5

A Riddle Wrapped
in a Mystery
Inverses of Linear Functions

Warm Up Learning Goals

Solve each equation. • Determine the inverse of a given situation using words.
• Determine the inverse of a function numerically using a
1. 2x 2 5 5 97 table, an equation, and a graph.
• Determine whether given functions are
1
2. __
3 x 1 40 5 280 one-to-one functions.

3. 24x 2 10 5 226 Key Terms

• inverse of a function
• one-to-one function
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You know that a function takes a set of inputs and maps them to a set of outputs. What happens
when the outputs and inputs are reversed?

LESSON 5: A Riddle Wrapped in a Mystery • M3-65

 GETTING STARTED

Inside an Enigma
One of the simplest methods of creating a code is called a substitution
cipher. For a substitution cipher, you can take each letter of the
alphabet in numeric order and assign it to a different number using a
mathematical rule.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

For example, if the cipher were written as x 1 4, then L, which is currently

assigned to 12, would be assigned to 12 1 4 5 16, or P, in the code. The
letter Y, which is currently assigned to 25, would be assigned to 3, or C, in
the code. The word “inverse” would have the code “mrzivwi.”

Cipher: x 1 4
Word ________
_______ Code
inverse mrzivwi

1. Write a substitution cipher rule. Then write a short note to a

classmate in code. Give your rule and coded note to a classmate
to decode.

2. Use mathematical notation to write the rule you used to decode

your classmate’s note.

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3. Why is it important that the substitution cipher rule be
a function?

4. Compare the inputs and outputs of the cipher rule you created
and the rule used to decode your note. What do you notice?

M3-66 • TOPIC 1: Functions Derived from Linear Relationships

 AC T I V I T Y

The Inverse of a Function

5.1
Miguel is planning a trip to Turkey. Before he leaves, he wants to exchange
his money to the Turkish lira, the official currency of Turkey. The exchange
rate at the time of his trip is 4 lira per 1 U.S. dollar.

1. Complete the table of values to show the currency

U.S. Currency Turkish
conversion for U.S. dollars to Turkish lira. (dollars) Currency (lira)
100
2. Write an equation to represent the number of lira in 250
terms of the number of U.S. dollars. 400
650
1000
Suppose at the end of his trip, Miguel needs to convert any remaining lira
to dollars. This situation is the inverse of the original situation.

3. What are the independent and dependent quantities of the

inverse of the problem situation? How do these quantities
compare to the quantities in Question 1?

4. Complete the table of values to show the inverse of

the problem situation.
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5. Compare the tables in Questions 1 and 4. What do

you notice?

6. Use the table to write an equation for the inverse of the

problem situation. Does this equation represent a function?
Explain your answer.

LESSON 5: A Riddle Wrapped in a Mystery • M3-67

 Recall that a function takes an input value, performs some operation(s) on
this value, and creates an output value. The inverse of a function takes
the output value, performs some operation(s) on this value, and arrives
back at the original function’s input value. In other words, an inverse of
a function “undoes” the function.

Worked Example
Given a function, f(x), you can determine the inverse algebraically by
following these steps.

Step 1: Replace the function f(x) with another variable, generally y.

Step 2: Switch the x and y variables in the equation.

Step 3: Solve for y.

7. Use function notation to represent the number of lira f(x) in

terms of the number of U.S. dollars, x. Then complete the steps
shown in the worked example to represent the number of U.S.
dollars in terms of the number of lira. Compare the inverse to
the equation you wrote in Question 6. What do you notice?

© Carnegie Learning, Inc.

M3-68 • TOPIC 1: Functions Derived from Linear Relationships

 AC T I V I T Y
Graphing Inverses
5.2 of Functions

In the previous activity you wrote the inverse of a function using algebra.
Let’s consider how to show the inverse of a function using its graph.

Worked Example

Given a function, f(x), you can determine the inverse of a function

graphically by following these steps.

Step 1: Copy the coordinate plane and graph f(x) and the line
y 5 x onto patty paper.

Step 2: Heavily trace the graph of f(x) with a pencil.

Step 3: Reflect the patty paper across the line y 5 x, and rub the
paper so that the image of the graph of its inverse appears.

Think
1. Consider the graph of the function y
f(x) 5 4x from the previous about:
activity. Complete the steps in 800
How do the algebraic
the worked example to graph
process and the
the inverse using patty paper. 600
graphical process
to determine an
400
inverse compare?
© Carnegie Learning, Inc.

200

0
200 400 600 800 x

2. Compare the image you created and the graph of the inverse.

a. What do you notice about the image and the graph of

the inverse?

b. What does this tell you about the graph of a function and its
inverse and about the line y 5 x?

LESSON 5: A Riddle Wrapped in a Mystery • M3-69

 3. For each function and a given point on the graph of the function,
determine the corresponding point on the graph of the inverse of
NOTES
the function.

a. Given that (3, 2) is a point on the graph of g(x), what is the

corresponding point on the graph of the inverse of g(x)?

b. Given that (21, 0) is a point on the graph of h(x), what is the

corresponding point on the graph of the inverse of h(x)?

c. Given that (a, b) is a point on the graph of f(x), what is the

corresponding point on the graph of the inverse of f(x)?

© Carnegie Learning, Inc.

M3-70 • TOPIC 1: Functions Derived from Linear Relationships

 AC T I V I T Y

One-to-One Functions
5.3
In this activity, you will determine the inverse of a function using
multiple representations.

1. For each given function, determine the inverse using

each representation.

• Complete a table of values for the function and its inverse.

• Sketch the graph of the function using a solid line. Then sketch
the inverse of the function on the same coordinate plane using
a dashed line.

• Write an equation for the inverse.

• Determine whether the function is a one-to-one function. A function is a one-to-

Explain your reasoning. one function if both
the function and its
a. f(x) 5 3x 2 6 inverse are functions.

y
x f(x)
8
22
6 Remember:
21 4

2
0
© Carnegie Learning, Inc.

−8 −6 −4 −2 0 2 4 6 8 x
1 Use a straightedge to
−2
draw your lines.
2 −4

−6

−8
Inverse of f(x)
x y
22

21

LESSON 5: A Riddle Wrapped in a Mystery • M3-71

 b. g(x) 5 2x 1 4 y

x g(x) 6

22 4

2
21
−8 −6 −4 −2 0 2 4 6 8 x
0
−2

1 −4

2 −6

−8

Inverse of g(x)
x y
22
21
0
1
2

c. h(x) 5 2 y

x h(x) 6

22 4

2
21
−8 −6 −4 −2 0 2 4 6 8 x
0

© Carnegie Learning, Inc.

−2

1 −4

−6
2
−8

Inverse of h(x)
x y

22

21

M3-72 • TOPIC 1: Functions Derived from Linear Relationships

 d. r(x) 5 |x| y

8
x r(x) 6

22 4

2
21
−8 −6 −4 −2 0 2 4 6 8 x
0
−2

1 −4

−6
2
−8

Inverse of r(x)
x y
22

21

2. Adam and Stacey are working on a homework assignment

in which they must identify all functions that are one-
to-one functions. Adam says that all linear functions are
© Carnegie Learning, Inc.

one-to-one functions, so they don’t even need to look at

the linear functions. Stacey disagrees, and says that not all
linear functions are one-to-one functions. Who is correct?
Explain how you determined which student is correct.

LESSON 5: A Riddle Wrapped in a Mystery • M3-73

 3. How can you determine whether an inverse exists given a
linear function?
NOTES

4. Can a linear function and its inverse be the same function?

If so, provide an example. If not, explain why not.

5. Complete the graphic organizer on the next page. Write the

For a one-to-one
definition for the inverse of a linear function. Then describe
function f(x), the
how to determine the inverse of a function algebraically,
notation for its
graphically, and numerically.
inverse is f 21(x).

© Carnegie Learning, Inc.

The notation for
inverse, f 21(x), does
not mean the same
thing as x21. The
expression x21 can
1
be rewritten as __x ;
however, f 21(x) cannot
be rewritten, because
it is only used as
notation. In other
1
words, f 21(x) Þ ____
f(x)
.

M3-74 • TOPIC 1: Functions Derived from Linear Relationships

 Graphic Organizer

Definition Algebraic
Description

INVERSES OF
LINEAR FUNCTIONS
© Carnegie Learning, Inc.

Numeric Description
Graphical Description (Table of Values)

LESSON 5: A Riddle Wrapped in a Mystery • M3-75

 NOTES
TALK the TALK

Strike That. Invert It.

Consider the linear function y 5 ax 1 b, where a Þ 0.

1. Use algebra to show that the inverse of this function is also

a function.

2. Identify the slope and y-intercept of f(x) and its inverse.

3. Given y 5 4x 1 10, identify the slope and y-intercept of

f(x) and its inverse.

4. Given y 5 23x 1 6, identify the slope and y-intercept of

f(x) and its inverse.

© Carnegie Learning, Inc.

5. What happens to the slope and y-intercept of a linear

function y 5 ax 1 b, where a ≠ 0,when you take its inverse?

M3-76 • TOPIC 1: Functions Derived from Linear Relationships

 Assignment

Write Remember
Describe how to use a graph to An inverse of a function “undoes” the function. The inverse of a
prove two relationships are function is determined by replacing f(x) with y, switching the
inverses of each other. x and y variables, and solving for y. A one-to-one function is a
function in which its inverse is also a function.

Practice
1. Clothing and shoe sizes typically vary from country to country. Kalinda is going to be spending a year
in Italy and plans on shopping for dresses while she’s there. While investigating the differences in
sizing, she determines that to change the U.S. dress size to an Italian dress size, she must add 12 to
the U.S. dress size and then double the sum.
a. Complete the table of values to show the dress size conversion
U.S. Dress Italian Dress
for U.S. dresses to Italian dresses.
Size Size
b. Write a function, f(x), to represent the Italian dress size in terms
of x, the U.S. dress size. 4
c. Determine the inverse of this problem situation using words. 6
d. Determine the inverse of the function algebraically. What does
10
the inverse function represent in terms of the problem situation?
e. Sketch the graph of the original function. Then, sketch the inverse 14
on the same graph.
18
2. Determine the inverse of each function. Is the inverse also a
function? Explain why or why not.
8
__
a. f(x) 5 0.6x 2 2 b. g(x) 5 3 x 1 12
3. Determine whether the functions j(x) 5 3 2 1.5x and
2
__ y
k(x) 5 2 3 x 1 2 are inverses. If so, explain how you
© Carnegie Learning, Inc.

know. If not, determine each function’s inverse. 8

4. Sketch the inverse of the given function on the same 6
graph as the function. Is the inverse also a function?
4
Explain why or why not.
2

−8 −6 −4 −2 0 2 4 6 8 x
−2

−4

−6

−8

LESSON 5: A Riddle Wrapped in a Mystery • M3-77

 Stretch
1. For the function f(x) = x 1 1, the inverse function is f21(x) 5 x 2 1. Evaluate the function f(x) by
replacing x with x 2 1. What do you notice? How does this relate to the process of using a graph
to determine an inverse?

Review
1. A school P.T.A. is organizing a Fun Run to benefit the school. A local business has agreed to donate
cases of lemonade, with the following conditions:
• for less than 50 runners they will donate two cases,
• for at least 50 but less than 100 runners they will donate five cases,
• for at least 100 but less than 150 runners they will donate twelve cases, and
• for at least 150 runners they will donate twenty cases.
a. Write a piecewise function f(x) for the number of cases the business will donate, x.
b. Is this piecewise function a step function? Explain your reasoning.
c. Graph the function. Be sure to label the axes.
d. Describe the rate of change when 100 # x , 150. What does it mean in terms of the
problem situation?
e. The P.T.A. has 79 runners signed up for the Fun Run. How many cases of lemonade will they get?
Explain your reasoning.
2. Each graph represents a form of the function g(x) 5 Af(x) 1 D, given f(x) 5 |x|. Determine A and D,
and then explain the transformations those values make on the basic linear absolute value function.
Write the function in terms of the basic function.
a. y b. y

8 8

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6 6

4 4

2 2
x x
−8 −6 −4 −2 0 2 4 6 8 −8 −6 −4 −2 0 2 4 6 8
−2 −2

−4 −4

−6 −6

−8 −8

M3-78 • TOPIC 1: Functions Derived from Linear Relationships