.
heights (in inches) and their ages. She then relates
their heights to their ages (in years). Ø The 𝑦𝑦-coordinate of the 𝑥𝑥-intercept is always _______.

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

graph crosses the _____________.

Ø The 𝑥𝑥-coordinate of the 𝑦𝑦-intercept is always

b. A geometry student is dilating a circle and analyzes __________.
the area of the circle as it relates to the radius.
Ø The 𝑥𝑥-intercept is the _____________ to 𝑓𝑓(𝑥𝑥) = 0.

All of these features are very helpful in understanding

real-world context.
c. A teacher has a roster of 32 students and relates the
students’ letter grades to the percent of points
earned.

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.

68
Course Workbook - Section 3: Introduction to Functions
Let’s Practice! Try It!

4. Consider the following graph that represents the height, in 5. Refer to the previous problem for the following questions.
feet, of a water balloon dropped from a 2nd story window
after a given number of seconds. a. What does the 𝑦𝑦-intercept represent in this real-world
context?

b. What does the 𝑥𝑥-intercept represent in this real-world

context?

c. What is the solution to this situation?

a. What is the 𝑥𝑥-intercept?

b. What is the 𝑦𝑦-intercept?

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Course Workbook - Section 3: Introduction to Functions
 Section 3 – Topic 7 Let’s Practice!
Key Features of Graphs of Functions – Part 2
1. Use the following graph of an absolute value function to
Let’s discuss other key features of graphs of functions. answer the questions below.

Ø Domain: the input or the ______ values.

Ø Range: the ____________________ or the 𝑦𝑦-values.

Ø The domain and range of a function can be expressed

in set notation or interval notation.

Ø Increasing intervals: as the 𝑥𝑥-values _________________,

the 𝑦𝑦-values _________________.

Ø Decreasing intervals: as the 𝑥𝑥-values _________________,

a. Define the domain using set notation.
the 𝑦𝑦-values _________________.

Ø Relative maximum: the point on a graph where the

b. Define the range using interval notation.
interval changes from __________________ to
__________________.
c. Where is the graph increasing?
Ø Relative minimum: the point on a graph where the
interval changes from __________________ to
__________________.
d. Where is the graph positive?
Ø Positive intervals: intervals of a function 𝑓𝑓(𝑥𝑥) over which
_________________. e. Identify any relative maximums.

Ø Negative intervals: intervals of a function 𝑓𝑓(𝑥𝑥) over

which _________________. f. Identify any relative minimums.

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Course Workbook - Section 3: Introduction to Functions
Try It! 3. Describe everything you know about the key features of
the following graph of an exponential function. Use
2. Use the graph of the following quadratic function to interval notation to express all answers.
answer the questions below. Use set notation to express all
answers.

a. Define the domain.

b. Define the range.

c. Where is the graph decreasing?

d. Where is the graph negative?

e. Identify any relative maximums.

f. Identify any relative minimums.

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Course Workbook - Section 3: Introduction to Functions
 BEAT THE TEST! Section 3 – Topic 8
Average Rate of Change Over an Interval
1. The following graph is a piecewise function.
Consider the following graph of the square root function
𝑓𝑓(𝑥𝑥) = √𝑥𝑥 .

Which of the following statements are true about the

graph? Select all that apply.
Draw a line connecting 𝑎𝑎 and 𝑏𝑏.
¨ The graph is increasing when the domain is
−6 < 𝑥𝑥 < −4. Determine the slope of the line between the interval [𝑎𝑎, 𝑏𝑏].
¨ The graph has exactly one relative minimum.
¨ The graph is increasing when 𝑥𝑥 ≥ −4.
¨ The graph is positive when 𝑥𝑥 > 4. For every two points 𝑥𝑥! and 𝑥𝑥" , where 𝑥𝑥! ≠ 𝑥𝑥" , (𝑥𝑥! , 𝑦𝑦! ) and
¨ The graph has no negative intervals. (𝑥𝑥" , 𝑦𝑦" ) form a straight line and create a _________ ___________.
¨ The range is {𝑦𝑦|0 ≤ 𝑦𝑦 < 4 ∪ 𝑦𝑦 ≥ 5}.
¨ There is a relative minimum at (2, 2). To determine the average rate of change for any function
𝑓𝑓(𝑥𝑥) over an interval, we can use two points (𝑥𝑥! , _______) and
(𝑥𝑥" , _______) that lie on that interval.

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

𝑦𝑦" − 𝑦𝑦!
Want some help? You can always ask questions on 𝑚𝑚 =
𝑥𝑥" − 𝑥𝑥!
the Algebra Wall and receive help from other
students, teachers, and Study Experts. You can also
help others on the Algebra Wall and earn Karma
Algebra Points for doing so. Go to MathNation.com to learn We can also use the slope formula to find the average rate of
Wall
more and get started! change over an interval [𝑎𝑎, 𝑏𝑏], where 𝑥𝑥! = 𝑎𝑎 and 𝑥𝑥" = 𝑏𝑏.

72
Course Workbook - Section 3: Introduction to Functions
Let’s Practice! Try It!

1. Tom is jumping off the diving board at the city pool. His 2. Consider the table for the exponential function, 𝑝𝑝(𝑥𝑥) = 3) ,
height is modeled by the quadratic function shown below.
ℎ(𝑡𝑡) = −16𝑡𝑡 " + 16𝑡𝑡 + 20, where ℎ(𝑡𝑡) represents height
above water (in feet), and 𝑡𝑡 represents time after jumping Point 𝒙𝒙 𝒑𝒑(𝒙𝒙)
(in seconds).
𝑀𝑀 0 1
Tom’s Jump into the Pool
𝑁𝑁 1 3
𝑏𝑏 (0.5,24)
𝑅𝑅 2 9

𝑐𝑐 (1,20) 𝑇𝑇 3 27
𝑎𝑎 (0,20)
Height (in feet)

a. Determine the average rate of change over the

interval [𝑁𝑁, 𝑇𝑇].

(1.725,0) 𝑑𝑑

Time (in seconds) b. Compare the average rate of change over the
interval [𝑀𝑀, 𝑁𝑁] with the average rate of change over
the interval [𝑅𝑅, 𝑇𝑇].
a. Determine the average rate of change for the
following intervals.

[𝑎𝑎, 𝑏𝑏]

[𝑏𝑏, 𝑐𝑐]

[𝑐𝑐, 𝑑𝑑]

b. Compare Tom’s average rate of change over the

interval [𝑎𝑎, 𝑏𝑏] with his average rate of change over the
interval [𝑏𝑏, 𝑐𝑐]. What does this represent in real life?

73
Course Workbook - Section 3: Introduction to Functions
3. Determine the intervals that have the same average rate BEAT THE TEST!
!
of change in the graph 𝑗𝑗(𝑥𝑥) = √𝑥𝑥 below.
1. Suppose that the cost of producing 𝑟𝑟 radios is defined by
𝑐𝑐(𝑟𝑟) = 300 + 15𝑟𝑟 − 0.3𝑟𝑟 " . Determine which of the following
intervals has the greatest average rate of change for the
cost to produce a radio.

! Between 20 and 25 radios.

# Between 60 and 65 radios.
$ Between 5 and 10 radios.
% Between 30 and 35 radios.

74
Course Workbook - Section 3: Introduction to Functions
2. Consider the absolute value function 𝑓𝑓(𝑥𝑥) and the step Section 3 – Topic 9
function 𝑔𝑔(𝑥𝑥) in the graphs below. Transformations of Functions

The graph of 𝑓𝑓(𝑥𝑥) is shown below.

𝑓𝑓(𝑥𝑥) 𝑔𝑔(𝑥𝑥)

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

the graphs?

! 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].
" 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].
# The average rate of change for 𝑓𝑓(𝑥𝑥) over the interval
!
[𝑎𝑎, 𝑏𝑏] is − .
"
$ The average rate of change for 𝑔𝑔(𝑥𝑥) over the interval
!
[𝑑𝑑, 𝑗𝑗] is − .
"
!
!

Want some help? You can always ask questions on

the Algebra Wall and receive help from other
students, teachers, and Study Experts. You can also
help others on the Algebra Wall and earn Karma
Algebra Points for doing so. Go to MathNation.com to learn
Wall
more and get started!

75
Course Workbook - Section 3: Introduction to Functions
The following graphs are transformations of 𝑓𝑓(𝑥𝑥). Describe Let’s Practice!
what happened in each graph.
1. For the following functions, state whether the independent
𝑓𝑓(𝑥𝑥) + 2 𝑓𝑓(𝑥𝑥) − 1 or dependent variable is being transformed and describe
the transformation (assume 𝑘𝑘 > 0).

a. 𝑓𝑓(𝑥𝑥) + 𝑘𝑘

b. 𝑓𝑓(𝑥𝑥) − 𝑘𝑘

𝑓𝑓(𝑥𝑥 + 2) 𝑓𝑓(𝑥𝑥 − 1) c. 𝑓𝑓(𝑥𝑥 + 𝑘𝑘)

d. 𝑓𝑓(𝑥𝑥 − 𝑘𝑘)

Which graphs transformed the independent variable?

Which graphs transformed the dependent variable?

76
Course Workbook - Section 3: Introduction to Functions
2. The following table represents the function 𝑔𝑔(𝑥𝑥). Try It!

𝒙𝒙 𝒈𝒈(𝒙𝒙) 3. The table below shows the values for the function 𝑓𝑓(𝑥𝑥).

−2 0.25 𝒙𝒙 −2 −1 0 1 2
−1 0.5 𝒇𝒇(𝒙𝒙) 4 2 0 2 4

0 1
!
Complete the table for the function − 𝑓𝑓(𝑥𝑥).
1 2 "

2 4 𝟏𝟏
𝒙𝒙 − 𝒇𝒇(𝒙𝒙)
𝟐𝟐
−2
The function ℎ(𝑥𝑥) = 𝑔𝑔(2𝑥𝑥). Complete the table for ℎ(𝑥𝑥).
−1
𝒙𝒙 𝒈𝒈(𝟐𝟐𝟐𝟐) 𝒉𝒉(𝒙𝒙)
0
−1 𝑔𝑔(2(−1))
1
−0.5 𝑔𝑔(2(−0.5))
2
0

0.5

77
Course Workbook - Section 3: Introduction to Functions
4. The graph of 𝑓𝑓(𝑥𝑥) is shown below. BEAT THE TEST!

1. The graph of 𝑓𝑓(𝑥𝑥) is shown below.

Let 𝑔𝑔(𝑥𝑥) = 𝑓𝑓(𝑥𝑥 + 3) − 2.

Graph 𝑔𝑔(𝑥𝑥) on the coordinate plane with 𝑓𝑓(𝑥𝑥).

Let 𝑔𝑔(𝑥𝑥) = 𝑓𝑓(𝑥𝑥 − 3) and ℎ(𝑥𝑥) = 𝑓𝑓(𝑥𝑥) − 3.

Graph 𝑔𝑔(𝑥𝑥) and ℎ(𝑥𝑥) on the coordinate plane with 𝑓𝑓(𝑥𝑥).

78
Course Workbook - Section 3: Introduction to Functions
 THIS PAGE WAS INTENTIONALLY
2. The table below shows the values for the function
𝑝𝑝(𝑥𝑥).

𝒙𝒙 −4 −1 0 2 3 LEFT BLANK
𝒑𝒑(𝒙𝒙) 12 6 4 8 10

!
Complete the table for the function 𝑝𝑝(𝑥𝑥) − 3.
"

𝟏𝟏
𝒙𝒙 𝒑𝒑(𝒙𝒙) − 𝟑𝟑
𝟐𝟐

Great job! You have reached the end of this section.

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79
Course Workbook - Section 3: Introduction to Functions