TOPIC 1 INTRODUCTION TO FUNCTIONS

SKILLS PRACTICE

Name Date
PROBLEM SET 1: Identifying and Continuing Sequences
\ Write and continue a sequence for each situation.
1 A population of bacteria starts at 1 and doubles every hour.

Hour 1 Hour 2 Hour 3

a Write a sequence for the first 10 terms generated by this situation. Each term
should represent the total population of bacteria each hour. The first term is
1 bacterium. Explain your reasoning.
The sequence is: 1, 2, 4, 8, 16, 32, 64, 128, 256, 512.
The number of bacteria increases by 1, then 2, then 4, then 8, and so on.
Every term is double the previous term.
The increase starts with 1 then is multiples of 2.
b How large is the population of bacteria in the 12th hour? Explain your reasoning.
The population is 2048 bacteria.
Continuing the pattern, the 11th hour has ​512 ⋅ 2 = 1024​, and the 12th hour
has ​1024 ⋅ 2 = 2048​.

2 An intersection of roads marks the center of a recreational area for bikes. From the
center of the intersection, there is a marker every kilometer. The area extends
20 kilometers from the center of the intersection.
© Carnegie Learning, Inc.

1 kilometer 2 kilometers 3 kilometers

a Write a sequence for the first 10 terms generated by this situation. Each term
should represent the total number of markers. The first term is 4 markers.
Explain your reasoning.

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b How many markers are in the entire area? Explain your reasoning.

3 Amani tiles a floor in his mud room. He lays square tiles in a pattern starting in a
corner and making diagonal rows.

Step 1 Step 2 Step 3

a Write a sequence for the first 10 terms generated by this situation. Each term
should represent the total number of tiles after each row Amani lays. The first term
is 1 tile. Explain your reasoning.

b How many tiles have been laid when Amani completes Step 12?
Explain your reasoning.
© Carnegie Learning, Inc.

4 Robin buys a box of 100 crackers to use for a snack during the day. Each day,
she eats 5 crackers.
a Write a sequence for the first 10 terms generated by this situation. Each term
should represent the total amount of crackers in the box. The first term is
95 crackers because Robin eats 5 crackers on the first day. Explain your reasoning.

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b How many days does it take until the box of crackers is empty? Explain
your reasoning.

5 A radioactive substance starts with a mass of 8192 grams, and it decays every year,
losing half of its mass. The second year, it has 4096 grams left, and the third year, it
has 2048 grams.
a Write a sequence for the first 10 terms generated by this situation. Each term
should represent the mass of the substance. The first term is 8192 grams.
Explain your reasoning.

b What is the mass of the substance on year 13? Explain your reasoning.
© Carnegie Learning, Inc.

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PROBLEM SET 2: Analyzing Characteristics of Graphs

\ Use the problem situation and its graph to answer each question.
1 Bill flies a small airplane as a hobby. y
The graph shows the elevation of the 16
airplane during one flight. Label each
segment of the graph with letters 14
D

Elevation (kilometers)
​A​through ​E​, beginning from the left. 12 C
Record the time interval for each B
10
segment. Then, describe how fast the E
elevation of the airplane changed. 8

6
A
4

2
0
2 4 6 8 10 12 x
Time (minutes)

Time Interval
Segment Description of the Elevation of the Airplane
(minutes)

​A​ 0 to 2 The airplane rose 10 kilometers in 2 minutes.

​B​ 2 to 5 The airplane stayed at 10 kilometers.
​C​ 5 to 8 The airplane rose 2 kilometers in 3 minutes.
​D​ 8 to 9 The airplane stayed at 12 kilometers.
The airplane descended 12 kilometers in
​E​ 9 to 12
3 minutes.
© Carnegie Learning, Inc.

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2 Bittersweet bakery normally sells out y

of loaves of bread quickly. The graph

Number of Loaves
8
shows the loaves of bread that the

of Bread Left
6
bakery has left. Label each segment
of the graph with letters ​A​ through 4
​E,​ beginning from the left. Record the 2
time interval for each segment. Then,
0
describe how fast the number of x
2 4 6 8
loaves changes. Time (minutes)

Time Interval
Segment Description of the Number of Loaves of Bread
(minutes)

​A​

​B​

​C​

​D​

​E​
© Carnegie Learning, Inc.

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3 Kendra drives from her house to the 16

highway to begin a trip. The graph
shows her distance over time. Label 14
each segment of the graph with 12

Distance (miles)
letters A
​ ​through E
​ ​, beginning from the 10
left. Record the time interval for each
segment. Then, describe how fast 8
Kendra’s distance changed. 6
4

2
0
2 4 6 8 10 12 14 16
Time (minutes)

Time Interval
Segment Description of Kendra’s Distance
(minutes)

​A​

​B​

​C​

​D​

​E​

© Carnegie Learning, Inc.

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4 Deandre uses his smart phone and y

Battery Charge (percent)

charges it in the middle of the day. The 100
graph represents the charge of his
75
battery over time. Label each segment
of the graph with letters ​A​ through 50
​E,​ beginning from the left. Record the 25
time interval for each segment. Then,
0
describe how fast the battery
5 10 15 20 x
charge changed. Time (hours)

Time Interval
Segment Description of the Battery Charge of the Smart Phone
(hours)

​A​

​B​

​C​

​D​

​E​
© Carnegie Learning, Inc.

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5 Raina has some water left in her water y

bottle during basketball practice. The
120
graph represents the amount of water
110
left in the bottle over time. Label each 100

Water (milliliters)
segment of the graph with letters 90
​A​through ​E​, beginning from the left. 80
Record the time interval for each 70
segment. Then, describe how fast the 60
amount of water changed. 50
40
30
20
10
0
x
20 40 60 80 100 120
Time (minutes)

Time Interval
Segment Description of the Amount of Water in Raina’s Bottle
(minutes)

​A​

​B​

​C​

​D​

​E​

© Carnegie Learning, Inc.

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6 Ichiro rides his mountain bike 80 miles y

in one day. The graph represents the
distance Ichiro rides over time. Label 80
each segment of the graph with 72
letters A
​ ​through E
​ ​, beginning from the 64
left. Record the time interval for each

Distance (miles)
56
segment. Then, describe how fast
48
Ichiro’s distance changed.
40
32
24
16
8
0
2 4 6 8 10 12 14 x
Time (hours)

Time Interval
Segment Description of the Distance of Ichiro’s Ride
(hours)

​A​

​B​

​C​

​D​

​E​
© Carnegie Learning, Inc.

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PROBLEM SET 3: Classifying Relations and Functions

\ Write the corresponding ordered pairs and tell whether each relation is a function.
1 2
1 4 1 3
2 6 2 4
3 8 3 5
4 10 4 6

(1, 4), (2, 6), (3, 8), (4, 10)

The relation is a function because
each input maps to only one output.

3 5 4
6 10 3
4
7 20 5
8 30 9 8
10

5 0 6 Input Output
1
4
2 4 5
© Carnegie Learning, Inc.

3
8 12

12 16

16 20

20 24

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7 Input Output 8 Input Output

15 0 0 15

10 5 5 10

5 10 10 5

10 15 15 10

15 20 20 15

9 x y 10 x y

5 0 ​− 3​ 9

5 1 ​− 1​ 1

5 2 0 0

5 3 1 1

5 4 3 9
© Carnegie Learning, Inc.

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\ Determine whether each graph represents a function.

11 y 12 y

10 10
9 9
8 8
7 7
6 6
5 5
4 4
3 3
2 2
1 1
0 0
x x
1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

The scatter plot is not a function.

The x-value x = 5 maps to two
y-values, y = 1 and y = 5.

13 y 14 y

10 10
9 9
8 8
7 7
6 6
5 5
4 4
3 3
2 2
1 1
© Carnegie Learning, Inc.

0 0
x x
1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

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15 y 16 y

10 10
9 9
8 8
7 7
6 6
5 5
4 4
3 3
2 2
1 1
0 0
x x
1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

17 y 18 y

10 10
9 9
8 8
7 7
6 6
5 5
4 4
3 3
2 2
1 1
© Carnegie Learning, Inc.

0 0
x x
1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

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19 y 20 y

10 10
9 9
8 8
7 7
6 6
5 5
4 4
3 3
2 2
1 1
0 0
x x
1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

\ Determine whether each equation is a function. If it is not a function, explain why not.
21 ​y = 3x + 1​ 22 ​y = x​ ​​  2​​
The equation is a function.

_
23 ​​y​​  2​ = x​ 24 ​y = √
​ x + 5 ​​

_
25 ​​y = − ​|​​x|​​​ 26 ​​√y ​ = x − 8​
© Carnegie Learning, Inc.

27 ​21 ​x​
​y = _ 28 ​​|y|​ = 6 + 4x​

29 ​y = x​ ​​  3​​ 30 ​x = 1​

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PROBLEM SET 4: Identifying Key Characteristics of Graphs from Functions

\ Answer the questions about each given graph.
1 y 2 y

10 2

8 0 x
–4 –2 2 4 6 8
–2
6
–4
4 –6
2 –8
–10
0 x
–4 –2 2 4
–2

a What is the ​x​-intercept? a What is the x​ ​-intercept?

(4, 0)

b What is the y​ ​-intercept? b What is the y​ ​-intercept?

(0, 6)

c What is the domain? c What is the domain?

All real numbers
© Carnegie Learning, Inc.

d What is the range? d What is the range?

All real numbers

e Is the slope positive, negative, or 0? e Is the slope positive, negative, or 0?

Negative

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3 y 4 y

10 8

8 4

6
0 x
–12 –8 –4 4
4 –4

0 x
–4 –2 2 4
–2

a What is the x-intercept? a What is the x​ ​-intercept?

b What is the y​ ​-intercept? b What is the y​ ​-intercept?

c What is the domain? c What is the domain?

© Carnegie Learning, Inc.

d What is the range? d What is the range?

e Is the slope positive, negative, or 0? e Is the slope positive, negative, or 0?

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y y
5 6
10 10
8
8

4 6

2 4
0 x
–4 –2 2 4 8
–2
–4 0
–4 –2 2 4 x
–2

a What is the ​x​-intercept? a What is the x​ ​-intercept?

b What is the y​ ​-intercept? b What is the y​ ​-intercept?

c What is the domain? c What is the domain?

© Carnegie Learning, Inc.

d What is the range? d What is the range?

e Is the slope positive, negative, or 0? e Is the slope positive, negative, or 0?

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7 y 8 y
2 10

0 8
–4 –2 2 4 6 8 x
–2 6
–4 4
–6
2
–8
0 x
–10 –6 –4 –2 2 4
–2

a What is the ​x​-intercept? a What is the x​ ​-intercept?

b What is the y​ ​-intercept? b What is the y​ ​-intercept?

c What is the domain? c What is the domain?

© Carnegie Learning, Inc.

d What is the range? d What is the range?

e Is the slope positive, negative, or 0? e Is the slope positive, negative, or 0?

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9 y 10 y
4 10
2 8

6
0 x
–8 –6 –2 2 4
–2 4

–6
0 x
–4 –2 2 4 6 8
–8 –2

–10

a What is the ​x​-intercept? a What is the x​ ​-intercept?

b What is the y​ ​-intercept? b What is the y​ ​-intercept?

c What is the domain? c What is the domain?

© Carnegie Learning, Inc.

d What is the range? d What is the range?

e Is the slope positive, negative, or 0? e Is the slope positive, negative, or 0?

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11 y 12 y

4 4
2 2

0 x
–8 –6 –4 –2 2 4 0 x
–2 –4 –2 2 4
–2
–4

–6

–8

a What is the ​x​-intercept? a What is the x​ ​-intercept?

b What is the y​ ​-intercept? b What is the y​ ​-intercept?

c What is the domain? c What is the domain?

© Carnegie Learning, Inc.

d What is the range? d What is the range?

e Is the slope positive, negative, or 0? e Is the slope positive, negative, or 0?

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PROBLEM SET 5: Comparing Functions with Different Representations

\ Answer each question.
1 Order the functions from least to greatest rate of change. Justify your reasoning.

Function A Function B
y ​y − 2x = 10​
10 I can rewrite the equation in
9 slope-intercept form of a linear
8 equation, ​y = 2x + 10​, indicating
7 a slope and rate of change of 2.
6
5
4
3
2
1
0
x
1 2 3 4 5 6 7 8 9 10

The graph has a positive rate of

change. It passes through (0, 3) and
(2, 4), indicating a slope and rate of
change of 0.5.

Function C Function D
Caleb buys 10 mangos for $15.
​x​ ​y​
The per mango rate is $1.50,
​− 2​ 4 indicating a rate of change of 1.5.

0 6

2 8
© Carnegie Learning, Inc.

4 10

As the x ​ ​-values increase by

2, the ​y​-values increase by
2, indicating a slope of 1.

From least to greatest rate of change: Function A, Function C, Function D,

and Function B

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2 Order the functions from least to greatest rate of change. Justify your reasoning.

Function A Function B
y
5 ​3y + 4x = 12​
4
3
2
1

0
–5 –4 –3 –2 –1 1 2 3 4 5x

–2
–3
–4
–5

Function C Function D

A laptop battery loses 20% of its

​x​ ​y​
charge every 40 minutes.
​− 2​ 6

0 2

2 ​− 2​ © Carnegie Learning, Inc.

4 ​− 6​

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3 Each linear function represents the miles each car can drive per gallon of gas.
The ​y​-values represent the miles each car can drive and the ​x​-values represent
the gallons of gas they use to drive that far. List the cars in order of increasing
gas mileage.

Sedan Hybrid Sedan

y ​2y − 100x = 0​

125

100

75

50

25

0
x
1 2 3 4 5

Mini Car Sports Car

The sport car can drive 100 miles using

​x​ ​y​
5 gallons.
0 0

2 70

4 140
© Carnegie Learning, Inc.

6 210

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4 Each linear function represents the dollars per hour for the job. The y​ ​-values represent
the dollars and the ​x​-values represent the hours. List the jobs in order of increasing
hourly wage.

Mechanic Cashier
y ​3y − 45x = 0​

150

120

90

60

30

0
x
1 2 3 4 5

Engineer Nurse
The nurse works 40 hours in one week
​x​ ​y​ and gets paid $1400.
0 0

5 250

10 500

15 750
© Carnegie Learning, Inc.

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5 The linear functions represent the height of four trees growing in a yard. The y​ ​-values
represent the height in feet and the x​ ​-values represent the time in years. Which is the
first tree to reach 60 feet? Justify your response.

Oak Maple
y ​y − 3x = 18​
66
60
54
48
42
36
30
24
18
12
6
0
x
1 2 3 4 5 6 7 8 9 10
© Carnegie Learning, Inc.

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6 The linear functions represent the power use of a light bulb while it is on. The y​ ​-values
represent the kilowatt hours, and the ​x​-values represent the time in days. Which is the
first light to use 10 kilowatt hours of energy? Justify your response.

LED Incandescent
y ​y − 2.5x = 0​
10
8
6
4
2
0
x
1 2 3 4 5 6 7 8 9 10

Fluorescent Halogen
The halogen bulb uses 4 kilowatt hours
​x​ ​y​ in 2 days.
0 0

2 3

4 6

6 9

© Carnegie Learning, Inc.

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