Applied Algebra Course Summary © 2018 WGU

Introduction
chevron_rightCourse Introduction 4/ 6

The purpose of this brief course introduction is to help you use this learning
resource efficiently and effectively. Since you may not have experienced an online
course like this before, this introductory unit describes the course and offers
some learning strategies. This short unit also discusses what makes this course
on algebra different from traditional algebra courses and gives you context for
taking your learning with you into your future.

Tools for Calculation

For this course, you will need to have your own calculator. Using your phone,
computer, or online calculator is not permitted.

Organization of Information
Information in this course is organized into units, one per competency. Before you start the material
that will be addressed on the course assessment, you will first read this course introduction, which
makes up Unit 1, and a review of basic concepts in Unit 2. The material you will be responsible to know
to pass the course’s objective assessment begins in Unit 3.

Each unit begins with an introductory page that serves as a "signpost," overviews the major concepts
you will explore, and shows how the content fits into the course as a whole. The unit introduction is
followed by several modules that are like chapters in a book. Each module begins with an introductory
page and contains a number of lesson pages with the relevant learning objective shown at the top of
each page. The module introduction highlights what you will learn and how it relates to the big
picture, the lesson pages make up the content, and the module ends with a summary page to recap
the key concepts.

The lesson content includes:

Text that is clear and easy to understand, with vital information
called out to eliminate guessing.

Graphic icons to help you quickly identify important components in

the course content. They include:

Icon Type Placement Icon

Main Idea Next to key concepts in a

lesson.

Additional Next to those portions of

Practice a lesson that provide
further examples to
reinforce the concept
that was just covered.

Lesson Next to the final wrap-up

Summary for the lesson that lists
its key concepts.

Graphs, tables, and interactive applets that support skill

development. You will work with algebraic concepts in multiple
formats (notation, tables, and graphs) for maximum concept-building.
The interactive applets, built in GeoGebra, offer a unique opportunity
to change the assumptions of a formula or function and watch in real
time as the associated graph changes. When you are instructed to
drag a point or otherwise interact with an embedded applet, take
advantage of that opportunity.
 Additional Practices that allow you to customize your learning path.
If you feel that you have reached competence on a particular topic or
concept, you are encouraged to skip the Additional Practice
opportunities and move on. If, however, you would benefit from one
or more examples for a given topic or concept, you are encouraged to
engage in those Additional Practices. This makes your learning
experience in Applied Algebra truly individualized.

Glossary terms called out the first time they appear. These terms are
shown in green font, bolded and italicized, like this: function .
Hovering over the term makes its definition appear. Also, at any time,
you can access the overall glossary at the end of the course to search
terms and view their definitions. Please know, however, that these
terms are provided to support your understanding of algebraic
concepts and will not be tested individually on the high-stakes exam.

settings How to Use Your Learning Resource

This short video explains how to make the most of this learning resource, including both navigation
and comprehension tips. Spending a couple minutes now might save you time later.

02:52
Review and Practice
As you work through the content, you will have many opportunities to practice and reinforce what you
are learning. The practice usually takes one of three forms:

Learning Checks, embedded throughout each lesson, give you the

chance to practice the concept that you are learning, with hints and
targeted feedback to guide you if you struggle.

Engage Your Brain activities allow you to reinforce a newly-learned

concept by practicing its application in another situation. There may
be more than one additional practice opportunity in a lesson.

Module Quizzes give you the opportunity to do a quick "self-check"

to assess your own understanding of the material before attempting
the high-stakes objective assessment.

The Big Picture

This course consists of nine units. Unit 1 is this short introductory unit. Unit 2:
Review Unit—Function Interpretation is a review to prepare you for success on
the competencies of this course. Beginning with Unit 3, each unit represents the
total scope of content required for each competency in the course.

© 2018 WGU

Here is a quick peek at each unit:

Unit 3: Meanings of Functions lays the foundation upon which the rest of the course is built. This unit
begins with an explanation one of the most significant concepts of the course, the function. The unit
then deals with three different ways to express a function: in notation, in a graph, and in a table. The
emphasis is on understanding how each form can express the same mathematical ideas in three
different ways and how each has its own uses and advantages.

Unit 4: Linear Functions is the first of four units that focus, in turn, on different types of functions in
algebra. Each unit treats many of the same concepts as they apply to the properties of that particular
type of function. Linear functions—that is, functions that, when graphed, produce a straight line—are
the most basic type. In this unit you will address inputs and outputs and average and instantaneous
rates of change. Most importantly, you will see how to apply and interpret linear functions in the
context of realistic linear examples.

Unit 5: Polynomial Functions takes you to the next family of functions, which have specific
characteristics of their own. In this unit, inputs and outputs are revisited, as are rates of change. New
concepts are added in this unit as well: concavity and minimums (or minima) and maximums (or
maxima), with their specific mathematical meanings. Finally, you will apply and interpret these
concepts in the context of examples of polynomial functions.

Unit 6: Exponential Functions is the third family of functions you encounter in this course. Beginning
with an explanation of an exponential function, the unit demonstrates how inputs and outputs, as well
as rates of change, are treated when you work with exponentials. You also learn a new term in this
unit, asymptotes, and apply and interpret these concepts in the context of exponential functions of
real-world examples.

Unit 7: Logistic Functions is the final family addressed in this course. For logistic functions, inputs
and outputs, rates of change, concavity, and asymptotes are all examined. You will apply and interpret
all these concepts in the context of examples of logistic functions.

Unit 8: Graphical Depictions brings you to the challenge of applying what you have learned about the
four families of functions to a variety of situations where the type of function is not predefined. That
is, in this unit you step into a number of real-world scenarios where you determine which function is
the best fit for a given set of data. You learn how to analyze data regressions to draw logical
conclusions.

Unit 9: Validity of Models is the final unit in the course, where everything you have learned
culminates in making judgments about data regressions and models to replicate what real data
scientists do; which is, verify the legitimacy of a given potential model.
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© 2024 Acrobatiq
 Introduction
chevron_rightWhat Makes this Course Different? 5/ 6

Most algebra courses focus intently on computation and mathematical problem-solving. In some fields
of study these are vital skills, but with the advancements of technology, manual calculation can often
be replaced by software. WGU has elected to place conceptual understanding above computational
skill in this course.

You will still need to do a few calculations, but the emphasis here is on analysis, interpretation, and
application to realistic situations like those you will encounter in your future career. Here are a few
more details:

Applied Algebra is based on math skills that are intuitive and

applicable to real-world situations.

There is little focus on manual computation; instead, Applied Algebra

focuses on technology-assisted solutions. For example, you will solve
exponential equations using estimations based on graphs instead of
working out solutions to equations.

Applets and graphs augment learning and practice, so you can

concentrate more on understanding concepts. This also removes the
focus on abstraction that many students struggle with.

Review is built into the course. Applied Algebra begins with an entire
unit of review material you may need to know to engage in the
course.
 Tutorial: How to Use the Graphs and Applets in this
settings Course

This course uses two important tools for mathematical understanding: 1) static graphs and 2)
interactive applets powered by GeoGebra, one of WGU's technology partners. You will see graphs and
applets all through the course. Please spend a few moments viewing this tutorial so you can maximize
your success in this course.

02:06

Breaking the Mathematical Mold

It is no secret that many students struggle in math. WGU is a unique institution that looks for methods
that allow you to work with data in meaningful ways. Applied Algebra encompasses this goal.

Applied Algebra focuses on algebraic skills you can apply across multiple situations, contexts, and
professions, such as:

Understanding the concept of functions and using them

Interpreting tables of data

Interpreting graphs of data

 Interpreting functions to extract real-world meaning

Interpreting and evaluating models based on functions and real-world

data

This means you will be able to do things like determine models, or representations, for:

The impact on revenue of different possible price-points for a product

or service, with the goal of maximizing profit.

CPU processing power, given its physical hardware limitations.

Projections for resource management based on national or global

human populations.

Course References

Bureau of Labor Statistics Data. (n.d.). Retrieved

from https://data.bls.gov/timeseries/LNS14000000 
(https://data.bls.gov/time...

Kurtzleben, D. (2011, November 03). Average student debt reaches all-

time high. Retrieved
from https://www.usnews.com/news/articles/2011/11/03/average-
student-debt-reaches-all-time-high (https://www.usnews.co...

West, L. (2017). Global population and the environment. Retrieved from

https://www.thoughtco.com/population-growth-and-environmental-problems-1203586
(https://www.thoughtco.c...

World population. (n.d.). Retrieved

from https://en.wikipedia.org/wiki/World_population 
(https://en.wikipedia.org/...

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 Introduction
chevron_rightYour Learning Journey 6/ 6

Before you dive into the course material, take a few moments to review the tips
for success.

Tips for Success in this Course

Consider the following bonus tips to ensure your success in this course.

Begin by completing Review Modules 1, 2, and 3 in Unit 2: Review

Unit. Use the quizzes to determine your efficacy in these topics before
moving on to the standard course material in Unit 3.

Work regularly in the learning resource—every day, if possible.

Read each lesson introduction to find continuity between lessons and

to see how the lesson applies to real-world situations.

Read the lesson objectives and keep them in mind as you continue
through the lesson.

Use the lesson summaries as a way to evaluate whether you

understand the concepts in the lesson. Create your own study guide
using the key concepts in the lesson summaries.

Take notes while reading the lessons. If you have trouble

understanding a concept, do not move onto the next lesson while
hoping for the best.

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 © 2018 WGU
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© 2024 Acrobatiq
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This is the first of three review modules. While not part of the final assessment, the
skills in these modules are fundamental for succeeding in the key concepts of the
course. If you need a review on what a mathematical function is and how it is
expressed in notation, this is a great starting point for you. This review begins on the
next page.

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Lesson Introduction
Do you have a cellphone? What brand is it? What color is its case, and how resilient is that case if you
drop your phone? How much memory does your phone have? How many apps? How many pictures and
what are they of?

A lot those questions concern "variables," which is the focus of this lesson. Specifically, you will learn
what variables are; the types of variables, such as quantitative and qualitative; and the relationships that
can exist between variables, such as Independent and dependent variables.

Identifying Variables
What is a variable? Simply said, it is something that can vary. In a business, revenue is based
on how many units of a product are sold, and that number changes from month to month.
Since the number of items sold varies, the revenue also varies. For example, if you sell 150
items for $5 each, you make $750. If you sell 225 items, you make $1,125. In both cases, the
revenue varies based on the number of items sold.

In math, things that change are called variables, and they are often used in equations . And to be clear,
when something is called a variable, it means that it either changes frequently or changes from person to
person. Variables are usually represented by a letter, like t for time, n for number, c for color, or r for
revenue. Letters just make variables easier to work with.

Consider this example: A company sells shirts in a range of colors and sizes for $12 each, and of course,
the number of shirts it sells changes, or varies, from month to month. You could look at this data broken
down by color or size, but if you look at only the total number of shirts sold, you might use n to represent
this variable. If you were looking at colors and sizes as variables, it would make sense to call those c and s,
respectively.

Learning Check

Which choice is a variable?

 The number of states in the United States of America 

The amount a teenager makes babysitting

Your shoe size

The cost of your daily newspaper

Correct! A teenager probably charges the same amount per hour but makes more if the
job lasts longer, like all day.

Next

Quantitative and Qualitative Variables

Now think about quantitative variables . Quantity means number, or "how many," so
quantitative variables are those related to numbers of things. In the shirt company example,
the total number of shirts sold, or n, is a quantitative variable. The revenue related to those
sales, or r, would also be a quantitative variable. Notice that the price for a shirt, $12, does
not vary, so price is not a variable in this example. The response to a quantitative variable is
a number.

What, then, are qualitative variables ? These are things with qualities that vary. Responses to qualitative
variables are words or qualities that describe an item. In this example, the sizes and the colors of the
shirts would be qualitative variables, and they would be worth knowing if, for instance, Halloween were
approaching and suddenly sales of orange and black shirts increased sharply. As you can see, both
quantitative and qualitative variables are important.

Learning Check

Which choice is a quantitative variable?



R, representing the monthly rent for your company's office building

P, representing the monthly profit based on the number of customers who needed
plumbing services

M, representing the federal minimum wage

S, representing the number of regular weekly shipping deliveries your company's trucks
make

Correct! Profit can change from month to month, and profit is a number, or quantity.
 Next

Think about this: Is there a relationship between the number of hours you study for
a course and your grade in the course? How is the number of days you skip studying
related to your course grade? These questions concern the relationship between
two variables, which will be reviewed next.

When Variables Are Related

Many everyday scenarios involve two quantities, or variables, that are related to each other in
some way. When two variables are related in some way, knowing the value of one variable in
a given situation helps predict the value of the other. Consider these examples:

Your employer pays you $20 an hour. If you work 10 hours, you earn $200. If you
work 20 hours, your pay is $400, and so on. The value of your paycheck is related to
the number of hours you work.

Children's heights and ages are related. Typically, the older the child, the taller he
or she is.

An IT technician orders a new computer for every employee in the office. The total
cost of the order is related to the number of employees.

It is important to note that even if two variables are related, it does not necessarily mean there is a true
cause-effect relationship between them. To know this, you would have to use a statistical experiment,
which is beyond the focus of this course.

Learning Check

Which variable is related to the variable temperature?



Pen sales

Book sales

Hot chocolate sales

Computer sales

Correct! When temperatures fall, more people want to buy hot chocolate to stay warm.
 Next

Identifying Independent Variables

So far, you have learned about quantitative and qualitative variables. When one variable
influences another, it is often important to identify which one is doing the influencing and
which one is being influenced. These are the independent and dependent variables.

Let's look at independent variables first. The independent variable is the variable
that explains, influences, or affects the other variable. The independent variable is put on
the x-axis, or horizontal axis, on a graph.

Consider any occupation where someone earns an hourly wage. At $15 per hour, the number of hours
worked influences total pay, so the number of hours worked is the independent variable. This is because
the number of hours worked explains how much the individual is paid.

In the example about children's height, the age of a child influences his or her height, so age is the
independent variable. Clearly, a child's height does not influence his or her age.

Finally, in the example about ordering computers, since the number of computers in the office drives the
cost, the number of computers is the independent variable.

Sometimes it can be hard to identify the independent variable without context. In fact, sometimes the
independent variable can change depending on context as well. It is always important to pay attention to
the context of variables in all situations.

Learning Check

The amount of food prepared for a catered event depends on the number of people

attending.

Which variable is the independent variable?

The number of people attending

The amount of food prepared

Correct! Since the number of people present and eating influences the amount of food that
needs to be prepared, the number of people is the independent variable.

Next
Identifying Dependent Variables
The dependent variable is the variable that responds to the independent variable; that is, the
dependent variable responds to change. On a graph , the dependent variable is usually labeled on the y-
axis, which is the vertical axis. You will see more about this in the next module.

In the example about making $20 per hour, pay is the dependent variable. Another way of saying this is
that because the pay responds to, or is affected by, the number of hours worked, pay is
the dependent variable.

In the example about children's height, height is the dependent variable.

Finally, in the example about ordering computers, cost is the dependent variable.

In general, think of the independent variable as the input and the dependent variable as the
output . Stated another way, the independent variable's input influences what output, or
outcome, you get from the dependent variable.

As with the independent variables, it can sometimes be hard to identify the

dependent variable without context. Also, remember that the independent and
dependent variables sometimes switch depending on context, so be careful when you assess every
situation.

Learning Check

The amount of money you spend on apps depends on the number of apps you buy.

Which variable is the dependent variable?

The amount of money spent

The number of apps you buy

Correct! Since the amount you spend depends on the number of apps purchased, this is the
dependent variable.

Next

Lesson Summary
Remember the questions about your smartphone? Based on what you learned in this
lesson, you can now easily identify the following values as quantitative variables:
amount of memory, number of apps, and number of pictures. And you know that
these are qualitative variables: brand, case color, case resiliency.
Remember the questions about a course grade? Now you can identify the
independent variable as time spent studying because this "explains" or influences
your grade. And you also know that the dependent variable is your grade because it
is the result of your study time.

Here is a list of the key concepts in this lesson:

Variables are letters that represent values that change frequently, and
variables are often used in mathematical expressions and in careers.

Quantitative variables are number-related; they are things that you can
count or measure.

Qualitative variables have to do with non-number characteristics; these

are things that you usually observe but do not count or measure.

Some numerical variables can be qualitative, like shirt or pants size, if a

specific number is not attached to the variable or jersey number on a
football team.

Two variables are related (or associated) if a change in one

variable influences or changes the other variable.

An independent variable is a variable that explains or influences the

changes you see in another variable. Think input.

A dependent variable is a variable that responds to changes in another

variable. Think output.

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Lesson Introduction
You ran out of gas. Gas is $2.30 per gallon and your tank holds 16 gallons. What is the cost to fill up your
tank? What if you only fill your tank halfway? How does the number of gallons purchased affect the total
cost? If you have only $20, how much gas can you get?

The answers to all of these questions rely on the relationship between the number of gallons of gas to the
total price. Relationships that take a value as an input and provide a specific output are called functions.
The importance of functions is the focus of this lesson. You will learn to identify functions and inverse
functions, and at the end of the lesson, you will come back to those questions about filling your tank.

What Is a Function?
Many real-world events can be modeled by functions . Functions are important building
blocks for understanding things like economic production of goods, financial analysis,
population growth, and even the spreading and curing of
diseases. A function is useful because it expresses the relationship between two quantities,
where one quantity, called the output, is determined by the value of another quantity, called
the input. In computer science, the phrase "garbage in, garbage out" expresses the idea that in
programming, incorrect data or poor quality input always produces faulty output, or "garbage." The best
part is that you can use functions to predict future and past values. Function notation uses the input and
output variables to show the relationship and is written f(input) = output, where variables are used for
each quantity. More information about this is presented below.

For example, predicting revenue is important in business. Revenue is based on how many units of a
product are sold. If your company sells wireless speakers for $60 each, then the expression
R(n) = 60n models the revenue, R, when n speakers are sold. The number of speakers sold is the input,
and revenue is the output.

Consider this example: As an IT manager, you are responsible for upgrading the computer systems for
your company. A new software package might cost a flat fee of $87.50 plus $2 per computer to install. The
cost for x computers can be calculated with the following function:

C (x) = 2x + 87.50
 Learning Check

Which event allows you to predict the output based on an input?



What comes out of a vending machine based on your selection

The sex of a baby based on what the mother eats during pregnancy

Whether or not someone will opt into a retirement savings program based on eye color

The color gumball you get from a gumball machine based on which quarter you put into the
machine

Correct! Each button corresponds to a different item—your selection predicts what comes out of
the vending machine.

Next

Using Functions
In a more formal sense, a function is a mathematical relationship between two variables
where every input value is matched with exactly one output value. Think of a function as a
"machine" that takes an input and produces an output based on the input. For instance, think
of an automated teller machine (ATM). The ATM takes a few inputs (your card, your PIN, and
the dollar amount you request) and produces money as the output. A function is simply a
"rule" that takes one or more inputs and provides a specific output.

Function notation is given as: y = f(x). But f(x) does not mean to multiply f times x. It is read as "the
value of f at x" or just "f of x." Another way of saying this is "for a given input of x, what is the function's
output, f(x)?" Although f is often used to represent a function and x is commonly used for the variable,
you really can use any letters you want. You could use g(x) or W(a). You usually choose letters that
represent what the function does or what it calculates.

Consider this example again: You go to the gas station to fill up your tank. If gas is $2.30 per gallon, then a
cost function depends on the number of gallons needed to fill up your tank. The variables C and g can be
used for cost and gallons, respectively. Then the function might be C(g) = 2.30g. This means that when
you input a number of gallons, the function, C, gives you the cost of that many gallons.

On the other hand, what if you only have $20 for gas? You are not interested in knowing the cost; you
already know that the maximum cost is $20. In this situation, you are more interested in knowing how
many gallons of gas you can get for $20. So here, the independent and dependent variables switch. Now
you would be looking at a function that takes the cost, C, and outputs the number of gallons of gas, g, you
can buy. In this situation, the corresponding function would be
 g(C) = C
2.30 .

You can also use functions to look at how investments grow over time. The simple interest, I, you earn on
an investment of $1,000 for one year is a function of the annual interest rate, r:

I(r) = 1000r
A final example showing the real-world applicability of functions is the conversion of temperatures. To
convert from Celsius to Fahrenheit, you use the simple rule, or function, to multiply by 95 and then add 32.
Input a value in degrees Celsius and the function provides output in terms of degrees Fahrenheit.

F (C) = ( 95 )C + 32
Keep in mind that sometimes the exact function that relates two variables is known. Sometimes all that is
known is that there is some relationship or association between two variables. Even spotting that is a great
place to start. In fact, in later lessons, you will learn how to turn raw data into a function so that you can
predict values between variables. In today's data-intense world, you can imagine how being able to predict
future values based on data from today would be extremely helpful.

Learning Check

Which of these represents a function?



Input: The cost of an item; Output: The sales tax owed on the item

Input: A student's age; Output: The number of siblings a student has

Input: The amount of coffee consumed; Output: Level of intelligence

Input: A teacher's gender; Output: Subject he or she teaches

Correct! Since one input, the cost of the item, is matched with exactly one output, the amount of
sales tax owed, this is a function.

Inverse Functions
If you have ever taken off your socks, untied a knot, or used multiplication to check division,
you have used an inverse function . Inverse functions are basically functions that "reverse"
each other. Whatever the function does, its inverse undoes. Therefore, whenever you undo
something, you are using an inverse function. To find the input and output of the inverse
function, you simply swap the input and output of the original function.
Remember the example above about the conversion of temperatures from Celsius to Fahrenheit? You
can undo that and go from Fahrenheit to Celsius, too. When would this be useful? Say your company sells
frozen food items internationally and needs to keep them at a safe temperature during shipment. You may
need to convert from Celsius to Fahrenheit when reviewing international purchase orders, but people in
other countries may need to do the inverse and convert from Fahrenheit to Celsius.

Here is another example. When you want to call someone, you may have to look up a phone number in a
phone directory. This is a function because each name corresponds to one phone number; the name is the
input while the phone number is the output. Caller ID is essentially the inverse function; it takes the phone
number as an input and outputs the associated name with that phone number.

Finally, think back to the example about an IT technician ordering a new computer for every employee in
the office. The total cost of the order is related to the number of people employed. As you learned, in this
context the number of employees was the independent variable, or the input, and cost was
the dependent variable, or the output. But suppose the company has cost constraints and only has a
limited budget for new computers. Now money becomes the input used to find how many employees are
able to get a new computer.

These examples show that both the function and the inverse functions can be useful in different ways,
depending on the situation. For an additional example, look back at the gallons of gas (g) versus cost (C)
functions. Those are inverse functions of each other as well. Keep in mind how that is expressed: they are
inverses of each other. That means it really does not matter which one you call the inverse function since
they really undo each other.

Learning Check

A company uses the function B to predict the cost of benefits given the number of

employees, n.

What might the inverse function be useful for?

The inverse function could be used to predict the cost of benefits for new hires.

The inverse function could be used to figure out how many employees the company could
employ if the budget for benefits was limited.

Correct! The inverse function would be n(B), which would give you the number of employees
given the cost of benefits. The original function would have been written as B(n).

Next
Lesson Summary
In this lesson, you learned that you encounter functions on a daily basis, whether you
recognize them or not. Remember the questions about your gas tank at the beginning
of this lesson? You learned that since each input (number of gallons) matched with
only one output (price), the total you spent on gas was a function of the number of
gallons you purchased to fill your tank.

You also learned that sometimes the inverse function can be useful. If you only have
$10 in your wallet, for example, you need to know how many gallons you can
purchase.

Here is a list of the key concepts in this lesson:

You can use functions to predict future and past values of many everyday events.

A function can be thought of as a "rule" that takes a value as an input and provides one
specific output.

Inverse functions can be just as useful as functions; it all depends on what information or
constraints you have or what information you seek.

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Lesson Introduction
Are you still using the last app you installed? Did you know that most people download an app, use it once
or twice, and then forget about it? If only 30% of people continue to use an app after downloading it, the
function can be modeled, or represented, by:

R(a) = 0.30a,
where R represents the number of returning users and a is the number of people who download an app.

This same function, R(a) = 0.30a, can be used to model other—in fact, multiple—real-world scenarios.
For example, maybe 30% of children miss one day of school each month in a particular town. In this lesson,
you will see how a given function can be used for multiple real-world scenarios and how learning about
such functions can save you time and effort.

One Common Function

There are many everyday scenarios that can be expressed with common functions. Function
notation is given as: y = f(x). Remember: this does not mean multiplying f times x. The
notation is read as "the value of f at x" or just "f of x." That is, for a given input of x, you want
to know the function's output, f(x).

Although f is often used to represent a function and x is commonly used for the explanatory
(input) variable, you really can use any letters you want. You could use g(x)or W(a). The point is to pick
variable names that help you remember the quantities in question. The most basic type of function is
f(x) = mx , where m is a number multiplied by the input, x. You actually use this function every day, though
you might not think of it in these mathematical terms just yet.

Consider these examples:

A real estate agent generally gets paid 5% commission based upon the sale price of a
property. The agent's pay can be modeled as:

Typesetting math: 100%

 C(p) = 0.05p , where C represents the commission and p is the price of the
property.

A tech support specialist takes 15 calls each hour. The number of calls in a workday can be
modeled by the function:

C(h) = 15h , where C represents the total calls for the workday and h is the
number of hours worked.

You go to the store to buy bananas, which are priced this week at $0.40 per pound. So at the
counter, your cost can be modeled by the function:

C(b) = .40b, where C represents cost and b represents how many pounds
of bananas you get.

Learning Check

Sales tax in your state is 7%.


Which function models the amount of sales tax, T, when you spend x dollars?

T (x) = 7x

T (x) = 0.07(x)

T (x) = 0.07 + x

T (x) = 7 + x

Correct! 7% of total spent is written as 0.07x.

Next

Another Common Function

Recall that a real estate agent's earnings were based solely on commission. But many jobs are
paid as "base salary plus commission." This second common function can be modeled by:
f(x) = mx +b , where m and b are constants (that is, numbers that do not change) and x is the
input variable.
Typesetting math: 100%
 For example, a software sales representative makes a base salary of $40,000 a year, plus 10% commission
on her sales; her annual earnings are modeled by this function:

E(x) = 40, 000 + 0.10x,

where E represents her earnings and x is the amount of sales.

Or consider this example: The cost to mail a package is a flat fee of $2.25 plus $0.08 for each ounce, so the
cost, C, for mailing a package that weighs z ounces is given by the function:

C(z) = 0.08z + 2.25

turned_in NOTE:

You may be wondering why the variable moves around in the two functions above; sometimes the variable
was at the beginning of the right side of the equation and sometimes it came later. Just remember that
quantities can move around with respect to addition due to the commutative property.

For example, 4 + 5 is the same thing as 5 + 4 . In terms of these variables, 40, 000 + 0.10x is the same
thing as 0.10x + 40, 000 .
Don't let subtraction confuse you, though; remember that 4– 5 is not the same thing as 5– 4 . With
subtraction, you have to be sure to keep the negative with whatever it is attached to.

For example, 4– 5 is the same thing as – 5 + 4 ; they are equivalent here because the negative stayed
attached to what it was originally attached to.

Learning Check

Your business currently has 12 employees. You plan to add three new employees each year

for the life of your business. Which function below models your plan? Note that N represents
the number of employees while \(y = 0\) corresponds to the current year.

\(N(y) = 12 + 3y \)

\(N(y) = 36 + y \)

\(N(y) = 12 – 3y \)

\(N(y) = 12y + 3 \)

Correct! 3y is the correct interpretation of adding three employees each year while the 12
accounts for the 12 current employees.

Next
Typesetting math: 100%
 Working with Functions
Now you will interpret a function for a given value. Remember, a function takes an input, applies a rule,
and produces a unique output.

Recall the software sales representative who makes a base salary of $40,000 a year, plus 10% commission
on sales. Her annual earnings are modeled by the following function:

E(x) = $40, 000 + 0.10x ,

where E represents her earnings and x is the amount of sales. This employee wants to predict her
earnings if she sells $100,000 in product.

E(100, 000) = $40, 000 + 0.10($100, 000)

= $40, 000 + $10, 000
= $50, 000
Therefore, if the rep sells $100,000 in product, her annual salary will be $50,000.

Recall the tech support specialist who takes 15 calls each hour. The number of calls in a workday can be
modeled by the function:

C(h) = 15h ,
where h is the number of hours worked.

Suppose this tech support specialist plans to work nine hours on Monday. How many calls can he expect?
Nine hours becomes the input, so plug 9 into our function for h.

C(9) = 15(9)
C(9) = 135
The tech support specialist can expect to handle 135 calls on Monday.

Learning Check

The cost to mail a package that weighs z ounces is given by the function \(C(z) = $2.50 +

0.08z\).

How much would it cost to mail a package that weighs 14 ounces?

$2.58

$14.20

$3.62

Typesetting math: 100%

$13.24
 Correct! \($2.50 + 0.08(14) = $3.62 \).

Next

Lesson Summary
In this lesson you saw that multiple real-world scenarios exist for many given
functions. In the introduction, F (a) = 0.30a represented a function for how many
total people were still using a new app after three days, given that only 30%
reportedly do. But F (a) = 0.30a might also be used to model the number of
children who miss one day of school each month.

You also encountered two common functions for everyday life situations:
f(x) = mx and f(x) = mx + b. Many situations in your field of study can be
modeled by these functions, so it is useful to have a good handle on how to work with these functions.

Finally, you interpreted inputs and outputs for functions. Returning to the app scenario, if 10,000 people
download the app, you can now predict that only 3,000 (30%) will still be using it after three days.

Here are the key concepts you learned in this lesson:

Many real-world scenarios can be modeled by the functions f(x) = mx and

f(x) = mx + b. Both of these functions provide a way to look at real-world scenarios that
explain independent and dependent variables in a simple, yet effective way.

For a given input, you can calculate the function’s output and interpret it in context.

Page 12

© 2024 Acrobatiq

Typesetting math: 100%

 13
Review Module 1: Deriving Conclusions Bas...
chevron_rightReview Module 1: Deriving Conclusions Bas... /
13

In this module you learned about function notation and drew conclusions from function notation for real-
world situations. You also built competency in these skills:

Interpret inputs and outputs in context, including functions of qualitative

or multiple variables.

Given a function, determine independent and dependent variables for the

original function and its associated inverse based on function notation.

Demonstrate relationships between functions and their inverses.

Interpret a function and the associated function notation in the context of

a real-world application.
UNGRADED PRACTICE QUIZ
Review Module 1: Deriving Conclusions Based on Notation Quiz(/en-us/courseware/sum...

(/en-us/courseware/sum...

Page 13

© 2024 Acrobatiq
 14
Review Module 2: Translating Graphs into ...
chevron_rightReview Module 2: Translating Graphs into ... /
18

© 2018 WGU

"A picture is worth a thousand words," right? Graphs are pictures of functions,
conveying meaning in a unique way. By the end of this module, you will know the art
of creating, reading, and interpreting graphs. Read on to become the van Gogh of
graphs.

Page 14

© 2024 Acrobatiq
 15
Review Module 2: Translating Graphs into ...
chevron_rightReview Lesson 4: Working with Graphs /
18

Lesson Introduction
How low can you set the price on your product and still make a profit ? How many servers do you need
to handle the traffic to your site? When is the best time to post new content on your blog to maximize
its exposure? How does your tax liability differ if you change from contract work to a salaried position?
All of these are mathematical questions involving relationships between quantities that depend on
one another.

These relationships are usually expressed as functions or equations, but you can often find the
answers by looking at them graphically, and that is what you will learn about in this lesson.
Coordinates are the key. In this lesson, you will learn to identify coordinates on a graph and how to
determine where the independent variable and the dependent variable are located on a graph.

Defining Coordinates
Coordinates provide you with a method to translate equations into
pictures, and by appealing to your visual intuition, graphs give you a
useful tool. Still, some conventions are needed so that everyone sees
the same things when looking at a graph. How do you look at a specific
data point, or coordinate? Well, first, you need a neutral location to begin
measuring. This neutral location is the origin . In the following graph,
the origin occurs at the coordinate A.
 © 2018 WGU, Powered by GeoGebra
In the context of a city map, the origin might be the city center. In that context, it may be
no surprise that the actual coordinates of A are (0, 0). But what does (3, 2) mean as a
specific coordinate or data point? The horizontal coordinate (or location) comes first and
the vertical coordinate (or location), second. So, for example, the pair of coordinates (3, 2)
describes the point that is 3 units to the right (the positive horizontal direction) and 2
units up (the positive vertical direction) from the origin. This is why location B is the coordinate (3, 2).
To remember which direction to start with, remember "h" comes before "v"; that is, the convention is
that "horizontal" comes before "vertical."

On the other hand, one or both of the coordinates could be negative. In that case, measure away from
the origin in the opposite direction. For example, the point (–2, –1) is 2 units to the left (the negative
horizontal direction) and 1 unit down (the negative vertical direction).

These coordinates do not have to be integers; they can be any two real numbers. For example, (3,
2.001) lies just above (3, 2), and the point (–½ , 0) is half a unit to the left of the origin. The following
graph depicts these two new coordinates.
 © 2018 WGU, Powered by GeoGebra

Learning Check

What is the coordinate of point A in the following graph?

© WGU 2018, Powered by GeoGebra

 (2, 2)

(2, –2)

(–2, –2)

(–2, 2)

Correct! Point A is 2 units to the right, then 2 units up. Remember to start with the
horizontal direction, followed by the vertical direction.

Next

Graphing Coordinates of Functions

Suppose you have a $20 bill and would like to buy a chocolate bar from the
corner store. If the chocolate bar costs $1.50, then you would get $18.50 in
change. If you bought a 12-pack of soda for $12.50 instead of the chocolate bar,
then you would get $7.50 in change. If the cost of any item is p, then your change
is C(p) = 20– p, where C represents your change and p represents the price.
Picture this relationship by plotting the graph, namely all the points (p, C) that
satisfy this equation.
 © 2018 WGU, Powered by GeoGebra
In the graph above, two of the coordinates, (1.5, 18.5) and (12.5, 7.5), are on the graph because:

1. If you spend $1.50, you get $18.50 in change.

2. If you spend $12.50, you get $7.50 in change.

In fact, any combination of values will work as long as they "make sense" in this scenario. But what
does it mean to "make sense"? You can also think of it in terms of the function itself, C(p) = 20– p .
Essentially, substitute these values into the function to see where these coordinates come from. For
example:

1. C(1.50) = 20– 1.50 = 18.50

2. C(12.50) = 20– 12.50 = 7.50

In short, any set of numbers that satisfy the original equation will be a coordinate pair on
the graph. Also, many features of the relationship between variables are easy to observe
from the graph. For example, the fact that the line goes down as it goes to the right
says that you get less change returned when you spend more. That makes sense, right?

Learning Check

Given the function C(p) = 20– p , which of these would be a coordinate on the graph?


Hint:

Remember that for a coordinate to be on the graph of a particular function, the
coordinate has to satisfy the function.

(5, 15)

(5, 17)

(5, 16)

(5, 18)

Correct! If you plug 5 into the function, you do indeed get 15. Said another way,
C(5) = 20– 5 = 15.

Matching Coordinates to Graphs

Suppose you run a coffee shop and you keep track of how many medium cups of coffee you sell each
week, as well as the total revenue that you bring in from these sales. You could record this information
as a coordinate pair (n, R), where n is the number of cups sold and R is the revenue (in dollars).

After several weeks, you could graph these points and observe that the relationship between these
two variables is linear, passing through the origin, and with slope equal to the price of a cup, $2.75 for
a medium at your shop. Knowing the price per cup of coffee, you calculate that you make a revenue of
$55 for selling 20 medium cups of coffee. Examine the following graph depicting this.
 © 2018 WGU, Powered by GeoGebra
Often it is important to measure two quantities and describe a relationship between them. Suppose
you learn from your utility company that water costs $5.88 per 1,000 gallons. If you let x describe your
water use (in thousands of gallons) and let y be your water bill (in dollars), then the values (x, y) come
in pairs such as (1, 5.88), (2, 11.76), and (3.4, 20). In each case, y is 5.88 times as large as x, which you
can write as the equation y = 5.88x.
What happens if you graph all the points with coordinates (x, y) satisfying the equation y = 5.88x?
You get a line, passing through the origin. The following linear graph informs you of the relationship
between water usage and cost.
 © 2018 WGU, Powered by GeoGebra

Another familiar graph is the growth of money in a savings account as interest

compounds. If a credit union offers you 2.5% annual interest, and you initially
deposit $400, you can track the balance from year to year. Let the horizontal
coordinate measure time since the principal deposit, and let the vertical
coordinate be the balance at that time. The points (0, 400), (1, 410), and (3, 430.76)
lie on the graph, which bends upwards as it goes to the right. Examine the
following graph depicting this.
 © 2018 WGU, Powered by GeoGebra
Take the example (0, 400). This means that at time t = 0 (or when you opened the account), the balance
was $400. In terms of the coordinates on the graph, (0, 400) means to go 0 units in the horizontal
direction—nowhere left or right—and then up 400 units vertically.

What about (1, 410)? This means that at t = 1 (or 1 year after opening the account), the balance was
$410. This is because your $400 has gained 2.5% interest (or $10), so you would have $410 at the end
of the first year. In terms of the coordinates on the graph, (1, 410) means to go 1 unit right horizontally,
since 1 is positive, and then up 410 units vertically.

You can interpret (3, 430.76) in a similar fashion. At the end of the third year, you would have $430.76
in the account. You will also see the coordinate (10, 512.03), meaning that at the end of the tenth year,
you would have $512.03 in the account.

Learning Check

Which graph includes the coordinate (5, 10)?


© 2018 WGU, Powered by GeoGebra
© 2018 WGU, Powered by GeoGebra
© 2018 WGU, Powered by GeoGebra
 © 2018 WGU, Powered by GeoGebra

Correct! The coordinate (5, 10) is on this graph; go 5 units to the right and then 10 units up.

Plotting Variables on Graphs

Suppose you are writing code to search a large database and you want the search
results returned quickly. You decide to use more computers to speed up the
search (a process known as parallel computing). You run some tests with 1, 2, 3,
and 4 computers doing the search, and observe the following data in the amount
of time (in minutes) that it takes to run the search:
 © 2018 WGU, Powered by GeoGebra
In this example, the number of processors N is an independent variable, and the
time t (in minutes) to complete the query is a dependent variable. It is typical to graph the
independent variable on the horizontal axis and the dependent variable on the vertical
axis, as in this example. You are asserting that changes in N cause changes in t, or that
the variable t depends on N .

Another example: Suppose you are producing and selling knit hats. It is typical (but not necessary) to
graph an independent variable on the horizontal axis and a dependent variable on the vertical axis as
shown. You set up a website, complete with photos of the finished hats. The question is how much to
charge for each hat. From previous experience selling online, you know that if you raise the price you
will sell fewer hats each month, and if you lower the price, you will sell more. That is, the demand for
your product tends to decrease as the unit price increases.

In this situation, the unit price p is an independent variable and the quantity q sold per month is
a dependent variable. In other words, you are asserting that changing the unit price causes the
demand to change. It is typical (but not necessary) to graph an independent variable on the horizontal
axis and a dependent variable on the vertical axis as shown in the learning check's graph.

Learning Check
 Given the graph, which variable would you expect is the independent variable
in this situation?

© 2018 WGU, Powered by GeoGebra


Number of Employees

Time to Complete a Project (in weeks)

Correct! "Number of Employees" appears on the horizontal axis, which is typically

where the independent variable goes.

Graphing Useful Data

Home prices in Portland, Oregon, have been growing dramatically. Between the
years 2012 and 2017, the value of the median single-family home roughly
doubled as indicated by the following graph.
 "Portland, OR, Single Family Home Prices from 2009–2018" by Western Governors University 
(http://wgu.edu/) / A derivative from Zillow (https://www.zillow.com/) and the original work 
(https://www.zillow.com/... .

The graph just pictured describes the Zillow Home Value Index z (in thousands of dollars) as a function
of time t (in years). You can write this in function notation using z(t). This means you can write
z(2016) = 367 to communicate that the Zillow Home Value Index was about $367,000 for Portland at
the start of 2016. It also means that the coordinate (2016, 367) is on this graph, which you can verify in
the graph above.

Notice that you may not have an algebraic formula for the function f; that is defined by the graph.
There will be many times in real life when this happens. In these cases, you still use the same function
notation. Also notice that the years are on the horizontal axis while the Zillow Home Value Index is on
the vertical axis. This implies that the year t is probably the independent variable and the home value
index z is probably the dependent variable.

Sometimes you can define the relationship between two variables by the graph or by a function. The
following applet is such an example that converts temperature in degrees Celsius (C) to degrees
Fahrenheit (F). The function is F (C) = 1.8C + 32 .
 © 2018 WGU, Powered by GeoGebra

Suppose you wanted to figure out 25⁰C in degrees Fahrenheit. You could move the slider above to C =
25 and you would see the coordinate (25, 77). This tells you that 25⁰C is equivalent to 77⁰F. You can also
see this by using the formula above, F (C) = 1.8C + 32 . For example,
F (25) = 1.8(25) + 32 = 45 + 32 = 77 . Either way, 25⁰C is equivalent to 77⁰F.
To bring this back to independent and dependent variables, notice that the graph above
the independent variable is intended to be degrees Celsius while the dependent variable is intended
to be degrees Fahrenheit. You know this by the placement of each on the horizontal and vertical
axes. It is no coincidence that the graph looks this way based on the original function,
F (C) = 1.8C + 32 . Even with the function, you input a value for C, like C = 25, and see what the
corresponding F value is.

Learning Check

Suppose a short-distance towing company (which tows no more than 50 miles)

uses the function \(P(m)=1.8m+32\) to determine the price, P, of towing a
car m miles, depicted in the following graph.
 © 2018 WGU, Powered by GeoGebra

Would P or m be the dependent variable here?



Correct! Looking at both the function and the graph, the dependent variable here is likely
the price.

Next
Lesson Summary
This lesson introduced you to the idea of coordinates and showed you how to
work with them on a graph, gleaning useful information, such as coffee
shop profits or home-price trends, from the graph.

Here is a list of the key concepts in this lesson:

Coordinates provide information on how two variables relate to each

other in one given instance.

Equations that relate two variables can be graphed to show this

relationship visually.

The relationship between two variables can be expressed in a graph

and that relationship can be better understood from the graph.

The graph of a function shows the relationship between an

independent variable and a dependent variable.

Even without an equation, a graph still defines a function from one

variable to another.

Page 15

© 2024 Acrobatiq
 16
Review Module 2: Translating Graphs into ...
chevron_rightReview Lesson 5: Graphs and Intervals /
18

Lesson Introduction
A plumber says he will visit your apartment between 10 a.m. and noon. A meteorologist calls for
between one and two inches of snow. A pollster predicts that a candidate has between 35% and 42%
support from the electorate. All of these everyday examples describe intervals of numbers.

Although in mathematics numbers represent precise points on a number line, you often want to
describe a range of numbers, or a segment of the number line. Intervals are defined by where they
begin and end, and also by whether they include the endpoints.

In this lesson, you will see why intervals of numbers are so useful, how they are represented on a
number line, how to use correct notation to indicate if endpoints of an interval are or are not included,
and how intervals can describe where a function is increasing or decreasing.

Intervals of Numbers
You encounter numbers every day. A casserole recipe that feeds four might call for the casserole to be
baked at 375°F. A bike tire might call for inflating the inner tube to 70 pounds per square inch (psi).
But how specific are these numbers? Would your casserole turn out all right if the oven were at 370°F?
390°F? What about 150°F? Would your bike be rideable if the tire pressure were just 65 psi? What
about 200 psi?

As these everyday examples suggest, you often do not need a precise number, but rather
a range of acceptable values, an interval . Perhaps appropriate baking temperatures are
anywhere between 360°F and 390°. Perhaps your bike tires could be anywhere between
60 psi to 70 psi, including 60 psi and 70 psi.

Look into the bike tire example a bit more. If your bike tires could work fine anywhere
between 60 psi to 70 psi, you need a way of writing that mathematically. You can use a statement
called an " inequality " to do that.
For example, you can write the range of acceptable bike tire pressures as 60 ≤ x ≤ 70,
where x represents the bike tire pressure. The inequality is saying that if x is any value between 60
and 70, including the values 60 and 70, then you are good. The less-than-or-equal-to sign (≤) means
that values are okay as long as they are just that: less than or equal to the stated value. If for some
reason, 60 and 70 were not acceptable values for the bike tire pressure but everything in between was
still okay, you would instead write the inequality as 60 < x < 70, without the "or-equals-to" part. You
would now be saying that 60 and 70 are not acceptable, but everything in between is.

Writing out an inequality is just one way of denoting intervals of numbers in the real world. You can
also graph them. For instance, the interval of all x satisfying 65 ≤ x ≤ 80 looks like this:

© 2018 WGU

As you may guess, sometimes intervals do not include their endpoints.

For instance, say that federal income tax is 15% on incomes of at least
$9,325 but less than $37,950. In other words, this tax bracket consists of
all incomes x such that 9,325 ≤ x < 37,950. The left-hand endpoint is
included, but the right-hand endpoint is not. To change this inequality to a
graphical depiction, you use an empty point to denote an endpoint that is not
part of the interval:

© 2018 WGU

Notice that you include 9,325 here, which is why that endpoint is filled in, or closed.
However, you exclude 37,950 here, making that endpoint left empty, or open. We can express this in
interval notation by listing the left and right endpoints separated by a comma. We use brackets to
indicate that an endpoint is included. When we are excluding an endpoint, we use parentheses. In
this example, our interval is [9325, 37950).

What about when you need to exclude both numbers at the end of the intervals? For example, what
about all numbers strictly between 0 and 1? Here, you are saying you cannot include 0 and 1, but any
number in between them is fine. Denote this in interval notation by (0, 1). Notice that this is the same
notation as you use for coordinates, so do not get those confused. The context of the problem you
are looking at should resolve any confusion that might arise from this. Just in case you are wondering,
below is the graph of the interval (0, 1).

© 2018 WGU

Learning Check

Your company has given your team a budget of no more than $1,000 for a project. It is

totally acceptable for you to spend no money on this project if you can creatively find a
way to do that.

Which interval represents the amount of money you could spend on the project?

[0, 1,000)

(0, 1,000]

[0, 1,000]

(0, 1,000)

Correct! You could spend no money on the project (thus the bracket on the "0") or you could
spend up to $1,000, meaning you could spend exactly $1,000 (thus the bracket on the
"1,000").

Next

Interval Notation
When you run a business, you have to keep track of income and expenses so that you can
look at the difference of the two; namely, profit . But this quantity is sometimes negative
(when costs outpace revenue, especially early in a company's life). Often profit is
expressed as a function of quantity of goods sold or services rendered, in which case you
would be interested about what quantities yield a positive profit. Alternatively, you might
look at profit over time and be interested in knowing during which time intervals it was positive.
On a hot summer afternoon, Zini decides to open a lemonade stand. She sells a tall glass for $0.50.
If x represents the number of glasses of lemonade that she sells, and R represents the total profit that
she gets from the sales (in dollars), then R(x) = 0.5x describes the relationship between these two
quantities. Here x is the independent variable (glasses of lemonade sold) and R is the
dependent variable (the revenue in dollars).

In the language of functions, x is the input and R is the process to get the associated output.
Sometimes, you do not want to deal with the function and would rather work with the graph
associated with the function. To get a graph of a function, you look at the corresponding coordinate
pairs (x, R).

For example, Zini would make $1.50 if she sold 3 glasses of lemonade—this is R(3) = 1.50 , which is
just saying that 3 glasses of lemonade will result in a revenue of $1.50. As a coordinate pair,
R(3) = 1.50 is represented by (3, 1.50). This is because you typically put the
independent variable first and the dependent variable second.

Another way to say this is that you typically put the x-value first and the y-value second. If you
calculated more input-output pairs by plugging numbers into the function, you would get a graph like
the one below. Notice that R(0) = 0 here because Zini will make no revenue if she sells no
lemonade.

© 2018 WGU, Powered by GeoGebra

Notice that the outputs (the y-values, representing revenue) are all positive here. This means
that Zini makes revenue on each sale, which makes sense. However, when does she actually make a
profit? After some analysis, Zini discovers she makes about $0.30 for each cup of lemonade she sells
(so each cup costs her about $0.20 to produce). She also knows that she had to buy lemons and sugar
to get started, which cost about $5. This means that Zini's profit function is P (x) = 0.30x– 5 .
Coming up is an interactive graph of this function. Notice that Zini has not made any profit to start out,
so she starts out with a negative value on her profit. But as Zini starts selling lemonade, the profit
becomes less negative and she starts heading towards making a real (positive) profit. See if you can
work with the interactive graph to see when Zini starts making her real profit. (Hint: Check out the
profit around the sixteenth and seventeenth glass of lemonade sold.)

© WGU 2018, Powered by GeoGebra

All this means that you can describe Zini's profit as negative on the interval [0,
16] and positive on the interval [17, ∞). It is probably unrealistic to use ∞ in
our interval here since Zini will not be able to sell an infinite amount of lemonade
in her neighborhood, but mathematically what you are trying to communicate is
that it is all positive profits for Zini after she sells that seventeenth cup of
lemonade (or until she runs out of lemonade to sell).
Learning Check

In the lemonade example, what does \(R(5) = 2.50\) mean?



If Zini sells 5 cups of lemonade, the revenue is $2.50.

For 5 cups of lemonade, she needs 2.5 lemons.

If Zini buy 5 cups, then she will get 2.5 more for free.

If Zini sells 2.5 cups of lemonade, the revenue is $5.

Correct. The function translates number of cups of lemonade into the price in dollars,
which means that 5 cups of lemonade costs $2.50 since \(R(5) = 2.50\).

Next

It is important to be able to communicate observations from a graph. What you will learn in this
section is how to communicate intervals of growth and decline from a graph.

Consider the following graph of U.S. Census data for the population of Cleveland, Ohio, over the past
century and a half.
Communicating with Graphs

"Cleveland, Ohio, population History from 1840 to 2010" by Western Governor's University 
(http://www.wgu.edu/) / Data from the U.S. Census Bureau (https://www.archives.go... .

Notice that the city grew consistently up through 1930, then experienced a slight dip, then grew to
almost a million in 1950, before experiencing a rather steady decline. The population growth was
positive on the intervals [1840, 1930] and [1940, 1950] and the population growth was negative (that is,
it declined) on the intervals [1930, 1940] and [1950, 2010].

In this example, you are not worried about whether the endpoints of the intervals are included or
excluded. It is hard to know if the population was growing or shrinking in these exact
years because census data is only collected every ten years.

Learning Check

Examine the following image.

 "Cleveland, Ohio, population History from 1840 to 2010" by Western Governor's University 
(http://www.wgu.edu/) / Data from the U.S. Census Bureau (https://www.archives.go... .

To the nearest decade on each endpoint, what was the interval of time when the

population of Cleveland was more than 750,000?

[1840, 1910]

[1970, 2010]

[1920, 1970]

[1930, 1960]

Correct! The population was smaller in 1910 and before, as well as after 1970.

Next

Lesson Summary
In this lesson, you learned the power of intervals and how to write them correctly
using interval notation. You also saw how graphs can be used to more clearly
communicate information, such as population trends.

Here is a list of the key concepts in this lesson:

Intervals of numbers are useful in real-world applications where a

particular number is too specific.
 Intervals of numbers are represented by shaded segments on the numb
special notation for endpoints. An empty, or open, endpoint means the
excluded while a filled in, or closed, endpoint means the endpoint is inc

Intervals of numbers are represented in writing by listing the pair of en

enclosed in either parenthesis (if the endpoints are not included) or in b
endpoints are included).

Intervals are used to represent mathematical statements

inequalities.

Intervals can be used to describe where a function is positive or negativ

increasing or decreasing).

Page 16

© 2024 Acrobatiq
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Review Module 2: Translating Graphs into ...
chevron_rightReview Lesson 6: Graphs and Input-Output ... /
18

Lesson Introduction
A graph of a function visually describes the way the output
variable depends on the input variable. Comparing the outputs at two
separate inputs helps you to understand that relationship. In this
lesson, you will learn how changes in the input variable cause changes in
the output variable and how you can compare outputs based on different inputs
and vice versa.

Using Input Values

As a network administrator, you collect data regarding the number of remote
connections to the network and then summarize the total number by year. In this
case, the number of connections is a function of time.

© 2018 WGU, Powered by GeoGebra

With regard to the overall trend, you can see there is a general increase in the
number of remote connections across the years. However, what if you compare the
connections specifically from 2005 to 2008? You can see that 2008 had more remote
connections (approximately 1000) while 2005 had approximately 780 remote
connections. From the graph of the number of remote connections by year, you can
understand the overall trend and trends between years.

Learning Check

According to the following graph, which year had more remote connections, 2010
or 2012?

© 2018 WGU, Powered by GeoGebra


2010

2012

You cannot determine this from the graph.

The same

Correct! The point above 2012 is slightly higher than the one above 2010.
 According to the following graph, what happened to the number of network
connections from 2010 to 2011 that is unusual, given the overall trend?

© 2018 WGU, Powered by GeoGebra

the trend slightly decreases

Submit and Compare

 Explanation: 
The number of connections decreased.

Input Values and Decisions

Leisha is considering setting up a business and she has to decide between
two different plans of action: In Plan A, Leisha invests heavily in equipment
but requires less labor, while in Plan B, Leisha starts up with less
equipment but must employ more labor. By comparing the costs over time
under each model, Leisha can make an informed decision about which strategy to
follow.
 © 2018 WGU, Powered by GeoGebra

Learning Check

According to the following graph, Plan A is initially $200K more expensive than
Plan B.

© 2018 WGU, Powered by GeoGebra

How has this difference in the two plans changed after four years?

 Plan B is now more expensive, and by a larger amount.

Plan B is now more expensive, but by a smaller amount.

Plan A is still more expensive, but by a smaller amount.

Plan A is still more expensive, and by a larger amount.

Correct! The difference has decreased to $40K.

Next

Output Values
So far, you have been comparing two output values for given input values.
Sometimes you need to change this around, though, given the context of the problem you
are working on.

For example, a study of customer interaction with your business through social media shows
that by promoting your posts, you reach more people. The study suggests that the total reach
of your post, R, is a function of approximately how much you spend, s (measured in dollars), modeled by
the function R(s) = 100s + 800 , which is depicted in the following interactive graph.
 © 2018 WGU, Powered by GeoGebra

Suppose you want to reach 2,000 people. The question might be: How much do you
need to spend to reach these 2,000 people? That might be a very helpful question for
a marketing department. Keep in mind that you want to know how much you
spend, s, when R = 2,000. Using the graph above, you can see the coordinate (12,
2000) is on the graph, meaning that if you spend $12, you should reach your target
2,000 people.

Learning Check

If you intend to reach 1,800 people, how much must you spend on promoting your
posts? Examine the following interactive graph to answer this question.

© 2018 WGU, Powered by GeoGebra

 $100

$18

$10

$180,800

Correct! When x = 10, you get y = 1,800.

Next

Lesson Summary
This lesson addressed using input and output values to answer questions and make
decisions.

Here is a list of the key concepts in this lesson:

The graph of a function shows the behavior of the output variable as

the input varies.

For a given function, you can compare the outputs at different inputs.

You can also compare input values that produce given output values.

Page 17

© 2024 Acrobatiq
 18
Review Module 2: Translating Graphs into ...
chevron_rightReview Module 2: Translating Graphs into ... /
18

This module focused on a review of graphs; that is, you practiced reading and understanding graphs. You
carefully reviewed these skills:

Identify coordinates and independent and dependent variables from a

given graph.

Given a graph, identify the x-value intervals where the y-values are
positive or negative.

Compare two inputs at two given output values for a given graph, such as
time-versus-cost, population-versus-cost, or population-over-time.

UNGRADED PRACTICE QUIZ

Review Module 2: Translating Graphs into Meaning Quiz(/en-us/courseware/sum...

(/en-us/courseware/sum...

Page 18
© 2024 Acrobatiq
 19
Review Module 3: Deriving Meaning from D...
chevron_rightReview Module 3: Deriving Meaning from D... /
23

These days, technology allows for the collection and analysis of huge amounts of
data that provide new insights. But humans are still needed to make sense of all this
data. Make yourself more valuable to prospective employers by reviewing how to
deal with data.

Page 19

© 2024 Acrobatiq
 20 /
Review Module 3: Deriving Meaning from D...
chevron_right Review Lesson 7: Trends in Data
23

Lesson Introduction
In modern society, you may well be called on to read and understand data. Data can be presented in
many ways, and one challenge is to communicate data easily and with accessibility. This could mean
representing data visually, which can be done by putting it into a graph or table .

When distributing information on trends to members of the general public, graphs are
generally the preferred method. They allow for quick examination of large amounts of
data in a glance and can be understood by most individuals. Tables, however, are a
preferred method of presentation when you are performing data analysis, since tables
allow you to both see and interact with individual data points.

In this course, you use both tables and graphs, but this particular module focuses on interpreting data
in tables. In this lesson, you will define and identify data, present it in both tabular (table) and graph
forms, and find trends and patterns in the data if they exist.

Data Today
Whether you realize it or not, data—statistical values used to analyze, describe, and understand
patterns or trends —are everywhere in society. Every day, opinion polls are presented on social media,
public policy data are distributed on the news, and statistics are offered to bolster advertisements.
The challenge is not in finding data, but rather in learning how best to evaluate and understand it.

Begin with the following table:

U.S. Unemployment Rate by Year, 2009–2016

Unemployment
Year Rate

2009 9.9%
 Unemployment
Year Rate

2010 9.3%

2011 8.5%

2012 7.9%

2013 6.7%

2014 5.6%

2015 5.0%

2016 4.7%

(Bureau of Labor Statistics, 2017)

In any table, the left column is generally the independent variable. The independent variable should
account for any variation observed in the dependent variable(s), usually put in one or more columns to
the right. (One independent variable can sometimes predict the response in several
dependent variables.)

However, you cannot always rely on the left column being the independent variable. Think about how
you would determine which variable is the independent and which is the dependent without the help
of a pre-formatted chart. In the case above, you have two variables: Year and Unemployment Rate. In
one situation, you might be interested in seeing how the unemployment rate varies over the years. In
this case, years are not affected by the action of another variable, so Year is independent. The
variation in Unemployment Rate occurs in response to events happening over time, so in this case,
Unemployment Rate is the dependent variable.

In another situation, though, you might be interested in keeping track only of the years when
unemployment was over 5% (since these years represent harder economic times). In this context, it
is the unemployment rate that explains or predicts the values you are interested in: the years. This
time, the Unemployment Rate is the independent variable and the dependent variable is Year. You
just need to be sure you understand the context of the problem before you can definitively say which
is the independent variable and which is the dependent variable.

Another example of data organized by independent and dependent variables is the increase in
computer speeds over the years. Moore's Law holds that the speed of an average computer
approximately doubles every three years. Examine the following table to see the processing speeds of
chips from 1978 to 1995.
 Processing
Speed in MHz
Chip Type (initial
Year Introduced release)

1978 8086 4.77

1982 80286 6

1985 80386 16

1989 80486 25

1993 Pentium 60

1995 Pentium Pro 150

(PC Gamer, 2017)

With Moore's Law , Year is the independent variable, and Processing Speed is the dependent variable.
Notice that Processing Speed increases as a function of time passed. You can also see that the
processing speed roughly doubled every three years or so. (More often than not, you will find that time
is the independent variable when presented in a data set.) As you can see, it is vital to recognize the
conclusions that can be made simply by examining a table.

Now review the following data from U.S. News and World Report regarding student debt:

Average Student Median Debt to Earnings

Year Debt Earnings Ratio

2006 $21,100 $45,221 0.47

2007 $21,900 $46,805 0.47

2008 $23,200 $47,094 0.49

2009 $24,000 $47,510 0.51

2010 $25,250 $47,422 0.53

(Kurtzleben, 2013)

This table presents a lot of information. Notice the trends and think about what they mean—take each
column separately and see what you notice in the data trends.

Learning Check
 Suppose someone wants to look at how student economic indicators (average student

debt, median earnings, and debt to earnings ratio) vary over time.

Average Student Median Debt to

Year
Debt Earnings Earnings Ratio
2006 $21,100 $45,221 0.47
2007 $21,900 $46,805 0.47
2008 $23,200 $47,094 0.49
2009 $24,000 $47,510 0.51
2010 $25,250 $47,422 0.53

In this context, what is the independent variable for the data presented above?

Debt to Earnings Ratio

Average Student Debt

Year

Median Earnings

Correct! Time (in years) is the independent variable in this context since you want to know
how student economic indicators vary over time.

Next

Trends in Data
The next area to examine is data trends. A set of data can trend up (increase), down
(decrease), vary up and down, or just remain constant. Note that trends generally address
patterns in the dependent variable, not the independent variable. In fact, it is often best
to have a steady increase in the independent variable just so that comparing what
happens in the dependent variable is as easy as possible.

Review the following data set:

U.S. Unemployment Rate by Year, 2009–2016

 Unemployment
Year Rate

2009 9.9%

2010 9.3%

2011 8.5%

2012 7.9%

2013 6.7%

2014 5.6%

2015 5.0%

2016 4.7%

(Bureau of Labor Statistics, 2017)

You are observing this data with the year as the independent variable and
unemployment rate as the dependent variable. Notice how time increases in a
steady manner (one year for each entry). However, time is the
independent variable, so its change is not the trend you are interested in. The
dependent variable, on the other hand, provides some useful information: The
unemployment rate decreased steadily from 2009 to 2016, but not at the same
rate every year. This pattern in data affects your trend line if you present this data
in a graph, as follows:

© 2018 WGU, Powered by GeoGebra

While graphs make it easier to see a trend, you also need to be able to see such trends in tables of
data. Be sure you can see the trends in both tables and graphs.

Now examine a set of data demonstrating an increasing trend. In this case, it is data speed as a
function of year and technology type.

Year Chip Type Speed I

Introduced MHz
(initial
release)

1978 8086 4.77

1982 80286 6

1985 80386 16

1989 80486 25

1993 Pentium 60

1995 Pentium Pro 150

(PC Gamer, 2017)

In graph form, notice that while there is not a steady increase, the data still trends
distinctly upwards:

© 2018 WGU, Powered by GeoGebra

Learning Check
 Review that data about chip speeds.


Year Chip Type Speed I

Introduced MHz
(initial
release)

1978 8086 4.77

1982 80286 6

1985 80386 16

1989 80486 25

1993 Pentium 60

1995 Pentium Pro 150

What is the data trend for computer chip speed?

Chip speed remains steady over time.

Chip speed increases over time.

Chip speed decreases over time.

Chip speed tends to vary over time.

Correct! The chip speed increases steadily each year, going from 4.7 MHz to 150 MHz.

Next

More Complex Data Patterns

Now that you are familiar with the basic patterns of data, it is time to move on to more complex data
patterns. Begin by examining a new set of data on possible unemployment rates in the future:
 Year Unemployment
Rate

2060 2.8%

2065 3.8%

2070 4.8%

2075 5.8%

2080 6.8%

2085 7.8%

This data has been delivered to a federal commission responsible for long-range economic planning.
The members are very worried about this potential trend that unemployment may increase at a steady
rate of 1% every five years. Such a situation would create major negative impacts on the economy.

settings On the Spot Review: Interval Notation

The trend in this data table can be communicated in interval notation as [2060, 2085]. This simply
states, in abbreviated terminology, that the years 2060 to 2085 are included here. If these values were
placed in parentheses rather than brackets—that is, (2060, 2085)—it would communicate an intent to
examine the years between 2060 and 2085, excluding the "bookending" years. This means that all the
years from 2061 through 2084 would be part of the data. One last thing to keep in mind—as a
standard of practice, you do not usually include the bookend years when describing increasing and
decreasing trends over time.

The federal commission asked for an analysis based on this assumption: By 2060, robots will be a
common part of our society. These robots will provide more labor hours over time (approximately 15
hours per week) and will then impact the economy. The following table is roughly what the
commission expected the analysis to show:

Gross U.S. Citizens Citizens Citizens

Population with Total with Total with Total
(in One Hours Two Hours Three Hours
Year millions) Robot Saved Robots Saved Robots Saved

2060 420.20 6% 378,180,000 4% 504,240,000 1% 189,090,000

2065 445.41 8% 534,494,400 6% 801,741,600 3% 601,306,200

2070 472.14 12% 849,846,096 9% 1,274,769,144 4% 849,846,096

 Gross U.S. Citizens Citizens Citizens
Population with Total with Total with Total
(in One Hours Two Hours Three Hours
Year millions) Robot Saved Robots Saved Robots Saved

2075 500.46 16% 1,201,115,816 12% 1,801,673,724 6% 1,351,255,293

2080 530.49 19% 1,511,904,533 13% 2,068,921,993 7% 1,671,052,379

2085 562.32 24% 2,024,360,596 14% 2,361,754,028 8% 2,024,360,596

But this is what the analysis returned, which does not show nearly as many hours saved:

Gross U.S. Citizens Citizens Citizens

Population with Total with Total with Total
(in One Hours Two Hours Three Hours
Year millions) Robot Saved Robots Saved Robots Saved

2060 420.20 6% 378,180,000 4% 470,624,000 1% 189,090,000

2065 445.41 8% 534,494,400 6% 748,292,160 3% 601,306,200

2070 472.14 12% 793,189,690 9% 1,019,815,315 4% 793,189,690

2075 500.46 16% 1,121,041,428 12% 1,441,338,979 6% 1,261,171,606

2080 530.49 19% 911,110,897 13% 1,217,209,461 7% 1,136,841,903

2085 562.32 24% 854,445,850 14% 1,031,952,954 8% 1,019,488,477

Why is there such a difference?

The analysts explained that the decrease in hours is a result of a probable decrease in efficiency. That
is, each robot requires a certain degree of management, which has a compounding effect as more
robots are owned. The people with three robots are spending more time organizing and supervising
their robots' work than the people with only one robot.

This is an example of what is called "a diminishing return." A diminishing return is often
seen in computer projects in real life; adding staff increases productivity to a point, but
there is an upper limit to that increase as each staff member also requires training and
supervision. This is just one way that interpreting data can be more complicated than it
appears at first glance.

Learning Check
 You are reading a report that includes this notation: [1996, 2016]. What meaning should

you understand from that notation?

Data between 1996 and 2016 is included, inclusive of 2016 but not 1996.

Data between 1996 and 2016 is included, exclusive of both 1996 and 2016.

Data between 1996 and 2016 is included, inclusive of both 1996 and 2016.

Data between 1996 and 2016 is included, inclusive of 1996 but not 2016.

Correct! The brackets indicate that the both the "bookend" years are included in the data.

Lesson Summary
This lesson showed you how to identify trends in data—increasing, decreasing,
steady/constant, or mixed—based on examining a table.

Here is a list of the key concepts in this lesson:

You can identify trends and patterns in data mathematically, in a table,

or visually in a graph.

Tables are the most commonly used method of organizing and

analyzing data because a table allows you to see exact data points.

Data can also be represented graphically, which is good for identifying

overall trends at a glance.

Data can trend positively, negatively, variably, or not have any clear
trend at all.

Page 20
© 2024 Acrobatiq
 21
Review Module 3: Deriving Meaning from D...
chevron_rightReview Lesson 8: Tables and Graphs /
23

Lesson Introduction
Data are part of everyday modern life. Unfortunately, not all data are presented in the way you might
need it. Maybe you have experienced this already, such as coming across a graph when you need
information about a specific point, or looking at a table and wishing the author had graphed the
information so you could understand the overall trends more easily.

Throughout this lesson, you will take data presented in a table and transform it into a graph, and vice
versa. You will also learn some key points about how to make data as easy to understand as possible.

Graphs and Data

Data tables and graphs can be understood as two sides of the same
coin: both provide the same information, and with one, you can easily
create the other. In this lesson, you will learn how to move between
graphs and data tables. Any graph you create will be placed within
the Cartesian Coordinate System. Examine the following depiction of this system.
 © 2018 WGU, Powered by GeoGebra
Typically, the independent variable is graphed along the horizontal x-axis, while the
dependent variable is graphed along the vertical y-axis. (Note: Always keep in mind that the context of
the problem really tells you which variable is the independent and which is the dependent variable.) A
data point's location on the coordinate plane can be written as (x, y) where x is the value of the
independent variable at a given point, and y is the value of the dependent variable at the same point.

Practice working with the following table of some hypothetical data—a table of sales for a store in its
first six months of operation.

Sales (in thousands of

Month dollars)

1 0.4

2 3.2

3 4.5

4 7.6

5 9.6

6 12.4
As you can see, the sales are not in whole numbers. The value 0.4 represents 0.4 × 1, 000 , or 400
dollars in sales. Looking at data represented in this way makes large numbers easier to read and
understand. In order to graph this data, simply read down the chart, with Month representing
the x coordinate in any given pair, and Sales representing the y coordinate. You can then change the
data table into coordinates:

Sales
(in
thousands of Corresponding
Month dollars) Coordinate

1 0.4 (1, 0.4)

2 3.2 (2, 3.2)

3 4.5 (3, 4.5)

4 7.6 (4, 7.6)

5 9.6 (5, 9.6)

6 12.4 (6, 12.4)

The resulting graph is depicted next using the coordinates just displayed:

© 2018 WGU, Powered by GeoGebra

Now that you have a graph, you can visually analyze the data. Note that sales are
trending positively throughout the entire six months, and that the data is
relatively linear across the months (meaning it is fairly straight). This indicates a
relatively stable or constant rate of growth.
 Learning Check

Which data representation method—data table or graph—would be most useful if you were
hoping to examine trends in the data over time and why?

Trend is going upwards

Submit and Compare

 Explanation: 
A graph would be better suited to this purpose than a data table, as a graph allows you
to see aggregate trends in data without being bogged down by the values of individual data
points.

Now test your knowledge with another hypothetical situation. The introduction of robotic technology in
the automobile industry is already creating disruption, and it is likely to bring about a predictable
decline in the number of available jobs in car manufacturing in the future. The predicted number of
jobs lost in Detroit (in three-year increments) is shown in the following table:

Job
Year Loss

0 4,000

3 20,000

6 20,000

9 15,000

12 12,000

18 10,000

21 4,000
In case you were curious, the graph for this data is depicted next.

© 2018 WGU, Powered by GeoGebra

Learning Check

Examine the following graph and its corresponding table. What would be the
approximate x and y coordinates for the data point occurring in the tenth year?

© 2018 WGU, Powered by GeoGebra

Year Job Loss 

0 4,000
3 20,000
6 20,000
9 15,000
12 12,000
18 10,000
21 4,000

(1, 20,000)
 (14,000, 10)

(10, 14,000)

(10, 15,000)

Correct! This is the data point for the tenth year of operations.

Inverse Functions
Thus far, you have examined data with a clear distinction between the independent and
dependent variables. Sometimes, however, data can be viewed with either variable
serving as input or output, without changing the meaning. Data sets that can exchange
input for output in this way are referred to as inverse functions.

Examine the following example of data that could be represented in either direction.

© 2018 WGU

The meaning of the data would not change if the instrument column were on the left and the
individuals' names on the right, instead of the way they appear now. The question "What instrument
does Cindy play?" is more suited to viewing the individuals as the independent variable and the
instruments as the dependent variable. On the other hand, asking the question "Who plays piano in
the band?" flips this relationship and views the instruments as the independent variable while the
dependent variable is the individuals.

Examine the following more practical example. This a model of Revenue, R, and Units Sold, S, for a
company and the corresponding graph of the data.
 Units Revenue
Sold (S) (R)

50 250

100 500

120 600

150 750

200 1000

© 2018 WGU, Powered by GeoGebra

You could ask, "How much revenue do you get from the sale of 200 items?" This would be helpful for
predicting revenue from sales. From a mathematical perspective, you are asking what the value of
R(200) would be. Said in the context of the problem, R(200) is the revenue generated from 200
units sold. For this data, R(200) = 1000 .
On the other hand, what if your company needs to generate an additional $1,000 of revenue next
month to help stay on target for annual goals? The question then becomes, "How many items
S(1000) since S returns
do you need to sell for a revenue of $1,000?" In this case, you are looking for
the number of items sold for an associated revenue. This turns out to be S(1000) = 200 , which is
similar to what you saw before. Next is the graph of the function S from this perspective—that is, input
a revenue, and output the associated number of items to sell.

© 2018 WGU, Powered by GeoGebra

The main point is that these two questions look at the same data from opposite
viewpoints. Said another way, S outputs the associated items sold for given revenue
while R outputs the associated revenue for a given number of items sold. S and R do
exactly the opposite of one another, which is why you call them inverse functions of one
another. To denote an inverse function, you use the following notation: R--1or S--1. More
generally, the inverse of f(x) is written f −1 (x) and read “f inverse of x.”
In terms of the graphs of a function and its inverse, a "flipping" occurs which is noticeable in both the
coordinates and the graphs of the functions. For example, notice below how the associated
coordinates "flip" for the two functions S and R.
 Units Sold Revenue Coordinates Coordinates
(S ) (R) for R(S ) for S (R)

50 250 (50, 250) (250, 50)

100 500 (100, 500) (500, 100)

120 600 (120, 600) (600, 120)

150 750 (150, 750) (750, 150)

200 1000 (200, 1000) (1000, 200)

Now examine the graphs of these two functions together. Did you notice the flipping, even between
the two graphs?

© 2018 WGU, Powered by GeoGebra

Learning Check
Your company needs to make an additional $750 in revenue next month, so you need to project the
additional number of units sold that are needed.

Units Sold Revenue

50 250

100 500

120 600

150 750

200 1000

© 2018 WGU, Powered by GeoGebra

Which function and corresponding input represents this?

R(S)=750

Submit and Compare

 Explanation: 
 There are two options here. Since you need to know the number of units sold, you could
use \( S(750)\), which would be \(S(750) = 150\). In terms of inverse functions, you could also
use \(R^{-1}(750)\), which would also give you \(R^{-1}(750)=150\). Either way, your company
needs to sell an additional 150 units next month.

Matching Data and Graphs

Now that you have seen data tables, graphs, and inverse functions, you can learn how to
match tables, graphs, and functions to one another. Remember, tables, graphs, and
functions are just different representations of the same thing.

For example, there is lots of research that goes into trying to predict the needs of the job
market ahead of time; this is a rising field of study in IT. Look at the job projections in the
next table. How could you match this table to its associated graph?

Projected Number of Jobs

Year (in thousands)

2021 1.2

2022 1.8

2023 2.7

2024 4.1

2025 6.1

Consider each of the following graphs. Are they all good candidates for this data?
© 2018 WGU, Powered by GeoGebra

© 2018 WGU, Powered by GeoGebra

 © 2018 WGU,Powered by GeoGebra
Notice that in the table, the number of projected jobs is steadily increasing over time. This means
graph A is not a good match since it shows the number of projected jobs decreases from 2021 to 2022.
Verifying things like this is an easy way to eliminate certain graphs or to know if there was an error in
a graph you have made.

However, since both graphs B and C are increasing, like the data in the table, this technique doesn't
help us figure out which of these graphs is correct. At this point, you must verify the data from the
table on the graph itself.

Graph B matches pretty well for a while, but once it gets to the data for year 2024, graph B doesn't
match very well at all. The data table says that 2024 is projected to have about 4.1 thousand projected
jobs, but graph B indicates only about 3.3 thousand projected jobs. Notice that graph C matches the
data very well across all the years, so graph C is the correct graph of the data here.

Learning Check

Examine the data in the following table.



Year Sales

1 3

2 6

3 12

4 20
 Year Sales

5 24

6 22

Match the sales data above to the following corresponding graphs.

© 2018 WGU, Powered by GeoGebra

© 2018 WGU, Powered by GeoGebra

© 2018 WGU, Powered by GeoGebra

 © 2018 WGU, Powered by GeoGebra

Correct! If you match each row of the data up to the graph, this one will match perfectly.

Review the graphs of functions and their inverses a bit more. Coming up, you
will examine some graphs of an original function (in blue) and its associated inverse (in
red). Each graph is also titled to indicate that it is an original, an inverse, or both. As you
can see, there is a flipping between the graphs of functions and their inverses.

The flipping actually occurs across the line y = x, which is the dashed diagonal line in
each of these. It might seem odd that this is the "flipping line" for the inverse functions, but think
about how the coordinates work for functions and their inverses. If (x, y) is a coordinate on the original
function, then the coordinate (y, x) is on the graph of the inverse function.

Algebraically, what you are saying is "swap the x- and y-values," which is why the line y = x becomes
the "flipping line" for the graph of inverse functions.

Original Graph:
 © 2018 WGU, Powered by GeoGebra

Inverse Graph:

© 2018 WGU, Powered by GeoGebra

Original and Inverse Graphs shown together:

© 2018 WGU, Powered by GeoGebra

Original Graph:
 © 2018 WGU, Powered by GeoGebra

Inverse Graph:

© 2018 WGU, Powered by GeoGebra

Original and Inverse Graphs shown together:

© 2018 WGU, Powered by GeoGebra

Original Graph:
 © 2018 WGU, Powered by GeoGebra

Inverse Graph:

© 2018 WGU, Powered by GeoGebra

Original and Inverse Graphs shown together:

© 2018 WGU, Powered by GeoGebra

As you can see from all of the graphs above, if the point (a, b) is on the original
graph, then the coordinate (b, a) is on the graph of the inverse function. Using
that relationship, see if you can identify the graph of the inverse function for the
following function.

Learn by Doing

Examine the following graph. Then find the graph of the inverse function.
 © 2018 WGU, Powered by GeoGebra

© 2018 WGU, Powered by GeoGebra

© 2018 WGU, Powered by Geogebra
 © 2018 WGU, Powered by GeoGebra

1
 © 2018 WGU, Powered by GeoGebra

Correct! You can verify that for every coordinate (a, b ) on the original graph, the coord
(b , a) is on the graph of the inverse here.

Lesson Summary
This lesson was all about the idea that the same data can be represented in both
a table and a graph, and both formats convey the same information.

Here is a list of the key concepts in this lesson:

There are clear connections between graphs and data tables, and you
can convert between the two when needed.
 Creating graphs using the Cartesian Coordinate System is fairly straight
with the first value representing the distance traveled on the x-axis and
value representing distance traveled on the y-axis.

Cartesian Coordinates come in pairs in the form (x, y).

Functions can be inverses of one another.

Inverse graphs represent the same data but in reverse, which means th
graph "flips" the x and y values for the coordinates and graphs.

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Review Module 3: Deriving Meaning from D...
chevron_rightReview Lesson 9: Tables and Input-Output P... /
23

Lesson Introduction
While graphs are often viewed as the ideal method of data visualization, there are
many cases when your purposes are better served by examining raw data. This is
particularly true when you are hoping to compare inputs to their outputs quickly and
without estimating them from a graph.

Throughout this lesson, you will learn to compare outputs quickly in a variety of
scenarios. You will learn that tables can be more useful than graphs when you need
access to the details, that you can "read" trends in tables similarly to the way trends
can be apparent in graphs, and that you can use tables to compare multiple variables if you use multiple
columns.

Roma, a hospital administrator, manages a county hospital. A couple of years ago, she decided to digitize
all patient records. While this was a positive change for patient care, it took some getting used to. Here is
the data on the number of help desk calls Roma's hospital made over the last five years. Take a minute to
look over the data.

Year Help Desk Calls

(per Week)

1 145

2 162

3 165

Patient Records Digitized

4 587

5 465
Comparing the outputs, you can see a slight increase between years 1 and 2, an insignificant change in
year 3, a massive increase in year 4, and then a moderate decrease in year 5. Pause for a moment to
consider the value of being able to note the exact differences in these values in the real world of business
decision-making. If you were graphing this data, the three-call increase between years 2 and 3 could be
made to appear significant depending on the scale, when in fact it is pretty minor.

Learning Check

According to the following table, between which years did the most substantial
change take place in the number of calls to the help desk?

Year Help Desk Calls (per week) 

1 145

2 162

3 165

Patient Records Digitized

4 587

5 465

Years 4 and 5

Years 2 and 3

Years 3 and 4

Years 1 and 2

Correct! The most substantial change occurred after the implementation of the new system
between years 3 and 4.

Turn your focus to retail now. Jana is part of the leadership of a small retail business, Secrets of Venus,
which sells inexpensive colognes and cosmetics. Secrets, as it is called by its loyal customers, has one store
that has been successful for several years, and now the company thinks it is time to expand.
One of the first things Jana must determine is how many more individuals she will need to hire to staff the
new stores. After running some calculations, she determines that each new Secrets store will require 50
employees. She also finds that for every three Secrets stores that open, an additional 10 staffers are
needed for the corporate office.

In a case like this, it can be tempting to represent the data in a graph. However, if Jana
then wanted to determine the exact number of new stores needed to maximize
profits while minimizing hiring costs, she would have to take an additional step. She
could not make that comparison without returning to the individual data. Knowing
this, Jana organizes the number of hires per store for the first six new stores.

Learning Check

According to the following table and assuming each employee is paid roughly the
same, including the corporate employees, how much more expensive are salary
and benefits for two stores as compared to one store? Is this true each time Jana
opens a new store?

Number of Additional Additional

Additional Store Corporate
Stores Employees Employers

1 50 0

2 100 0

3 150 10

4 200 0

5 250 0

6 300 10

double additional employees and 0 for corporates

Submit and Compare

  Explanation: 
Since Jana goes from 50 employees at one store to 100 employees at two stores, salary and
benefits would roughly double (a 100% increase).

This is not true in general, though. Going from two stores to three stores, Jana would increase
from 100 employees to 160 total employees (a 60% increase).

Another example: Oliver has owned a small landscaping company, Greener Pastures,
for six years. Most years, Greener Pastures simply maintained its place in the market,
but recently the company has experienced a small growth in profits, and Oliver was
able to modestly expand the business. His employee growth over the past six years is
shown in the table in the next question.

Learning Check

Year Number of 
Employers

1 2

2 2

3 2

4 4

5 4

6 7

Between which of the years did Oliver's company increase its number of employees?

Years 2 and 3

Years 1 and 2

Years 3 and 4

Years 4 and 5
 Correct! This is one of the two sets of years (also 5 and 6) where Oliver's company was able to
hire more people.

In the Information Age , you often deal with much more complex data sets than the ones you have looked
at so far. Understanding voting trends is part of being an informed citizen, and voting data can be some of
the most complex you see.

Next, you will look at some data on the Electoral College for the United States. In the United States, there
are a number of trends that have become apparent in recent years. Perhaps the most notable trend is the
fact that the political party controlling the White House has alternated every eight years since 1992.

Learning Check

Examine the following table with data about electoral votes cast per political party.

Year Elected Republican Democrat Other # Votes Total

President Over Votes
279 for
Winner

2016 Donald Trump 304 227 7 34 538

2012 Barack Obama 206 332 0 62 538

2008 Barack Obama 173 365 0 95 538

2004 George W. Bush 286 251 1 16 538

2000 George W. Bush 271 266 1 1 538

1996 Bill Clinton 159 379 0 109 538

1992 Bill Clinton 168 370 0 100 538

(National Archives and Records Administration, U.S. Electoral College, 2017)

Which former president won election or reelection by the largest margin during the period between
1992 and 2016? How does the margin of victory compare to that of the 2016 election?

Barack Obama

Submit and Compare

  Explanation: 
Former President Bill Clinton achieved re-election in 1996 with 379 electoral votes; this is
109 votes above the necessary threshold and 75 votes above the margin in 2016.

Of course, the view from 1992–2016 does not paint a complete picture of voting in
America. If you open up the data vaults and examine voting trends from 1789 to
1812, you will see that the electoral margin necessary for victory was still evolving.
This makes the data slightly more interesting, as there was a different electoral
threshold in almost every presidential election during this period, with the exception
of 1796–1800.

Learning Check

According to the following table, during which election did the Democratic-
Republican party win the greatest percentage of votes?

Year Federalist Democratic- Margin Total Needed 

Republican of to Win
Victory

1789 69 — 69 69 35

1792 132 — 132 132 67

1796 70 68 3 139 70

1800 65 73 8 138 70

1804 14 162 145 176 89

1808 47 122 75 169 85

1812 89 128 39 217 109

1792

1804

1812
 1796

Correct! The Democratic-Republicans won 92% of the electoral votes in 1804 (and that was
Thomas Jefferson).

Lesson Summary
This lesson showed you how to compare output values, based on different input
values, using a table. You can also do the reverse: compare input values based on
output values.

Here is a list of the key concepts in this lesson:

Tables present data in a different way than graphs, and a

table can be more efficient for reviewing data and making
more detailed calculations and decisions.

Trends in data can be apparent in tables in similar ways that trends are
apparent in graphs.

Tables can compare multiple variables simultaneously, via multiple

columns.

Page 22

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 © 2018 WGU
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 Unit 1
chevron_rightModule 1: Deriving Conclusions Based on N... 26 / 31

Module Overview

© 2018 WGU

In this module, you will learn about function notation. What is "notation"? It is like
a secret code that helps you figure out answers to real questions. This module
will show you how function notation works.

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 Unit 1
chevron_rightLesson 1: Interpreting Function Inputs and ... 27 / 31

Learning Objectives

Interpret inputs and outputs in context, including functions of qualitative

or multiple variables.

Lesson Introduction
When examining data, it is important to be able to switch from one format to another.
Whether you start with a set of (x, y) coordinates, a function in input-output notation, a
graph, or even a written paragraph, there are times when you have to rewrite the data in
a different form of expression. This is an important skill in most industries where data is
used, since data representations serve different needs depending on the situation.

In this lesson, you will first convert from one data format to another and practice your newly acquired
skills with real-world examples. Then, you will learn to interpret inputs and outputs in context of real-
world examples. You will also distinguish between qualitative and quantitative variables and describe
functions involving both, even when there are three or more variables in play.

Input-Output Notation and Coordinates

Suppose you manage a team for IT projects at your company. You know that each person on your team
can take on two major projects a month. Therefore, if your team only has one person, it can take on
two major projects a month; if there are three people on your team, six major projects a month.

In terms of function notation, you could define the variables P for the number of major projects you
can take on each month and t for the number of people on your team. This allows you to talk about the
function relating these variables, P (t), and to also describe some input-output pairs for this function.
The following table summarizes the function input-output notation for this scenario.

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 Function Input-
Description Output Notation

If your team only has one P(1) = 2

person, you can take on two
major projects a month.

If you have three people on P(3) = 6

your team, you can take on six
major projects a month.

If you have t people on your P(t) = 2t

team, you can take on 2t major
projects a month.

At this point, you are familiar with data presented in a coordinate plane as well. Sometimes
coordinates can be more helpful than the function input-output notation, especially if you wanted to
graph your data. For the IT team data, you could convert each of the function input-outputs into
coordinate notation as in the next table:

Function Input- Coordinate

Description Output Notation Pairs

If your team only has one P(1) = 2 (1, 2)

person, you can take on two
major projects a month.

If you have three people on P(3) = 6 (3, 6)

your team, you can take on six
major projects a month.

If you have t people on your P(t) = 2t ( t, 2t)

team, you can take on 2t major
projects a month.

Once you understand the different ways to communicate real-world data in mathematical
notation, you can also make more sense of the mathematical notation in context. For
example, say that the monthly budget, B, your team has for all their projects is $500 per
project, P, plus an additional $250. How would you interpret the coordinate (1, 750) in this
context?

independent This would mean for one major project, your monthly budget would be $750. In terms of
the function notation, it is important to identify the independent and dependent variables here.
Notice that the number of projects, P, determines the monthly budget, B. This means P is
the independent variable while B is the dependent variable. This implies that B is a function of P, or

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 B(P ). Therefore, for the coordinate (1, 750), the
that you should write the function notation as
corresponding function notation would be B(1) = 750 . Either way, these are equivalent ways of
communicating the same set of data as depicted in the following table:

Function Input- Coordinate

Description Output Notation Pair

If your team only has one B(1) = 750 (1, 750)

major project, the monthly
budget would be $750.

If your team has t major B(t) = 500t + 250 ( t, 500t + 250)

projects, the monthly
budget would be $500t +
$250.

Learn by Doing

For every person on your team, t, you expect to get 4 minor projects a month, p . Which

function input-output notation represents the situation where you have 3 people on your
team?

\(p(3)=4\)

\(t(4)=12\)

\(p(3)=12\)

\(t(4)=3\)

Correct! The independent variable here is t, meaning the function or

dependent variable you are working with is p . Further, if you have 3 people on your team \((t
= 3)\), you should get 12 minor projects a month, thus \(p(3) = 12\).

Next

Converting to Data Points

Now you are going to change direction a little, looking at starting with a function
or coordinates for a situation and then interpreting them in a real-world context.
This is an
Typesetting important
math: 100% skill because it allows you to apply the mathematics you
 are learning to real-world situations—when you learn to do that, you will realize
how math can model the world and use it to convey important information.

Suppose you are looking for a new cell phone carrier. A new company offers you
a flat rate fee of $50 plus $20 per line. You could use the function
B(x) = 20x + 50 to model this, where x represents the number of lines
and B represents the monthly bill.

Note that B(x) = 20x + 50 is a linear equation. The number in front of the
variable is called the line's slope, meaning $20 per line in this situation. A line's slope is always a
rate of change with the keyword "per." The number 50 is called the line's y-intercept, because the line
crosses the point (0, 50) on the y-axis. The y-intercept can also be understood as the starting value. In
this situation, the flat rate fee of $50 is the starting value because you would start with paying $50
with no phone line purchased yet, and then pay $20 per line.

Suppose you needed four phone lines. Then you would calculate the total cost like this:

B(4) = (20 × 4) + 50 = 80 + 50 = 130 .

If you then needed to present this answer in coordinate notation, it would be as simple as putting
the x- and y-coordinates in parentheses: (4,130).

settings Order of Operations

It is vital to remember the order of operations in these calculations—multiplication and division are
simplified before addition and subtraction. You will see more details on the order of operations in
later lessons.

Now suppose you have only $100 a month to spend on your cell phone bill. In that case,
you cannot afford 4 lines after all. The issue then might be to find a plan that fits your
budget. You substitute values into the function and find a situation that might work. The
following table summarizes substituting some values into the function to find the optimal
solution:

Function Input- Coordinate Viable

Output Pairs Solution?

B(1) = (20 × 1) + 50 (1, 70) Yes

B(1) = 20 + 50
B(1) = 70

B(2) = (20 × 2) + 50 (2, 90) Yes

B(2) = 40 + 50
B(2) = 90
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 Function Input- Coordinate Viable
Output Pairs Solution?

B(3) = (20 × 3) + 50 (3, 110) No

B(3) = 60 + 50
B(3) = 110

It looks like 2 phone lines is the most you could afford, with $10 left over since you are spending only
$90.

Learning Check

Given the equation \(f(x)=3x+2\), what are the coordinates of the data point where x = 2?


(8, 2)

(2, 8)

(6, 2)

(2, 0)

Correct! When you substitute 2 for x in the equation, you get this: \((3\times2)+2=8\). 2 is
the x coordinate and 8 is the y coordinate.

Next

Interpreting Quantitative Variables

There are two broad categories of variables: quantitative and qualitative. You
have already been working with quantitative variables—variables which can be measured
and described numerically. Cost, time, speed, and distance are all quantitative variables.

There are also qualitative variables, which do not have a numerical value but instead
describe a quality of something. For example, colors, models of cars, political party
affiliation, and computer brands are all qualitative variables; they describe a quality of something that
cannot necessarily be measured.

Sometimes you encounter a data set where both types of variables are present. For example, say you
were tallying sales from a bake sale as in the following table:
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 Baked Total Sales
Good (Dollars)

Cookies $25

Cupcakes $40

Muffins $45

Here, "Baked Good" is a qualitative variable; there is no inherent numerical value attached to the
variable. Instead, it is used to describe what was sold. Sales, on the other hand, is quantitative. In a
situation like this, it would not be appropriate to graph the data on a coordinate plane since you do
not have two quantitative variables. You could graph this data with a bar chart, but that is beyond the
focus of this course.

You can, however, still use function notation to represent this data. For example, if B represents the
type of baked good and S represents the total sales of a baked good, you could represent the previous
table with the following function input-output notation:

S(Cookies) = 25
S(Cupcakes) = 40
S(M uffins) = 45
One other thing: While you cannot graph this data on a coordinate plane, you can make some
quantitative comparisons. Muffins were the most profitable item, cookies yielded the lowest amount of
sales, the sale made more money from cupcakes than from cookies, and so on.

Learn by Doing

The following table shows the total number of cars of different brands on Nella's lot:

Brand, Cars
B Available, A

Honda 5

Hyundai 2

Toyota 6

Nissan 6

Chrysler 4
Typesetting math: 100%
 Brand, Cars
B Available, A

Ford 3

First, label each variable (Brand and Cars Available) as quantitative or qualitative. Then,
determine how you would you write the first row of the table in function notation. Let B denote
brand of car while A denotes the number of cars available.

S(Honda)=5

Submit and Compare

 Explanation: 
Brand: Qualitative

Cars available: Quantitative

Since A is the dependent variable to B, the first row of the table could be rewritten as \
(A(Honda)=5\).

Interpreting Qualitative Variables

By now you have mastered the principle of comparing inputs and outputs when
dealing with qualitative inputs and quantitative outputs, so it is time to do the
opposite. Sometimes the input of a function is quantitative, while the output
is qualitative.

The following table depicts the results of a 5K race:

Runner
Place, P Initials, R

1st BR

2nd MC

3rd AL
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 Runner
Place, P Initials, R

4th EV

5th RG

Figuring out who came in first is easy. Just look at the table and see that the runner with initials BR
won the race. You can also easily tell that MC outperformed EV, and that RG came in behind all the
other runners. You can also convert this data to function notation or coordinate notation (but note
that you still would not be able to graph this data since you do not have two quantitative variables).
You could make an argument that either of these variables could be the independent or
dependent variable here; in the data in the next table, it is assumed that P , the placement, predicts
R , the runner's initials.

Runner Function Coordinate

Place Initials Notation Notation

1st BR R (1) = BR (1,BR)

2nd MC R (2) = MC (2,MC)

3rd AL R (3) = AL (3,AL)

4th EV R (4) = EV (4,EV)

5th RG R (5) = RG (5,RG)

Learn by Doing

Mika enrolls children in a local summer program. Each child is placed in a specific level of the
program to make sure age-appropriate activities and supervision are provided for them. The
placement schedule is represented in the following table:

Degree of
Age, A Supervision, D

Less than 5 years Maximum

5 to 7 years High

8 to 11 years Medium
Typesetting math: 100%
 Degree of
Age, A Supervision, D

12 to 14 years Low

Categorize the variables (Age and Degree of Supervision) as quantitative or qualitative, and then
describe how would you interpret the function notation \(D(5) = High\).

d(<5) Maximum
D(5-7) High

Submit and Compare

 Explanation: 
Age: Quantitative

Degree of Supervision: qualitative (while there is a direction to this variable, there is no

absolute zero point, nor is there any inherent numerical value)

The function notation would be interpreted to mean that 5-year-olds are in the "high"
degree of supervision category.

Next

Comparing Multiple Variables

As you have probably already figured out, not all scenarios can be described with
only two variables. Real-world scenarios are often so complex that multiple
inputs lead to one output. These are often called "situations multivariate" since
multiple (more than two) variables are involved.

Take the revenue generated by any big-box stores . Big-box stores sell tons of
products, and some of those products sell faster than others, while other
products sell slower but generate more revenue with each sale. As you can
imagine, tracking the revenue of such a big-box store likely involves hundreds or thousands of
variables. To get at this same idea on a smaller scale, consider a local computer shop.

Brant sells only two products in his computer shop: laptops and tablets. Laptops (denoted as L) cost
$400 each, while tablets (denoted as T) cost $250 apiece. In Brant's case, the total revenue is the
output he
Typesetting is 100%
math: concerned about, while the sale of laptops and tablets are inputs. Since you are looking at
 three total variables here (R, L, and T), this is a multivariate situation. In fact, you can represent the
total revenue, R, with the following function:

R(L, T ) = 400L + 250T

Notice how both L and T appear in the parentheses for R. This is saying that R (revenue) depends on
the sale of both laptops (L) and tablets (T). That is to say, there are two independent variables (L and T)
to the one dependent variable (R). In a recent sale to a small company, Brant sold 5 laptops and 3
tablets. For this particular sale, his revenue would look like the following:

R(5, 3) = (400 × 5) + (250 × 3) ,

R(5, 3) = 2000 + 750 ,
R(5, 3) = 2, 750 .
Learn by Doing

Considering Brant's revenue function, \(R(L,T)=400L+250T\), how would you interpret the function
input-output of \(R(10,5)=5,250?\)

R(10,5) = (400x10)+(250x5)

Submit and Compare

 Explanation: 
Brant generates $5,250 in revenue when he sells 10 laptops and 5 tablets.

Next

Lesson Summary
In this lesson, you were challenged to work with some advanced problems
involving quantitative and qualitative variables.

Here is a list of the key concepts in this lesson:

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 A linear function is in the form of y = mx + b, with m the slope
(or rate of change) and b the y-intercept (or starting value).

To convert real-world situations into function notation and coordinate

notation, analyze the context to determine which variable is
the independent and which is the dependent variable.

It is possible to use function notation and coordinate notation and link

inputs and outputs for a combination of quantitative and qualitative
variables.

For multivariate situations, interpret function notation in a similar

fashion to two-variable situations. For example, f(x, y) means that f is
the one dependent variable for the two independent variables x and y.

Page 27

© 2024 Acrobatiq

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 Unit 1
chevron_rightLesson 2: Independent and Dependent Vari... 28 / 31

Learning Objectives

Given a function, determine independent and dependent variables for the

original function and its associated inverse based on function notation.

Carlo is in charge of a small company's IT department. Part of his job description includes making sure
the company remains current with the latest technology, especially when new technology reduces
costs, increases productivity, or both. Carlo has discovered that the latest high-powered tablets
represent a cost-effective way to move the company into the future. In fact, for every two tablets Carlo
purchases, he can replace one of the company's 25 computers.

You know how to derive the important pieces of information from a written scenario like this to
construct a linear equation in function notation. In this lesson, you will practice this skill in a few
different contexts. It is also time to practice writing functions and identifying variables.

Writing Functional Notation

As you continue with Carlo’s situation, try to identify the independent and dependent variables and
write the equation of the function described. Note that throughout this lesson, independent and
dependent variables may seem less clear than they have in previous examples; the reason for this will
become clear later on, but for now, do the best you can in identifying variables as they are described.

Back to Carlo. Remember, for every two tablets he purchases, he can replace one of the company's 25
computers. You can treat the number of computers to be replaced as a function of the number of
tablets to be purchased. The function's equation would look like C(t) = −0.5t + 25, where C(t) is
the number of computers to remain, and t is the number of tablets to be purchased.

For example, if Carlo decides to purchase 2 new tablets, substitute t = 2 into C(t), and you have:

C(2) = −0.5(2) + 25 = 24
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The result implies that if Carlo purchases 2 new tablets, his company would have 24 computers left.
 Learn by Doing

In the context of Carlo's situation, what are the independent and dependent variables?

Tablets are the independent and computers are the dependent

Submit and Compare

 Explanation: 
Independent : number of tablets to be purchased

Dependent : number of computers remaining.

Next

Additional Practice: Independent and Dependent Variables

of Functions
The next section presents similar situations to the previous one
and is provided only if you want some additional practice on this
topic. If you are feeling comfortable about this topic, you can
skip to the next section.

Engage Your Brain

In the business world, sales and the number of employees in a company are nearly always strongly
interrelated. As sales increase, a company hires more employees, and as the size of the labor force
grows, so, typically, do the number of sales.

Processing math: 100%

 Vera is examining this sales-to-employee relationship from the perspective of monthly revenue as a
function of the number of employees. In her small firm, every 5 additional employees add $10,000
to monthly revenue, which is presently estimated at $25,000.

Recall that a linear function is in the form of \(y=mx+b\), where m is the rate of change
(or slope) and b is the y-intercept (or starting value). Since every 5 employees add
$10,000 to the monthly revenue, each employee adds $2,000, which is the rate of
change.

Next

Inverse Functions
As you know, some functions do not have clearly defined inputs and outputs. In cases
where variables affect each other, instead of focusing on one clear direction of causation,
it can be useful to examine both an original function and its inverse. Starting here, you do
just that using some familiar examples.

Return to Carlo, who is in charge of his small company's IT department. To review: Part of
Carlo's job responsibility is making sure the company remains current with the latest technology,
especially when doing so could cut costs, increase productivity, or both.

Carlo found that the latest high-powered tablets represent a cost-effective way to move the IT
department into the future. In fact, for every two tablets he purchases, he can replace one of the 25
computers. You can treat the number of computers to be replaced as a function of the number of
tablets to be purchased. The function's equation would look like C(t) = −0.5t + 25, where C(t) is
the number of computers the company has, and t is the number of tablets to be purchased.

C(2) , substitute 2 for t in that last equation and you have

To find the value of
C(2) = −0.5(2) + 25 = 24 . This information emerges: If Carlo purchases 2 new tablets, he would
still have 24 computers left. Similarly, if Carlo purchases 4 new tablets, he would have
C(4) = −0.5(4) + 25 = 23 computers left.

But now, what if Carlo wanted to retain only 15 computers? How could he figure out how many tablets
he should purchase? For that, his best bet would be to use the inverse function.

Let C(t)'s inverse function be T (c), which models the number of tablets to be purchased, where c is
the number of computers the company has. Since C(t) is linear, its inverse function must also be
linear.

The equation describing the inverse function is: T (c) = −2c + 50 .

This implies that for each computer the company keeps, Carlo must give up purchasing two new
tablets.

Processing math: 100%

 Substitute c = 0 into T (c), and you have T (0) = −2(0) + 50 = 50 . This implies that if the company
replaces all its computers, Carlo can purchase 50 new tablets.

Learn by Doing

Stay with Carlo for this question. Given the inverse function \(T(c)=−2c+50\), what is \

(T(15)\), and what does it mean?

\(T(15)=20\); it implies that Carlo will have 20 computers left.

\(​T(15)=20\); it implies that if the company keeps 15 computers, Carlo can

purchase 20 new tablets.

\(T(15)=15\); it implies that Carlo can purchase 15 tablets.

\(T(15)=15\); Carlo will have 15 computers left.

Correct! For the inverse function\( T(c)\), its input stands for the number of computers the
company has, and its output stands for the number of new tablets to be purchased.

Next

Lesson Summary
In this lesson, you practiced working with function notation,
including for the inverse of a function.

Page 28

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 Unit 1
chevron_rightLesson 3: Functions and Their Inverses 29 / 31

Learning Objectives

Demonstrate relationships between functions and their inverses.

Lesson Introduction
Now that you know how to calculate both linear functions and their inverses, it
is time to further explore their applications. You will revisit several previous
scenarios to consider whether a linear or an inverse function is more appropriate
in a particular situation.

Demonstrating Relationships
Start with the example from the housing sector. Recall the main facts: In a relatively predictable
pattern, rooms in a house and the number of people living there tend to correlate. For the sake of this
exercise, assume that all houses under study have at least four basic rooms: a living room, a dining
room, a kitchen, and a bathroom. Beyond that, for every two residents of a home, on average, there will
be one bedroom.

The original function is R(p) = 0.5p + 4 , which models the number of rooms in a
house, where p stands for the number of people living there. It could be useful when
trying to find a house for a specific number of people, perhaps for a family trying to
determine exactly how many rooms they need.

The inverse function is P (r) = 2r − 8, which models the number of people living in a
house, where r stands for the number of rooms. It is less intuitively useful, but still has value. A real
estate agent would not want to waste time showing a home that is not large enough to suit a
particular client's family.
The agent could examine all of the houses for sale, quickly determine the maximum number of people
each could comfortably hold, and group the available properties by those numbers. That way, when a
new client calls, the agent would know exactly which houses to show.

Learn by Doing

Rona, a real estate agent, is looking to sell a home. She has three potential buyers, and she
knows how many people are in each family. All three families are eager to see the house, and
Rona knows that the first to see it will probably make an offer.

Which function—the original or its inverse—would be more useful to Rona in determining which
family should get the first viewing?

P(r)

Submit and Compare

 Explanation: 
The inverse function would be more useful here. Rona knows the number of rooms in
the house, so she can calculate the number of people it will fit, then match it to the number
of people in each family to decide which family would best "fit" the house and give that
family the first viewing.

Additional Practice: Functions and Their Inverses

The next section presents a similar situation to the previous one
and is provided only if you want some additional practice on this
topic. If you are feeling comfortable about this topic, you can
skip to the next section.

Engage Your Brain

 Now you will revisit another familiar scenario: Carlo, the IT guy. Remember that he has found that
the latest high-powered tablets represent a cost-effective way to move his company into the future.
In fact, for every two tablets he purchases, he can replace one of the 25 computers the company
currently has.

The original function, C(t) = −0.5t + 25, tells you how many computers Carlo has
when you know the number of tablets to be purchased.

The inverse function, T (c) = −2c + 50 , tells you how many tablets Carlo has when
you know the number of computers left.

Next

More Additional Practice: Functions and Their Inverses

The next section presents a similar situation to the previous one
and is provided only if you want some additional practice on this
topic. If you are feeling comfortable about this topic, you can
skip to the lesson summary.

Engage Your Brain

As you know by now, in the business world, sales and number of employees in a company are
usually strongly interrelated. As sales increase, companies can hire more employees, and as the
size of the labor force grows, so do the number of sales. In Vera's firm, every new sales employee
adds $2,000 to monthly revenue, which is presently estimated at $25,000.

The original function, R(e) = 2, 000e + 25, 000 , allows Vera to calculate sales
revenue when she knows the number of new employees.

The inverse function, E(r) = 0.0005r − 12.5 , allows Vera to calculate the number of
new employees to be hired for an estimated amount of sales revenue in a given
month.

Next
Lesson Summary
In three different settings, you explored the relationships between functions and
their inverses in this lesson.

Here is a list of the key concepts in this lesson:

To interpret in context whether an original function or its inverse is

more helpful in a specific real-world scenario, carefully analyze the
context.

Use the correct independent and dependent variables—related to the

original function or its inverse—to find the correct answer.

Page 29

© 2024 Acrobatiq
 Unit 1
chevron_rightLesson 4: Applications of Functions 30 / 31

Learning Objectives

Interpret a function and the associated function notation in the context of

a real-world application.

Lesson Introduction
This lesson reinforces the concepts you have encountered so far dealing with
functions and their inverses in some new situations where back-and-forth
conversions are especially useful. You will practice with using inverse functions
when converting money, temperature, and measurements. You will also calculate
the values of functions at given points using function notation.

Currency Conversion
Will has $12.57 in his pocket, and as he crosses the border from the United States into Canada, he
wonders how much that amount is worth in Canadian dollars. Currency conversion is one of the most
common business scenarios where both original and inverse functions are used, and in many cases,
the numbers are far more significant than $12.57.

How much does $2 million worth of auto parts cost in Korean wons? What is the payment for 5,000
shirts on a day when Indian rupees are trading for 0.016 of a U.S. dollar? What is the difference in
profit if you accept payment for six tons of frozen chicken in Swiss francs instead of in euros?
 Learn by Doing

Norman is responsible for converting incoming foreign profits to American currency. On a given
day, Norm knows that one U.S. dollar is equivalent to 0.8 euro.

Of the two possible functions in this scenario, identify the input and output variables of the
function that should most logically be labeled the original function, and write the corresponding
equation.

Submit and Compare

Next

Temperature Conversion
Another area in which inverse functions are particularly useful is temperature
conversion; that is, Fahrenheit to Celsius, and Celsius to Fahrenheit. In the United States,
temperatures are generally measured in degrees Fahrenheit. However, data in some
fields is almost exclusively communicated in Celsius, as are temperatures in most other
nations in the world, making basic knowledge of temperature conversion a useful skill.

You can convert a given temperature in Fahrenheit to Celsius using this formula: C(F ) = F−32
1.8 .

Learn by Doing

Using this function \(C(F)=\frac{F−32}{1.8}\) calculate and interpret C(75) to the nearest

degree.

75 degrees Fahrenheit is approximately 24 degrees Celsius.

75 degrees Celsius is approximately 20 degrees Fahrenheit.

75 degrees Celsius is approximately 24 degrees Fahrenheit.

 75 degrees Fahrenheit is approximately 20 degrees Celsius.

Next

Metric to Standard Conversion

By now, you have probably realized that one of the most useful applications of inverse
functions is in conversions. Here is one more common conversion: miles to kilometers.

Betti is planning a road trip with a friend, Christiane, who grew up in Europe. Discussions
of distance quickly get confusing. Betti is used to speaking about miles, whereas
Christiane uses kilometers. Christiane keeps reminding Betti that a mile is equal to
approximately 1.6 kilometers.

Learn by Doing

Using function notation, write the equation of the function you would use to calculate the
distance of this road trip in kilometers, if you knew the number of miles Betti and Christiane
plan to travel. Then identify the independent and dependent variables of this function.

Submit and Compare

Next

Drawing Conclusions from Functions

In some situations, you can use a function to draw a conclusion about a situation. In this
next situation, see how this can be done in a business setting to predict things like
possible overtime for a particular week.

Michelle is a manager at a business that processes health insurance claims. As part of

her responsibilities, she has to project the number of hours the claims processors might
work each week based on the number of claims to be processed. Michelle uses the function
H(c) = 0.02c to make these predictions, where H stands for the projected number of hours her
processors will work to process so many claims, called c in this example.
In a normal week, the claims processors have about 2,000 health insurance claims to process. To get
an estimate of the projected hours for the week, Michelle uses the function above and sees that
H(2000) = 0.02(2000) = 40 . This means that to process 2,000 health insurance claims, Michelle
should project that each of her claims processors need to work about 40 hours for the week.

What if, for a particular week, Michelle’s processors only have about 1,800 health insurance claims to
process? It would be helpful for her to know what the projected number of hours, per claims
processor, would be for this lighter week. Using the same function, she can calculate that
H(1, 800) = 0.02(1, 800) = 36 . In this situation, Michelle knows that each of the processors will
only have about 36 hours of work. This can be helpful in making projections for overtime as well.

Learning Check

Michelle uses the function \(H(c) = 0.02c\) to make predictions for the number of hours

her claims processors need to work in a week. In the function, H stands for the projected
number of hours the processors work to process a particular number of claims, c. If Michelle
has 2,500 health insurance claims to process for next week, what conclusion can she make
about any overtime (working over 40 hours a week) her processors may be called on to do?

Based on the projections, Michelle’s processors will each need to work about 10 hours of
overtime.

Based on the projections, Michelle’s processors will not work any overtime.

Based on the projections, Michelle’s processors will each need to work about 15 hours of
overtime.

Based on the projections, Michelle’s processors will each need to work about 5 hours of
overtime.

Lesson Summary
This lesson presented you with three different situations that often require
conversion skills, and you practiced interpreting functions and function notation.

Here is a list of the key concepts in this lesson:

Inverse functions are valuable in various types of unit conversions and

in a number of real-world contexts.
 You can use function notation to make a conclusion for an associated re
like predicting how many hours of overtime might be expected for a cer

Page 30

© 2024 Acrobatiq
 Unit 2
chevron_rightModule 2: Deriving Conclusions Based on G... 32 / 39

There is a lot packed into this next module: graphs of functions, independent and
dependent variables, and average and instantaneous rates of change. And more!
Starting on the next page, you build the understandings on which much of the
rest of this course is based.

Page 32

© 2024 Acrobatiq
 Unit 2
chevron_rightLesson 5: Interpreting Graphs and Function... 33 / 39

Learning Objectives

Interpret x-y-coordinates in context, including locations on a graph and

function input/output and functions of qualitative and multiple variables.

Lesson Introduction
Tracy has been asked to present a new business concept to her boss, who is a visual person. She has
done research, compiled data, and made input-output tables; however, Tracy's boss wants a visual
representation in the form of a graph. How is Tracy going to take all her tables and turn them into
graphs to make a presentation more visually appealing—and convincing—for her boss?

In this lesson, you will see how to represent coordinates of a point as an ordered pair, how to write
function notation , and how to write notation for multivariate functions.

Turning Graphs into Data

Tracy works in a video-streaming company and has been given some data from
her boss about the "bargain movies" that they stream to their customers. Tracy's
boss is not quite sure what to make of this graph, though.
 © 2018 WGU, Powered by GeoGebra
When looking at the graph, Tracy sees point A first. But how are the coordinates for
point A identified? You need to find the corresponding values for this coordinate point on the x- and y-
axes. For point A, the x- and y-values are both 0. This means that if someone streams no movies, the
company makes no money. Tracy thinks, "That’s logical."

As a coordinate, this coordinate point would be represented as the ordered pair (0, 0). You also call
this point the origin since this is where you always start graphing for all coordinates.

Tracy then looks at the next point, point B. She knows that if someone streams 1 movie, the company
makes $2. So the coordinates of this point are (1, 2). Remember that you always write the x-axis value
first (on the left) and then the y-axis value next, on the right. Tracy then sees that the rest of the
coordinates are:

C(3, 6)
D(4, 8)
Essentially, an ordered pair gives us a way of matching up a value from the x -axis to a
corresponding value on the y-axis. Notice that both a point on the graph and the point's
ordered pair represent the same information in different ways—one is just a location (the
graph) while the other is how you communicate that location in a written format (the
coordinates, or the ordered pair).

Learning Check

The following graph depicts the cost based on the number of gallons of gas
purchased.
 © 2018 WGU, Powered by GeoGebra

Which set of coordinates is on the graph, of the following choices?



(2.50, 1)

(3, 7.50)

(0, 2.50)

(2, 2.50)

Next

Turning Graphs into Notation

Rachel is opening her own taxi company and is presenting a proposal to the bank
for a loan. Part of what she needs to explain is the initial cost for a taxi ride and
the additional cost per mile. Examine the following graph:
 © 2018 WGU, Powered by GeoGebra
How should Rachel make a table based on the data on this graph? First, she would find an x-
coordinate and its corresponding y-coordinate. Next, she would take these points and input them into
her table as follows:

Total Cost (In

Miles Traveled Dollars)

0 5

1 5.75

2 6.50

3 7.25
Notice that either way, whether you look at the graph or at the table, you can easily tell that a two-mile
trip would cost $6.50. Both visual representations display the same information. How much would a
three-mile trip cost? Yes, it is $7.25.

Function is an important concept used throughout math. You will learn how to use
function notation to represent the data in this section. A function has an input value and
an output value. In our example, the cost of a trip depends on the number of miles
driven, so the number of miles is the input value and the cost is the output value.

Function notation looks like f(input) = output, or f(x) = y, where f is the name of the
function. Without context, you should use default function names in math: f, g, h, p , q , s, t, etc. It's
better to choose meaningful names for both the independent and dependent variables. In Rachel’s
example, the dependent variable is cost, and the independent variable is the number of miles, so you
should choose C(m) to represent this function, where C is the cost and m is the number of miles.

Note that C(m) does not mean variable C multiplied by variable m. You have to understand variables
in context.

In function notation, C(1) = 5.75 implies the cost of riding the taxi for 1 mile is $5.75. Note that
C(1) is the corresponding y-value (output value) when the x-value (input value) is 1. Without function
notation, you have to write y = 5.75 when x = 1, which is not as efficient as C(1) = 5.75 .

Similarly, you can translate data in the table into C(0) = 5 , C(1) = 5.75 , C(2) = 6.5 ,
C(3) = 7.25 .
Learning Check

The following graph depicts the cost based on the number of gallons of gas
purchased.
 © 2018 WGU, Powered by GeoGebra

Which of the following is the best function notation to represent the cost of getting 2

gallons of gas?

\(C(5) = 2\)

\(C(2) = 5\)

\(f(2) = 5\)

\(f(5) = 2\)

Making Predictions
You have been put in charge of finding a new vendor for the cell phones your
company provides to its sales team. You have narrowed the choices down to
Rush, which offers a cell phone plan for $60 per line, and Rely-a-Phone, which
offers a cell phone plan for a $50 flat fee, plus $50 per line. The two companies
are comparable in terms of service and dependability, so it all comes down to
price. Which is a better deal? Examine their graphs:
© 2018 WGU, Powered by GeoGebra
 © 2018 WGU, Powered by GeoGebra
The cost depends on two factors: which company, and how many phones. In this situation, there are
two input values, which determine the cost. If a function has more than one input value, it is called a
multivariate function. In function notation, you write f(x, y) = z, where x and y are input values,
and z is the output.

Let C(b, n) model the cost of purchasing n cell phones from company b . If you purchase 5 cell
phones from Rush, according to the first graph, the cost is $300. In function notation, you write
C(Rush, 5) = 300 .
Note that you could have defined the function as C(n, b), where n is the number of cell phones
and b is the company. In that case, you would write C(5, Rush) = 300 .

To avoid confusion, you should always define your function before using function
notation, so readers know what each variable means.

Learning Check
In this section's scenario, let \(C(b, n)\) model the cost of purchasing n cell
phones from company b. Use the graphs to find the cost of purchasing 5
phones from Rely-a-Phone.

© 2018 WGU, Powered by GeoGebra

 © 2018 WGU, Powered by GeoGebra

Write your answer in function notation.

Submit and Compare

Next

The next section presents a similar scenario to the previous one and is provided
only if you want some additional practice on this topic. If you are
feeling comfortable about this topic, just skip to the next section.

Engage Your Brain

 Johan manages web servers for Progress Hospital. He is observing two servers'
performance as more and more users log on to use them. The following graph
tracks both servers' performance:

© 2018 WGU, Powered by GeoGebra

Let \(M(s, u)\) represent a server's memory usage, in percentage, where s is the server's number
and u is the number of users in thousands.

\(M(1, 4) ≈ 47.5\) implies that 47.5% of Server 1's memory is in use when 4,000 users are using it.

\(M(2, 4) ≈ 38\) implies that 38% of Server 2's memory is in use when 4,000 users are using it.

Next

Lesson Summary
This lesson gave you the opportunity to work on converting the information in a
graph into table and functional notation forms and then see how those skills
could provide the basis for useful predictions.

Here is a list of the key concepts in this lesson:

Coordinates are always represented as ordered pairs in (x, y) form,

where x represents the horizontal location in a coordinate system,
and y represents the vertical location.
 Function notation looks like f(input) = output, or f(x) = y, where f
the function.

If a function has more than one input values, it is called a multivariate f

function notation, you write f(x, y) = z, where x and y are input values
output.

Page 33

© 2024 Acrobatiq
 Unit 2
chevron_rightLesson 6: Independent and Dependent Vari... 34 / 39

Learning Objectives

Given a graph, determine independent and dependent variables.

Lesson Introduction
You are explaining a graph to your new employee, Jamal, at your Double Dip! ice cream franchise
store. The point of the graph is how outside temperatures affect ice cream sales. You explain that the
warmer it is, the more ice cream you sell, and that the colder it is, the less ice cream you sell. Jamal
asks which variable is the independent variable and which is the dependent variable. You will be able
to answer that question shortly.

In this lesson, you will see how independent and dependent variables are positioned on a graph and
why context is so important when deciding whether a particular variable is an independent variable or
a dependent variable.

Independent and Dependent Variables

An independent variable explains changes in the dependent variable, while a
dependent variable measures the changes. Looking back at the issue of temperatures
and ice cream sales, the independent variable is the outside temperature and the
dependent variable is the amount of ice cream sold. Put another way, the temperature is
the cause and the sales level is the result.

Examine how the following graph represents this situation for one of Double Dip!'s stores.
 © 2018 WGU, Powered by GeoGebra
Notice that the independent variable, the temperature, is positioned on the x-axis (the
horizontal axis) and the dependent variable, ice cream sales, is positioned on the y-axis
(the vertical axis). This is the normal convention.

However, at times, depending on the context, it may be more appropriate to present a

graph the other way around, with the independent variable on the y-axis and the
dependent variable on the x-axis.

The point (60, 2.4) implies that a Double Dip! store is expected to get $2,400 in income per day when
the temperature is 60 ℉.

Learning Check

In which of the following choices are the independent variable and dependent variable correctly
identified?

Independent Variable: amount of rainfall

Dependent Variable: growth of plant

Independent Variable: bounce height

Dependent Variable: type of ball

Independent Variable: amount of paint needed

Dependent Variable: size of the room

 Independent Variable: growth of plant

Dependent Variable: fertilizer

Next

Making Decisions
Jamal has been showing so much growth as an employee that you're thinking of opening another store
and making him the manager. Where should you locate this new store?

If you turn your graph around, you can get some help in making this decision. It now looks like the
following graph:
 © 2018 WGU, Powered by GeoGebra
This graph represents the inverse of the first graph, with the independent variable now
positioned on the y-axis and the dependent variable on the x-axis. How does this inform
your decision about the location for your new ice cream store?

Well, you know from your experience that you need to make at least $3,000 per week in
sales in order to remain profitable. To make that amount, the outside temperature needs
to be about 75 ℉. Where in the United States does the temperature stay at or above 75 degrees for
most of the year?

If you had access to a location in Butte, Montana; one in Nashville, Tennessee; and one in Mesa,
Arizona, which would you pick for your new store, based on this data? Right! Arizona, here comes
Jamal.
So here is a key point: It's critical to think about what a graph communicates, and not simply rely on
having the independent and dependent variables on the x- and y- axes, respectively. The context of the
situation matters, as well as the question you need to answer.

Learning Check

A tester is testing the number of applications a cell phone can run with a certain amount of
memory. If you build a function to model this scenario, for memory size and number of
applications, which one is the independent variable, and which one is the dependent variable?

Submit and Compare

Next

Lesson Summary
In this lesson, you learned how graphs can be used to determine
independent and dependent variables and how to use this knowledge to make
decisions.

Here is a list of the key concepts in this lesson:

Independent variables are usually, but not always, positioned on the x-

axis on a graph.

Dependent variables are usually, but not always, positioned on the y-

axis on a graph.

You must consider context when deciding which variable is the

independent and which is the dependent variable.

Page 34
© 2024 Acrobatiq
 Unit 2
chevron_rightLesson 7: Graphs of Inverse Functions 35 / 39

Learning Objectives

Given a graph, identify the graph of the associated inverse function,

including input-output pairs.

Lesson Introduction
Have you ever looked up someone's phone number in a directory? What about doing a reverse search
to find out the owner of a phone number you have? If looking up someone's phone number using her
name were a function, then its inverse function would be using the phone number to find out her
name.

Function = Input: Name → Output: Phone number

Inverse Function = Input: Phone number → Output: Name

In this lesson, you will focus on just this kind of relationship—finding input-output pairs
of a function and its inverse function when you are given a graph. You will also learn how
to write the notation for inverse functions and learn when to switch input and output
values, Finally, you will see how graphs of functions and the inverses of functions reflect
each other.

Graph and Inverse Functions

Rick's computer store buys old computers to refurbish and resell them. Rick
calculates a computer's value, including depreciation, by using the following
function: V(m)=300-5m, where V is the value of a computer and m is the
number of months since it was purchased. The graph below shows a computer's
depreciation based on the given function.

© 2018 WGU, Powered by GeoGebra

Note that the correct way to write "the inverse of a function” is to write a superscript "-1" after the
variable that indicates "function." It looks like V−1.

1
Even though the superscript looks like an exponent , it is not one. In other words, although x−1 = x,
V-1 does not mean 1 because V is a function, not a variable. It all depends on the context.
V

The function V models a computer's value after m months. Its inverse function would model the
number of months since the purchase based on the computer's depreciated value.

The function yields a number of input-output pairs, which show exactly what input
produces exactly what output. For example, the point (60, 0) is on V, implying the
computer is worth nothing after 60 months. The point (0, 60) must be on V–1, implying 60
months have passed since the purchase if a computer is worth nothing today.

Similarly, since points (0, 300), (10, 250) and (20, 200) are on V, the points (300, 0), (250, 10),
and (200, 20) must be on V–1.
 Learning Check

Examine the following graph of \( f(x)\).

© 2018 WGU, Powered by GeoGebra

Which points are on \(f^{-1}=(x)\) ?



A(6, 12), B(16, 20), C(0, 3), D(5, 7)

A(0, 6), B(3, 12), C(5, 16), D(7, 20)

A(6, 0), B(12, 3), C(16, 5), D(20, 7)

A(12, 6), B(20, 16), C(3, 0), D(7, 5)

Next

Graph of the Inverse Function

Next, you will explore the relationship between the graphs of a function and its inverse function.
On a given day, one English pound can exchange for 1.6 U.S. dollars. The function
P (d) = 0.625d can be used to calculate the value of English pounds for d U.S. dollars. Since 1 U.S.
dollar can exchange for 0.625 English pounds, P (d)'s inverse function is D(p) = 1.6p . Examine their
graphs:

© 2018 WGU, Powered by GeoGebra

On the function P (d), point C(1.6, 1) implies $1.60 = 1₤. The corresponding point on the inverse
function D(p) is A(1, 1.6), implying 1₤ = $1.60. Note that those two points are reflections of each other
over the line y = x.

Similarly, on the function P (d), point D(3.2, 2) implies $3.20 = 2₤. The corresponding point on the
inverse function D(p) is B(2, 3.2), implying 2₤ = $3.20. Again, those two points are reflections of each
other by the line y = x.

Here is an important observation: If (x, y) is on a function f(x), (y, x) must be on f(x)'s inverse function
f −1 (x). Points (x, y) and (y, x) are reflections of each other by y = x. As a result, the graph of f(x) and
f −1 (x) are reflections of each other by y = x. You can verify this with the graphs of D(p) = 1.6p and
P (d) = 0.625d .
Learning Check

The following graph represents the f(x) function.

© 2018 WGU, Powered by GeoGebra

Identify the graph of the inverse function of \(f(x)\).


© 2018 WGU, Powered by GeoGebra

© 2018 WGU, Powered by GeoGebra

 © 2018 WGU, Powered by GeoGebra

© 2018 WGU, Powered by GeoGebra

Next
Graphs of Inverse Functions
Johan manages web servers for Progress Hospital. He is monitoring the number
of users on the server and the server's memory usage in gigabytes (GB). The
following is the graph of M (u) , where M is the amount of memory in GB
and u is the number of users in thousands.

© 2018 WGU, Powered by GeoGebra

Next, Johan wants to study how much memory is needed to serve a certain number of web users, so
he wants to graph the inverse function of M (u).
Which of the following graphs is M (u)'s inverse function?
 © 2018 WGU, Powered by GeoGebra

Since the graphs of M (u) and its inverse function are reflections of each
other by y = x, you can see f is M (u)'s inverse function. The following graph
clearly shows this relationship:

© 2018 WGU, Powered by GeoGebra

To further verify this, (2, 0.4) is on M (u) , and (0.4, 2) is indeed on f.
Learning Check

The next questions are based on a graph that shows the function and its
inverse, as well as the line y = x. Examine the following graph:

© 2018 WGU, Powered by GeoGebra

Identify the inverse function of \(f(x)\) in the graph.

Submit and Compare

Next

Lesson Summary
This lesson challenged you to identify the graph of a function’s associated inverse
function, including its input-output pairs.
Here is a list of the key concepts in this lesson:

An inverse function means the original function's input-output pairs

are switched.

The inverse function of f(x) is written as f −1 (x).

If (x, y) is on f(x), then (y, x) is on f −1 (x).

The graphs of a function and its inverse are reflections of each

other by y = x.

Page 35

© 2024 Acrobatiq
 Unit 2
chevron_rightLesson 8: Average Rates of Change in Graph 36 / 39

Learning Objectives

Given a graph, interpret the average rate of change at two specified

values.

Lesson Introduction
Rick just received his annual savings account statement. He opened the account with only $250, and
after six months he had saved $800. After six more months—a full year—he'd saved $1300. To find out
how much he saved per month, Rick needs to calculate the average rate of change (or slope) per
month. With this information, Rick can make predictions about his future savings. Rick knows how to
do that and before long, you will know how, too.

In this lesson, you will learn the formula for rate of change, how to use two specified values to
calculate an average rate of change, and a key point about the rate of change for a linear function.

Average Rate of Change

Start with Grace, who has been exercising by jogging. She bought a smartwatch to track
how long she jogs and how far she travels during that time. Examine the following table
for the data from Grace's smartwatch.

Distance (in
Time (in hours) miles)

0.25 1

0.5 2

0.75 3
 Distance (in
Time (in hours) miles)

1 4

Grace's jogging time and distance can be seen in the following graph.

In the applet, you can drag point A and point B along the line, and the applet calculates the
average rate of change between those two points. For example, if you drag A to (0.5, 2) and B to (1, 4),
you will see the vertical difference, called rise , is 4 − 2 = 2 , and the horizontal difference, called run
1 − 0.5 = 0.5 . Those numbers imply, in 0.5 hour, Grace jogged 2 miles. To calculate her average
, is
2 mi
run = 0.5 hr = 4 hr .
rate of change, or speed in this scenario, you can divide: rise mi

No matter where you slide points A and B to, the average rate of change stays the same. Why? Notice
that the steepness of the line does not change; this implies the rate of change does not change on the
line, regardless of the points you choose from the line. Key point: A linear function always has the
same rate of change.
 Learning Check

What is one way to remember what rate of change is?



Input-output pairs

Run over rise

Inverse function

Rise over run

Next

Calculating Average Rate of Change

You can see how helpful an applet is, but how do you calculate the average rate of change without
using an applet? There is a formula you can use. To calculate the average rate of change by points (x1,
y1) and (x2, y2), the formula is:
y2 − y1
rate = x2 −x1

Recall that Grace jogged 2 miles in 0.5 hours, and 4 miles in 1 hour. You can translate this data into
two points: (0.5, 2) and (1, 4). The points can be labeled (x1, y1) and (x2, y2). Note that subscripts are
used, because superscripts mean exponents, which is not what you want here. In this scenario,
x1 means "the x-value of the first point," and y2 means "the y-value of the second point."

Apply the formula, and you have:

y2 − y1 4−2 2
rate = x2 −x1 = 1−0.5 = 0.5 = 4 mi
hr

Learning Check

Given the coordinates (1, 2) and (3, 5), what is the average rate of change?


\(\frac{2}{3}\)

\(\frac{4}{7}\)

\(\frac{3}{2}\)
 \(\frac{7}{4}\)

Next

Average Rate as a Ratio

A ratio is a statement of how two numbers compare. It is a comparison of the size of one number to
the size of another number. For example, if there are 8 boys and 2 girls in a class, the ratio between
boys and girls is 8 = 4
2 1.
16 4
If another class has 16 boys and 4 girls, the ratio between boys and girls is 4 = 1 . Although those
two classes have different number of boys and girls, the ratio between boys and girls is the same.

The rate of change is actually a ratio of the vertical and horizontal changes between two points. For
example, if Grace jogged 2 miles in 0.5 hour, and she jogged4 miles in 1 hour, those two points are
(0.5, 2) and (1, 4). The vertical change of those two points is 4 − 2 = 2 , and the horizontal change is
1 − 0.5 = 0.5 . Their ratio can be calculated by the rate of change formula:
y −y 4−2 2
rate = x 2−x1
2 1
= 1−0.5 = 0.5 = 4 mi
hr
.

Grace jogged 1 mile in 0.25 hour. If you choose to calculate the average rate of change by (0.25, 1) and
(1, 4), the ratio is:
y−y 4−1 3
rate =
x−x
= 1−0.25
= 0.75
= 4 mi
hr
.

Because Grace jogged at a constant speed, no matter which two points you choose, the ratio remains
the same. Keep this important concept in mind: A linear function always has a constant rate of
change.

Learning Check

Calculate the rate of change from (0, 10) to (3, 4), and then calculate the rate of change

from (0, 10) to (6, −2). Then, decide whether those three points are on the same line.

One rate is \(-\frac{1}{2}\), and the other rate is −2. Those three points are not on the
same line.

Since both rates are −2, those three points are on the same line.

One rate is \(\frac{1}{2}\), and the other rate is −2. Those three points are not on the same
line.

Since both rates are 2, those three points are on the same line.
 Next

Applying Average Rate of Change

Sparkit is an online video streaming company. Coming up is the graph
of function R(s), which models Sparkit's monthly profit, in thousands of dollars,
where s is the number of subscribers, also in thousands. You can now calculate
the average rate of change from (20, 19) to (40, 31).

© 2018 WGU, Powered by GeoGebra

Use the rate of change formula, you have:

y2 − y1 31−19 12
rate = x2 −x1 = 40−20
= 20 = 0. 6 thousand
thousand dollars
subscribers
.

The result implies that when the number of subscribers increases from 20,000 to 40,000, each new
subscriber brings an average of $0.60 net profit per month for the company.

Next, calculate the rate of change from (40, 31) to (60, 51)
y2 − y1 51−31 20
rate = x2 −x1 = 60−40
= 20 = 1 thousand
thousand dollars
subscribers
.

This result implies that when the number of subscribers increases from 40,000 to 60,000, each new
subscriber brings an average of $1.00 net profit per month for the company.
Those two rates are different because the function is not linear. As the company has more and more
subscribers, the rate of change in its profit increases. In other words, more subscribers bring higher
net profit, per subscriber.

The next applet allows you drag points A and B along the function to see the calculated rate of change
in different parts. Verify that the more subscribers the company has, the higher the rate of change in
profit.

© 2018 WGU, Powered by GeoGebra

Learning Check

In this section's scenario, calculate and interpret the average rate of change

from (10, 16) to (40, 31).
 The average rate of change is 0.5 thousand dollars per thousand subscribers. It
implies that when the number of subscribers increases from 10,000 to 40,000, each new
subscriber brings an average of $0.50 net profit per month for the company.

The average rate of change is 0.5 thousand dollars per thousand subscribers. It implies
that when the number of subscribers increases from 10,000 to 40,000, each new
subscriber brings exactly $0.50 net profit per month for the company.

The average rate of change is 0.5 thousand dollars per thousand subscribers. It implies
that when the number of subscribers increases from 10,000 to 40,000, each new
subscriber brings an average of $0.05 net profit per month for the company.

The average rate of change is 0.5 thousand dollars per thousand subscribers. It implies
that each new subscriber brings an average of $0.50 net profit per month for the
company.

Next

Additional Practice: Average Rates of Change in Graphs

The next section presents a similar scenario to the previous one
and is provided only if you want some additional practice on this
topic. If you are feeling comfortable about this topic, just skip to
the next section.

Engage Your Brain

Johan manages web servers for Progress Hospital. He is observing the memory
usage of a web server. The memory usage, in percentage, can be modeled by a
function in the following graph:
 © 2018 WGU, Powered by GeoGebra
Notice that this is the same graph you’ve seen before, except the context changed. The average
rate of change from (20, 19) to (40, 31) is still 0.6. This time, the data implies that when the number
of users increases from 20,000 to 40,000, each 1,000 new users use an average of 0.6% of the
server's memory.

You also calculated that the rate of change from (40, 31) to (60, 51) is 1. It implies that when the
number of users increases from 40,000 to 60,000, each 1,000 new users use an average of 1% of the
server's memory.

Next

Lesson Summary
In this lesson, you focused on interpreting the average rate of change at two
specified values, using the formula for rate of change.

Here is a list of the key concepts in this lesson:

y2 − y1
The formula for rate of change is rate = x2 −x1
.

Rate of change is a ratio of the vertical (rise) and horizontal (run) changes
between two points.

When you calculate the rate of change, it is recommended to include

units in your result, like 0.9% per thousand users.
 A linear function's rate of change is constant at any two points on the line

Page 36

© 2024 Acrobatiq
 Unit 2
chevron_rightLesson 9: Instantaneous Rates of Change 37 / 39

Learning Objectives

Given a graph and an instantaneous rate of change, interpret the

instantaneous rate of change in context.

Lesson Introduction
The average rate of change calculates the change over an interval, a specific segment of a line on a
graph. However, the instantaneous rate of change is found for a particular point on the function's
graph. What does this mean?

Say that a car traveled 70 miles in 2 hours. The average rate of change over those 2 hours is 35 miles
per hour. However, it does not mean the car was traveling at a constant speed of 35 miles per hour
during the trip. At a particular time, the instantaneous rate of change (speed) could be 50 miles per
hour, or 0 when the car stopped for a red light.

In this lesson, you will learn about instantaneous rates of change and how they differ from average
rates of change, which you already know about.

Instantaneous Rate of Change

FilmScription is an online video streaming company. This applet has a graph of a
function, which models FilmScription's monthly profit in thousands of dollars,
where s is the number of subscribers, also in thousands.

Typesetting math: 100%

 © 2018 WGU, Powered by GeoGebra

The applet calculates the average rate of change between points A and B. For example, from (20, 19) to
y −y
(40, 31), the average rate of change is x 2 x1 = 31−19 = 12
20 = 0.6
thousand dollars per thousand
2− 1 40−20
subscribers. The result implies that when the number of subscribers increases from 20,000 to 40,000,
each new subscriber, on average, brings $0.60 net profit per month for the company.

If you drag point A closer to B, say to 𝐴(30, 24), the rate of change becomes 0.7 thousand dollars per
thousand subscribers. Also, notice that segment AB is very close to the function's graph.

As you drag point A closer and closer to B, the rate of change becomes closer and closer to 0.8
thousand dollars per thousand subscribers. It's reasonable to estimate that at 𝐵(40, 31), the
instantaneous rate of change is 0.8 thousand dollars per thousand subscribers. That instantaneous
rate of change implies that when the number of subscribers reaches 40,000, the company's monthly
profit is increasing by $0.80 per new subscriber.

An instantaneous rate of change shows how the function's value is changing at a

particular point. It shows the trend of where the function is going, how fast or slowly the
function is increasing or decreasing. An instantaneous rate of change at point A is the
average rate of change from A to B, where B is infinitely close to A.
Typesetting math: 100%
 In the applet, point G shows the instantaneous rate of change at any point on the function. Drag G
along the function and you will see the function's instantaneous rate of change increase as the point's
𝑥-value increases. The slope of the line through G shows the instantaneous rate of change. As the
slope increases the rate of change increases. This implies that the more subscribers the company
has, the more net profit it is making from each new subscriber.

Learn by Doing

Review the graph for this section's scenario.

© 2018 WGU, Powered by GeoGebra

Find the average rate of change from (49, 39.01) to (50, 40).


–0.99 thousand dollars per thousand subscribers

0.99 thousand dollars per thousand subscribers

Typesetting math: 100%
 –0.01 thousand dollars per thousand subscribers

0.01 thousand dollars per thousand subscribers

Next

Additional Practice: Instantaneous Rates of Change

The next sections present similar situations to the previous one
and are provided only if you want some additional practice on
this topic. If you are feeling comfortable about this topic, just
skip to the lesson summary.

Engage Your Brain

Johan manages web servers for Progress Hospital. He is observing the memory
usage of a web server. The memory usage, as a percentage, can be modeled by
a function in the following applet:

Typesetting math: 100%

 © 2018 WGU, Powered by GeoGebra

When you drag point G in the applet, you can find the instantaneous rate of change at any point on
the function. For example, the instantaneous rate of change at (30, 24) is 0.6. It implies that when
30,000 users are using the server, each thousand new users would use 0.6% of the server's
memory.

If you drag point G toward to the right, say to (40, 31), the instantaneous rate of change is 0.8. It
implies that when 40,000 users are using the server, each thousand new users would use 0.8% of
the server's memory.

According to this function, as more and more users log onto the server, the server's memory is
used at an increasing rate.

Next

Typesetting math: 100%

 More Additional Practice: Instantaneous Rates of Change
Here is some more additional practice on this topic. If you are
feeling comfortable about this topic, just skip to the lesson
summary.

Engage Your Brain

Adam plans to purchase a new car, which costs $50,000. He wonders how fast
the car will depreciate. The following applet depicts a function modeling the
car's depreciation.

Typesetting math: 100%

 © 2018 WGU, Powered by GeoGebra
As you drag point A, you can see the instantaneous rate of change at different points on the
function. For example, at (10, 25), the instantaneous rate of change is −2. This implies that 10 years
after the car is purchased, its value will be decreasing at 2,000 dollars per year. Using this value,
Adam can estimate that the car would then be worth approximately \( $25,000−$2,000=$23,000\),
which you can verify with the applet.

The instantaneous rate of change at (12, 21.2) is −1.8. Compare this value to −2 at (10, 25), and you
can see the rate of decrease in the car's value will slow down as time passes.

Next

Lesson Summary
In this lesson, you learned the distinction between a function’s average rate of
change and its instantaneous rate of change.

Here is a list of the key concepts in this lesson:

An instantaneous rate of change shows how the

function's value is changing at a particular point. It
shows the trend of the function and how fast or slowly
the function is increasing or decreasing.

Unlike average rate of change, instantaneous rate of

change does not give you a "big picture." It instead gives
you a "snapshot" at a specific point on the function.

Page 37

© 2024 Acrobatiq

Typesetting math: 100%

 Unit 2
chevron_rightLesson 10: Goals and Graphs 38 / 39

Learning Objectives

Given a graph, determine if a specific goal is attainable and the degree to

which the goal is attained or missed (via percentage).

Lesson Introduction
You have learned a lot about functions so far. The real purpose, though, is to use
functions in real life. In this lesson, you will learn to use functions for several
important real-world purposes—to make predictions, set goals, evaluate actual
performance in relation to a goal, and determine if a goal is attainable.

Making Predictions
Johan works for Progress Hospital's IT department. His team is preparing to upgrade an important
application at each desktop computer. The following table shows the project's progress.

Number Computers
of Days Upgraded

3 96

5 160

Johan's team must complete all upgrades at the company's 702 desktops in 21 days. Johan wonders
whether his team can meet the deadline, based on the team's progress in the first 5 days. Johan
plotted the data into the following graph:
 © 2018 WGU, Powered by GeoGebra
Connecting point 𝐴(3, 96) and 𝐵(5, 160), Johan draw a line. The goal, 𝐶(21, 702) is located above the
line's value at 𝑥 = 21. This implies that the team will not be able to complete the project by the
deadline.

On the graph, the line crosses the point (21, 672). The team can only complete upgrade at 672
computers in 21 days. The difference between the goal and the projected progress is
702 − 672 = 30 computers. The team will miss its goal by 30 ÷ 702 ≈ 0.04 = 4% . In other words,
at the current pace, the team can complete 96% of the upgrades in 21 days.

The use of percentages can give us a rough idea of how much work has been done and
how much still needs to be done.

Learn by Doing

Review the following graph and assume the team will continue to work at the
current pace.
 © 2018, WGU, Powered by GeoGebra

If the team's goal is to upgrade 400 computers in 14 days, would the team be able to complete
the task?

Submit and Compare

Next

Achieving a Goal
Here's a different situation, but one still related to goals. Sunrise Spa's business was declining, and
the company had to spend its reserve fund, maintained since 2000. In 2000, there was $550,000 in its
reserve fund. The company decided that, from 2000 to 2010, it could not spend more than $45,000 per
year on average from the reserve.

In 2010, the company had $50,000 left in its reserve fund. Did the company achieve its goal?

You can build a function to model the amount of reserve fund left, in thousands of
dollars, as time passes. You can plot (0,550), according to the given condition, and then
draw a linear function with a rate of −45 thousand dollars per year.
 © WGU 2018, Powered by GeoGebra

The line passes the point (10,100), so the graph implies that if the average rate of spending is
controlled at $45,000 per year, over 10 years, the company would have $100,000 left in 2010. In reality,
the company had only $50,000 left in 2010, so it missed its goal of keeping the average rate of
spending under $45,000 per year.

By what percent did the Sunrise Spa miss its goal? Well, the difference between the goal and the real
50,000
value is 100, 000 − 50, 000 = 50, 000 . The company overspent by 100,000
= 0.5 = 50% .

Learning Check

Examine the following graph and assume the company wants to achieve the
goal of spending below $45,000 per year since 2000. In 2008, the company had
$200,000 in its reserve fund.
 © 2018 WGU, Powered by GeoGebra

True or false? The company achieved its goal by 2008.

True

False

Next

Attainable Predictions
When Muhammad was 30 years old, he had $50,000 saved for retirement. He then set a goal of having
$1,000,000 in his retirement account by the age of 65. When he was 35, he had $150,000 in his
retirement account. How was Muhammad doing at that point in his progress toward his goal?

To find out, use a function to model his savings in thousands of dollars, using 𝑥 = 0 to represent when
he was 30 years old. According to the given conditions, the function would pass (0, 50) and (5, 150). The
function is in the following graph:
 © 2018 WGU, Powered by GeoGebra
The function passes (35, 750). This line of the function implies that despite Muhammad's good effort, if
the trend continues as it started in the first five years of his saving, he would have only $750,000 in his
retirement account when he is 65 years old.

By what percent would he miss his goal, if he continues saving at this rate? The difference between
the projected value and Muhammad's goal is 1, 000, 000 − 750, 000 = 250, 000 . He would miss his
250,000
goal by
1,000,000
= 0.25 = 25% .

Muhammad saw this projected result after five years of saving, so he adjusted his goal. Starting at the
age of 35, he set a new goal to see $30,000 in growth per year in his retirement account. Now build a
new function for him. This time, use 𝑥 = 0 to represent when Muhammad was 35 years old, so the
point (0, 35) is on the function. In addition, the function's rate of change is 30 thousand dollars per
year. The following graph represents this situation.
 © 2018 WGU, Powered by GeoGebra
When Muhammad reaches 50 years old, he is projected to have $600,000 in his retirement account. At
this rate will Muhammad reach his goal of saving $1,000,000 by the time he is 65?

This graph passes the point (30, 1,050), implying that he should have exactly $1,050,000 in his account
at the age of 65. Muhammad is well on target to reach his $1,000,000 dream for retirement.

Learn by Doing

Starting at the age of 35, Muhammad would see $30,000 in growth per year in
his retirement account. In the following function, 𝑥 = 0 represents the year
when he was 35 years old. When he was 55, he had $700,000 in his retirement
account.
 © 2018 WGU, Powered by Geogebra

True or false?

He was meeting the goal of saving $30,000 per year.

True

False

Next

Lesson Summary
In this lesson, you learned how a graph can help you understand progress
toward a goal and the likelihood of achieving the goal.

Here is a list of the key concepts in this lesson:

When deciding if a goal is attainable, determine if the

goal is above or below the function's projected value.

To calculate the percentage of attainment of a goal, or

the result above or below the goal, find the difference
between the goal and the actual performance number,
and then divide the difference by the goal.
Page 38

© 2024 Acrobatiq
 Unit 3
chevron_rightModule 3: Deriving Conclusions Based on D... 40 / 43

By now you know that numerical information can be presented in several ways—
notation, graphs, and tables. This module focuses on reading and understanding
tables of data. Pull up a chair and make yourself comfortable with tables,
beginning on the following page.

Page 40

© 2024 Acrobatiq
 Unit 3
chevron_rightLesson 11: Interpreting Tables of Data 41 / 43

Learning Objectives

Given a table of data, interpret the table as both functions and inverse
functions in context.

Lesson Introduction
Did you know that Tim Berners Lee published the world's very first website, back in the summer of
1991? Since those good old days, the internet has grown by leaps and bounds, just the way a good
financial investment grows over time.

Sometimes it can be helpful to look at data visually, like on a graph. Sometimes, however, using a table
can be more helpful. In this lesson, you will compare the same information in tables, graphs, and
function notation to see how one view can shed light on another.

Paired Data Points

Begin by looking at these numbers in the following table. (Note that the number
of users in each case is in millions, so, for example, the number 400 for the year
2000 is actually 400,000,000 users. The number 2009 for the year 2010 is actually
2,009,000,000—over two billion users!)

WORLDWIDE
INTERNET USERS
YEAR (IN MILLIONS)

1995 40
 WORLDWIDE
INTERNET USERS
YEAR (IN MILLIONS)

2000 400

2005 1025

2010 2009

2015 3225

Source: adapted from Murphy, J., & Roser, M. Internet. https://ourworldindata.org/internet/ 

(https://ourworldindata.o... (accessed October 29, 2017)

This is good information, but does it "paint a picture" for you? A graph might be a better way to see
the information more visually.

Begin by identifying the pairs of data points in the table. Each pair contains a year and
the corresponding number, in millions, of internet users at that time. Note that the
convention is to write the independent variable first—in this case the year—and to write
the dependent variable second. So the ordered pairs are: (1995, 40), (2000, 400), (2005,
1025), (2010, 2009), and (2015, 3225).

Next, construct a graph with its x-axis representing the passage of time in 5-year increments and its y-
axis representing the number of internet users in millions. Finally, plot the pairs of points you just
listed. The following graph depicts what you should have plotted:
 © 2018 WGU, Powered by GeoGebra
Point A on the graph is equivalent to the pair of data points (1995, 40), and also the same as the first
row in the original table.

B is the same as the pair (2000, 400) and the second row in the table. C is the same as (2005, 1025) and
the third row in the table; D, the same as (2010, 2009) and the fourth row; and E, the same as (2015,
3225) and the fifth row.

Learning Check

In a particular year, the number of internet users reached the 1,558 million
mark. In the following year, the number of users hit the 1,746 million mark.
(Both these points would be between points C and D if they were plotted on
the following graph.)
 © 2018 WGU, Powered by GeoGebra

Select the correct notation for these two data points.



(2008, 1558) and (2009, 1746)

(1558, 1746) and (2008, 2009)

(1558, 2008) and (1746, 2009)

(2008, 1746) and (2009, 1558)

Next

Applying Function Notation

Examine the following table.
 WORLDWIDE
INTERNET USERS
YEAR (IN BILLIONS)

1 0.040

6 0.400

11 1.025

16 2.009

21 3.225

You probably notice a difference between this table and the last one. Rest assured that this one
contains the exact same data, but it is been renumbered to make things a bit easier to deal with. Here,
Year 1 represents the calendar year 1995 and the number of users are expressed in billions, not
millions. (To convert into billions, simply divide the usage numbers in millions by 1000.)

To apply function notation to this data, assign Year as the input variable to the function f. The
function f has an output variable, notated
f(Y EAR), which in this case is the number of internet
users (in billions). Each output f(Y EAR) must be a single value paired to each input. The input
variable Year is placed inside the pair of parentheses of f, and does not refer to multiplication. Now
you can write f(Y EAR) = Worldwide internet users in billons .
Here is a key point: The data are exactly the same as they were previously in the original
table, the ordered pairs, and the graph. Nothing has changed except the notation of the
ordered pairs. It is sometimes very helpful to rescale a graph, as in the following graph to
make it easier to understand.
 © 2018 WGU, Powered by GeoGebra

Learning Check

Examine the following graph. Which point represents a reasonable input year
and output value for the calendar year 2011?
 © 2018 WGU, Powered by GeoGebra


(2011, 2.2)

(17, 2200)

(17, 2.2)

(16, 2.2)

Next

Alexander is reading the following table to learn how much snow fell in three winter months in his
city. In this case, the appropriate function has Month as the independent variable and the Amount of
Snow as the dependent variable.

Amount of Snow
Month (in inches)

January 5

February 2

March 0
Alexander's next question is, "How many months had more than two inches of snow?" In this case, he
would change the independent variable to Amount of Snow and the dependent variable to Month—
the inverse of his first function.

Many times, information is presented in a graph that needs to be interpreted. However,

the interpretation depends on the information being sought. A table can be read from
right to left or from left to right, depending on which variable is the
independent variable and which is the dependent variable.

Tables as Functions
Micah is shopping for new internet plans for her business, which produces technical reports for small-
business clients. She's been tracking how the number of reports her employees can complete, on
average, based on the speed of their internet connections, expressed in megabits per second (Mbps).
Examine the following portion of her data:

Internet Reports
Speed Completed per
(in Mbps) Day

2 3

4 6

6 9

Given that Micah is shopping for the best speed to increase production rate, what do you think
her independent and dependent variables are?

The independent variable would be internet speed, because that is the factor that "explains" the
differences in production; and the dependent variable would be the number of reports completed per
day.

With this information, Micah can make the best decision on internet speed needed to reach her ideal
production rate. However, she wants to take it further. Micah graphs the data points in the table so
she can make predictions on internet speeds she might want to purchase in the future.

Use the following graph to see if you can find the answer to the question: If Micah increased her
company's internet speed to 8 Mbps, how many reports could she expect the employees to complete?
 © 2018 WGU, Powered by GeoGebra

Using the graph, Micah can estimate that, at 8 Mbps, her employees could
produce about 12 reports per day, on average.

Learning Check

Examine the table depicting a function.



Typing Speed Number of Papers

(in words per minute) Completed

25 4

50 8

75 12

When drawing conclusions for this function, which of the choices below would be an accurate
statement?

The number of papers completed determines the typing speed.

 The typing speed determines the number of papers completed.

Tables as Inverse Function

Micah is figuring out how many Mbps of internet speed she needs to maximize the number of
technical reports her employees complete each day. But what if she turns the question around and
sets a specific goal for the number of reports produced daily? Then Micah needs to determine the
best internet package to purchase, based on that goal.

Micah can use the same table, but this time she uses the number of reports completed per day to
determine the internet speed needed—the inverse of her first question:

Internet Speed Reports Completed

(in Mbps) per Day

2 3

4 6

6 9

Micah sets her goal for each employee at 6 reports per day. What internet speed does she need to
purchase? The row with 4 Mbps shows that this speed produces 6 reports completed per employee
per day, so the answer is 4 Mbps.

You could also examine the following graph and trace the y-axis to 6 reports. Then you could see that
6 reports correlates with x at 4 Mbps.
 © 2018 WGU

Learning Check

John's company needs to hire someone that can type 8 papers a day, but he doesn't want

to hire an over-skilled person who will blaze through the work and then sit around,
waiting for something else to do. A friend, Cara, shared the following table she created based on
data from her own, very similar, company in another state:

Typing Speed Number of Papers

(in words per minute) Completed

25 4

50 8

75 12

How many words per minute would the new employee need to type?

75 wpm

100 wpm
 50 wpm

25 wpm

Lesson Summary
In this lesson, you focused on reading and understanding tables of data, such as
the increase in number of internet users over time. In addition, you encountered
the idea that the same information, or data, can be expressed in different ways –
tables, graphs, and function notation – yet convey the same meaning.

Here is a list of the key concepts in this lesson:

The same data can be represented in a table, as ordered pairs, or on a

graph. Regardless of how the data are presented, the meaning is the
same.

Once data is plotted on a graph, it is possible to draw reasonable

conclusions about data points that don’t actually appear on the graph
if they follow a predictable pattern, or trend.

It is sometimes helpful to rescale data to make the numbers easier to

work with.

It is also sometimes helpful to use function notation so that each input

value pairs with a single output value.

Independent variables refer to the factor that explains the change in

the other.

Dependent variables refer to the factor that responds to the changes

in the independent variable.

Functions can be shown in table form, and tables can be read from
right to left or left to right, depending on the situation.

If a table is read right to left, you are investigating the inverse of the
function that is read left to right.

Page 41
© 2024 Acrobatiq
 Unit 3
chevron_rightLesson 12: Average Rates of Change in Tables 42 / 43

Learning Objectives

Given a table of values, interpret the average rate of change at two

specified values.

Lesson Introduction
Think about this: Sunrise Sky Spa had 1,000 members in January 2010, and 2,200 members in January
2011. This means that the average rate of increase (a form of average rate of change) of Sunrise Spa's
memberships was 100 members per month in 2010.

In many situations, the second statement is more useful because it shows the company's membership
was growing at a certain rate. In this lesson, you will learn how to calculate the average rate of change
using input-output pairs. You’ll also revisit the formula for calculating average rate of change.

Average Rate of Change From a Table

Benjamin is on a diet and has been tracking his weight loss in the following table.

Weight (in
Week pounds)

0 210

6 198

You can rewrite data in the table with ordered pairs: (0, 210) and (6, 198). Then, you can label them
as (x1, y1) and (x2, y2). Note that the numbers are subscripts—not superscripts, which means
exponents. In this situation, x1 stands for the x-value of the first ordered pair, which is 0.
 y2 − y1
The formula to calculate average rate of change, m, is: m= x2 −x1 .

After six weeks, what was the average rate of change in Benjamin's weight? Use the formula:
y2 −y1 198−210 −12
m= x2− x1
= 6−0 = 6 =−2 lbs
week

Note that the rate of change is negative, implying Benjamin was losing weight in that period.

Benjamin's weight loss can also be seen in the following graph:

© 2018 WGU, Powered by GeoGebra

Learning Check

Matt has been saving money in his piggy bank, amounts represented by the following table.

Week Since Dollars in Piggy

Started Bank

3 $35.00
 Week Since Dollars in Piggy
Started Bank

8 $86.00

What's the average rate of change in Matt's savings from the 3rd week to the 8th week?

Submit and Compare

Next

Input-Output Pairs
Avery's store is having a sale on bottles of fragrance. At 1:00 p.m., she checks and finds that the store
has sold 15 bottles. At 5:00 p.m., Avery's store has sold 60 bottles. The following table gives the data.

Time Bottles Sold

1 p.m. 15

5 p.m. 60

What is the average rate of change between 1:00 p.m. and 5:00 p.m.? Well, to find that, Avery uses the
rate of change formula:
y2 − y1 60−15 45
m= x2 −x1 = 5−1
= 4
= 11.25 bottles per hour

Between 1:00 p.m. and 5:00 p.m., Avery's average rate of sales for fragrances was 11.25 bottles per
hour. It is okay to use a decimal in the average value in this situation. You often see such values; for
example, you might see that a family in a certain country has 1.73 children on average.

Notice that you only needed two input-output pairs to find the rate of change.
 Learning Check

The following table records Sunrise Sky Spa's membership during a certain period:

Month Number of
Memberships

Jan. 2010 1,000

Jan. 2011 2,200

(12 months later)

What's the average rate of change per month in Sunrise Sky Spa's membership between January
2010 and January 2011?

Submit and Compare

Next

Additional Practice: Average Rates of Change in Tables

The next section presents a similar scenario to the previous one
and is provided only if you want some additional practice on this
topic. If you are feeling comfortable about this topic, just skip to
the next section.

Engage Your Brain

The following table shows the release date of some of Lightning Chips' central processing units
(CPUs). The clock speed of the CPUs is given in gigahertz (GHz).
 Month CPU Clock Speed

Jan. 2015 2.2 GHz

June 2016 3 GHz

(16 months later)

You can interpret the given data as (1, 2.2) and (17, 3). You can then calculate the average rate of
change in the company's CPU clock rate during that period with the formula:
𝑦2 − 𝑦1 3 −2.2 0.8 𝐺𝐻𝑧
𝑚= = = = 0 . 05 𝑚𝑜𝑛𝑡ℎ
𝑥2 − 𝑥1 17 - 1 16

The result shows that Lightning Chips increased its CPU clock rate, on average, at 0.05 GHz per
month during that period.

Next

More Additional Practice: Average Rates of Change in

Tables
The next section presents a similar scenario to the previous one
and is provided only if you want some additional practice on this
topic. If you are feeling comfortable about this topic, just skip to
the next section.

Engage Your Brain

The table tracks Susan's weight loss since she started a new diet program:

Week Weigh (in pounds)

4 210

6 205.6

The average rate of decrease from the 4th to the 6th week was:

\(m=205.6−210\frac{ }{ }6−4=−4.2\frac{ }{ }2=−2.2\) lb per week.

If Susan kept losing weight at this rate, what would her weight be after 10 weeks? Let's find out.

Starting the 6th week, Susan is expected to lose 2.2 pounds per week. From the 6th week to the
10th week, she is expected to lose \(2.2\times4=8.8\)pounds. You can use this calculation:

\(205.6+\left(-2.2\right)\times4=196.8\) lb.

If the trend continues, Susan would weigh 196.8 pounds in the 10th week of this program.

Susan's weight loss can also be seen in this next graph:

© 2018 WGU, Powered by GeoGebra

Using two points on the graph, find the average rate of change and use it to predict Susan's
weight in 8 weeks.

Submit and Compare

Next
Still More Additional Practice: Average Rates of Change in
Tables
The next section presents a similar scenario to the previous one
and is provided only if you want some additional practice on this
topic. If you are feeling comfortable about this topic, just skip to
the next section.

Engage Your Brain

Avery's fragrance store held another sale. The following table shows the number of units sold in
the first few hours:

Units
Hours Sold

9:00 a.m. 30

12:00 p.m. 75

You can calculate the average rate of change in the number of units sold during those hours with
the following formula:

\(m=\frac{75−30}{12-9}=\frac{45}{3}=15\) \(\frac{units}{hr}\)

Assuming the trend represented by this data continues, how many units can Avery expect to sell by
2:00 p.m.?

From 12:00 p.m. to 2:00 p.m., Avery is expected to sell 15 units per hour, for a total of 30 units. The
following equation breakdown is how you can find that answer:

75 + 15 × 2 = 105 𝑢𝑛𝑖𝑡𝑠

Avery can plan to sell 105 units by 2:00 p.m.

Next
And Yet Even More Additional Practice: Average Rates of
Change in Tables
The next section presents a similar scenario to the previous one and is provided
only if you want some additional practice on this topic. If you are feeling
comfortable about this topic, just skip to the next section.
Engage Your Brain

Once again, the following table depicts the release date of some of Lightning Chips' central
processing units (CPUs). The clock speed of the CPUs is given in gigahertz (GHz).

CPU Clock
Month Speed

Jan. 2015 2.2 GHz

June 2016 3 GHz

(16 months later)

You calculated that Lightning Chips increased its CPU clock rate, on average, at 0.05 GHz per month
during that period. If this trend continues, how fast would Lightning Chips' CPU increase to in June
2017?

In 12 months, the CPU speed would increase by 0 . 05 𝐺𝐻𝑧 × 12 = 0 . 6 𝐺𝐻𝑧. This implies that the
company's CPU clock speed would increase to 3 + 0 . 6 = 3 . 6 𝐺𝐻𝑧 in June 2017.

Next

Lesson Summary
In this lesson, you used tables of input-output pairs to understand average rates
of change, such as pounds lost on a diet, bottles of fragrance sold, or the rise in
clock speeds of CPUs over time.

Here is a list of the key concepts in this lesson:

When looking at a table, you only need two input-output pairs to find
the average rate of change.
 y2 − y1
The formula to calculate the average rate of change is m= x2− x1
.

Negative rates of change indicates the value is decreasing.

Positive rates of change indicates the value is increasing.

Average rate of change tells change over a given period of time; this info
used to make predictions of future or past events.

Page 42

© 2024 Acrobatiq
 Linear Functions Introduction
chevron_rightUnit 4: Linear Functions Introduction 45 / 45

© 2018 WGU

Page 45
© 2024 Acrobatiq
 Unit 4
chevron_rightModule 4: Interpreting Inputs and Outputs ... 46 / 52

The most elementary family of functions is the linear function—one with a graph
of a straight line. In this module, you will see how linear functions work and how
you can interpret them. You will also encounter a new term, "regression," which
non-mathematicians might call a best guess. But for now, no more guessing—get
the full facts by clicking to the next page.

Page 46

© 2024 Acrobatiq
 Unit 4
chevron_rightLesson 13: Real-World Applications of Linea... 47 / 52

Learning Objectives

Given the graph of a linear function for a given real-world problem,

translate the input and output pairs of the linear function into real-world
meaning.

Lesson Introduction
A car is equipped with both a speedometer and an odometer. The speedometer measures how fast
your car is going while the odometer measures how far your car has been driven. Some cars even
have "trip odometers," which measure the distance driven on trips. These two meters on your car have
something in common with lines. You will learn about that connection in this lesson and use these two
meters to more intuitively understand how lines work.

In this lesson, you will explore real-world applications of linear functions . You will also learn to
calculate the value of a function based on a specific input, see how a function's formula determines its
graph, and estimate the input and output values of a function from its graph, even without the
algebraic formula itself.

How Lines Work: Inputs and Outputs

Seth has started driving for a trip from home. His speedometer tells him he is traveling at 65
miles per hour. If he travels at this speed for three hours, how far will he travel? You can calculate this
as 3 × 65 = 195 miles . This also means Seth's trip odometer will show he has traveled 195 miles at
three hours into the trip.

Here is another way of looking at this: In the following graph, the distance that Seth has traveled is
given by the function d(t) = 65t, where t, the input variable, is the time he has been traveling. Then
d(t) , the output variable, is the distance the car has traveled in t hours.
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 © 2018 WGU, Powered by GeoGebra

Suppose Seth is on another, longer trip now. For the first leg of the trip, Seth
drove 250 miles before pulling off for some food. After eating, he resumes his
trip. If Seth resumes driving at 65 miles per hour, how can you model the distance
he travels in the second leg of his trip? For the second leg of the trip, the distance
Seth traveled at time t = 0 was 250 miles. Use the function d(t) = 65t + 250.
Since d(0) = 65 × 0 + 250 = 0 + 250 = 250 , you know that at the time he
started driving again, or at t = 0, Seth had gone 250 miles. Then, to find the
distance three hours into the second leg of the trip, substitute 3 for t (since t = 3
in this situation) and find d(3) = 65 × 3 + 250 = 195 + 250 = 445 miles.

settings NOTE

In the last examples, you have seen functions of two forms: f(x) = mx and
f(x) = mx + b. You can consider these to be the same type of function for both of
these examples; the first version is just the second when b = 0.

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 © 2018 WGU, Powered by GeoGebra

To do more complex input/output problems, it is vital to use the order

of operations: parentheses, exponents, multiplication
and division (from left to right), and addition and subtraction (from left
to right).

settings Please Excuse My Dear Aunt Sally

You may also use the phrase "Please Excuse My Dear Aunt Sally" as a way to remember the order of
operations. The functions of the form f(x) = mx that you looked at previously had only one operation to
perform: multiplication. These new functions of the form f(x) = mx + b have two operations, however:
addition and multiplication. You just have to remember that multiplication comes before addition.

If you forget that, you will get a very different, incorrect answer. For instance, in the driving example, if
you add first, a mistake, you get d(3) = 65(3 + 250) = 65 × 253 = 16445 miles! Suddenly, it looks
like you drove around the world in just three hours!

The good news: for linear functions, with or without b, multiplication, division,
addition, and subtraction will be your primary operations. Later on, you will deal
with parentheses and exponents.

Learning Check

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 A chorus rents tuxedos for its singers at $85.74 per tuxedo with a $25 processing fee, so

the cost function is C(x) = 85.74x + 25 . How much does it cost the chorus to rent
tuxedos for 14 singers?

$3,343.86

$1,175.36

$1,225.36

$1,200.36

Correct! C(85.74(14) + 25 = 1225.36.

Next

Starting Points and Slopes

The functions you are studying in this lesson are called linear functions because the
graphs of these functions are lines. (The word "linear" means lines.) There are two
important aspects of linear functions— starting values and slopes.

Remember Seth's car trip? Seth began his trip from home, so his starting distance was 0
miles. After 250 miles he pulled over for some food. When Seth resumed his trip he was
250 miles from home. So, for the second leg of the trip (the blue dotted line in the following graph)
Seth was starting from 250.

© 2018 WGU, Powered by GeoGebra

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 In terms of the linear function, f(x) = mx + b , the value of b is the starting value of the function.
For the first leg of Seth's journey b = 0, for the second leg of the journey b = 250.

Next, you will learn about slope. A faster speed means a greater slope, while a slower speed means a
lesser slope. There is even a positive slope (lines that increase) and a negative slope (lines that
decrease).

In the previous examples, Seth was always driving at 65 miles per hour. If he drove for two hours, he
covered 130 miles. In three hours, he traveled 195 miles. You can see that the ratio from one hour to
65 130 195
the next remain the same, because 1 = 2 = 3 is a true proportion. Another way to say this is
that Seth travels 65 more miles for each additional hour on the road.

Examine the graph of this function to notice that the line is increasing to the right (positive).

© 2018 WGU, Powered by GeoGebra

If you look back at all the examples, in f(x) = mx + b, m has been the rate at
which each function increases or decreases the steepness of the lines. In fact,
that is exactly what m is; m tells you how fast the linear function increases or
decreases, which is called the slope of the line. You will learn exactly how the
slope, m, works in later lessons.

Y-Intercepts
You now know that b is the starting value of a function and m is the slope. In
math terms, the value b is called the y-intercept of a line; b tells you the value of
y when x = 0. Examine the following two examples of slope and y-intercept.
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 © 2018 WGU, Powered by GeoGebra

In the first leg of Seth's journey, where he left home and drove for three hours,
the y-intercept is 0 because he had traveled 0 miles at his starting point when he
began to track his time (t). In the second leg of the trip, after Seth had stopped for
food, the y-intercept is 250 because he had traveled 250 miles from home when
he resumed his trip.

© 2018 WGU, Powered by GeoGebra

Consider this next example:

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 Seth has decided that it is time to buy a new car. As he does so, follow along and see how the ideas of
slope and y-intercept come into play here, too.

Seth has picked out the model he wants and gets quotes from four different dealerships, all of which
offer plans that would let Seth pay off the car in 6 years (72 months). Here are the four offers:

Offer A: $8,000 down payment and $150 a month

Offer B: $5,000 down payment and $200 a month

Offer C: $2,000 down payment and $250 a month

Offer D: no down payment and $300 a month

Which is the best deal for Seth? None of the offers include a total payment, so Seth has to do a bit of
calculation. Payment in each of these situations can be expressed as a linear
function, with t representing the number of months:

A(t) = 150t + 8000

B(t) = 200t + 5000
C(t) = 250t + 2000
D(t) = 300t

For each of these linear functions, the monthly charge is the slope (m, also called rate of change), and
the down payment is the y-intercept (b , or starting value). Compare their graphs:

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 © 2018 WGU, Powered by GeoGebra
Find each linear function's value when x = 72; this is the end of 72 months, or 6 years of payments. It
turns out that the deal with no down payment and a $300 monthly payment (deal D) is the worst deal
of the four, costing Seth $21,600 in total for the car. The deal with the highest down payment, $8,000,
and a monthly payment of $150 (deal A) is the best deal. Seth would pay only $18,800 in total for the
car.

Here are some important observations:

Deal D, which is D(t) = 300t, has the only line crossing the origin
because its y-intercept is 0. This is because the starting value for this
deal has Seth paying 0 dollars.

Deal A, which is A(t), has the largest y-intercept because its

starting value on the y-axis is the highest, at 8,000, for $8,000.

The steeper the line is, the greater the magnitude of its slope. In the
graph, Deal D, or D(t), is the most steep, with a slope of $300 per
month, and Deal A, or A(t), is the least steep with a slope of $150 per
month.

Learning Check
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 Which of the following functions is increasing with the steepest slope?


Hint:

Remember, the general form of the line is \(f(x) = mx + b\). Where is the "incline" of the
line?

\(A(x) = 30x + 6\)

\(B(x) = 6x + 30\)

\(C(x) = –40x + 6\)

\(D(x) = –6x – 40\)

Correct! This line has the steepest incline since it has the largest slope.

Next

Input-Output Pairs on a Graph

The last piece in this lesson is estimating input and output values of a function from its graph, even
without knowing the algebraic formula of the function. Consider this next example:

Once again, consider Seth's trip to see how to use a graph to estimate the input and output values of a
function from its graph, even without knowing the algebraic formula of the function.

Examine the following graph.

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 © 2018 WGU, Powered by GeoGebra
In this example, the x-coordinate of any given point tells you how many hours of driving Seth has done,
while the y-coordinate tells you how many miles have been traveled. For instance, the point (1, 65) says
he had traveled 65 miles after an hour, which certainly makes sense, and the point (3, 195) says
he had traveled 195 miles after 3 hours.

Now assume that Seth wants to know how far he will have traveled by the time he has been on the
road for 4 hours and again for 8 hours.

Locate the point at the intersection of the line and the 4-hour mark. The number on the y-axis shows
how far Seth will have gone after 4 hours. He will have gone about 260 miles.

Try it again for 8 hours of driving. Locate the point at the intersection of the line and the 8-hour mark.
The number on the y-axis shows that at this time, Seth will have covered about 520 miles.

Now, take another look at the graph Seth made to figure out which of four car deals would be
cheapest in the long run.

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 © 2018 WGU, Powered by GeoGebra
Seth is interested in knowing how much he would have paid for his new car at different times during
the 72-month contract he intends to sign for each of the four offers.

First, refer to the points labeled Deal A and Deal D on this graph, positioned at 24 months, or 2 years.
How much would Seth have paid after 24 months if he accepts Deal A (point A)? How much at that
same time if he accepts Deal D (point D)?

Just by inspecting the graph, you can tell that for Deal A, Seth would have paid nearly $12,000 for his
car after 24 months. For Deal D, it would have been $8,000.

Now refer to the points labeled Deal B and Deal C, which represent the amounts paid for Deals B and
C at 36 months, or 3 years. If Seth accepts Deal B, he would have paid about $12,500 after 3 years. If
Seth accepted Deal C, he would have paid a little more than $11,000 after 3 years.

This information might be very helpful to Seth if, for instance, he plans to sell this car before the
contract is paid off at 24 or 36 months. In such a case, he might want to have as little as possible
invested when he sells it, instead of paying off the car as economically as possible. You can probably
see the usefulness of using a graph to estimate and interpret input-output pairs in situations like this.

settings NOTE

One way to tell if a situation is related to a linear function is to look at whether the change in the value
of the function (or the output) is proportional to the change in the value of the input.

Learning Check
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 Ramona manages a call center where technicians answer calls from customers
who have problems with their equipment. The following graph of \(f(t)\) models
the number of calls the call center can answer per hour, where t is the number
of technicians on duty.

© 2018 WGU, Powered by GeoGebra

Estimate the value of Point C and then interpret its coordinates in this context.


If 1 technician can answer 7 calls in an hour, 7 technicians can handle 64 calls.

Seven on-duty technicians can handle about 65 calls per hour.

Seven technicians collectively make $64.61 in an hour.

Sixty-four technicians can handle about 7 calls in an hour.

Correct! The point shows how many calls 7 technicians can handle together, and
that is about 65.

Next

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 Lesson Summary
In this lesson, you learned how inputs, such as time and speed, can tell you the
output, such as distance, for a linear function. You also learned how a linear
graph could help you see relationships between inputs and outputs, even
without knowing the function itself.

Here is a list of the key concepts in this lesson:

To calculate the value of a function f(x) = mx + b

with input c, multiply the value of c by the value
of m and add b to the product.

The value of m is the slope of the line, a measure of how

steep the graph is. The value of b is the y-intercept, or
the value of the function when x = 0.

The numbers m and b in a linear function determine

what the graph of that function looks like.

You can estimate input and output values of a linear

function by closely inspecting the graph of that function,
even if you do not know the algebraic definition of the
function.

Page 47

© 2024 Acrobatiq

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 Unit 4
chevron_rightLesson 14: Solutions to Linear Equations 48 / 52

Learning Objectives

Given the graph of a linear function, translate solutions to linear

equations into real-world meaning.

Lesson Introduction
Some positions have compensation based on sales. For these positions, you make a percentage of
whatever you sell. This can mean your paycheck varies quite a bit. If you work in a position like this,
you might have a bare minimum salary you have to make to maintain all your expenses; in that
situation, it could be very helpful to know exactly what the minimum sales are you have to make each
paycheck to "break even." This would actually be a situation where you would need to solve a linear
equation and translate that solution into real-world meaning.

In this lesson, you will interpret solutions to linear equations. You will also use graphs to find solutions
to problems, noting the spacing of the graph's grid, and write those solutions in function notation.

Estimating Output Value

Graphing linear functions helps to estimate and translate solutions to real-world
problems. Consider this example:

A typical commission for a real estate agent is 6% of the sale. The following graph shows
the relation between the cost of a house and the commission the agent makes, assuming
a 6% commission rate.
 © 2018 WGU, Powered by GeoGebra
Suppose you are buying a house. If your agent makes $16,000 in commission, how much did the house
sell for? To figure this out, find 16 on the y-axis and follow the horizontal graph line y = 16 over to the
solid diagonal line (to Point A). Then follow a vertical line from that point to the x-axis to find x is close
to 266. The agent would take home $16,000 if the house sells for approximately $266,000.

When you estimate values, pay attention to how much each grid represents along each
axis. Along the x-axis, each 20 units is divided into 5 grids, making each grid
20
5 = 4 units. Point A is in the middle of 264 and 268, which is why you can estimate
Point A's x-value to be 266.

settings NOTE

You are estimating these results; they are not exact. You know the x value is close to 266, but in order
to find an exact result, you would need to either zoom in very close on the graph or do the
mathematics. In this course, estimation is good enough.

Similarly, if you want to know how much your agent will make on the sale of your house, you can find
the value of the house on the x-axis and match it to a commission on the y-axis. If your house is priced
at $125,000, follow the line x = 125 up to the line that relates x and y and then over to the y-axis to find
that y is around 7.6. That would be $7,600 for your agent.

Each grid along the x-axis represents 4 units in this graph. Use this information to make better
estimations.

Learning Check
According to the following graph, if a car costs $50,000, how much would the
salesperson make in commission?

© 2018 WGU, Powered by GeoGebra


About $15,000

About $13,500

About $27,000

About $11,000

Correct! The function crosses the point (50, 13.5).

Next
Additional Practice: Solutions to Linear Equations
The next section presents a similar scenario to the previous one
and is provided only if you want some additional practice on this
topic. If you are feeling comfortable about this topic, just skip to
the next section.

Learn by Doing

Kevin can build a computer in 6 hours, implying he can build \(\frac{1}{6}\) of a computer per hour.
Sammy can build a computer in 9 hours, implying she can build \(\frac{1}{9}\) of a computer per
hour. If they work together, they can build \(\frac{1}{6}+\frac{1}{9}=\frac{5}{18}\) of a computer per
hour. They have built 3 computers so far. The function \(C(t)=\frac{5}{18}t+3\) models the number of
computers they can build in t hours from now.

Using the following graph, how many hours does it take them to build 10 computers total?

© 2018 WGU, Powered by GeoGebra

 To find out how many hours it takes Kevin and Sammy to build 10 computers,
you are looking for a point on the function with its y-value being 10. You can
always zoom in closer to get a better look at the graph. It looks like the
corresponding x-value is 25.2, which is the number of hours it will take.
Next

More Additional Practice: Solutions to Linear Equations

The next section presents more additional practice on this topic.
If you are feeling comfortable about this topic, just skip to the
next section.

Engage Your Brain

Many of the bills you pay each month are based on a set monthly fee for use, plus a charge per
minute of use or per kilowatt hour used, depending on the type of bill.

Suppose one month you get a surprisingly large electric bill–twice or more the amount you usually
pay.

Let \(B(w) \) model the monthly electricity bill with w kilowatt of electricity used. Examine its graph
via the following GeoGebra applet:
 © 2018 WGU, Powered by GeoGebra

This graph gives an example of costs of electricity (along the y-axis) based on the kilowatt hours
used (on the x-axis). Say your bill is $110. About how many kilowatt hours did you use? Drag the
point on the line until its y-value is 110 or very close to it. You can tell the corresponding x-value is
approximately 808. If your bill is $110, you used 808 kWh of electricity in that month.

Next

Lesson Summary
In this lesson, you learned how to read a graph to estimate answers to various
questions, such as a real estate agent's commission based on the sales price of a
house.

Here is a list of the key concepts in this lesson:

Keys and labels are important when interpreting data

given in the form of ordered pairs or specific coordinate
values.
 To find the answer to a question about a linear applicatio
graph, trace a line from the appropriate axis at the value y
the graph, then from the graph to the other axis to find th

To make a good estimation, calculate how many units eac

represents along the x-axis and y-axis.

In function notation, write f(x) = y, not f(y) = x.

Page 48

© 2024 Acrobatiq
 Unit 4
chevron_rightLesson 15: Identifying Optimal Solutions wit... 49 / 52

Learning Objectives

Given two linear graphs of data for two real-world situations, identify the
optimal situation based on the real-world situation and the input or
output pairs.

Lesson Introduction
Frequently people need to choose between two options to decide which one is better for a given
situation—many times, you can do this by analyzing the graph for the two situations and visually
identifying an optimal situation. For example, imagine you need to buy a new server at work to host
websites. When the top two options—Whaamm and Zippedy—are thoroughly considered, their prices,
ratings, and so on are comparable. How can you choose?

This lesson will help you answer that question. In this lesson, you will learn how to compare the
graphs of linear functions to select the best option, using the slopes, the y-intercept, and the value
of x.

Determining X-Values on Graphs

In comparing the two server options mentioned in the introduction above, your manager has asked
that you compare how the two servers manage resources as there are more and more visitors to the
servers, measured in the number of "hits." You get some data from Whaamm and Zippedy to model
this and figure out which server does better with more and more visitors.

Let W(x) and Z(x) model those two servers' available resources, in percentages,
where x is the number of hit requests in thousands. The higher the percentage of
available resources the faster the server will perform. As you can see in the following
graph, Whaamm, represented by W(x), is very fast when the number of users is low, but
its speed decreases more rapidly.
Zippedy, represented by Z(x) , starts out slower, but it loses speed at a slower rate, so more users can
be using the websites on this server before its speed degrades to the point where it causes problems.

© 2018 WGU, Powered by GeoGebra

The better server depends on your needs. If your company has only a few users, you will do better
with Whaamm. Its higher speeds will work better for those relatively few users. If you have a lot of
users, say, more than 27,000 hits at the same time, you will probably want Zippedy, as additional users
will slow down overall speed less than Whaamm's server will.

The slopes and y-intercepts of the two lines help to determine which is the better
server in a given situation. The slope of the red solid line is -2 and its y-intercept is 80,
while the slope of the blue dashed line -1.25 and its y-intercept is 60. This
implies that the red solid line starts higher than the blue dashed line, but its slope is
steeper—decreasing more rapidly. While the red solid line has a higher starting value, its
steeper slope means that it will cross the blue dashed line at some point. When the red solid line is
higher, the server it represents is faster. To the right of the intersection, the server represented by the
blue dashed line will become the better choice.

Learning Check

In the following graph, four possible servers are compared. Again, everything is
pretty much the same except for the initial speeds and the rates at which the
speeds decrease.
 © 2018 WGU, Powered by GeoGebra

What is the best server to purchase if a company often has about 20,000 hit requests?


The server represented by the red solid line is the best choice.

The server represented by the black dotted line is the best choice.

The server represented by the blue long-dashed line is the best choice.

The server represented by the green short-dashed line is the best choice.

Correct! When there are 20,000 hit requests, the server represented by the green short-
dashed line will have the highest resources available.

Next
Additional Practice: Identifying Optimal Solutions with
Linear Functions
The next section presents a similar scenario to the previous one
and is provided only if you want some additional practice on this
topic. If you are feeling comfortable about this topic, just skip to
the next section.

Engage Your Brain

Contractors are frequently hired to perform tasks that businesses need to have done, but which
require specialized knowledge that the company does not have on its staff. Marisol needs
somebody to figure out what improvements can be made in her office to improve employee morale
and get more work done. She finds two highly recommended contractors who could do the job.
Tom charges $75 an hour. Geri only charges $50 an hour, but requires an additional flat fee of $500
to start the work.

Using the following graph, who is the better contractor for Marisol's needs?

©2018 WGU, Powered by GeoGebra

 The answer depends entirely on how much time Marisol's job takes. The graph shows that if she
wants somebody who will only be in the office for a couple of days, Tom is probably her best bet.
Up to 20 hours, he costs less than Geri. On the other hand, if you expect the investigation and
remediation to take longer than 20 hours, Marisol should probably call on Geri. While Geri charges
more up front, her services will cost less in the long run.

Note that at 20 hours of work, Tom and Geri charge exactly the same amount: $1,500. Twenty hours
at $75 an hour is $1,500. Twenty hours at $50 an hour is $1,000, plus the $500 flat fee, also equals
$1,500. So if the job takes exactly 20 hours, it does not matter which of them Marisol hires, and she
can probably justify hiring either one of them of them if she does not expect the job to take much
less or much more than 20 hours.

Next

Lesson Summary
In this lesson, you learned how to find an optimal situation by analyzing a graph
and the input-output pairs.

Here is a list of the key concepts in this lesson:

Comparing two or more graphs of linear functions can

help you pick the best option out of several solutions to
a problem.

The best options depend on the slopes and y-intercepts

of the linear functions and likely on some given value
of x.

Read the problems carefully to make sure you know

what you are looking for–highest prices or lowest prices,
for example.

Page 49

© 2024 Acrobatiq
 Unit 4
chevron_rightLesson 16: Interpreting Linear Regression ... 50 / 52

Learning Objectives

Given a scatterplot of real-world data, a linear regression function for the

data, and the associated correlation coefficient, interpret the regression
function and the associated correlation coefficient in context.

Lesson Introduction
Jack recently surveyed customers for his IT department. One question asked
customers how long they had to wait to speak to a technician, while another
asked about overall satisfaction with the service on a scale from 0 to 10. Each
customer's responses are plotted on a graph, showing the time it took to answer
the call as the x-coordinate and the satisfaction rating as the y-coordinate.
You will see how a best-fit line can describe an upward or downward trend in the
data points. You will even predict more data points using this line. You will also
see how to tell if the correlation between the best-fit line and the data points
themselves is strong or weak.

Scatterplots
The following graph is called a scatterplot . A scatterplot is a graph of data points
used to examine the relationship between two variables.
 ©2018 WGU, Powered by GeoGebra
Here you see 30 discrete points of data. These 30 points represent responses to Jack's survey of
customers. The responses are restricted to integer values by rounding the response time to the
nearest whole minute and by asking the customers to give their level of satisfaction as an integer
between 0 and 10, with 0 meaning they are totally unhappy with the service and 10 meaning they are
completely happy with the service.

At first glance, there is not much that can be said about this data. You might note that most of the
high points occur when the time is relatively short, and most of the low points occur when the
customers have had to wait for a while, but there are exceptions. This information is not significant
without some way to analyze the data you have.

To really analyze this data, you need a line that comes as close to all the points as
possible. This line is called the line of best fit, or the best-fit line. This line tells you, on
average, how the data behaves. In this case, "on average" means that the best-fit line falls
as close to each point as possible. In general, a function that fits the overall pattern of the
data points in a scatterplot is called a model for the data set.

Learning Check

The following scatterplot has only 10 points of data and compares the amount
of time that the caller spent waiting for a response in minutes to their
impression of the politeness of the operator.
 © 2018 WGU, Powered by GeoGebra

On average, how does the data appear to trend?



The data trends upward from left to right.

The data does not seem to change greatly from bottom to top.

The data does not seem to change greatly from left to right.

The data trends downward from left to right.

Correct! At a glance, the points of data seem to be higher on the left and lower on the right,
so it trends downward from left to right.

Next

Best-Fit Lines
The least-squares regression (LSR) algorithm is used to find the best-
fit line for a scatterplot. The best-fit line can also be called a regression
line. You do not need to study the regression process or how it works,
though, since you are focusing on interpreting the results of an LSR to make
sense of the information the scatterplot offers. Now examine an updated version
of the graph from the last example.

© 2018 WGU, Powered by GeoGebra

The solid red line, with an equation f(x) = −0.45x + 7.13, is the best-fit line.
You can see from the line that as the time it takes for a technician to answer the
call increases, the customer's satisfaction decreases–but maybe not as much as
you would expect. The best-fit line is not simply a line that goes from the highest
point on the left to the lowest on the right (or vice versa), but rather it is
calculated by taking into account the positions of all of the points.

Learning Check

A question on a survey asks customers to rate an IT technician's politeness.

The following graph relates ten customers' responses to that question to the
amount of time they were on hold and shows four possible best-fit lines.
 © 2018 WGU, Powered by GeoGebra

Which line is the best fit?



The red solid line is the best fit.

The blue long-dashed line is the best fit.

The green short-dashed line is the best fit.

The black dotted line is the best fit.

Correct! The black dotted line is the best-fit line because it comes as close to each data
point as possible.

Next

The Correlation Coefficient

You have seen how the best-fit line describes the way the points of data in a scatterplot trend, but
how well does the best-fit line fit the data mathematically? The good news is that there is a numerical
measure that tells you how closely the data values in a scatterplot follow the path of a straight line;
this measure is called the correlation coefficient.

The correlation coefficient, r, is a number between –1 and 1 that measures the strength
and direction of a linear relationship. The closer r is to 1 or –1, the stronger the linear
relationship. The closer the correlation coefficient is to 0, the weaker the linear
relationship. If the data trends upward from left to right, r will be positive, and if the data
trends downward from left to right, r will be negative. It is rare to see r = 1 or r = –1, as
these correlation coefficients indicate a perfect linear relationship, which almost never
happens with real-world data. The correlation coefficient is referred to as the r- value.

In addition to using r, you will also use the coefficient of determination to see how well a function fits,
or models, a data set. The coefficient of determination is written as r2 and sometimes referred to as
the r2 -value. The coefficient of determination is a number between 0 and 1, with values closer to 1
indicating a strong fit and values closer to 0 indicating a weak fit. Another way of thinking about the
coefficient of determination is that it gives an idea of how big a difference you can expect between the
data points (or real-world values) and the values predicted by the model.

Please note that although this lesson concerns linear relationships, the coefficient of determination is
used not only for linear relationships but for non-linear relationships as well.

The following graph shows an example of a linear correlation and the associated r–value. See if you
2
can calculate the associated r -value.

© 2018 WGU, Powered by GeoGebra

You should have found that r2 = (0.85)2 = (0.85)(0.85) = 0.7225 . You might be wondering
why you would use the r2 -value in addition to the r-value. The r-value provides information about the
strength and direction of a linear relationship while the r2 -value is the appropriate measure for
determining how well a particular function fits, or models, the data. We will use the four
characterizations in the table below. Using this table, how would you characterize the model above:
strong, moderate, weak, or no model?
 r2-value Characterization

0.7 ˂ r2 ≤ 1 strong model / strong correlation

0.3 ˂ r2 ≤ 0.7 moderate model / moderate correlation

0 ˂ r2 ≤ 0.3 weak model / weak correlation

0 = r2 no model / no correlation

Since the r2 -value above was 0.7225, this means the function above was a strong model for the data.

The following graph shows another scatterplot with its model and r–value. How would you
characterize this model: strong, moderate, weak, or no model?

© 2018 WGU, Powered by GeoGebra

The correlation coefficient suggests that the best-fit line is a weak fit, since
r2 = (−0.48)2 = (−0.48)(−0.48) = 0.2304 . This makes sense; the data trends downward, but
it is really all over the place. The data is so sparse and scattered about that the best-fit line does not
fit the data very well.

On the other hand, you can see that the points in this next scatterplot very clearly move upward and
to the right from one to the next:
 © 2018 WGU, Powered by GeoGebra
The points do not all fall in a single line, but they fall more closely along their best-fit line than in the
other scatterplots you have looked at. The correlation coefficient of this scatterplot is r = 0.93.
Using the r2 –value, you can see this is a strong fit: r2 = (0.93)2 = 0.8649 .
Note that if the points on the scatterplot trend upward, the correlation coefficient, r, will
be positive. If they trend downward, then r will be negative.

Learn by Doing

Consider this scatterplot. The red solid line is the best-fit line.
 © 2018 WGU, Powered by GeoGebra

Which of these numbers is most likely to be the correlation coefficient?



–0.85

0.35

0.85

–0.35

Correct! The line is close to all the points and trends downward, so it should have a strong
negative correlation.

Next

Lesson Summary
In this lesson, you encountered a couple of important tools: a scatterplot and a
best-fit line, sometimes called "a line of best fit." These tools are used often in
data analysis in many fields.

Here is a list of the key concepts in this lesson:

 A scatterplot represents individual points of data that
have been gathered.

A best-fit line is used to describe the trends in the data

of a scatterplot, and it can be used to predict more data
points for the plot.

The correlation coefficient, r, tells you how strong a

linear relationship is and how closely the data values in
a scatterplot fall to a straight line. The correlation
coefficient also indicates whether the data trends
upward or downward.

The coefficient of determination, r2 , tells how well a

particular function fits, or models, the data in a
scatterplot.
Page 50

© 2024 Acrobatiq
 Unit 4
chevron_rightLesson 17: Identifying Optimal Linear Regre... 51 / 52

Learning Objectives

Given two scatterplots of real-world data (one with outliers, one without
outliers), the two associated linear regression functions and the
associated correlation coefficients, identify the more appropriate linear
regression function for the data.

Lesson Introduction
Jennifer works for a company that sells various kinds of pet products. She has been asked to look at
the rising sales numbers for the past year for one of the company's dog food brands, Canine-ivore,
and to predict how the dog food might sell in the coming year. The numbers look reasonable for the
most part, but one month, sales were very low compared to the rest. How does that very low sales
month affect the prediction Jennifer is preparing for the next year?

One data point, if out of line with the rest of the data, can affect the conclusions you draw in a
significant way. In this lesson, you will learn how to deal with situations like this.

Outliers and Dog Food

In a scatterplot, a value that "lies outside," or is much smaller or larger
than most of the other values in a set of data, is called an outlier , and it
can change the best-fit line and the correlation coefficient of the data
by a great deal. Consider the following scatterplot, which looks at the
situation just discussed.
 © 2018 WGU, Powered by GeoGebra
There is a very low value associated with the month of September. Canine-ivore did not sell very much
that month, reaching only about a third of its usual monthly sales.

As a result, the best-fit line (the red solid line) does not fit the scatterplot very well. It misses
September's sales by a mile, and it is below all but two of the other data points. Its equation is
y =– 34.59x + 3807.09 . That slope alone, given the slight upward trend of the data excluding the
month of September, is remarkably steep and negative. The correlation coefficient of the data is only –
0.1749, which is a very weak correlation.

If the data associated with September is removed from the scatterplot, things change a great deal.
 © 2018 WGU, Powered by GeoGebra
Here you see that the best-fit line appears to go through almost all of the points; though hypothetically
if you zoom in, you will see that it is only very close to them. Its equation is y = 8.98x + 3731.56. The
correlation coefficient suddenly becomes 0.9768. The line is almost right on top of the data points. The
change is dramatic.

As you can see, a single outlier can change the analysis of the data tremendously. In the
case of this problem, maybe the company that made Canine-ivore suffered a mishap and
could not produce enough food to meet sales numbers. By removing that outlier from the
data set, when it is justified to do so, things become more like what you expect.

Learning Check

Examine the following scatterplot with the best-fit red solid line.
 © 2018 WGU, Powered by GeoGebra

Which point is the outlier?



Correct! H stands well out from the rest of the points and far from the best-fit line.

Next

Additional Practice: Identifying Optimal Linear Regressions

The example in the last section is fairly extreme, but it
does not take such wildly different numbers for an outlier to
affect the information you get from a scatterplot. The next
section presents a similar scenario to the previous one and is
provided only if you want some additional practice on this topic.
If you are feeling comfortable about this topic, skip to the next
section.

Engage Your Brain

Johan is testing some new routers before making a decision whether to

purchase them. The following scatterplot shows the average download speed
of different brands of routers, with the router's price as the input variable.

© 2018 WGU, Powered by GeoGebra

There is a positive correlation between the router price and the download
speed, with one outlier of router E. The correlation coefficient is 0.73; not too
high partly due to the outlier. It turned out that router E conflicts with the
building's existing settings. Due to this unusual reason, it is safe to ignore
router E's data and perform a new regression analysis such as in the following
graph.
 © 2018 WGU, Powered by GeoGebra

With the outlier removed, the correlation coefficient improved to 0.98, showing
a very strong correlation between router price and download speed.
Next

More Additional Practice: Identifying Optimal Linear

Regressions
Consider one more example. The next section presents a similar
situation to the previous one. If you are
feeling comfortable about this topic, skip to the lesson summary.

Engage Your Brain

When you go shopping, you probably like to find the best prices for the items
you buy. When you are buying products that last for a long time, it is often a
good idea to buy a lot of them when they are on sale. Consider the following
 scatterplot, which charts the price of a two-liter bottle of a popular soft drink
from week to week.

© 2018 WGU, Powered by GeoGebra

Most weeks, the bottle has the same price: $1.79. However, the price occasionally drops. In the
seventh week, denoted as G on the scatterplot, the price drops a lot. The store is charging only
$0.88 for a two-liter bottle.

Sometimes an outlier is a good thing. Certainly, it is great when you can buy your drinks for less
than half of the regular price. If you track these prices, you can look at things like the best-fit line
and the correlation coefficient to see that there is a great price to be had somewhere in there.
Then, even if you do not notice that the price is low at the time, you can detect that there is a good
price to be found and make sure you do not miss it the next time it comes around.
Next

Lesson Summary
Sometimes one or two data points are far out of line with the rest of the data, and
they can affect the best-fit line and the validity of your conclusions.

Here is a list of the key concepts you learned in this lesson:

Outliers cause changes in both the best-fit lines and

correlation coefficients of a scatterplot.

Removal of the outliers from a plot, when justified, will

give a better fit line, assuming that the other points on
 the scatterplot are more or less linear.

Page 51

© 2024 Acrobatiq
 Unit 5
chevron_rightModule 5: Interpreting Rate of Change for L... 53 / 60

In this course, average and instantaneous rates of change are vital concepts, and
this module discusses these rates of change for linear functions. How can you
determine the average rate of change for the number of employees at a start-up?
Or the instantaneous rate of change in a computer’s processing speed? The next
page is the beginning of the answers to both those questions.

Page 53

© 2024 Acrobatiq
 Unit 5
chevron_rightLesson 18: Identifying Slope and Y-Intercepts 54 / 60

Learning Objectives

Given the equation of a linear function, identify the slope and y-intercept.

Lesson Introduction
Throughout life you may find yourself in situations where you need to track rates of change. One
example is weight loss. When you put yourself through the arduous process of calorie counting,
measuring food, and journaling meals, you want to know that you will reach an ideal healthy weight in
a reasonable amount of time. How do you determine how long it will take?

To answer this question, you can use a linear function: If you set the goal to lose 1.5 pounds per week
and your starting weight is 240 pounds, the formula W(t) = −1.5t + 240 can predict your weight in
1 week, 5 weeks, or 10 weeks. In this formula, the t on both sides of the equation represents the
number of weeks on the diet, the y-intercept is your starting weight of 240, and the slope is the rate at
which your weight changes. In this lesson, you will learn how a linear function can be applied to a
variety of scenarios and context.

Rates of Change and Y-Intercepts

Linear functions are useful any time there is a constant rate of change. In a linear function, m is the
slope and represents your rate of change, and b is the y-intercept, which remains constant. This
formula can help model scenarios in the real world. Consider this example:

Your friend Rich approaches you with an opportunity to invest in his new food delivery service. The
company needs $500 to get started, and then it will have a monthly gas expense of $100. You
are interested but cautious. To calculate the cumulative cost of your investment in dollars, use this
function: C(t) = 100t + 500 , where t represents the number of months.

Typesetting math: 100%

 Notice that in this example, the variables are C(t) and t instead of x and y but the input and output
concept is the same. By substituting a given value for t (months in business), you can calculate cost,
C(t), by that month. What is the company's cost at the very beginning, when the number of months in
business is t = 0?

C(0) = 100(0) + 500 = 0 + 500 = 500

The value $500 is the function's y-intercept (the value of the function when t = 0), which is the start-up
cost before the first month of business. A function's y-intercept is simply the function's value when the
input variable is 0.

Notice that 500 is the y-intercept of C(t) = 100t + 500 . In general, in a linear function
f(x) = mx + b, the value of b is the y-intercept. This is a shortcut way to find the y-intercept.
The company's cumulative cost after one month is:

C(1) = 100(1) + 500 = 600 .

After two months, the cost is:

C(2) = 100(2) + 500 = 700 .

Each month, the company's cumulative cost increases by $100. This value is the rate of change, or
slope of a line. You can identify the slope of a line in C(t) = 100t + 500 as the number in front of
the independent variable, t.

A slope's unit is always in the format of a rate, such as dollars per month, miles per hour,
units per minute, etc. It is important to know what units you are working with when using
a slope.

Recall, in a linear function f(x) = mx + b, m is the slope, and b is the y-intercept. Here
are some special cases:

The slope of f(x) = x + 3 is 1 because x can be considered as

1×x.
The slope of g(x) = −x + 3 is −1 because −x can be considered as −1 × x.

The y-intercept of h(x) = 2x is 0 because the function could be written as

h(x) = 2x + 0 .

Forp(x) = 1 − 2x , the slope is −2 and the y-intercept is 1, because the function could
be written as p(x) = −2x + 1 .

Learning Check
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 An action camera company has fixed costs of $9,000 per month and material cost of $500

to produce each camera. The function modeling cost per month is:

C(x) = 9, 000 + 500x

What is the function's y-intercept? What does it mean?

The y-intercept is 9,000. It implies the company has fixed cost of $9,000 per month,
before producing any cameras.

The y-intercept is 500. It implies the company has fixed cost of $500 per month, before
producing any cameras.

The y-intercept is 9,000. It implies the cost of producing each camera is $9,000.

The y-intercept is 500. It implies the cost of producing each camera is $500.

Correct! The function can be written as C(x) = 500x + 9, 000 , which matches
the format of f(x) = mx + b, where b is the y-intercept.
Next

Identifying Slope and the Y-Intercept

Linear functions also help model everyday scenarios in the IT world. Consider this next example:

Laptop computers are more portable than desktop computers, which makes them a must for IT
workers like Sam who often works on the move, away from his desk. The percent of battery power,
P (h), remaining h hours after Sam turns on his laptop computer is P (h) = −20h + 100 . Can you
identify the slope and y-intercept and interpret what they mean in this context?

Recall that the y-intercept is b in f(x)=mx+b. In P(h)=−20h+100, the y-intercept is 100, which means
the battery power is 100% when Sam first turns on the laptop.

The slope is m in f(x) = mx + b. In P (h) = −20h + 100 , the slope is −20, which means the
battery power decreases by 20% every hour.

Learning Check

The number of financial applications at Macintosh Store grows by a certain fixed amount

every year according to the following function: \(M(t)=2,200t+5,000\), where t is the
number of years since 2000.

Which statement is correct?

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 The function's y-intercept is 2,200. It implies that there were 2,200 financial applications
at Macintosh Store in 2000.

The function's y-intercept is 5,000. It implies that there were 5,000 financial applications
at Macintosh Store in 2000.

The function's y-intercept is 5,000. It implies that the number of financial applications
increases by 5,000 per year.

The function's y-intercept is 2,200. It implies that the number of financial applications
increases by 2,200 per year.

Correct! In f(x)=mx+b, the y-intercept is b .

Next

Additional Practice: Identifying Slope and Y-Intercepts

The following section presents a similar scenario to the previous
one and is provided only if you want some additional practice on
this topic. If you are feeling comfortable about this topic, just
skip to the next section.

Engage Your Brain

Of course, finding the y-intercept is also applicable in practical situations. Consider this final
example:

You need to rent a car for one day. The rental car company charges a flat fee of $80, plus $0.20 per
mile.

Rental cost at EZ Driving Rental, \(R(m)\) in dollars, can be modeled by the following function:

R(m)= 80 + 0.2m,

where m represents the number of miles.

Recall that the y-intercept is b in \(f(x)=mx+b\). In \(R(m)= 80 + 0.2m\), the y-intercept is 80, which
means the flat fee is $80 (starting value).

The slope is m in \(f(x)=mx+b\). In \(R(m)= 80 + 0.2m\), the slope is 0.2, which means the company
charges $0.20 per mile.
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 Next

Lesson Summary
Think back to the introduction to this lesson, where you were embarking on a
weight-loss program. You used the function W(t) = −1.5t + 240 to figure out
your expected weight for any given week during the diet. The key things you
needed to know were the function’s slope and its y-intercept, and as you now
know, this same process helps solve many other problems as well.

Here is a list of the key concepts from this lesson:

A linear function is in the format of f(x) = mx + b, where m is the slope and b is

the y-intercept.

A linear function's slope shows the rate of change in the function's value.

A linear function's y-intercept shows the function's starting value, or, the function's
value when the input is 0.

Page 54

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 Unit 5
chevron_rightLesson 19: Identifying Graphs of Linear Fun... 55 / 60

Learning Objectives

Given the equation of a linear function, identify the corresponding graph.

Lesson Introduction
If you have ever gone skiing, then you know the "beginner" slopes are not very steep and the "expert"
slopes are extremely steep. It is easy to visualize slope, also known as rate of change, but how do you
calculate it mathematically? You find the change in height (change in the y-value) as the distance
changes (change in the x-value). Graphically, this ratio can be thought of as "rise" over "run" (great
terms in the context of skiing) and the ratio corresponds to the rate of change.

In this lesson, you will learn how to identify the graph of a given linear function by its slope and y-
intercept, which is the point where the function intersects the y-axis. You will also see how to verify
that a given graph is the correct graph for a particular function.

Identifying Rate of Change

Linear functions help us graphically model scenarios in the real world. Consider this example:

Sarah is on a team of IT specialists who maintain desktop PCs at ITT Chips. Due to technology
development, she can maintain more and more PCs each year. In 2004, she was responsible for 75
PCs; by 2009, she was responsible for 115 PCs. If you use the function P (t) to model the number of
PCs Sarah maintains, where t is the number of years since 2000, the points (4, 75) and (9, 115) would
be on this function. You can connect the points and sketch the function's graph:
 © 2018 WGU, Powered by GeoGebra
On the graph, from the point A (4, 75) to B (9, 115), you can draw a slope-triangle, which is a right
triangle with points A and B as two vertices. The right triangle's height is called the rise, which is
115 − 75 = 40 units. This implies that from 2004 to 2009, Sarah was in charge of 40 more PCs. The
triangle's base is called the run, which is 9 − 4 = 5 units. This implies it took 5 years for Sarah to be
in charge of 40 more PCs.

What is the average rate of change over those 5 years? You can divide to find out: 40
5 = 8 . The result
implies that on average, Sarah's workload increased by 8 PCs per year. This rate of change is called the
linear function's slope. To find the slope by using a graph, identify two points on the graph, draw a
slope triangle, and then calculate the slope by dividing rise over run.

On a linear function, you can pick any two points to calculate the line's slope, and you
should get the same value.

Learning Check
 In this section's scenario, notice that point C (0, 43) is also on the graph. Use C (0, 43) and A (4,
75) to calculate the rise, run, and slope of the line.

Submit and Compare

 Explanation: 
rise = 32

run = 4

slope = 8

Next

Using the Slope Formula to Find the Slope

Recall the example from the previous lesson on rental cost at EZ Driving Rental. Cost can also be
modeled by the function R(m). It is given that R(50) = 90 , and R(100) = 100 . This implies that
you would pay $90 for driving 50 miles and $100 for driving 100 miles. The following applet contains
the points (50, 90) and (100, 100) and calculates the slope of R(m):
y2 − y1
slope = x2 −x1
 © 2018 WGU, Powered by GeoGebra

Using the Slope Formula to Find the Slope

In the formula for slope, (x1, y1) and (x2, y2) are two points on the line. Notice that subscripts are used,
not superscripts (which means exponent).

In this scenario, the two points are (50, 90) and (100, 100). If you substitute those numbers into the
formula, you get:
y2 − y1 100−90 10
slope = x2 −x1 = 100−50 = 50 = 0.2
Compare the formula with the graph to see that y2 − y1 calculates the difference in y-values of those
two points, which is the rise in the graph; x2 − x1 calculates the difference in x-values of those two
points, which is the run in the graph.

The slope formula is a way to calculate a line's slope without graphing the line.

Notice that the line also crosses C (0, 80), which is its y-intercept. By the general formula
of linear equations, f(x) = mx + b, the function's equation is R(m) = 0.2m + 80.
The company charges $0.20 per mile with a flat fee of $80 up front.
 Learning Check

Use the slope formula to calculate the slope of a line which passes (9.6, 69) and (11.6, 87).

16

Submit and Compare

 Explanation: 
\(slope=\frac{y_2-y_1}{x_2-x_1}=\frac{87-69}{11.6-9.6}=\frac{18}{2}=9\).

Next

Identifying a Graph
You may need to identify the graph of a linear function or situation, or you might already have a graph
and want to know which equation corresponds to it. In this section, you will learn how to do both.

Carly works for Best Computers. She has a base salary of $1,500 and makes $30 in commission for
each computer she sells.

Use the function P (c) to model Carly's monthly pay in dollars, where c is the number of computers
she sells. Is this graph of P (c) correct?
 © 2018 WGU, Powered by GeoGebra
To find out, you first need to find the equation of P (c). The base pay is $1,500, which is the y-
30 computer
intercept. The commission rate is dollars , which is the line's slope. This tells you the linear

function will be P (c) = 30c + 1500 .

To make sure you have the correct equation, you can locate and calculate some points
on the function's graph. The easiest point is always the y-intercept, which is (0, 1500). In a linear
function, you also need a second point.

For the second point, it is always best to pick an easy coordinate. Pick a point with integer coordinate
P (c) = 30c + 1500 ? The point
values, like B (10, 1800). Does this point satisfy the linear function
B (10, 1800) implies when the input is 10, the output is 1,800. You can substitute c = 10 into P (c), and
check whether the output is 1800:

P (10) = 30 (10) + 1500 = 300 + 1500 = 1800 .

Learning Check

Is the point (50, 4500) on \(P(c)=30c+1500\)?

 no?

Submit and Compare

 Explanation: 
No, because \(P(50)=30(50)+1500=1500+1500=3000\).

Next

Lesson Summary
In this lesson, you learned the meaning of slope and y-intercept in a linear
function. In a graph, you can easily identify the y-intercept, but you must use the
formula slope = rise to calculate the slope. When you know two points, you can
run
y −y
use the slope formula slope = x 1−x2 .
1 2

Here are the skills you learned in this lesson:

Given a line's graph, you can use a slope triangle to calculate the line's
slope.

Using any two coordinates on the graph of a line, you can use the slope
formula to calculate the line's slope.

For any line, any two slope triangles will give you the same slope.

For any line, any two points on a line would give you the same slope.

To know if you have identified the correct graph for a linear function,
identify two points on the line (the y-intercept is one of the easiest
points to work with), and then verify whether the two points satisfy the
linear function by substituting in the input value to see if you get the
predicted output value.

Page 55
© 2024 Acrobatiq
 Unit 5
chevron_rightLesson 20: Identifying Rates of Change in Li... 56 / 60

Learning Objectives

Given two linear functions in either equations or graphs, identify which

line will increase or decrease at a faster rate.

Lesson Introduction
For adventure-seekers, the steeper the slope of a roller coaster, the better, because that is when you
drop really fast. The rate of change is faster on a steep slope than on a flatter slope.

Mathematically, steep slopes also imply faster rates of change. If you have two linear
functions, you can find the slopes and then compare which line will increase or decrease
at a faster rate by comparing their slopes.

Using Rates of Change in Decision Making

Knowing how to calculate rates of change in linear functions can help you make good decisions.
Consider this example:

Ron wants to purchase a newspaper business and has narrowed his choices down to two potential
companies. The profit function for Wellington Dispatch, as expressed in millions of dollars, is

W(t) = 3t– 60,

and the profit function for Porter City Morning News is

P (t) = 4t– 60,

where t is the number of years since 2000.

Ron decides to choose the company with the higher rate of change in profit. Which company is that?
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To find out, he just needs to find the rate of change for both functions.
 Recall that for a linear function f(x) = mx + b, m is the rate of change, or slope. The rate of change
for Wellington Dispatch is 3, and the rate of change for the Porter City Morning News is 4.

Porter City Morning News is the optimal choice since it has a larger rate of change, thus
a "steeper" line, or faster rate of growth, in profit.

The following graph displays a comparison of profit functions for Wellington Dispatch and Porter City
Morning News.

© 2018 WGU, Powered by GeoGebra

In the graph, P (t) grows faster than

W(t), because it has a larger slope. Even without the calculation,
since P (t) is more slanted than W(t) , P (t) has a larger slope.

Those two functions share the same y-intercept, (0, –60), implying both companies lost 60 thousand
dollars in 2000. With a larger slope, P (t) will become positive (making money) sooner than W(t).

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 settings Reorganize Your Equation

f(x) = mx + b, you can rearrange it using the

If your equation is not in the form of
commutative property. For example, if P (t) was given as P (t) = −60 + 3t, it is a good
habit to change it to P (t) = 3t − 60 so it is easy to identify the slope and y-intercept.

Learning Check

Which line in the following graph has the largest slope?

© 2018 WGU, Powered by GeoGebra

Line A

Line B

Line C
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 Correct! Line A has the largest slope.

Next

Consider this next example:

Two laptop companies are racing to decrease the weight of their laptops. The weight, in pounds, of the
lightest laptop released by Proxatech Company and Alta-Comp Inc. can be modeled by

P (t) = 4 − 0.2t and A(t) = 4.8 − 0.4t,

respectively, where t is the number of years since 2000.

Since the equations are not written in the format of f(x)=mx+b, it is a good habit to rewrite them
into:

P (t) = −0.2t + 4 and A(t) = −0.4t + 4.8.

Examine their graphs:

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 © 2018 WGU, Powered by GeoGebra
Without the need to calculate their slopes, you can see A(t) is more slanted than P (t). Although both
lines are decreasing, A(t) decreases faster, thus it has a larger negative slope.

By their equations, the slope ofA(t) is −0.4 year

lb
, implying Alta-Comp's lightest laptops weighs
0.4 lb less every year. By comparison, the slope of P (t) is −0.2 year
lb . Although Proxatech's lightest

laptop was lighter than Alta-Comp's in 2000, Alta-Comp's technology improves faster, and will catch up
with Proxatech in terms of laptop weight in a few years.

Note that the slope of A(t) is less than the slope of P (t) since −0.4 < −0.2. However, A(t) will
decrease more rapidly because its slope is steeper in the negative direction. Be careful of your
wording when slopes are negative.

Learning Check

Of the three lines in the following graph, which line decreases the fastest?
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 © 2018 WGU, Powered by GeoGebra

Line A

Line B

Line C

Correct! Line C decreases the fastest.

Next

Lesson Summary
In this lesson you learned how to compare two lines' slopes by graph and by
equation. This allows you to compare two linear situations and identify the most
ideal situation in a given context.

Here is a list of the key concepts from this lesson:

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 If two lines have positive slopes, the one with a larger slope increases
faster.

If two lines have negative slopes, the one with a more negative slope
decreases faster.

If two lines' equations are given in the format of f(x) = mx + b, you

can compare the value of m to decide which line increases or
decreases faster or slower.

Page 56

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 Unit 5
chevron_rightLesson 21: Real-World Meaning of Slope 57 / 60

Learning Objectives

Translate general rates of change into real-world meaning.

Lesson Introduction
Rates of change are everywhere in the real world. Think about climbing a set of stairs or rolling a
wheelchair down a ramp. Both the stairs and the ramp have a "slope" or rate of change. You can
describe the slope, or steepness, of the stairs and ramp by considering the horizontal and vertical
changes as you move along them.

But rate of change is not limited to the physical world. What about purchasing produce? Cost per
pound is another rate of change you probably know well. Understanding general rates of change for
linear functions is the focus of this lesson.

Converting from One Currency to Another

For the sake of this lesson, one U.S. dollar can exchange for 0.86 euro (€) or 0.77 British pound (£). How
are these two rates related to slope?

Let E(u) = 0.86u model the number of euros worth u U.S. dollars, and let P(u)=0.77u model
the number of British pounds worth u US dollars. The following graph displays both functions.

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 © 2018 WGU, Powered by GeoGebra

Since E(u) 's graph increases faster than P (u) 's, E(u) has a larger slope. This
is because the rate of change for euros is higher than that of British pounds. If a
linear relationship has a higher rate of change, the graph of its line increases
faster.

Learning Check

In the following graph, which function decreases faster?

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 © 2018 WGU, Powered by GeoGebra

Gx

Submit and Compare

 Explanation: 

\(g(x)\)'s decreases faster because it is steeper.

Next

Using Rates of Change

Considermath:
Typesetting this100%
next example:
 On a recent trip to the grocery store you saw that apples cost $1.49 per pound. This is a rate of change
since this gives you "dollars per pound." What is the cost of buying 5 pounds of apples?

It would cost $1.49 × 5 = $7.45 to buy 5 pounds of apples. This is one way you can use
multiplication with rates of change to do calculations.

Assume you have spent $28.15 at the grocery store on other items, and you plan to purchase x pounds
of apples. The function C(x) = 1.49x + 28.15 models the total cost of your trip. If you purchase 5
pounds of apples, the total cost can be found using the function:

C(5) = 1.49(5) + 28.15 = 35.60 .

The total cost of this trip is $35.60. Notice that C(x) 's rate of change is the cost per pound of apples
($1.49 per pound), and the function's y-intercept is the amount of money you have spent before
buying any apples ($28.15).

Learning Check

A plant is 2.4 inches tall when it is planted, and it grows 0.02 inches per day. How tall will it be
after 15 days?

2.7

Submit and Compare

 Explanation: 

\(0.02(15)+2.4=2.7\) inches

Next

Interpreting Rates of Change

Business and IT professionals encounter various rates of change scenarios as well in their daily work.
Look at this table of data:

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 x y

0 15

2 21

4 27

6 33

Notice that the function's value increases by 6 units each time its input value increases by 2 units.
Divide 6 = 3, and you can see the function's y-value increases by 3 units each time its input value
2
increases by 1 unit.

This implies that the function is linear, with a slope of 3. The starting value (when x = 0) is
15, implying the line's y-intercept is 15. The function's equation is f(x) = 3x + 15 .
Next, you will put the function into context. Below are two scenarios that can be modeled
by this function.

I. Johan is testing the performance of a Yoshida cell phone. It has 4GB of memory, which can run a
maximum of 15 background applications at the same time. For each extra GB of memory, it can run 3
more background applications. This scenario fits the data and the function.

With 8 GB of extra memory, the Yoshida cell phone can run a total of f(8)=3(8)+15=39 background
applications at the same time.

II. An online store, is running a promotion. Before the promotion, its daily revenue was $15,000. Since
the promotion, its sales increased by $3,000 per day. This scenario also fits the data and the function.

Eight days into the promotion, daily sales would increase to f(8) = 3(8) + 15 = 39 thousand
dollars per day.

Learning Check

Red Hot PC Fix fixes personal computers (PCs). It can fix 25 PCs per day with the current staff.
The following table shows the number of PCs the company can fix with different numbers of
extra employees.

Number of Extra Number of PCs

Employees Fixed Per Day

0 25

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 Number of Extra Number of PCs
Employees Fixed Per Day

2 37

Let the function \(P(e)\) model the number of PCs the company can fix per day, where e is the
number of extra employees. Write the equation of this function.

P(E)= 6(E)

Submit and Compare

 Explanation: 

\(P(e)=6e+25\)

Next

Lesson Summary
In this lesson, you got some additional practice with translating a rate of change
into real-world meaning. Since rates of change are used everywhere in life,
knowing what they are telling you is important.

Here is a list of the key concepts from this lesson:

You can use multiplication with a rate of change to determine the total
amount of change.

In a table of data for a function, if the y-value increases or decreases at

the same rate, the function is linear.

In a table of data for a linear function, the rate the y-value changes
with respect to the x-value is the function's slope.

In a table of data for a linear function, the y-value when x = 0 is the

function's
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 Page 57

© 2024 Acrobatiq

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 Unit 5
chevron_rightLesson 22: Interpreting Average Rates of Ch... 58 / 60

Learning Objectives

Given a real-world scenario and a corresponding linear function or its

graph, interpret the average rate of change at two specified values in
context.

Lesson Introduction
When you drive down the interstate with your cruise control on, you can keep going at
a constant speed. When you do not have to hit your brakes, your average rate of change is your
constant speed. This means that for all linear functions, you will see that their average rate of change
is always the same.

In this lesson you will calculate the average rate of change of linear functions, and you will see why, for
linear functions, this rate is always the same.

Calculating Average Rate of Change

When you calculate the average rate of change, you are finding the rate at which the function's output
(y-values) changes compared to the function's input (x-values).

When working with straight lines (linear functions), the average rate of change (slope) is
constant. No matter which points you use to calculate the slope on a straight line, you get
the same answer. Consider this example:

Julian works at a constant rate and can clean 5 shirts in 20 minutes, 10 shirts in 40
minutes, and 15 shirts in 60 minutes. What is the rate of change? In tabular form, it looks
like:
 x
(minutes) y (shirts)

20 5

40 10

60 15

Think of each (x, y) pair as a point on a line. Since slope is calculated as "change in y" over "change
in x," you can find both the change in y and the change in x using two coordinates on the line and the
slope formula:

change in y y2 − y1
slope(rate of change) = change in x
= x2 −x1

If you use (40, 10) and (60, 15) as (x1, y1) and (x2, y2) in the formula, the slope is:
15−10 5
slope = 60−40
= 20 = 0. 25 minute
shirt

Note that you could treat (60, 15) as (x1, y1) , and (40, 10) as (x2, y2), and you would get the same slope:

10−15 −5
slope = 40−60
= −20
= 0. 25 minute
shirt

What if you chose two different points on the line, say (20, 5) and (40, 10) instead of (40, 10) and (60,
15)? Would you get the same answer? Try it and see:
10−5 5
slope = 40−20
= 20 = 0. 25 minute
shirt

The slope is the same, no matter which two points you choose. The slope or average rate of change is
0. 25 minute
shirt
, or 1 shirt cleaned every 4 minutes.

settings NOTE

Lines only have one average rate of change (slope), but please remember that in the real
world, average rates of change go beyond lines. Keeping this in mind prepares you to
work with other nonlinear situations in the future.

For instance, maybe Julian gets tired as the day goes on and cleans shirts at a slightly
slower rate. When working with nonlinear functions, the average rate of change is not
constant. Luckily, the process of computing the average rate of change for nonlinear functions is the
same as the process for straight lines: two points are chosen, and slope is calculated.

Learning Check
 Julian cleaned 60 shirts by 1:00 p.m. In the afternoon, he slowed down in work efficiency. By the
end of his shift at 5:00 p.m., he has cleaned a total of 100 shirts. What is the average number of
shirts Julian cleaned per hour from 1:00 p.m. to 5:00 p.m.?

10 per hourhttps://courses.acrobatiq.com/en-
us/courseware/page/wgua_applied_algebra_nov2023_1/wbp_lesson_22__interpreting_averag
e_rates_of_change_for_linear_functions#carousel_65701e885d7f7f0c9b351da5

Submit and Compare

 Explanation: 
100 - 60 40 𝑠ℎ𝑖𝑟𝑡
𝑟𝑎𝑡𝑒 = 5 -1
= 4
= 10 ℎ𝑜𝑢𝑟

Next

Additional Practice: Interpreting Average Rates of Change

for Linear Functions
The next section presents a similar scenario to the previous one
and is provided only if you want some additional practice on this
topic. If you are feeling comfortable about this topic, you can
skip to the next section.

Engage Your Brain

As an IT manager, Belinda is responsible for upgrading the computer systems for her company. A
new antivirus software package will cost a flat fee of $162 plus a fee per computer. If Belinda
upgrades only 10 computers, it would cost $192; if she upgrades all 55 computers, it would cost
$327.

With this information, you can figure out the rate charged per computer. Assume the company
charges \(f(c)\) dollars for c computers. The given condition can be translated into 3 points: (0, 162),
(10, 192) and (55, 327).
 Using the slope formula with the first two points (0, 168) and (10, 192), you have:
𝑦2 - 𝑦1 192 - 162 30 𝑑𝑜𝑙𝑙𝑎𝑟𝑠
𝑟𝑎𝑡𝑒 = 𝑥2 - 𝑥1
= 10 - 0
= 10
= 3 𝑐𝑜𝑚𝑝𝑢𝑡𝑒𝑟

If you use the slope formula with the first next points (10, 192) and (55, 327), you have:
𝑦2 - 𝑦1 327 - 192 135 𝑑𝑜𝑙𝑙𝑎𝑟𝑠
𝑟𝑎𝑡𝑒 = 𝑥2 - 𝑥1
= 55 - 10
= 45
= 3 𝑐𝑜𝑚𝑝𝑢𝑡𝑒𝑟

For a linear function, no matter which two points you choose to use in the slope
formula, you would get the same slope.

With the "starting value" (flat fee) of $162, you can write the function's equation as

\(​f(c)=3c+162\),

where 3 is the slope, meaning a $3 charge per computer.

However, if the antivirus software company changes its policy (e.g., to charge a flat $300 for over 50
computers), the cost function would not be linear anymore.

Next

Lesson Summary
In this lesson, you learned how to calculate rates of change that were constant
and rates of change that were not constant.

Here is a list of the key concepts in this lesson:

y2 − y1
The rate of change (slope) formula is rate = x2 −x1
.

You often need to calculate average rates of change that are not
constant (that is, nonlinear).

For a linear function, the rate of change is the same, no matter which
two points you choose. This fact is exactly what makes the function
linear.

For nonlinear functions, the rates of change could be different

between different pairs of points.

Page 58
© 2024 Acrobatiq
 Unit 5
chevron_rightLesson 23: Interpreting Instantaneous Rate... 59 / 60

Learning Objectives

Given a real-world scenario, a corresponding linear graph, and an

instantaneous rate of change, interpret the instantaneous rate of change
in context.

Lesson Introduction
Velocity is a very common rate of change. For example, if you travel 325 miles in a car in 5 hours, you
averaged 65 miles per hour (mph). However, there were very likely times when you were traveling
faster than 65 mph and times when you were traveling slower than 65 mph. So you have both an
average velocity (the average speed for the entire trip) and instantaneous velocities (the speed at any
given moment that is shown on your speedometer).

In this lesson, you will interpret instantaneous rates of change for linear functions. You will see why
linear functions turn out to have the same instantaneous rate of change everywhere, but the skills you
learn in this lesson will help you when you see instantaneous rate of change with other, nonlinear
functions in later units.

Instantaneous Rate of Change and a Train

Average rate of change is a way of asking for the slope in a real-world problem. The slope
of a line tells you how something changes over time. The average rate of change is
defined as the slope over an interval. But what if you want to know the rate of change at
a particular instant?

The instantaneous rate of change is defined as the rate of change at a particular moment.
There are ways to calculate instantaneous rates of change by hand, but you will not have to learn
those in this course. Instead, you should be able to identify the line that represents an instantaneous
rate of change at a point. In the example below, you will see how instantaneous rates of change for
linear functions are the same as the slope of the line.

A train has started from Portland to Los Angeles, and it has traveled 180 miles. Let the function
D(t) model the number of miles the train has traveled, where t is the number of hours starting now.
The following applet shows the graph of D(t), with a slope triangle to calculate its slope at any two
given points, A and B. At point H, the slope triangle shows the instantaneous rate of change at any
point on the line.

Keep in mind that for this course, you just need to know how to interpret and work with instantaneous
rates of change. You do not need to know how to calculate the instantaneous rate of change yourself.
That said, in the applet you should have noticed that the instantaneous rate of change is still at 55,
implying the train travels at 55 hr , a constant speed.
miles

Linear functions always have the same instantaneous rate of change everywhere. Since
lines always increase by a constant rate, the linear quantities always increase (or
decrease) by the same amount, moment to moment.
 Learning Check

For the function: \(f(x) = 0.25x + 20\), can you explain why the function's average rate of change
at any two given points equals the instantaneous rate of change at any given point?

Submit and Compare

Next

Additional Practice: Interpreting Instantaneous Rates of

Change for Linear Functions
The next section presents a similar scenario to the previous one
and is provided only if you want some additional practice on this
topic. If you are feeling comfortable about this topic, you can
skip to the next section.

Engage Your Brain

Consider this next example from the IT world:

As an IT manager, Belinda is responsible for upgrading the computer systems for her company. A
new antivirus software package costs a flat fee of $162 plus $3 per computer to install. The cost
for c computers is given by the linear function \(f(c)=3c+162\).

For example, \(f(1)=3(1)+162=165\) implies the cost of upgrading the software at one computer is
$165, and the corresponding point on the line is (1, 165).

From the last section, you know that the instantaneous rate of change is equal to the slope of the
line. With that in mind, what would the instantaneous rate of change at c = 1 be for the function \
(f(c)=3c+162\)?
 Since the instantaneous rate of change for linear functions is equal to the slope of the line, the
instantaneous rate of change here would be 3. But how will you determine what this instantaneous
rate of change is measuring? It turns out that it is very similar to the average rate of
change. Average and instantaneous rates of change measure the change in y divided by the
change in x, or:
𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑦
𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑥

Since the response variable, or the y-variable, measures cost in dollars and the explanatory
variable, or the x-variable, measures number of computers, the units for the instantaneous rate of
𝑑𝑜𝑙𝑙𝑎𝑟𝑠
change would be 3 dollars per computer here, or 3 𝑐𝑜𝑚𝑝𝑢𝑡𝑒𝑟 .

This tells you that for every 1 computer you upgrade the software for, you will pay an additional 3
dollars.

Next

Lesson Summary
This lesson focused on linear functions and their average and instantaneous
rates of change.

Here is a list of the key concepts in this lesson:

For a linear function, the slope tells us the average rate

of change between any two points as well as the
instantaneous rate of change at any individual point.

On a linear function, the average rate of change over any

two given points is the same.

On a linear function, the instantaneous rate of change is

the same an any point.

Page 59

© 2024 Acrobatiq
 ©2018 WGU
Page 62
 Unit 6
chevron_rightModule 6: Interpreting Inputs and Outputs ... 63 / 70

With this module, you jump into a new family of functions—polynomials. Using
your knowledge of linears as a launching pad, this module introduces you to the
basic concepts for polynomials, including inputs and outputs; polynomial
regressions; and finding the best, or “optimal,” solution from a group of options.
Strap in! Polynomials take off on the next page.

Page 63

© 2024 Acrobatiq
 Unit 6
chevron_rightLesson 24: Interpreting Inputs and Outputs... 64 / 70

Learning Objectives

Given a polynomial function and an input, calculate the corresponding

output.

Lesson Introduction
You have learned to model real-life situations with linear relationships. However, many input-output
relationships are more complicated than a straight line can represent. Take ice cream shop revenues
as an example. Ice cream sales are higher in warmer months and lower in cooler months. If you were
to graph the sales of ice cream each month for a year, the graph would be curved, meaning a
line cannot represent this relationship.

In this lesson, you will learn how to model input-output data using polynomial functions which have
graphs that are curved rather than straight. More specifically, you will learn about polynomial
functions that can handle increasingly complicated situations and how to apply the order of operation
rules to calculate outputs for polynomial functions.

CPU Usage and Polynomials

Now look at a polynomial function in context. Johan manages web servers at Progress Hospital. He is
testing a new application, which takes about 80 seconds each time the program runs. The application’s
CPU usage, u, measured in percentage, can be modeled by the function

u (t) = −0.0125t2 + t ,
where t is the number of seconds since the application begins to run. This is not a linear function
since the variable t has an exponent of 2. This is the function's graph:
 © WGU 2018, Powered by GeoGebra
You can also see the difference graphically here; this function curves, whereas linear functions do not.
Compare this polynomial function’s equation,

u(t) = −0. 0125t2 + t ,

with a linear equation, like

f(t) = −0. 0125t + 1,

and you can see this polynomial function's independent variable has a maximum exponent of 2, while
a linear function's independent variable has a maximum exponent of 1.

© 2018 WGU

A variable's maximum exponent in a polynomial is called the polynomial's degree . A linear polynomial
always has a degree of 1, while a degree-2 polynomial is called a quadratic polynomial .

But how are input-output pairs with polynomials like quadratics calculated? Since quadratics are more
complicated than linear functions, quadratic functions require more caution in calculation compared
to linear functions. Consider this example:

Suppose Johan needed to know the amount of CPU resources (as a percentage) the application used at
10 seconds after it started running and at 40 seconds after it started. If you substitute t = 10 into the
linear function,

f(t) = −0.0125t + 1 , you multiply first and then add.

However, for the quadratic function that Johan is using, u (t) = −0.0125t2 + t , you would not do
multiplication first, because the order of operations says you have to do the exponent operation
before multiplication:

u(10) = −0.0125(10)2 + (10) = −0.0125(100) + 10 = −1.25 + 10 = 8.75 .

2 2
Notice that in the expression, −0.0125(10) the exponent operation, (10) = 100 , must be done
before the multiplication operation. This result implies that the application would be using 8.75% of
CPU resource 10 seconds after it started running. In the graph, it does look like the function crosses
the point (10, 8.75), which confirms the calculation.

Next, substitute t = 40 into u(t), and you have:

u(40) = −0. 0125(40)2 + (40) = −0. 0125(1600) + 40 = −20 + 40 = 20 .

The result implies that the application would be using 20% of the CPU resource 40 seconds after it
started running. In the graph, the function does cross the point (40, 20). This is also the highest point
of the arch, representing the maximum percentage of CPU resource this application uses when it
runs.

As you can see, calculating input-output pairs for quadratic functions is a bit more complicated than it
is with linear functions.

Learning Check

Examine the following model.

© WGU 2018, Powered by GeoGebra

Using the model, u(t) = −0.0125t2 + t, calculate the application's CPU usage 70 seconds
after it starts to run.
 9.24

Submit and Compare

 Explanation: 
The application uses 8.75% of the CPU 70 seconds after it starts to run. This can be
confirmed on the graph by looking at the coordinate (70, 8.75).

Next

Additional Practice: Interpreting Inputs and Outputs for

Polynomial Functions
The next section presents a similar scenario to the previous one
and is provided only if you want some additional practice
calculating input-output pairs with polynomials. If you are feeling
pretty good about calculating input-output pairs with
polynomials, you can skip to the next section.

Engage Your Brain

Another good thing about quadratics compared to lines is that quadratics can "bend" to
model situations that do not remain constant. Consider this next example:

Ice cream shop revenues are not constant because people tend to buy more ice cream in the
summer and not much in the winter. For instance, Neighbor Ice Cream Shop's daily revenue, r, in
dollars, can be modeled by the function

r(m) = 15m2 − 120m + 330 ,

where m is the number of months since September. The following graph represents this function.
 © 2018 WGU, Powered by GeoGebra
What was the shop's revenue on October 1, and on January 1 of the following year?

r(m) = 15m2 − 120m + 330 , because m stands for the number

October 1 implies that m = 1 in
of months since September 1. Substitute m =1 into r(m), and you have:

r(1) = 15(1)2 − 120(1) + 330 = 15(1) − 120 + 330 = 15 − 120 + 330 = 225 .

Note that the exponent operation must be done before the multiplication operation; it will make a
big difference in the next example. The result implies that the ice cream shop's revenue on
October 1 was $225.00. According to the graph, the function does indeed cross the point (1, 225).

Similarly, January 1 corresponds to m = 4; substituting m = 4 into the equation gives you:

r(4) = 15(4)2 − 120(4) + 330 = 15(16) − 480 + 330 = 240 − 480 + 330 = 90
2
Notice that the exponent operation, (4) = 16 , precedes the multiplication operation,
15(16) = 240 . The result implies that the ice cream shop's revenue on January
1 was $90.00. According to the graph, the function indeed crosses the point (4, 90). The function's
smallest y-value is at this point, implying ice cream sales hit bottom on January 1 during the period
represented by the graph.

As you can see, a line would not be able to model this situation; lines cannot model any situation
with change that is not constant. In general, this gives quadratics an advantage over straight lines,
but that does not mean that quadratics and polynomials will be able to solve every problem. Later
 in the course, you will see other types of functions that can handle certain situations even better
than polynomials.

Next

By now, you have seen two of the easiest types of polynomial

functions: linear and quadratic. A linear function has a degree of 1; a
quadratic function has a degree of 2. In this lesson, you will model
some real-life scenarios with cubic functions, which have a degree of 3.
A cubic function can model more complicated data patterns than a quadratic
function can.

Cubic Functions for Online Games

Consider this next example:

Becky manages servers for a company that designs and publishes online games. One server that
Becky manages hosts the game Zoo Fever, and she is checking the server's log to find the number of
users yesterday. The data suggests that the number of online gamers can be modeled by the cubic
function

n(t) = −9. 5t3 + 195t2 − 1215t + 3180 ,

where t is the number of hours since 12:00 p.m. (noon). This function is depicted in the following
graph.
 © 2018 WGU, Powered by GeoGebra
You can see that this cubic function has two "turns." The number of online gamers decreased at first,
then increased, and then decreased again. A linear or quadratic function would not be able to model
data with two "turns" like this.

"Turns" means how many times the data changes direction from increasing to
decreasing. Lines (degree 1) cannot handle any turns. The data has to be increasing or
decreasing and must do so at a constant rate for linear functions to be helpful. On the
other hand, a quadratic (degree 2) can handle 1 "turn" in the data. A cubic (degree 3) can
handle 2 "turns" in the data and so on.

For complicated data with multiple "turns," a polynomial function with an even higher degree would
be needed. However, keep in mind that best practice is to fit the simplest polynomial function that is
appropriate to data. For example, data with two turns should be fitted with a cubic polynomial (degree
3).

When two turns are very close together (or even on top of each other) they
"disappear" from the graph. Consider the following set of functions:
 © 2018 WGU, Powered by GeoGebra
g(x) = x3 − x
h(x) = x3 − 14 x
p(x) = x3 − 1
16 x

q(x) = x3
The graph of q(x) = x3 has no turning points, even though the other three graphs have 2. So, it is
possible for cubic graphs to have a maximum of 2 turning points, or 0 turning points. However, when
we are modeling real-world problems, most of the time we will be interested in the simplest
polynomial that can create the required number of turning points, and so we will focus on the
maximum number for each type of polynomial, and not these other cases. You will learn more about
modeling in Lesson 28.

Learning Check

Examine the following graph.

 © WGU 2018, Powered by GeoGebra

Based on the number of "turns," is this graph a linear, quadratic, or cubic polynomial function?

quadratic

Submit and Compare

 Explanation: 
Since there is one "turn," this is likely a quadratic function (degree 2).

Next

You might be wondering why Becky would be interested in modeling the number of gamers, n, on her
company's servers at any time, t. Such data can be helpful in predicting if more servers are needed,
especially if Zoo Fever is going to be expanding in the future or suddenly attracts more users. Having
hourly data on the number of users allows Becky to forecast future needs, peak points of use, or when
doing an update or patch might be least disruptive to the gamers.

For example, to estimate the number of online gamers at 3:00 p.m. yesterday, Becky substituted t =
3 into n(t) and did the computation:
n (3) = −9.5(3)3 + 195(3)2 − 1215 (3) + 3180 = −9.5 (27) + 195 (9) − 3645 + 3180 = −256
+ 3180 = 1033.5
Note that when she calculated, she did the exponent calculation first to get −9.5(27) , and then she
multiplied. The same order of operation applies when calculating 195(3)2 . The result
implies that there were approximately 1034 gamers at 3:00 p.m. yesterday. In the function's graph, it
passes the point (3, 1034).

© 2018 WGU, Powered by GeoGebra

Similarly, to estimate the number of online gamers at 11:30 p.m., Becky substituted t = 11.5 into
n (t) and computed:

n (11.5) = −9.5(11.5)3 + 195(11.5)2 − 1215 (11.5) + 3180 = −9.5 (1520.875) + 195 (132.25)
= 547.9375
The result implies that there were approximately 548 gamers at 11:30 p.m. yesterday. In the function's
graph, it does look like the function passes the point (11.5, 548). This means if Becky had to choose
between 3:00 p.m. and 11:30 p.m. to do a server update (assuming yesterday's data is representative
of future days), she would likely go with 11:30 p.m. since fewer gamers would be interrupted by the
update.

Learning Check
 © 2018 WGU, Powered by GeoGebra

Calculate the number of online gamers at 6:00 p.m. yesterday.

858

Submit and Compare

 Explanation: 
At 6:00 p.m. there were approximately 858 online gamers. This is seen by evaluating as
below:

n(6) = −9. 5(6)3 + 195(6)2 − 1215(6) + 3180 = −9. 5(216) + 195(36) − 1215(6) + 318
+ 7020 − 7290 + 3180 = 858

Next
Revenues with a Better Model
As you have seen, higher degree polynomials can accommodate more turns in the data.
With that in mind, revisit the ice cream example. Seasonal data always involves at least
two turns (think of these as the "on" and "off" season turns), so revisit modeling ice cream
revenues with higher degree polynomials.

Remember Neighbor Ice Cream Shop? Earlier, a quadratic was used to model the current
year's data because there was only one turn in the data. However, when modeling any seasonal selling
item, like ice cream, there are often two turns–one going into the high-activity season and another
going into the low-activity season. To account for that, Neighbor Ice Cream Shop built a cubic model
for the next year's sales data to account for the two turns in sales. So, the store's daily revenue, r, in
dollars, can be modeled by the function

r(m) = −1. 4m3 + 30m2 − 150m + 350 ,

where m is the number of months since September. The following graph represents this function.

© 2018 WGU, Powered by GeoGebra

To estimate the shop's revenue on December 1 of the next year, substitute m = 3 into r(m), and you
have
 r(3) = −1. 4(3)3 + 30(3)2 − 150(3) + 350
= −1. 4(27) + 30(9) − 150(3) + 350
= −37. 8 + 270 − 450 + 350
= 132. 2.

This means that the shop's daily revenue on December 1 was $132.20. Compared to the previous year
on the same day, daily revenue was up just over $27.

Notice that even though a cubic function is used to model the sales data here, the process for
simplifying input-output pairs is very similar to what was done before with the quadratic model. One
advanced technique is to calculate the input-output pair for a date not corresponding to a whole
number. For example, what if you wanted to know the daily revenue for the shop on December 16?

To estimate the shop's revenue on December 16 you need to determine what value to substitute into
the function, r. Since the 16th is about halfway through the month of December, substitute m =
3.5 into r(m). When this is done, you have:

r(3. 5) = −1. 4(3. 5)3 + 30(3. 5)2 − 150(3. 5) + 350

= −1. 4(42. 875) + 30(12. 25) − 525 + 350
= −60. 025 + 367. 5 − 525 + 350
= 132. 475.

3
Again, note that when you calculate −1.4(3.5) , you need to do the exponent calculation first to get
−1.4(42.875) and then multiply. The same order of operation applies when you calculate
30(3.5)2 = 30(12.25) . The result implies that the shop's revenue on December 16,
was approximately $132.48. In the function's graph, it does look like the function passes
the point (3.5, 132.48).

Similarly, to estimate the shop's revenue on March 11 substitute m = 6.33 into r(m), and you have

r(6. 33) = −1. 4(6. 33)3 + 30(6. 33)2 − 150(6. 33) + 350
= −1. 4(253. 636137) + 30(40. 0689) − 949. 5 + 350
= −355. 0905918 + 1202. 07 − 949. 5 + 350
≈ 247. 48.

The result implies that the shop's revenue on March 11 was approximately $247.48. And in the
function's graph, it does indeed look like the function passes the point (6.33, 247.48).

Learning Check

Examine the following graph.

 © WGU 2018, Powered by GeoGebra

Use the graph to estimate the shop's revenue on July 1st.

Submit and Compare

Next

Fourth-Degree Polynomials in Applications

You have seen how quadratic and cubic polynomial functions are used to model data in
real-life situations. The more changes in direction of a graph, based on its data set, the
higher the degree of the polynomials needed.

Now you will see how a 4th-degree polynomial is used to model the number of customers
at a restaurant. This example makes it clear why a 3rd-degree polynomial would not work
for this situation. Consider this next example:
Scarlet Dragon Chinese Restaurant is a popular lunch spot. With recent price fluctuations in food, the
owner knows she cannot afford to make poor predictions about the number of customers each
day, because that would cause food waste. The average number of customers at Scarlet Dragon
Chinese Restaurant every day can be modeled by this function:

c(t) = −0.2t4 + 4t3 − 26t2 + 63t ,

where t is the number of hours since 10:00 a.m., when the restaurant opens. The following graph
depicts this function:

© WGU 2018, Powered by GeoGebra

The number of customers has two peak hours, around 12:00 p.m. and then again
around 6:15 p.m. Due to those two peaks, the function needs to "turn" 3 times, at
t = 2, t = 4.5 and t = 8.25. Examine the following graphs of a few polynomials:
© WGU 2018, Powered by GeoGebra

© WGU 2018, Powered by GeoGebra

 © WGU 2018, Powered by GeoGebra

© WGU 2018, Powered by GeoGebra

Can you decipher a pattern? If you are not sure, study this table:
 Maximum
Number of
Degree of Turns in
Polynomials Graph

1 0

2 1

3 2

4 3

n n–1

As the data has more and more turns, the polynomial needs to have
higher and higher degrees to model the data correctly. The simplest
polynomial that can produce n−1 turns in the data is a
degree n polynomial.

Learning Check

Josiah saves $250 in the bank every month. Which type of polynomial function best

models the amount of money in his account?

2nd-degree polynomial

1st-degree polynomial

4th-degree polynomial

3rd-degree polynomial

Next
More Additional Practice: Interpreting Inputs and Outputs
for Polynomial Functions
This section revisits a scenario and is provided only if you want
some additional practice calculating input-output pairs with
polynomials. If you are feeling pretty good about calculating
input-output pairs with polynomials, you can skip to the lesson
summary.

Engage Your Brain

Return to the function that models the average number of customers at Scarlet Dragon Chinese
Restaurant every day:

c(t) = −0. 2t4 + 4t3 − 26t2 + 63t

where t is the number of hours since 10:00 a.m.

How many customers does the restaurant have at 12:00 p.m. (noon) on a typical day? To answer
this question, substitute t = 2 into the function, and you have:

c(2) = −0. 2(2)4 + 4(2)3 − 26(2)2 + 63(2) = −0. 2(16) + 4(8) − 26(4) + 126 = −3. 2 + 32
The restaurant has approximately 51 customers at noon on a typical day. On the graph, it does
appear that the function passes the point (2, 51), which confirms the calculation.

settings On the Spot Review

Notice that you need to do exponent calculations before doing multiplication, like

4(2)3 = 4(8) = 32.

Do not do multiplication first, because this would give you a wrong answer of

4(2)3 = 83 = 512.

How many customers does the restaurant have at 12:30 p.m. on a typical day?

To answer this question, substitute t = 2.5 into the function, and you have:

c(2. 5) = −0. 2(2. 5)4 + 4(2. 5)3 − 26(2. 5)2 + 63(2. 5) = −0. 2(39. 0625) + 4(15. 625) −
+ 157. 5 = −7. 8125 + 62. 5 − 162. 5 + 157. 5 ≈ 50
 The restaurant has approximately 50 customers at 12:30 p.m. on a typical day. On the graph, it
does look like the function passes the point (2.5, 50).

Notice that you need to do exponent calculations before doing multiplication, like

4(2. 5)3 = 4(15. 625) = 62. 5.

Do not do multiplication first, which would give you the wrong answer of
3
4(2. 5) = 103 = 1000.

Next

Still More Additional Practice: Interpreting Inputs and

Outputs for Polynomial Functions
The next section revisits a scenario and is provided only if you
want some additional practice calculating input-output pairs with
polynomials. If you are feeling pretty good about calculating
input-output pairs with polynomials, you can skip to the lesson
summary.

Engage Your Brain

Recall Johan, who manages servers for Progress Hospital. He is checking a server's CPU resource to
make sure the server is not getting too bogged down throughout the day. The following function
models the server's available CPU resource, in percentage, since 8:00 a.m. on a certain day:

r(t) = 0. 18t4 − 3. 56t3 + 22. 8t2 − 52. 5t + 87

where t is the number of hours since 8:00 a.m. Examine this function's graph:
 © WGU 2018, Powered by GeoGebra
There are two peak hours of CPU usage on this server: around 10:00 a.m. and at 4:00 p.m. As a
result, the function has 3 turns, calling for a 4th-degree polynomial to model it.

What percentage of CPU resources was available at 10:00 a.m.? To answer this question,
substitute t = 2 into the function, and you have:

r(2) = 0. 18(2)4 − 3. 56(2)3 + 22. 8(2)2 − 52. 5(2) + 87, = 0. 18(16) − 3. 56(8) + 22. 8(4) −
− 28. 48 + 91. 2 − 105 + 87 ≈ 47. 6
The server had approximately 47.6% of available CPU resources at 10:00 a.m. on that day. On the
graph, it does indeed look like the function passes the point (2, 47.6).

What percentage of CPU resources was available at 4:15 p.m.? To answer this question,
substitute t = 8.25 into the function, and you have:

r(8. 25) = 0. 18(8. 25)4 − 3. 56(8. 25)3 + 22. 8(8. 25)2 − 52. 5(8. 25) + 87, ≈ 0. 18(4632. 5) −
+ 22. 8(68. 06) − 433. 125 + 87 = 833. 85 − 1999. 01 + 1551. 77 − 433. 125 + 87 ≈ 40. 56
The server had approximately 40.56% of available CPU resources at 4:15 p.m. on that day. And yes,
on the graph, it does look like the function passes the point (8.25, 40.56).

Next
Lesson Summary
In this lesson, you learned how polynomial functions can model real-life
scenarios, such as server usage, in ice cream shops, for game publishers,
and in restaurants.

Here is a list of the key concepts in this lesson:

A first-degree polynomial is a linear function and is of the form

f (x) = ax + b.

A second-degree polynomial is a quadratic function, is of the form

f(x) = ax2 + bx + c , and has its independent variable raised to

the second power, higher than a linear function.

A third-degree polynomial is a cubic function, is of the form

f(x) = ax3 + bx2 + cx + d, and models the data with more than
one turn, or curve, in the data.

Polynomials of degree 4 or higher can simply be referred to as fourth-

degree polynomials, fifth-degree polynomials, etc.

The higher a polynomial's degree, the more turns the polynomial's

graph can have.

If the data or a situation has n−1 turns, then an nth degree polynomial
should be used to model the data or situation.

When calculating input-outputs for polynomials, make sure that

you simplify exponents first, then multiplication and division, and
finally addition and subtraction. This process is referred to as following
the order of operations.

Page 64

© 2024 Acrobatiq
 Unit 6
chevron_rightLesson 25: Real-World Meaning of Input-Ou... 65 / 70

Learning Objectives

Given the graph of a polynomial function for a real-world problem,

translate the input and output pairs of the polynomial function into real-
world meaning.

Lesson Introduction
By now, you have seen how you can model various real-world phenomena with polynomial functions,
but how do you interpret what a function is trying to tell you? To determine this, you will learn how to
translate the input-output pairs of a polynomial into real-world settings.

In this lesson you will work on using graphs to estimate input-output pairs and interpret those input-
output pairs in the context of a real-world situation. This means you will see some other real-world
situations that can be modeled with polynomials and how to make sense out of those polynomial
models.

Interpreting Models for Spa Memberships

Sunrise Sky Spa and Retreat Spa are both located in the same small city and compete for clients, or
members. Each spa offers membership packages to their clients. Their memberships from 2000 can
be modeled by the following two functions, respectively:

Sunrise Sky Spa: s(t) = 7t3 − 174t2 + 1200t + 1300

Retreat Spa: r(t) = −50. 6t2 + 910. 8t + 1101. 4
where t is the number of years since 2000. The correct way to read the notation s(t) is "s of t,"
meaning "s is a function that depends on the variable t." Here are their graphs:
 © WGU 2018, Powered by GeoGebra
You can see that both companies were affected by the 2008 recession, but Retreat Spa's membership
kept going down after 2008. Sunrise Sky Spa's membership, on the other hand, started to recover
around 2011. Because Sunrise Sky Spa's membership has two turns in its trend while Retreat Spa's
membership has only one turn, the degree of s(t) must be one higher than that of r(t). That is,
Retreat Spa’s function will be of the second degree, a quadratic equation, while Sunrise Sky Spa’s
function will be of the third degree, a cubic equation.

You have learned how to substitute an independent variable value into a function to
calculate its dependent variable value. However, calculations can become cumbersome
sometimes, especially when a polynomial function's degree is high. Instead, you can
estimate input-output pairs by using its graph and still reach valid conclusions.

For example, when t = 8, the value of r(t) is approximately 5,150, and s(t)'s value is
approximately 3,350. In function notations, you can write r(8) ≈ 5, 150 , s(8) ≈ 3, 350 . In coordinate
notation, you can write (8, 5150) and (8, 3350) for r and s, respectively. You can see how function
notation is more helpful here, as there is no way to know which coordinate goes with each function
without looking back to the graph.

Also, it is important to be as accurate as possible when estimating coordinates from a graph. Notice
that, on the y- axis, the distance from 5,000 to 6,000 is divided into 5 parts, making each part
1000
5 = 200 memberships. This is why r(8) ≈ 5, 150 .
You will work on interpreting these values in context in just a moment.

Learning Check

Examine the following graph.

 © WGU 2018, Powered by GeoGebra

Estimate s(t)'s value at t = 12.

Submit and Compare

Next

Consider this next example:

Earlier, it was estimated that r(8) ≈ 5, 150 , s(8) ≈ 3, 350 for these functions. As for interpreting
these in context, remember what the independent and dependent variables are here. The
independent variable is "years since 2000" while the dependent variable is "number of
memberships." So, if r(8) ≈ 5, 150 , the number of memberships Retreat Spas had in 2008 (8 years
since 2000) would be about 5,150. Sunrise Sky Spa also had approximately 3,350 memberships at the
same time.

You also saw that s(12) ≈ 2, 750 , which means that Sunrise Sky Spa had about 2,750 memberships
in 2012. On the other hand, Retreat Spas had about 5,100 members in July of 2010. You know
this because r(10.5) ≈ 5, 100 .
This means that you can interpret the context of input-output pairs by knowing which
function you are working with and what the associated input and output variables are
(that is, what the independent and dependent variables are).
 Learning Check

Examine the following graph.

© WGU 2018, Powered by GeoGebra

Estimate s(t)'s value at t = 12 and interpret its meaning in this context.

Submit and Compare

Next

Lesson Summary
In this lesson, you learned that it is much easier to interpret input-output pairs in
context by looking at the graph of functions and making estimations, rather than
calculating the input-output pairs.

Here is a list of the key concepts in this lesson:

Estimate input-output pairs using a graph of the polynomial for less-

exact numbers.
 Interpret input-output pairs if you know the function you are working w
independent and dependent variables are for that function.

Page 65

© 2024 Acrobatiq
 Unit 6
chevron_rightLesson 26: Solutions to Polynomial Equations 66 / 70

Learning Objectives

Given the graph of a polynomial function, translate solutions to

polynomial equations into real-world meaning.

Lesson Introduction
Given an input for a polynomial function, you have learned to calculate the output and estimate it by
the graph. In this lesson you will learn how you can take a given output and estimate the associated
input or inputs by graph. You may also see this phrased as "solving a polynomial equation."

How is this skill useful? Consider this situation: The Scarlet Dragon's main dining room only seats 60
people; the restaurant has an overflow area for additional people, but management does not like
using that area because it is farther from the kitchen. That said, during what hours of the day should
the Scarlet Dragon's staff plan on using the overflow area? This question can be answered by
estimating the input using a graph, since you have the output.

Solving Polynomial Equations Using the Graph

In this lesson you will see how to solve polynomial equations using a graph and what those solutions
can mean in context. Consider this first example:

On a typical day, the number of customers at Scarlet Dragon Chinese Restaurant can be modeled by
this function:

c(t) = −0. 2t4 + 4t3 − 26t2 + 63t ,

where t is the number of hours since 10:00 a.m., when the restaurant opens. This function is depicted
in the following graph:
 © WGU 2018, Powered by GeoGebra
In previous lessons, graphs were used to estimate the output given an input. For example, at 11:00
a.m. on a typical day (or t = 1), you can tell that the restaurant has approximately 41 customers
because the function crosses the point (1, 41). You can also verify c(1) = 41 if you want a more exact
way of determining this value.

Remember: The Scarlet Dragon's main dining room only seats 60 people; the overflow area seats
additional people, but it is not the preferred space. The question is, "During what hours of the day
should the Scarlet Dragon's staff plan on using the overflow area?"

In this case, you need to estimate an input given an output, because 60 people refers to the
dependent variable, c. In other words, what input values would make the function's value 60? To find
the answer, solve for t in c(t) = 60.
First, focus in on where the dependent variable is equal to 60, or where c = 60. In the
following graph, a green horizontal line (a "trace" line) helps you focus on these specific
values.
 © WGU 2018, Powered by GeoGebra

You can then find where this line hits, or intersects, the function, which
in this case is actually at two different coordinates. The two coordinates
are the solutions. Remember that you are looking for an input value
given an output value, so now you need to identify what the
corresponding input values are for these two coordinates, or solutions. To do
that, you next trace these coordinates down to the independent variable axis. If
you do that, the results will appear like the following graph:
 © WGU 2018, Powered by GeoGebra
From this graph, it looks like the corresponding independent variable values would be about t ≈ 7.1
and t ≈ 9.25. This means that the graph passes through the points (7.1, 60) and (9.25, 60). In function
notation, this would mean that c(7.1)≈60 and c(9.25)≈60.

You will work on interpreting these solutions in just a minute. First, check these
solutions. This can be done by substituting t = 7.1 into c(t) and then you have

= −0.2 (2, 541.1681) + 4 (357.911) − 26 (50.41) + 447.3

You did not get exactly 60 because you should expect some degree of error when you do estimations
by looking at a graph. However, the result (60.05) is very close to 60, so you should feel pretty
confident about t = 7.1 as an approximate solution. Checking c(9. 2) ≈ 60 is left as a question for

you to try on your own.

There is one other thing to keep in mind: For the assessment, you should be able to estimate the input
values without the "trace" lines. You should be able to make a reasonable approximation, but you will
not have to estimate these solutions with high accuracy.

Learning Check

Examine the following graph.

 © WGU 2018, Powered by GeoGebra

Solve for t in c(t) = 10.

Submit and Compare

Next

Interpreting Solutions
Now that you have practiced solving these equations, you can turn to interpreting the solutions.
Consider this example:

Earlier, you read that the Scarlet Dragon's main dining room seats only 60 people
and management wants to know what hours of the day the staff should plan on using the overflow
area. You found solutions to c(t) = 60 by either using the trace lines or estimating the
coordinates (7.1, 60) and (9.2, 60), giving the solutions t ≈ 7.1 and t ≈ 9.2. But what do
these solutions mean?

These solutions show that the restaurant has 60 customers at about 5:06 p.m. and at 7:12 p.m. on a
typical day. (As a review, to change 0.2 hours to minutes, it is 0. 2 × 60 = 12 .) With respect to the
overflow area, this means that the Scarlet Dragon's staff should plan on using the overflow area
between about 5:00 p.m. to about 7:00 p.m.
Learning Check

Examine the following graph.

© WGU 2018, Powered by GeoGebra

With the Scarlet Dragon scenario in mind, solve for t in c(t) = 10 and interpret its

meaning in this context.

The solutions are t ≈ 0.9 and t ≈ 10.15. These solutions imply that the restaurant
has 10 customers at about 10:54 a.m. and at about 8:09 p.m. on a typical day.

The solution is t ≈ 0.18. This solution implies that the restaurant has 10 customers at
about 10:11 a.m. on a typical day.

The solutions are t ≈ 0.18 and t ≈ 10.3. These solutions imply that the restaurant
has 10 customers at about 10:11 a.m. and at about 8:18 p.m. on a typical day.

The solution is t ≈ 0.9. This solution implies that the restaurant has 10 customers at
about 10:54 a.m. on a typical day.

Next
Additional Practice: Solutions to Polynomial Equations
This next scenario focuses on the same skills you saw above and
is provided only if you want some additional practice. If you are
feeling pretty good after completing the last section, you can skip
to the next section.

Engage Your Brain

Johan manages servers for Progress Hospital. He is checking a server's CPU resource. The following
function models the server's available CPU resource, in percentage, starting at 8:00 a.m. on a
certain day:

r(t) = 0. 18t4 − 3. 56t3 + 22. 8t2 − 52. 5t + 87

where t is the number of hours since 8:00 a.m. Examine this function's graph in the following
interactive GeoGebra applet.
 © WGU 2018, Powered by GeoGebra

As you move point A on the graph, you can see different coordinates. This can be helpful to solve
equations. For example, suppose Johan has been noticing that some computers on the network are
crashing when the CPU resource reaches 45%. He might be curious to then identify what times of
day correspond to 45%. Essentially, Johan needs to solve r (t) = 45. To do that with the
interactive GeoGebra applet above, move point A until its y-value is about 45.

There are actually two spots where this occurs; if you are approximately in the right spot, you
should notice that you are near the coordinates (7.3, 45.05) and (8.88, 45.06). You can
conclude that the solutions to r(t) = 45 are t ≈ 7.3 and t ≈ 8.9.
Next

Lesson Summary
In this lesson, you learned how to solve for the input given the output using a
graph.

Here is a list of the key concepts in this lesson:

 Estimating the associated input for a given output in a polynomial
function is referred to as “solving” the polynomial function.

Follow these steps to solve a polynomial function using a graph:

1. Determine the output value you are looking

for; usually, it will be specifically stated in
the problem.

2. Starting with the specific output value you

identified, trace that value on the
dependent variable axis to any associated
coordinates on the graph.

3. Trace from these associated coordinates to

their corresponding values on the
independent variable axis.

4. Estimate these values on the

independent variable axis.

5. Check your solutions by plugging them back

into the polynomial function and
verify that you get the output value you
identified in step 1.

Polynomial equations can have multiple solutions at times.

Multiple inputs can give the same output, but each input can only give
one output.

Interpreting the solution to a polynomial equation means

remembering which function you found a solution to and then
interpreting the corresponding values (independent and
dependent variables) in a real-world context.

Page 66
© 2024 Acrobatiq
 Unit 6
chevron_rightLesson 27: Identifying Optimal Scenarios for... 67 / 70

Learning Objectives

Given two polynomial graphs of data for two real-world situations,

identify the optimal situation based on the real-world situation and the
input and output pairs.

Lesson Introduction
In real life, there are usually several possible solutions to any problem. The question then becomes
"Which solution is optimal?" For example, Macro Games, a start-up online game development company
with limited funding, needs to decide which one of its mobile games to promote. The good news is
that the company can use data model graphs to objectively compare two (or more) solutions, then
make their decision.

In this lesson, you will see some examples of models for potential solutions to problems, including
those for Macro Games, and then you will use the models based on graphs to identify the better
solution.

Choosing a Game to Invest In

In the last lesson, you saw how to solve equations using polynomial functions and interpreting those
solutions in context. In this lesson, you will solve equations to find optimal solutions in real-world
situations. Before jumping into that, consider this.

If you have a smartphone, you probably have seen people playing some mobile games—maybe you
even play some mobile games. If you play games on your phone, you know there are a ton of digital
games out there. How can you compare two games to decide which one to promote?

That is exactly the problem Macro Games was faced with. In January 2010, Macro Games launched two
new online games, Instinct Fighters and Zoo Managers. Using data on the number of daily gamers,
Macro Games created two functions that modeled the number of daily gamers. The function i models
the number of daily gamers for Instinct Fighters while z models the same for Zoo Managers:

i(t) = −3. 09t4 + 77. 2t3 − 645. 9t2 + 2101. 4t + 981 ,

z(t) = 16. 61t3 − 329. 42t2 + 1672. 7t + 1120 ,

where t is the number of months since January 2010. Here are those two functions' graphs:

© WGU 2018, Powered by GeoGebra

In January 2011 (when t = 12), Macro Games had to decide which game it was going to focus on
developing further due to budget constraints. According to the graphs above, the two games attracted
similar number of new gamers in January 2010 and February 2010. From February to May 2010,
Instinct Fighters attracted more gamers every day. For example, by i(3) ≈ 3610 and
z(3) ≈ 3300 , which represents March 1, you can tell that Instinct Fighters had
3610 − 3300 = 310 more gamers than Zoo Managers.
Starting in late May, Instinct Fighters had fewer gamers than Zoo Managers. For example, by
z(10) ≈ 3700 and i(10) ≈ 1510 , representing October 1, you can tell Zoo Managers had
3700 − 1510 = 2190 more gamers.
However, by the end of December, those two games attracted similar numbers of gamers again. From
October to December, the number of gamers for Instinct Fighters recovered, while the number of
gamers for Zoo Managers dropped.

With these trends in mind, Macro Games had to decide which game deserved more investment to
support an upgrade and new marketing. If the trend continues, Instinct Fighters would attract more
gamers, while Zoo Managers would lose more gamers. All of this is why Macro Games chose to
continue development for Instinct Fighters while stopping development on Zoo Managers.

One thing to notice here is that Macro Games made this decision based purely on the
input-output data for a function modeling the number of daily gamers over time for each
game. This assumes that the input-output data for this function is a good indicator of
what Macro Games wants from their games (that is, more daily gamers) and that these
trends would continue in the future for each game if nothing else changed.

The idea is that if this data indicates that Instinct Fighters is already the better game,
then focusing resources there would lead it to be an even better game, thus attracting
even more daily gamers. Basically, the input-output data from two functions allowed Macro Games to
make an objective, informed decision on what to do.

Learning Check

Examine the following graph. Which game attracted more gamers on June 1?

© WGU 2018, Powered by GeoGebra

Submit and Compare

Next

Additional Practice: Identifying Optimal Scenarios for

Polynomial Functions
This next scenario focuses on the same skills you saw above and
is provided only if you want some additional practice. If
you are feeling pretty good after completing the last section, you
can skip to the lesson summary.

Engage Your Brain

Consider this next example:

Sunrise Sky Spa and Retreat Spa are both located in the same small city and they compete for
clients, or members. Their memberships since 2000 can be modeled by the following two functions,
respectively:

Sunrise Sky Spa: s(t) = 7t3 − 174t2 + 1200t + 1300 ,

Retreat Spa: r(t) = −50. 6t2 + 910. 8t + 1101. 4 ,

where t is the number of years since 2000.

The following graph represents data for two competing spas, Retreat Spas (r)
and Sunrise Sky Spas (s). The data shows their number of memberships over
time (t), measured in years since 2000.
 © WGU 2018, Powered by GeoGebra

If an investor were trying to decide which spa to invest in, which would seem like the better
choice at the start of 2002?

Submit and Compare

Next

Lesson Summary
In this lesson, you learned how to compare two functions' graphs, like those for
Macro Games and for Sunrise Sky and Retreat Spas, to determine which function
is optimal.

Here is the key concept in this lesson:

Given two polynomial graphs for two real-world situations, you can
compare input-output pairs at a given point to see which situation
might be ideal.

Page 67
© 2024 Acrobatiq
 Unit 6
chevron_rightLesson 28: Interpreting Polynomial Regressi... 68 / 70

Learning Objectives

Given a scatterplot of real-world data, a polynomial regression function

for the data, and the associated coefficient of determination, interpret the
regression function and the associated coefficient of determination in
context.

Lesson Introduction
Up to this point, you have learned how polynomial functions fit to data. In this lesson, you will see how
those functions are created using software. You will not need to learn how to do this with software
yourself. The important thing for you to know is how these functions are created. One number to use
to judge how well the function fits the data is the coefficient of determination.

You will focus on these skills because you will see more and more of this type of analysis in both your
professional and your daily life because of how common "big data" is becoming. That means
you will need to be skilled at spotting a problem when someone has done a bad job of finding
functions that fit data. You will also need to know the questions to ask when presented with some of
these models. In this lesson, you will see where some of those functions come from, using data and a
process called regression.

Modeling Real Data with Polynomials

In the previous lessons, you have seen how you can use polynomial functions to answer questions
about real-world situations, but you may have been wondering where these functions come from. It is
not that these functions are just pulled out of thin air—in many disciplines, data is collected and then
a process called regression is done to find a particular function that fits the data well. You will see
how that process works in this lesson. Consider this example:
Youth Again, a mall management company, opened a shopping center in a new city last year. The
following table shows the number of customers who visited the new shopping center on the first day
of each month:

Dates Number of Shoppers

February 1 1400

March 1 2600

April 1 3000

May 1 3250

June 1 3000

July 1 2500

August 1 2100

September 1 1700

October 1 200

November 1 1250

December 1 1300

January 1 of the following 1650

year

The following graph plots the points in the table.

 © WGU 2018, Powered by GeoGebra
By turning the data into coordinates, Youth Again created what is call a scatterplot of the data. A
scatterplot is a graph of what may seem like "random" coordinates. Notice that February 1
corresponds to x = 1, March 1 corresponds to x = 2, and so on.

You can see two turns in this data, meaning that a 3rd-degree polynomial is probably a good
candidate to model this data. Be sure to notice that the point at month 9 is away from the general
trend in the data. To predict values in the future, it would be ideal to find a function that passes
through all the data points. However, that rarely happens in real life, so instead, just try to get as close
as possible without making the function more complex than necessary.

The best you can usually do when working with real data is to find a "curve of best fit,"
which helps you to know, on average, what the behavior of the data is. In other words,
usually some data points are above the curve, some are below it, and some other points
happen to be exactly on the curve. When you model a data set with a curve of best fit, you
are doing a data regression .

One other note before continuing: There are actually many techniques for estimating curves of best
fit, and mathematicians and statisticians often debate on which is the best technique. In this course,
do not worry about those debates. Instead, you will focus on the most widely accepted and used
technique: the least-squares regression (LSR) algorithm. You will not be looking at how that process
works (and it will not be on the assessment), so your focus is purely on interpreting the results of an
LSR to make sense of data.

The following GeoGebra applet shows the data set with a polynomial of best fit:
 © WGU 2018, Powered by GeoGebra

In the applet, note that the point (10, 1250) is a data point. However, if you use the function to estimate
the y-value when x = 10, you have f(10) = 886 . There is an error of 1250 − 886 = 364 .
Do not worry; this is totally normal in data regression. The curve of best fit is just a "best guess."
It is normal to see a difference between the estimated value and the real value.

Two final things to note here:

First, note that Point I in the applet is very far away from the
regression function . A point like this is called an outlier because it lies
outside the trend. You will learn how to handle outliers in the next lesson.

Second, note that the regression function above matches the general trend of
the data; that is, the regression function above does not do something outside
the indications of the data either to the left of x = 1 or to the right of x = 12.
Some examples of regression functions that behave "weirdly" outside of the
data values will be shown next.
This first example is "weird" because the data does not indicate there should be an increase to the
right of x = 12. Also, there is no reason for the "upswing" in y-values to the left of x = 1.

© WGU 2018, Powered by GeoGebra

This second regression function is "weird" because there is an upswing to the left
of x = 0 and to the right of x = 4. There is nothing in the data to indicate this
general trend, which means this is not a good model in terms of fit. Also, this data
only has one turn, so a 2nd-degree polynomial should be used, but instead, a 4th-
degree polynomial was used, which was a mistake.
 © WGU 2018, Powered by GeoGebra

This last one may seem fine at first glance, but notice how there are no turns in
this data. Zero turns means that a degree 1 polynomial, or a linear function, is the
simplest and should generally be used instead of the degree 4 polynomial
pictured next.
 © 2018 WGU, Powered by GeoGebra

Learning Check

Based on the scatterplot and the associated regression functions, which of these curves

best fit the data from a visual perspective?

© 2018 WGU, Powered by GeoGebra

© 2018 WGU, Powered by GeoGebra

© 2018 WGU, Powered by GeoGebra

 © 2018 WGU, Powered by GeoGebra

Next

Working with and Using the Coefficient of Determination

Now that you have seen some examples of how to visually identify a good fit between
functions and data, you are going to look at a number that measures the fit of a function
to data: the coefficient of determination.

Each regression has a coefficient of determination, which is a measure of how well a

function fits a data set. The coefficient of determination is a number between 0 and 1,
with values closer to 1 indicating a strong fit and values closer to 0 indicating a weak fit. A coefficient
of determination of 1 means that all data points are on the function's curve, which very rarely happens
in real life. In general, a coefficient of determination above 0.7 implies a strong correlation between
the data set and the function. Another way of thinking about the coefficient of determination is that it
gives you an idea of how big a difference you can expect from the data points and the values
predicted by the model.

By mathematical convention, the coefficient of determination is represented by r2 , so sometimes the

coefficient of determination is referred to as the r2 -value. In the following GeoGebra applet, the
function's coefficient of determination is r2 = 0.88.
 © WGU 2018, Powered by GeoGebra

This means that the GeoGebra applet examined every 3rd-degree polynomial function and found that
this particular 3rd-degree polynomial was the one that best fit the data. Moreover, this particular 3rd-
degree polynomial fits the data with a "score" of 88%; thus the coefficient of determination
value is 0.88. Said another way, any other 3rd-degree polynomial function would generate a lower
coefficient of determination for this data set, meaning it would not fit the data as well.

There are actually three categories to judge how strong a particular function is at
modeling data: strong, moderate, and weak. In the upcoming table, you will see some
guidelines on how to judge the strength, based on the coefficient of determination, or the
r2 -value.

r2-Value Characterization

0.7 ≤ r2 ≤ 1 strong model / strong correlation

0.3 ≤ r2 ≤ 0.7 moderate model / moderate correlation

0 ≤ r2 ≤ 0.3 weak model / weak correlation

 r2-Value Characterization

0 = r2 no model / no correlation

These general guidelines help you interpret how well a function models a data set. For example, if a
regression function has a coefficient of determination of r2 = 0.78 , the function provides "a strong
relationship to the data," or there is "a strong correlation between the independent and
dependent variables."

Learning Check

What does a coefficient of determination of 1 imply?

Submit and Compare

Next

Lesson Summary
In this lesson, you learned the basics of data regression. Each regression has
a curve of best fit, which has the highest coefficient of determination among all
possible curves, of the same polynomial degree, to model a data set. With a
function to model the data, you can predict values.

Here is a list of the key concepts in this lesson:

The least-square regression (LSR) algorithm, the most commonly used

regression algorithm, or process, is used to calculate all regression
functions.

When evaluating how well a regression function fits the data, look at
how well it fits the general trends. The regression function
should not behave much differently on the graph, either before the
data starts or after it ends.
 The coefficient of determination, r2 , is a number between 0 and 1 that m
strength of the fit between the regression function and the data. Charac
using r2 to determine which of these categories it matches:

0.7 ≤ r2 ≤ 1: strong model / strong correlation

0.3 ≤ r2 < 0.7: moderate model / moderate correl

0 < r2 < 0.3: weak model / weak correlation

0 = r2 : no model / no correlation

For n– 1 turns in the data, use a polynomial of degree n f

regression function.

In general, do not judge the fit of a model based on one p

model does not seem to fit one point but fits the overall t
and the coefficient of determination is strong or moderat
can use the model.
Page 68

© 2024 Acrobatiq