‭JMR‬ ‭Math 2. Unit 3.

Student Study Guide‬

‭ nit 3 Study Guide: Transformations of Functions‬
U
‭Name:‬ ‭Period:‬ ‭Date:‬
‭________________________________________________________________________________________________________________________‬

‭Unit 3 Study Guide: Transformations of Functions‬

‭1.‬

‭2.‬ ‭Write the equation of‬‭g(x)‬‭in terms of‬‭f(x)‬‭? Explain‬‭your reasoning.‬

‭3.‬ ‭Write the sequence of transformations which takes the graph of‬ ‭to the graph of‬ ‭?‬

‭4.‬ ‭Write the sequence of transformations which takes the graph of‬ ‭to the graph of‬ ‭?‬
‭Ardrey Kell‬ ‭Math 2. Unit 3. Student Study Guide‬

‭5.‬ ‭Write the equation of‬‭g(x)‬‭in terms of‬‭f(x)‬‭?‬

‭Explain your reasoning.‬

‭6.‬ ‭The function V is defined by‬ ‭.‬

‭ ithout graphing, determine if the vertex of the graph shows the minimum or maximum value of the function.‬
W
‭Explain how you know.‬

‭7.‬ ‭The following graph shows Amazon founder Jeff Bezos’ net worth as a function of years since 1999.‬

‭a.‬ D
‭ escribe the domain and range of the graph‬
‭symbolically and interpret them in context.‬

‭b.‬ I‭dentify and interpret an increasing interval on‬

‭the graph.‬

‭c.‬ W
‭ hat is the approximate rate of change‬
‭between the interval of 10–12 years since‬
‭1999?‬

‭d.‬ ‭What is the Y-intercept and what does it mean in the context of this graph?‬

‭e.‬ F
‭ rom 2004 to 2006 net worth is decreasing. What interval is decreasing at a greater rate than these‬
‭years?‬
 ‭Ardrey Kell‬ ‭Math 2. Unit 3. Student Study Guide‬

‭2‬
‭8.‬ ‭What are the key features of the parabola represented by the function‬‭𝑓‬(‭𝑥‬)‭‬ = ‭‬‭2‬(‭𝑥‬ − ‭4‬) − ‭3‬‭?‬

I‭nclude information about the vertex, minimum/maximum, whether the graph‬

‭opens up or down, the axis of symmetry if there is reflection symmetry, and the‬
‭domain and range of the function. (Coordinate grid is provided to use, if helpful,‬
‭but not required.)‬

‭9.‬ ‭Answer parts a, b, and c‬

‭a.‬ ‭How many factors does the polynomial‬(‭𝑥‬ + ‭1‬)(‭2‬‭𝑥‬ − ‭4‬)(‭𝑥‬ − ‭9‬) ‭have?‬

‭b.‬ ‭Expand the polynomial to create an equivalent expression‬ (‭𝑥‬ + ‭1‬)(‭2‬‭𝑥‬ − ‭4‬)(‭𝑥‬ − ‭9‬)

‭c.‬ I‭f‬(‭𝑥‬ + ‭1‬)(‭2‬‭𝑥‬ − ‭4‬)(‭𝑥‬ − ‭9‬) ‭represents the‬‭volume of a rectangular‬‭prism‬‭, what would‬(‭2‬‭𝑥‬ − ‭4‬)(‭𝑥‬ − ‭9‬)
‭represent?‬‭1‬

‭3‬ ‭3‬ ‭2‬ ‭2‬

‭10.‬ ‭Simplify the expression and write it in standard form:‬‭2‬(‭4‬‭𝑥‬ − ‭3‬‭𝑥‬ ) − ‭3‬(‭3‬‭𝑥‬ + ‭4‬‭𝑥‬ )‭‬ + ‭‬(‭2‬‭𝑥‬ − ‭𝑥‬)

‭1‬
‭Adapted from IM 9–12 Math Algebra 2‬‭https://curriculum.illustrativemathematics.org/HS/index.html‬‭,‬‭copyright 2019 by Illustrative Mathematics. Licensed under the Creative Commons Attribution 4.0‬
‭license‬‭https://creativecommons.org/licenses/by/4.0/‬‭.‬
‭Ardrey Kell‬ ‭Math 2. Unit 3. Student Study Guide‬

‭11.‬ ‭The graph shows the average low (dashed) and high (solid)‬
‭temperatures for North Carolina throughout the year 2021.‬

‭a.‬ ‭Express the function‬‭L(d)‬‭in terms of‬‭H(d)‬

‭b.‬ E
‭ ach function has a different vertical intercept. Explain‬
‭what those intercepts tell us about the temperature during that time of year.‬

‭12.‬ ‭Lin kicked a soccer ball that was on the ground. It was in the air for 3 seconds before it hit the ground again.‬
‭While the soccer ball was in the air, it reached a height of approximately 30ft. Assuming that the soccer ball's‬
‭height (in feet) is a function of time (in seconds):‬

‭a.‬ ‭The graph represents the time height of the ball as a function of time‬

‭Identify the following features as points on the graph:‬

‭‬ M
● ‭ aximum: (____, ____)‬
‭●‬ ‭Horizontal intercepts: (_____, _____) & (______, ______)‬

‭b.‬ ‭Find a quadratic function H(t) ,that models the height of the ball.‬

‭c.‬ I‭f the soccer ball was kicked 3 seconds later and 15 feet higher, how could you modify your function H(t)‬
‭to model the new arch? Represent these modifications as a new function G(t).‬
‭Ardrey Kell‬ ‭Math 2. Unit 3. Student Study Guide‬

‭13.‬ F
‭ or each pair of functions, describe the transformation that takes the graph of function f to the graph of function‬
‭g.‬

‭a.‬

‭b.‬

‭c.‬

‭14.‬ ‭The image below is a pattern of squares that represents an unknown relationship.‬

‭a.‬ C
‭ omplete the table below by recording the number of squares for each figure listed. Additionally, use the‬
‭table to predict how many squares there will be for figures 4, 5, and n.‬

‭1‬

‭2‬

‭3‬

‭4‬

‭5‬
‭Ardrey Kell‬ ‭Math 2. Unit 3. Student Study Guide‬

‭b.‬ ‭Create a graph of the relationship between figure number and number of squares.‬

‭c.‬ W
‭ rite an equation of the function that represents the relationship‬
‭between the figure number,‬ ‭, and the number of squares‬‭in the‬
‭ attern,‬
p ‭. Briefly describe how each part of the‬‭equation‬
‭relates to the pattern.‬

‭d.‬ ‭Describe the domain of the function representing the pattern.‬

‭15.‬