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Chapter 1.1 from the Math 30-1 EDGE workbook, including notes and Practice Questions

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453 views16 pagesChapter 1.1 from the Math 30-1 EDGE workbook, including notes and Practice Questions

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FUNCTIONS

1.1 Prerequisite Skills + Translations p. 1

1.2 Reflections p. 17

1.3 Stretches p. 27

1.4 Combining Transformations p. 47

1.5 Inverse of a Relation p. 65

Chapter Review Practice p. 81

In this units we’ll take some known and new functions and apply various transformations. And that means, if

you’re eager with anticipation, to alter the function’s equation or graph.

However before we get into all of that – over the next few pages (and 6 warm-ups), we’ll brush up on some key

concepts we’ll need in this first unit and throughout this course. Starting with – some functions from Math 20!

Exploration #1

and plot the points to sketch the graph. 3 (– 3) 2 = 9 (– 3, 9 )

2

2 State the domain and range of the function.

1

0

Domain Range

1

3 On the same grid, sketch the graph

2

of . Add 3 to all y-coordinates,

verify on your graphing calc. 3

4 Complete the table of values on the right,

and plot the points to sketch the graph.

3 |–3\ = 3 (– 3, 3)

5 State the domain and range of the function.

2

1

Domain Range

0

6 On the same grid, sketch the graph

1

of .

2

Explain how the graph compares to .

3

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Page |1

schools throughout the 2021-22 School Year

1.1 Prerequisite Skills and Translations

two graphs using

Match the the arrow buttons

window to

the given grid

Also confirm

Confirm points using: points using table

again…. Try changing the

to find the abs( function. constant term, how does

that change things?

Key in “MATH” then choose the

first option from the “NUM” menu

Preview of a Few New Functions

functions we’ll see much of later in the course.

Warm-up

The Cubic Function – The Graph of

Exploration #2

1 Complete the table of values on the left and

3

plot the points to sketch the graph of the

2 (–2) = –8 function. Use your graphing calculator to confirm.

1

0 2 State the function’s domain and range.

1

2 Domain Range

(– 2, – 8)

0 0 =0 plot the points to sketch the graph of the

1 function. Use your graphing calculator to confirm.

4

4 State the function’s domain and range.

9

1

Domain Range

5 Compare this table of values with that of . 6 On the same grid, sketch the graph of .

What do you notice? State the domain and range of this new function.

Domain Range

Page |2

Chapter 1 – Transformations

1 Complete the (partial) table of values

⁄

on the left. The points are already

plotted on the graph. 5 1 /–5 = –0.2

4 1 /–4 = –0.25

2 Graph / on your graphing

calculator, using the window shown. 1

: 5, 5, 1 : 5, 5, 1 0

min max scl 0.2

the graph by connecting the plotted

points in a smooth curve.

4 Fill in the blanks: The graph of has a vertical asymptote at _______ and a

horizontal asymptote at _______. The domain of the function is ___________ and the range is ___________.

Can’t divide by zero

Range: ∈ℝ Range: | !, ∈ℝ Range: ∈ℝ

Horizontal

Asymptote

at $ 0

Vertical

Asymptote

at # 0

Range: | !, ∈ℝ Range: | !, ∈ ℝ Range: | " !, ∈ ℝ

You are likely familiar with the formats above, set notation. In this course we also use interval notation:

So, Domain: ∈ℝ can be written in interval notation: ∞, ∞ Read as: “from ∞ to ∞”

Rounded brackets, do not include endpoints

And, Range: | !, ∈ ℝ can be written: ! , ∞ Read as: “from 0 to ∞, including 0”

Square bracket, endpoint is included

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1.1 Prerequisite Skills and Translations

The concept of domain and range is highly important in this course. In this next warm-up, we’ll look at how to

determine the domain and range from a graph, and how to determine the domain from the equation of a function.

For domain, we consider all input, or values. For range, we consider all output, or values.

% %

Range

4, 2 Domain 4, 2

# #

5, 3 5, 3

or, alternatively: ,∞ Interval notation or, alternatively: ,∞ Interval notation

But what of these

Given the equation of a function, we need to exclude any non-

“restrictions”?

permissible values. (That is, we need to state any restrictions)

there are only three restrictions we need to consider. Ready? Just

remember that we can’t:

&

%

We do not need to graph on our calculators, or even consider what the graph might look like.

Simply think …. For what value(s) # would the denominator (“bottom”) be zero?

Domain is given by: # 3"0 Set the denominator not equal to zero, and isolate #

| " , ∈ℝ This domain is not suitable for interval notation, but if

we chose to, it would be: ∞, ⋃ ,∞

“Union” (think –

“combined with”)

Square Root Negatives For example, what is the domain of….

Note that this is not in the curriculum

'

Again, we need not concern ourselves with the graph! (And like ( # above, we won’t even get to the

graphs until unit 7) Instead, think …. For what value(s) # would we be square-rooting negatives?

Domain is given by: 4# 3 0 Set what’s under the root sign greater than or equal to

zero, and isolate #

4# 3

| / , ∈ℝ In interval notation: ⁄ ,∞

*Let’s pin this for now – we’ll come back in unit 3!

Page |4

Chapter 1 – Transformations

Before we continue our warm-ups and into transformations, let’s do some practice with domain and range.

Given the graphs below, state the domain (D) and range (R) for each function, in both set and interval notation

(a) (b) (c)

D: D: D:

Set Notation Interval Notation Set Interval Set Interval

R: R: R:

Set Notation Interval Notation Set Interval Set Interval

Horizontal

1.5, 5

Asymptote

D: D: D:

Set Interval Set Set Interval

R: R: R:

Set Interval Set Set Interval

Class Example 1.12 Obtaining Domain from a function equation to all warm-ups and class examples

(a) % & Provide in Set and (b) * Set and Interval (c)

Interval notation notation

& + ,

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1.1 Prerequisite Skills and Translations

$ 0 # 1 2 3, where the coordinates of the vertex are 1, 3 .

In Math 30, the vertex form equation is - . /

Where the coordinates of the vertex are ℎ, 5 .

We also saw how while . and / affect the position of the graph, - affects the

parabola shape (how wide / narrow) and the orientation. (opens up / down) ℎ, 5

0 2 - 1

0 1

0 4 2 0

4 For example, consider the graph of - ,

for different values of -.

The center function is where 0 1, that is,

When 0 6 1, such as with , the graph is

vertically stretched by a factor of 2. (The graph is narrower)

And when 0 7 0 7 1, such as with , the graph

is vertically stretched by a factor of 1/4. (graph is wider)

when - 6 !, the graph opens down.

graph opens up.

Group 1

1 Each of the graphs in group 1 represent a quadratic function

in the form - . /, where 0 1 and ℎ, 5 ∈ 8

Determine an equation for each graph.

Group 2

2 Each of the graphs in group 1 represent a quadratic function in the

form - . /, where 0 1 or 0 1, and ℎ, 5 ∈ 8

Determine an equation for each graph.

Page |6

Chapter 1 – Transformations

5

affected the graph of - . /.

We can think of the vertex as having shifted, or translated, from:

0, 0 on the graph of $ # 2 to ℎ, 5 ℎ, 5 / vertically

ℎ, 5 on the graph of $ 0 # ℎ 2 5 0, 0

. units horizontally

A transformation of a function alters the location, shape or orientation of graph.

A horizontal or vertical translation is a “shift”, or change to the graph position.

(Think of picking up and moving a graph left / right and up / down)

1 Complete each table of values below and plot the points to sketch the second function, $2 , on the same grid

as $9 # 2 . Verify your graph of $2 using your graphing calculator. (Match your window to the grid below)

i $9 #2 (– 2, 8 ) ii $9 #2

$9 #2 $9 #2

$2 #2 4 $2 # 4 2

=

2 2

2 (-2) = 4 4+4 = 8 6 –6+4 = -2 (-2) = 4 (– 6, 4 )

1 5

0 4

1 3

2 2

2 For each case, describe how the graph of can be obtained by horizontally or vertically translating the

graph of .

i $9 #2 ii $9 #2

$2 #2 4 $2 # 4 2

3 For each case above, describe which coordinate (# or $) is affected, and how. Complete a mapping rule for

each.

i #, $ → ii #, $ →

4 Graph each of the following pairs of functions in your graphing calculator. Then, describe how the graph of

can be obtained by horizontally or vertically translating the graph of , and provide a mapping rule.

i $9 # ii $9 #

$2 # 3 $2 # 5

iii $9 #

$2 # 3 1

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1.1 Prerequisite Skills and Translations

A function % , transformed to % . /, is % . /

Vertically translated / units: UP if 5 6 0 DOWN if 5 7 0

/ units

A mapping rule describes the effect on each point on the original function

%

to the transformed function. Here, it’s: #, $ → # ℎ, $ 5

Note that the direction of the horizontal

translation is the opposite of the sign

For each pair of functions below, $ < # is obtained by horizontally and vertically translating

Worked

Example the graph of $ ( # . Determine an equation for $ < # , (i) in terms of ( # and (ii) in terms

of #, for (b) and (c) only. Then, (iii) provide a mapping rule from ( # → < # .

(a) $ ( # (b) (c)

( # #2 '

' ( # #

'

4, 0

3, 2

2 units left, then vertically i - Equation in terms of ( i - Equation in terms of (

translates 3 units down

' '

' % ii - Equation in terms of # ii - Equation in terms of #

ii - Equation in terms of (

, → , , → ,

, → ,

iii - Mapping Rule iii - Mapping Rule iii - Mapping Rule

Class Example 1.13 Determining the Horizontal / Vertical Translation from a graph

For each pair of functions below, $ < # is obtained by horizontally and / or vertically translating the graph

of $ ( # . Provide the indicated equations / mapping rule below.

' % '

%

%

i i i

Equation of < # in Equation of < # in Equation of < # in

terms of ( # terms of ( # terms of ( #

ii ii ii

Mapping rule of Equation of < # in Equation of < # in

$ ( # →$ < # terms of # terms of #

iii iii

Mapping rule of Mapping rule of

$ ( # →$ < # $ ( # →$ < #

Chapter 1 – Transformations

Class Example 1.14 Determining the Horizontal / Vertical Translation from the equation

i - Describe how the graph of function can be obtained by transforming the graph of function .

ii – Provide a mapping rule for each.

iii – State the domain or range as prompted below

2

$ ( # 7 1 $ # 6 4 $ ( # 4 1

from to : from to : from to :

Given each basic graph below, use transformations to sketch the indicated function on the same grid, and

provide a mapping rule. Be sure to carefully transform each point indicated ( ).

Indicate the domain and range of each sketched function. (Use either set or interval notation)

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1.1 Practice Questions

1. Given the graphs below, state the domain (D) and range (R) for each function, in the notations specified.

Vertical Asymptote Vertical Asymptote

(a) (b) (c)

Horizontal

Asymptote

D:

D: D:

Set Interval

Set Interval Set

R:

R: R:

Set Interval

Set Interval Set

5

(d) , 17 (e) (f)

4

D: D: D:

Set Interval Set Interval Set

R: R: R:

Set Interval Set Interval Set

(g) (h)

D: D:

Set Interval

R: R:

Set Interval

Page |10

Chapter 1 – Transformations

2. Without graphing, state the domain and / or the range (as indicated) for each of the following functions.

Your choice – answer in either set or interval notation!

(a) $ 2 (b) ℎ # (c) $

# 3 4 # 11 9 6 9# 3

D: D: D:

R: R: R:

1 # 3

(d) ( # (e) 1 # #? 12# 2 # 4 (f) $

# 3 #2 # 6

D: D: D:

8

(g) < # (h) ( # 6 (i) $ 5# 1 11

#2 7

D:

D: R: D:

#2 4

(j) $ 5 2# 9 (k) $ 6# 5 (l) < #

#2 3# 4

D:

R: D: D:

#

(m) $ (n) $ 3A 1

#2 # 5

D: D:

1. (a) D: #| 3 ≤ # ≤ 6 , # ∈ ℝ or 3 ,6 (b) D: #|# 6 2, # ∈ ℝ or 2,∞ (c) D: #|# " 2, # ∈ ℝ

R: $| 1 ≤ $ ≤ 3 , $ ∈ ℝ or 1,3 R: $ ∈ ℝ or ∞, ∞ R: $|$ " 1, $ ∈ ℝ

(d) D: # ∈ ℝ or ∞ ,∞ (e) D: #|# 4, # ∈ ℝ or 4,∞ (f) D: 4, 2, 0, 2, 6, 7

R: $|$ ≤ 17 , $ ∈ ℝ or ∞, 17 R: $|$ ≤ 5, $ ∈ ℝ or ∞, 5 R: 3, 1, 5, 6

(g) D: # ∈ ℝ or ∞ ,∞ (h) D: # ≤ 4, # ∈ ℝ or ∞,4

R: $ ∈ ℝ or ∞ ,∞ R: $|$ 2, $ ∈ ℝ or 2,∞

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1.1 Prerequisite Skills and Translations

3. For each pair of functions below, $ < # is obtained by horizontally and / or vertically translating the graph

of $ ( # . Provide the indicated equations / mapping rule below.

%

'

% '

'

i i

i Equation of < # in Equation of < # in

terms of ( # terms of ( #

Equation of < # in

terms of ( # ii

ii

Equation of < # in

iii Equation of < # in

terms of #

terms of #

Mapping rule of

$ ( # →$ < # iii iii

Mapping rule of Mapping rule of

$ ( # →$ < # $ ( # →$ < #

4. The graphs of each function below can be obtained by horizontally and / or vertically translating one of the

basic graphs. Determine an equation for each function, in terms of #. Then, indicate the domain and

range for each, in either set or interval notation.

Vertical Asymptote '

(a) (b) (c) /

Horizontal

Asymptote

i i i

Equation of ( # Equation of < # Equation of 5 #

ii ii ii

Domain Range Domain Range Domain Range

2

2. (a) D: # ∈ ℝ or ∞ ,∞ (b) D: #|# 11 , # ∈ ℝ or 11 , ∞ (c) D: #|# ≤ 2/3 , # ∈ ℝ or ∞,

?

R: $|$ 4 , $ ∈ ℝ or 4,∞ R: $|$ 9 , $ ∈ ℝ or 9, ∞ R: $|$ 3 , $ ∈ ℝ or 3 , ∞

(d) D: #|# " 3 ,# ∈ ℝ (e) D: # ∈ ℝ (f) D: #|# " 3, 2, # ∈ ℝ (g) D: # ∈ ℝ (h) D: # ∈ ℝ R: 6

(i) D: #|# 1/5, # ∈ ℝ (j) D: # ∈ ℝ R: $|$ 9, $ ∈ ℝ (k) D: # ∈ ℝ (l) D: #|# " 1, 4, # ∈ ℝ

(m) D: # ∈ ℝ (n) D: # ∈ ℝ

Page |12

Chapter 1 – Transformations

5. The graphs of each function below can be obtained by horizontally and / or vertically translating one of the

basic function graphs. Sketch each indicated function by plotting a minimum of 4 points. Then, indicate

the domain and range of each sketched function, using either set or interval notation.

(a) (b)

( # # 4 3 1

< # 1

# 4

Domain

Domain

Range

Range

(c) (d)

2

ℎ # # 5 1 $ #? 2

Domain Domain

Range Range

i - Describe how the graph of function can be obtained by transforming the graph of function .

ii – Provide a mapping rule.

iii – State the domain or range where prompted below

(a) $ 1/# (b) $ ( # (c) ( # # 1 2 2

1

$ 7 $ ( # 7 1 $ ( # 3 2

# 11

from to from to from to

3. (a) i < # ( # 2 4 (b) i < # ( # 3 ii < # # 3 (c) i < # ( # 4 ii < # # 4

ii #, $ → # 2 ,$ 4 iii #, $ → # 3,$ iii #, $ → # , $ 4

4. (a) i ( # #2 1 1

(b) i < # (c) i 5 # # 1 5

# 4

ii D: # ∈ ℝ R: 1, ∞ ii D: #|# " 4, # ∈ ℝ R: $|$ " 0, $ ∈ ℝ ii D: #|# 1,# ∈ ℝ

R: $|$ 5,$ ∈ ℝ

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1.1 Prerequisite Skills and Translations

7. Given each graph of the function $ ( # , sketch the graph of the indicated function on the same grid.

(a) $ ( # 5 (b) $ ( # 2 4 (c) $ ( # 5 6

8. Given each mapping rule for $ ( # to a transformed function, state an equation for the transformed

function, in terms of ( # .

(a) #, $ → # 1, $ 2 (b) #, $ → # 5, $

(a) Describe the transformations from $ ( # (b) Determine the new coordinates of the

to $ 4 ( # 2 . point B after the transformation.

10. A function ( # # 2 is transformed to $ < # and $ ℎ # by applying vertical translations, with the

effect described below. Determine the value and direction of the translation, and state an equation for the

transformed function, in terms of ( # and in terms of #.

(a) Determine the vertical translation applied if (b) Determine the vertical translation applied

$ < # passes through 3, 13 . if $ ℎ # passes through 4, 1 .

i i

Translation Translation

ii ii

Equation of < # in terms of ( # Equation in terms of ( #

iii iii

Equation of < # in terms of # Equation in terms of #

5. (a) (b) (c) (d)

Vertical

Asymptote

Horizontal

Asymptote

6. (a) i Horiz. translation 11 units right, (b) i Horiz. translation 7 units left, (c) i Horiz. translation 3 units left,

vert. translation 7 units down vert. translation 1 unit down vert. translation 2 units down

ii #, $ → # 11, $ 7 ii #, $ → # 7, $ 1 ii #, $ → # 3, $ 2

iii D: #|# " 11, # ∈ ℝ iii R: $|$ 0, $ ∈ℝ

Page |14

Chapter 1 – Transformations

11. A function ( # # is transformed to $ < # and $ ℎ # by applying horizontal translations, with the

effect described below. Determine the value and direction of the translation, and state an equation for the

transformed function, in terms of ( # and in terms of #.

(a) Determine the horizontal translation applied (b) Determine the horizontal translation

if $ < # passes through 7, 2 . applied if $ ℎ # passes through 5, 5 .

i Translation: i Translation:

12. A function ( # # 2 ? 1 is transformed to $ < # by applying vertical translation, so that the graph

of < # passes through the point 0, 2 . Determine the value and direction of the translation, and state an

equation for the transformed function, in terms of ( # and in terms of #.

i Translation: ii Equation in terms of ( # : iii Equation in terms of #

left, and a vertical translation so that the graph of < # passes through the point 5, 15 . Determine the

value and direction of the vertical translation, and state an equation for the transformed function, in terms

of ( # and in terms of #.

i Translation: ii Equation in terms of ( # : iii Equation in terms of #

1

14. A function < # is transformed to $ 5 # by horizontally translating the graph 7 unit left and

#

vertically translating 1 unit up, so the transformed graph passes through a point B 9, D .

Determine the value of D.

Step-by-step solutions, along with videos and additional practice exams, can be found at math30-1edge.com

7. (a) % & (b) (c) 8. (a) $ ( # 1 2

(b) $ ( # 5

\ right, vertical

translation 4 down.

(b) P becomes 9, 1

% % & C

10. (a) i vertical translation 4 units up (b) i vertical translation 15 units down

2

ii < # ( # 4 iii < # # 4 ii ℎ # ( # 15 iii ℎ # #2 15

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1.1 Prerequisite Skills and Translations

create a function < # 9 ( # 5 .

The point on the graph of $ < # that corresponds to point P is in:

A. Quadrant I

Exam

Style

B. Quadrant II

C. Quadrant III E 3, 12

D. Quadrant IV

Vertical

Asymptote $ < #

16. The function $ < # , shown on the right, is transformed &

to 5 # 5 < # 6 .

State the domain and range of $ 5 #

$ ( #

4, 1 and an equation that can be written in the form $ # ℎ 2 5.

A new function $ < # is defined < # 5 ( # 9 .

Determine each of the following:

i

Domain of < # 4,1

ii

Range of < #

iii

Equation of < # in terms of #

by applying a horizontal translation.

If the graph of $ < # passes through the point 2, 5 , an equation

for $ < # , in terms of ( # , is:

%

Exam A. $ ( # 4

Style

B. $ ( # 4

C. $ ( # 3

E

D. $ ( # 3

11. (a) i horizontal translation 3 units right (b) i horizontal translation 30 units left

ii < # ( # 3 iii < # # 3 ii < # ( # 30 iii < # # 30

?

12. i vertical translation 5 units down ii < # ( # 5 iii < # # 2 6

13. i vertical translation 8 units up ii < # ( # 5 8 iii < # # 4 12 14. D 1/2

2 18. D

15. C 16. D: # 6 1, # ∈ ℝ R: $ ∈ ℝ 17. i #∈ℝ ii $ 4,$ ∈ ℝ iii $ # 5 4

Page |16

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