Beginning and Intermediate Algebra - Function Mathematics

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to Functions
8.1 Functions and Their

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Representations
8.2 Linear Functions
8.3 Compound Inequalities
8.4 Other Functions and
Their Properties
8.5 Absolute Value
Equations and
Inequalities
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“Our competitive
Did you find this document

advantage is our math
skills, which is probably
not something you
very dayuseful? E
millions of people create trillions of bytes of information. The only way
we can make sense out of these data and determine what is occurring within society is
to use mathematics. One of the most important mathematical concepts used to discover
would expect of a trends and patterns is that of a function. A function typically receives an input (or ques-
media company.” tion), performs a computation, and gives the output (or answer).
—MAX LEVCHIN, Functions have been used in science and engineering for centuries to answer ques-
tions related to things like eclipses, communication, and transportation. However, today
CEO OF SLIDE
(Slide is the number one company
functions are also being used to describe human behavior and to design social networks.
for writing Facebook applications.) (See Section 8.1, Exercise 75.) In fact, you may have noticed that new features available
on Twitter and Facebook are sometimes referred to as applications or functions. People
are creating thousands of new functions every day. Math skills are essential for writing
Is this content inappropriate? Report this Document successful applications and functions.
I
S
B
N
1
-
2
5
6
-
4
9
0
8
2
-
2
502
Beginning and Intermediate Algebra with Applications & Visualization, Third edition, by Gary K. Rockswold and Terry A. Krieger. Published by Addison Wesley.
Copyright © 2013 by Pearson Education, Inc.
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8. 1 FUNCTIONS AND THEIR REPRESENTATIONS 503
8.1 Functions and Their Representations

Basic Concepts ● Representations of a Function ● Definition of a Function ●
Identifying a Function ● Graphing Calculators (Optional)
A LOOK INTO MATH N In earlier chapters we showed how to use numbers to describe data. For example, instead
of simply saying that there are a lot of people on Twitter, we might say that there are about
50 million tweets per day. A number helps explain what “a lot” means. We also showed
that data can be summarized with formulas and graphs. Formulas and graphs are some-
times used to represent functions, which are essential in mathematics. In this section we
introduce functions and their representations.
Basic Concepts
N REAL-WORLD CONNECTION Functions are used to calculate many important quantities. For
example, suppose that a person works for $7 per hour. Then we could use a function named
f to calculate the amount of money the person earned after working x hours simply by mul-
NEW VOCABULARY tiplying the input x by 7. The result y is called the output. This concept is shown visually in
the following diagram.
n Function
n Function notation
n Input/Output
Input x Function f Output y = f (x)
n Name of the function
n Dependent variable
n Independent variable
Uses input x to
n Verbal representation compute a value of y
n Numerical representation
n Symbolic representation For each valid input x, a function computes exactly one output y, which may be repre-
n Graphical representation sented by the ordered pair ( x, y). If the input is 5 hours, f outputs 7 # 5 = $35; if the input
n Diagrams/Diagrammatic is 8 hours, f outputs 7 # 8 = $56. These results can be represented by the ordered pairs
representation (5, 35) and (8, 56). Sometimes an input may not be valid. For example, if x = - 3, there is
n Relation no reasonable output because a person cannot work - 3 hours.
n Domain/Range
We say that y is a function of x because the output y is determined by and depends on
n Nonlinear functions
n Vertical line test the input x. As a result, y is called the dependent variable and x is the independent variable.
To emphasize that y is a function of x, we use the notation y = f (x). The symbol f (x) does
not represent multiplication of a variable f and a variable x. The notation y = f (x) is called
function notation, is read “y equals f of x,” and means that function f with input x produces
output y. For example, if x = 3 hours, y = f (3) = $21.
FUNCTION NOTATION
The notation y = f (x) is called function notation. The input is x, the output is y,
and the name of the function is f.
Name
Q
Q
y = f (x)
Q
2
-
Output Input
2
8
0 The variable y is called the dependent variable and the variable x is called the inde-
9
4
-
6
pendent variable. The expression f (4) = 28 is read “f of 4 equals 28” and indicates
5
2
-
1
that f outputs 28 when the input is 4. A function computes exactly one output for each
N
B
valid input. The letters f, g, and h are often used to denote names of functions.
S
I
504 CHAPTER 8 INTRODUCTION TO FUNCTIONS
NOTE: Functions can be given meaningful names and variables. For example, function f
could have been defined by P(h) = 7h, where function P calculates the pay after working
h hours for $7 per hour.
N REAL-WORLD CONNECTION Functions can be used to compute a variety of quantities. For

example, suppose that a boy has a sister who is exactly 5 years older than he is. If the age
of the boy is x, then a function g can calculate the age of his sister by adding 5 to x. Thus
g(4) = 4 + 5 = 9, g(10) = 10 + 5 = 15, and in general g(x) = x + 5. That is, func-
tion g adds 5 to input x to obtain the output y = g(x).
Functions can be represented by an input–output machine, as illustrated in Figure 8.1.
This machine represents function g and receives input x = 4, adds 5 to this value, and then
outputs g(4) = 4 + 5 = 9.
Function Machine
for g(x) " x # 5
4 (Input x)
Input x 4
Add 5 4+5
9 = g (4)
Output g(x)
(Output y)
Figure 8.1
Representations of a Function
N REAL-WORLD CONNECTION A function f forms a relation between inputs x and outputs y that
can be represented verbally, numerically, symbolically, and graphically. Functions can also be
represented with diagrams. We begin by considering a function f that converts yards to feet.
VERBAL REPRESENTATION (WORDS) To convert x yards to y feet we multiply x by 3.

Therefore, if function f computes the number of feet in x yards, a verbal representation
of f is “Multiply the input x in yards by 3 to obtain the output y in feet.”
TABLE 8.1 NUMERICAL REPRESENTATION (TABLE OF VALUES) A function f that converts

x (yards) y (feet) yards to feet is shown in Table 8.1, where y = f (x).
A table of values is called a numerical representation of a function. Many times it is impos-
1 3 sible to list all valid inputs x in a table. On the one hand, if a table does not contain every x-input,
2 6 it is a partial numerical representation. On the other hand, a complete numerical representation
includes all valid inputs. Table 8.1 is a partial numerical representation of f because many valid
3 9 inputs, such as x = 10 or x = 5.3, are not shown in it. Note that for each valid input x there is
4 12 exactly one output y. For a function, inputs are not listed more than once in a table .
5 15
SYMBOLIC REPRESENTATION (FORMULA) A formula provides a symbolic repre-
6 18 sentation of a function. The computation performed by f to convert x yards to y feet is
expressed by y = 3x. A formula for f is f (x) = 3x, where y = f (x). We say that function I
7 21 S
f is defined by or given by f (x) = 3x. Thus f (2) = 3 # 2 = 6. B
N
1
-
2
5
6
GRAPHICAL REPRESENTATION (GRAPH) A graphical representation, or graph, -
4
9
visually associates an x-input with a y-output. The ordered pairs 0
8
2
-
2
(1, 3), (2, 6), (3, 9), (4, 12), (5, 15), (6, 18), and (7, 21)
from Table 8.1 are plotted in Figure 8.2(a). This scatterplot suggests a line for the graph f.
For each real number x there is exactly one real number y determined by y = 3x. If we
restrict inputs to x Ú 0 and plot all ordered pairs ( x, 3x ), then a line with no breaks will
appear, as shown in Figure 8.2(b).
Yards to Feet
y y
24 24
20
(7, 21) 20
(6, 18)
t 16
ee (5, 15) te 16
e
F 12 (4, 12) F 12
y = 3x
8
(3, 9) 8
(2, 6)
4 4
(1, 3)
x x
0 4 8 12 16 20 24 0 4 8 12 16 20 24
Yards Yards
(a) (b)
Figure 8.2
Because f (1) = 3 , it follows that the point ( 1, 3) lies on the graph of f, as shown in
Figure 8.3. Graphs can sometimes be used to define a function f. For example, because the
point (1, 3) lies on the graph of f in Figure 8.3, we can conclude that f (1) = 3 . That is, each
point on the graph of f defines an input–output pair for f.
Evaluating f (1)
y
y = f (x)
f(1) = 3
(1, 3)
x
0 1
Figure 8.3
MAKING CONNECTIONS
Functions, Points, and Graphs
If f (a) = b, then the point ( a, b) lies on the graph of f. Conversely, if the point ( a, b) lies
on the graph of f, then f (a) = b. See Figure 8.4(a). Thus each point on the graph of f can be
written in the form (a, f (a)). See Figure 8.4(b).
Function f Defined by a Graph Points on Graph of f
y y
f (a) = b
b f (a)
(a, b) (a, f (a))
x x
a a
2
-
y = f (x)
2
8
0
9
4
-
6
5
2
-
(a) (b)
1
N
B
Figure 8.4
S
I
Yards to Feet DIAGRAMMATIC REPRESENTATION (DIAGRAM) Functions may be represented by

f
diagrams. Figure 8.5 is a diagram of a function where an arrow is used to identify the
1 3
output y associated with input x. For example, an arrow is drawn from input 2 to output 6,
6
which is written in function notation as f (2) = 6. That is, 2 yards are equivalent to 6 feet.
2
Figure 8.6(a) shows a (different) function f even though f (1) = 4 and f (2) = 4.
3 9 Although two inputs for f have the same output, each valid input has exactly one output.
In contrast, Figure 8.6(b) is not a function because input 2 results in two different outputs,
Function 5 and 6.
Figure 8.5
f
1 1 4
4
Search
2 5
5
3 2 6
(a) Function (b) Not a Function
Figure 8.6
) Your Scribd membership was canceled. Click here to MAKING CONNECTIONS

Four Representations of a Function
STUDY TIP
Symbolic Representation f (x) = x + 1
Numerical Representation
renew it Graphical Representation
Be sure that you understand
y
what verbal, numerical,
x y
graphical, and symbolic
representations are. -2 -1 3
2
-1 0 y=x+1
1
Download !
0 1 –3 –2 1 2 3
x
–1
1 2 –2
2 3 –3
Verbal Representation f adds 1 to an input x to produce an output y.
EXAMPLE 1 Evaluating symbolic representations (formulas)

Evaluate each function f at the given value of x.
(a) f (x) = 3x - 7 x = -2
x
(b) f (x) = x = 0.5
x + 2
(c) f (x) = 2x - 1 x = 10
Solution
(a) f ( $ 2) = 3( $ 2) - 7 = -6 - 7 = $ 13
I
0.5 0.5 S
B
(b) f (0.5) = = = 0.2 N
0.5 + 2 2.5 1
-
2
5
(c) f (10) = 210 - 1 = 29 = 3 6
-
4
9
0
8
Now Try Exercises 21, 23, 31 2
-
2
N REAL-WORLD CONNECTION In the next example we calculate sales tax by evaluating different
representations of a function.
EXAMPLE 2 Calculating sales tax

Let a function f compute a sales tax of 7% on a purchase of x dollars. Use the given repre-
sentation to evaluate f (2).
(a) Verbal Representation Multiply a purchase of x dollars by 0.07 to obtain a sales tax of
y dollars.
(b) Numerical Representation (partial) Shown in Table 8.2
(c) Symbolic Representation f (x) = 0.07x
(d) Graphical Representation Shown in Figure 8.7
(e) Diagrammatic Representation Shown in Figure 8.8
Sales Tax of 7%
y
0.4
TABLE 8.2 )s
ar
ll 0.3
x f (x) o
d
(
x
a
$1.00 $0.07 T 0.2
s f
lea
$2.00 $0.14 S 0.1 1 0.07
2 0.14
$3.00 $0.21 x 3 0.21
0 1 2 3 4 5 6
$4.00 $0.28 4 0.28
Purchase (dollars)
Figure 8.7 Figure 8.8
Solution
(a) Verbal Multiply the input 2 by 0.07 to obtain 0.14. The sales tax on a $2.00 purchase
is $0.14.
(b) Numerical From Table 8.2, f (2) = $0.14.
(c) Symbolic Because f (x) = 0.07x, f (2) = 0.07(2) = 0.14, or $0.14.
(d) Graphical To evaluate f (2) with a graph, first find 2 on the x-axis in Figure 8.9. Then
move vertically upward until you reach the graph of f. The point on the graph may be
estimated as (2, 0.14), meaning that f (2) = 0.14 . Note that it may not be possible to
find the exact answer from a graph. For example, one might estimate f (2) to be 0.13 or
0.15 instead of 0.14.
Evaluating a Function
y
0.4
0.3
f (2) = 0.14
0.2
Output 0.14 (2, 0.14)
0.1
x
0 1 2 3 4 5 6
Input
2
-
2
8
0
Figure 8.9
9
4
-
6
5
2
(e) Diagrammatic In Figure 8.8, follow the arrow from 2 to 0.14. Thus f (2) = 0.14.
-
1
N
B
Now Try Exercises 25, 33, 53, 59, 61
S
I
N REAL-WORLD CONNECTION There are many examples of functions. To give more meaning
to a function, sometimes we change both its name and its input variable. For instance, if we
know the radius r of a circle, we can calculate its circumference by using C(r) = 2pr. The
next example illustrates how functions are used in physical therapy.
EXAMPLE 3 Computing crutch length

People who sustain leg injuries often require crutches. A proper crutch length can be esti-
mated without using trial and error. The function L, given by L(t) = 0.72t + 2, outputs an
appropriate crutch length L in inches for a person t inches tall. (Source: Journal of the American Physi-
cal Therapy Association.)
(a) Find L(60) and interpret the result.
(b) If one person is 70 inches tall and another person is 71 inches tall, what should be the
difference in their crutch lengths?
t Solution
(a) L(60) = 0.72(60) + 2 = 45.2. Thus a person 60 inches tall needs crutches that are
L
about 45.2 inches long.
(b) From the formula L(t) = 0.72t + 2, we can see that each 1-inch increase in t results in
a 0.72-inch increase in L(t). For example,
L(71) - L(70) = 53.12 - 52.4 = 0.72.
Now Try Exercise 75
In the next example we find a formula and then sketch a graph of a function.
EXAMPLE 4 Finding representations of a function

Let function f square the input x and then subtract 1 to obtain the output y.
(a) Write a formula, or symbolic representation, for f.
(b) Make a table of values, or numerical representation, for f. Use x = - 2, - 1, 0, 1, 2.
(c) Sketch a graph, or graphical representation, of f.
Solution
(a) Symbolic Representation If we square x and then subtract 1, we obtain x 2 - 1. Thus a
formula for f is f (x) = x 2 - 1.
(b) Numerical Representation Make a table of values for f (x), as shown in Table 8.3. For
example,
f ( $ 2) = ( $ 2)2 - 1 = 4 - 1 = 3.
(c) Graphical Representation To obtain a graph of f (x) - 1, plot the points from = x2
Table 8.3 and then connect them with a smooth curve, as shown in Figure 8.10. Note that
we need to plot enough points so that we can determine the overall shape of the graph.
TABLE 8.3 y
x f (x)
3
READING CHECK $2 3 2
Give a verbal, numerical, 1

-1 0
symbolic, and graphical x
–3 –2 –1 2 3
representation of a function 0 -1
I
S
–2
that calculates the number 1 0 y = x2 – 1 B
N
–3
of days in a given number 1
-
2
of weeks. Choose meaning- 2 3 5
6
Figure 8.10 -
4
ful variables. 9
0
8
Now Try Exercise 63 2
-
2
Definition of a Function
A function is a fundamental concept in mathematics. Its definition should allow for all rep-
resentations of a function. A function receives an input x and produces exactly one output y ,
which can be expressed as an ordered pair:
(Q
x, y).
Q
Input Output
A relation is a set of ordered pairs, and a function is a special type of relation.
FUNCTION
A function f is a set of ordered pairs ( x, y) where each x-value corresponds to exactly
one y-value.
The domain of f is the set of all x-values, and the range of f is the set of all y-values.
For example, a function f that converts 1, 2, 3, and 4 yards to feet could be expressed as
f = {(1, 3), (2, 6), (3, 9), (4, 12)}.
The domain of f is D = {1, 2, 3, 4}, and the range of f is R = {3, 6, 9, 12}.
MAKING CONNECTIONS
Relations and Functions
A relation can be thought of as a set of input–output pairs. A function is a special type of
relation whereby each input results in exactly one output.
N REAL-WORLD CONNECTION In the next example, we see how education can improve a per-
son’s chances for earning a higher income.
EXAMPLE 5 Computing average income

A function f computes the average individual income in dollars in relation to educational
attainment. This function is defined by f (N) = 21,484, f (H) = 31,286, f (B) = 57,181,
and f (M) = 70,181, where N denotes no diploma, H a high school diploma, B a bachelor’s
degree, and M a master’s degree. (Source: 2010 Statistical Abstract.)
(a) Write f as a set of ordered pairs.
(b) Give the domain and range of f.
(c) Discuss the relationship between education and income.
Solution
2
(a) f = {(N, 21484), (H, 31286), (B, 57181), (M, 70181)}
-
2
8
(b) The domain of function f is given by D = {N, H, B, M}, and the range of function f is
0
9
4
-
given by R = {21484, 31286, 57181, 70181}.
6
5
2
(c) Education pays—the greater the educational attainment, the greater are annual earnings.
-
1
N
B
Now Try Exercise 101
S
I
EXAMPLE 6 Finding the domain and range graphically

Use the graphs of f shown in Figures 8.11 and 8.12 to find each function’s domain and
range.
(a) y (b) y
2
1 1
x x
–3 –2 –1 1 2 3 –4 –2 1 2 3 4
–1 –1
y = f (x) –2
–2
–3
–3 y = f (x)
–4
Solution
READING CHECK (a) The domain is the set of all x-values that correspond to points on the graph of f.
Use the graph in Figure 8.13 shows that the domain D includes all x-values satisfying $ 3 " x " 3.
Figure 8.12 to evaluate f (3). (Recall that the symbol … is read “less than or equal to .”) Because the graph is a semi-
circle with no breaks, the domain includes all real numbers between and including - 3
and 3. The range R is the set of y-values that correspond to points on the graph of f.
Thus R includes all y-values satisfying 0 " y " 3.
y y
2 Range
Range
1 1
x x
–3 –2 –1 1 2 3 –4 –2 1 2 3 4
–1 –1
–2
–2 Domain
–3
–3
Domain
(b) The arrows on the ends of the graph in Figure 8.12 indicate that the graph extends
indefinitely left and right, as well as upward. Thus D includes all real numbers.
See Figure 8.14. The smallest y -value on the graph is y = - 3, which occurs when
x = 2. Thus the range R is y # $ 3. (Recall that the symbol Ú is read “ greater
than or equal to .”)
Now Try Exercises 77, 81
CRITICAL THINKING
Suppose that a car travels at 50 miles per hour to a city that is 250 miles away. Sketch a graph of
a function f that gives the distance y traveled after x hours. Identify the domain and range of f.
The domain of a function is the set of all valid inputs . To determine the domain of a func-
tion from a formula, we must find x-values for which the formula is defined. To do this, we
I
must determine if we can substitute any real number in the formula for f (x). If we can, then S
B
N
the domain of f is all real numbers. However, there are situations in which we must limit the 1
-
2
domain of f. For example, the domain must often be limited when there is either division or a 5
6
-
4
square root in the formula for f. When division occurs, we must be careful to avoid values of 9
0
8
the variable that result in division by 0, which is undefined. When a square root occurs, we 2
-
2
must be careful to avoid values of the variable that result in the square root of a negative num-
ber, which is not a real number. This concept is demonstrated in the next example.
EXAMPLE 7 Finding the domain of a function

Use f (x) to find the domain of f.
1
(a) f (x) = 5x (b) f (x) = (c) f (x) = 1x
x - 2
Solution
(a) Because we can always multiply a real number x by 5, f (x) = 5x is defined for all real
numbers. Thus the domain of f includes all real numbers.
(b) Because we cannot divide by 0, input x = 2 is not valid for f (x) = x -1 2. The expres-
sion for f (x) is defined for all other values of x. Thus the domain of f includes all real
numbers except 2, or x " 2.
(c) Because square roots of negative numbers are not real numbers, the inputs for
f (x) = 1x cannot be negative. Thus the domain of f includes all nonnegative num-
bers, or x Ú 0.
Now Try Exercises 87, 91, 95
Symbolic, numerical, and graphical representations of three common functions are

shown in Figure 8.15. Note that their graphs are not lines. For this reason they are called
nonlinear functions. Use the graphs to find the domain and range of each function.
Absolute value: f (x) " "x" Square: f (x) " x2 Square root: f (x) " 1x
x -2 -1 0 1 2 x -2 -1 0 1 2 x 0 1 4 9
" x" 2 1 0 1 2 x2 4 1 0 1 4 1x 0 1 2 3
y y y
5
2 8
4
1 3
6
y = |x| y = √x
x 2 y = x2 4
–2 –1 1 2
–1 2
x
-3 -2 1 2 3 x
–2 -1 2 4 6 8
(a) (b) (c)
Figure 8.15 D: all real numbers D: all real numbers D: x Ú 0

R: y Ú 0 R: y Ú 0 R: y Ú 0
Identifying a Function
Recall that for a function each valid input x produces exactly one output y. In the next three
examples we demonstrate techniques for identifying a function.
EXAMPLE 8 Determining whether a set of ordered pairs is a function

2
- The set S of ordered pairs ( x, y) represents the number of mergers and acquisitions y in
2
8
0 2010 for selected technology companies x.
9
4
-
6
5
2
S = 5 (IBM, 12), (HP, 7), (Oracle, 5), (Apple, 5), (Microsoft, 0) 6
-
1
N
B
Determine if S is a function. (Source: cbinsights.)
S
I
Improve Your Experience (

Rating will help us to suggest even better
related documents to all of our readers!
& Useful
' Not useful
Solution
The input x is the name of the technology company, and the output y is the number of
mergers and acquisitions associated with that company. The set S is a function because
each company x is associated with exactly one number y. Note that even though there
were 5 mergers and acquisitions corresonding to both Oracle and Apple, S is nonetheless
a function.
EXAMPLE 9 Determining whether a table of values represents a function

TABLE 8.4 Determine whether Table 8.4 represents a function.
x y
Solution
1 -4 The table does not represent a function because input x = 1 produces two outputs: -4 and 5.
2 8 That is, the following two ordered pairs both belong to this relation.
3 2 Same input x
Q Q
1 5 (1, $ 4) ( 1, 5) Q Not a function

Q Q
4 -6
Different outputs y
VERTICAL LINE TEST To determine whether a graph represents a function, we must be

convinced that it is impossible for an input x to have two or more outputs y. If two distinct
points have the same x-coordinate on a graph, then the graph cannot represent a function. For
example, the ordered pairs ( $ 1, 1) and ( $ 1, - 1) could not lie on the graph of a function
because input $ 1 results in two outputs: 1 and - 1. When the points ( - 1, 1) and ( - 1, - 1)
are plotted, they lie on the same vertical line, as shown in Figure 8.16(a). A graph passing
through these points intersects the vertical line twice, as illustrated in Figure 8.16(b).
y y
Two or more
points lie on the
2 2 same vertical line:
not a function
(–1, 1) 1
(–1, 1) 1
x x
1 2 1 2
(–1, –1) –1 (–1, –1) –1
–2 –2
(a) (b)
Figure 8.16
To determine whether a graph represents a function, visualize vertical lines moving

across the xy-plane. If each vertical line intersects the graph at most once, then it is a graph
of a function. This test is called the vertical line test. Note that the graph in Figure 8.16(b)
fails the vertical line test and therefore does not represent a function.
READING CHECK I
S
VERTICAL LINE TEST B
N
What is the vertical line test 1
-
used for? If every vertical line intersects a graph at no more than one point, then the graph 2
5
6
-
represents a function. 4
9
0
8
2
-
2
EXAMPLE 10 Determining whether a graph represents a function

Determine whether the graphs shown in Figure 8.17 represent functions.
y y y
2
4
2 1
1
x x x
–4 4 –3 1 3 –2 –1 1 2
–1
–2
–2 –1
–4
–2
(a) (b) (c)
Figure 8.17
Solution
(a) Visualize vertical lines moving across the xy-plane from left to right. Any (red) vertical
line will intersect the graph at most once, as depicted in Figure 8.18(a). Therefore the
graph does represent a function.
Passes Vertical Line Test Fails Vertical Line Test Fails Vertical Line Test
y y
y
2
4
2 1
1
x x x
–4 4 –3 1 3 –2 –1 2
–1
–2
–2 –1
–4
–2
(a) (b) (c)
Figure 8.18
(b) Visualize vertical lines moving across the x y-plane from left to right. The graph does
not represent a function because there exist (red) vertical lines that can intersect the
graph twice. One such line is shown in Figure 8.18(b).
(c) Visualize vertical lines moving across the xy-plane from left to right. The graph is a
scatterplot and does not represent a function because there exists one (red) vertical line
that intersects two points: (1, 1) and (1, - 2) with the same x-coordinate, as shown in
Figure 8.18(c).
Graphing Calculators (Optional)

Graphing calculators provide several features beyond those found on scientific calculators.
2
- Graphing calculators have additional keys that can be used to create tables, scatterplots, and
2
8
0
9
graphs.
4
-
6
5
2
-
1
N REAL-WORLD CONNECTION The viewing rectangle, or window, on a graphing calculator
N
B
is similar to the viewfinder in a camera. A camera cannot take a picture of an entire scene.
IS
The camera must be centered on some object and can photograph only a portion of the
available scenery. A camera can capture different views of the same scene by zooming
in and out, as can graphing calculators. The xy-plane is infinite, but the calculator screen
can show only a finite, rectangular region of the xy-plane. The viewing rectangle must be
specified by setting minimum and maximum values for both the x- and y-axes before a
graph can be drawn.
Ymax We use the following terminology regarding the size of a viewing rectangle. Xmin
is the minimum x-value along the x-axis, and Xmax is the maximum x-value. Similarly,
!Yscl
Ymin is the minimum y-value along the y-axis, and Ymax is the maximum y-value. Most
Xmin " Xmax
Xscl graphs show an x-scale and a y-scale with tick marks on the respective axes. Sometimes
the distance between consecutive tick marks is 1 unit, but at other times it might be 5 or
Ymin 10 units. The distance represented by consecutive tick marks on the x-axis is called Xscl,
and the distance represented by consecutive tick marks on the y-axis is called Yscl (see
Figure 8.19
Figure 8.19).
This information about the viewing rectangle can be written as [Xmin, Xmax, Xscl] by
[Ymin, Ymax, Yscl]. For example, [ - 10, 10, 1] by [ - 10, 10, 1] means that Xmin = - 10,
Xmax = 10, Xscl = 1, Ymin = - 10, Ymax = 10, and Yscl = 1. This setting is
referred to as the standard viewing rectangle. The window in Figure 8.19 is [ - 3, 3, 1] by
[ - 3, 3, 1].
EXAMPLE 11 Setting the viewing rectangle

Show the viewing rectangle [ - 2, 3, 0.5] by [ - 100, 200, 50] on your calculator.
Solution
The window setting and viewing rectangle are displayed in Figure 8.20. Note that in
Figure 8.20(b) there are 6 tick marks on the positive x-axis because its length is 3 units and
the distance between consecutive tick marks is 0.5 unit.
CALCULATOR HELP [ - 2, 3, 0.5] by [ - 100, 200, 50]
To set a viewing rectangle, see WINDOW

Appendix A (page AP-3). Xm i n !"2
X m ax ! 3
X s c l ! .5
Y m i n ! " 100
Y m ax ! 200
Y s c l ! 50
X r e s !1
(a) (b)
Figure 8.20
Now Try Exercise 133 I
S
B
N
1
-
2
SCATTERPLOTS Many graphing calculators have the capability to create scatterplots 5
6
-
4
and line graphs. The next example illustrates how to make a scatterplot with a graphing 9
0
8
calculator. 2
-
2
EXAMPLE 12 Making a scatterplot with a graphing calculator

Plot the points ( - 2, - 2), ( - 1, 3), (1, 2), and (2, - 3) in [ - 4, 4, 1] by [ - 4, 4, 1].
Solution
We entered the points ( - 2, - 2), ( - 1, 3), (1, 2), and (2, - 3) shown in Figure 8.21(a), using
the STAT EDIT feature. The variable L1 represents the list of x-values, and the variable L2
represents the list of y-values. In Figure 8.21(b) we set the graphing calculator to make a
scatterplot with the STATPLOT feature, and in Figure 8.21(c) the points have been plotted.
If you have a different model of calculator you may need to consult your owner’s manual.
[ - 4, 4, 1] by [ - 4, 4, 1]
L1 L2 L3 2 Plot1 P lo t2 P lo t3
CALCULATOR HELP "2 "2 - --- -- On Off
"1 3
1 2
Type:
To make a scatterplot,
2 "3
see Appendix A ------ ------ X l i s t : L1
(pages AP-3 and AP-4). Y l i s t : L2
M ark: +
L2 ( 5 ) !
(a) (b) (c)
Figure 8.21
GRAPHS AND TABLES We can use graphing calculators to create graphs and tables, usu-
ally more efficiently and reliably than with pencil-and-paper techniques. However, a graph-
ing calculator uses the same techniques that we might use to sketch a graph. For example,
one way to sketch a graph of y = 2 x - 1 is first to make a table of values, as shown in
Table 8.5.
We can plot these points in the xy-plane, as shown in Figure 8.22. Next we might con-
nect the points, as shown in Figure 8.23.
Plotting Points Graphing a Line
y y
TABLE 8.5
x y 3 3
2 2
-1 -3
1 1
0 -1 x x
–3 –2 –1 1 2 3 –3 –2 –1 1 2 3
–1 –1
1 1 –2
y = 2x – 1
2 3 –3
In a similar manner, a graphing calculator plots numerous points and connects them to
make a graph. To create a similar graph with a graphing calculator, we enter the formula
Y1 = 2X - 1, set an appropriate viewing rectangle, and graph as shown in Figures 8.24
and 8.25. A table of values can also be generated as illustrated in Figure 8.26.
[ - 10, 10, 1] by [ - 10, 10, 1]

CALCULATOR HELP Plot1 Plot2 Plot3 X Y1
\ Y 1! 2X $ 1 y = 2x – 1 "1 "3
To make a graph, see Appendix A \ Y 2! 0 "1
2
- (page AP-5). To make a table, see \ Y 3! 1 1
2 2 3
8 Appendix A (pages AP-2 and AP-3). \ Y 4! 3 5
0
9 \ Y 5! 4 7
4
- \ Y 6! 5 9
6
5
2 \ Y 7! Y 1!2X $ 1
-
1
N
B
Figure 8.24 Figure 8.25 Figure 8.26
IS
8.1 Putting It All Together

A function calculates exactly one output for each valid input and produces input–output
ordered pairs in the form ( x, y). A function typically computes something such as area,
speed, or sales tax.
CONCEPT EXPLANATION EXAMPLES
Function A set of ordered pairs ( x, y), where f = {(1, 3), (2, 3), (3, 1)}
each x-value corresponds to exactly f (x) = 2 x
one y-value A graph of y = x + 2
A table of values for y = 4x
Independent Variable The input variable for a function Function Independent Variable
f (x) = 2 x x
A(r) = pr 2 r
V(s) = s 3 s
Dependent Variable The output variable of a function Function Dependent Variable

y = f (x) y
There is exactly one output for each T = F(r) T
valid input. V = g(r) V
Domain and Range The domain D is the set of all valid For S = {( - 1, 0), (3, 4), (5, 0)},
of a Function inputs. The range R is the set of all D { - 1, 3, 5} and R = {0, 4}.
=
outputs. For f (x) = 1x the domain includes all
real numbers except 0, or x " 0.
Vertical Line Test If every vertical line intersects a graph This graph does not pass this test and
at no more than one point, the graph thus does not represent a function.
represents a function. y
Two points lie on the

same vertical line:
not a function
A function can be represented verbally, symbolically, numerically, and graphically.
REPRESENTATION EXPLANATION COMMENTS

Verbal Precise word description of what is May be oral or written
computed Must be stated precisely
Symbolic Mathematical formula Efficient and concise way of represent-

ing a function (e.g., f (x) = 2 x - 3)
Numerical List of specific inputs and their May be in the form of a table or an
I
S
outputs explicit set of ordered pairs B
N
1
-
2
Graphical, diagrammatic Shows inputs and outputs No words, formulas, or tables 5
6
-
visually Many types of graphs and diagrams are 4
9
0
8
possible. 2
-
2
8.1 Exercises
CONCEPTS AND VOCABULARY
1. The notation y = f (x) is called
function
notation. 23. f (x) = 1x x = 0, 94 0; 32
2. The notation y = f (x) is read . y equals f of x 24. f (x) = 2
3
x x = - 1, 27 - 1; 3
2 3
3. The notation f (x) = x + 1 is a(n) representa- 25. f (x) = x2 x = - 5, 2 25; 4
9
tion of a function. symbolic

26. f (x) = x3 x = - 2, 0.1 - 8; 0.001
4. A table of values is a(n) representation of a
7
function. numerical 27. f (x) = 3 x = - 8, 3 3; 3
1
5. The set of valid inputs for a function is the . 28. f (x) = 100 x = - p, 3 100; 100
domain
3
6. The set of outputs for a function is the range . 29. f (x) = 5 - x x = - 2, 3 13; - 22
1
7. A function computes one output for each valid input. 30. f (x) = x2 + 5 x = - 2, 6 21
4; 41
2
8. (True or False?) The vertical line test is used to iden- 31. f (x) = x = - 5, 4 - 2;
1 2
5
tify graphs of relations. F x + 1
x
9. (True or False?) Four ways to represent functions are 32. f (x) = x = - 3, 1 37; - 13
verbal, numerical, symbolic, and graphical. T x - 4
Exercises 33–38: Do the following.
10. If f (3) = 4, the point (3, 4) is on the graph of f. If
(3, 6) is on the graph of f, then f ( 3 ) = 6 . (a) Write a formula for the function described.
(b) Evaluate the function for input 10 and interpret
11. Thinking Generally If f (a) = b, the point (a, b) is the result.*
on the graph of f.
33. Function I computes the number of inches in x yards.
12. Thinking Generally If (c, d) is on the graph of g, (a) I(x) = 36 x (b) I(10) = 360
then g(c) = d . 34. Function A computes the area of a circle with radius r.
(a) A(r) = r 2 (b) A(10) = 100 # 314.2 p p
13. Thinking Generally If a is in the domain of f, then 35. Function M computes the number of miles in x feet.
x 10
(a) M(x) = 5280 (b) M(10) = 5280 # 0.0019
f (a) represents how many outputs? 1
36. Function C computes the circumference of a circle
14. Thinking Generally If f (x) = x for every x in the with radius r. (a) C(r) = 2 r (b) C(10) = 20 # 62.8 p p
domain of f, then the domain and range of f are equal .

37. Function A computes the square feet in x acres. (Hint:
There are 43,560 square feet in one acre.)
Exercises 15–20: Determine whether the phrase describes (a) A(x) = 43,560x (b) A(10) = 435,600
a function. 38. Function K computes the number of kilograms in x
pounds. (Hint: There are about 2.2 pounds in one
15. Calculating the square of a number Yes x 10
kilogram.) (a) K(x) = 2.2 (b) K(10) = 2.2 = 4.54
16. Calculating the low temperature for a day Yes
Exercises 39– 42: Write each function f as a set of ordered
17. Listing the students who passed a given math exam No pairs. Give the domain and range of f.
18. Listing the children of parent x No 39. f (1) = 3, f (2) = - 4, f (3) = 0

f = {(1, 3), (2, - 4), (3, 0)}; D = {1, 2, 3}, R = { - 4, 0, 3}
19. Finding sales tax on a purchase Yes 40. f ( - 1) = 4, f (0) = 6, f (1) = 4
f = {( - 1, 4), (0, 6), (1, 4)}; D = { - 1, 0, 1}, R = {4, 6}
20. Naming the people in your class No 41. f (a) = b, f (c) = d, f (e) = a, f (d ) = b
f = {(a, b), (c, d), (e, a), (d, b)}; D = {a, c, d, e}, R = {a, b, d}
42. f (a) = 7, f (b) = 7, f (c) = 7, f (d) = 7
REPRESENTING AND EVALUATING FUNCTIONS f = {(a, 7), ( b, 7), ( c, 7), ( d, 7)}; D = {a, b, c, d}, R = {7}
2
-
2
8 Exercises 21–32: Evaluate f (x) at the given values of x. Exercises 43–52: Sketch a graph of f.*
0
9
4
-
6 21. f (x) = 4x - 2 x = - 1, 0 - 6; - 2 43. f (x) = -x + 3 44. f (x) = - 2x + 1
5
2
-
1
22. f (x) = 5 - 3x x = - 4, 2 17; - 1 1
N
B
45. f (x) = 2x 46. f (x) = 2x - 2
IS
47. f (x) = 4 - x 48. f (x) = 6 - 3x Exercises 61 and 62: Use the diagram to evaluate f (1990).
Interpret your answer.
49. f (x) = x2 50. f (x) = 1x
61. The function f computes average fuel efficiency of
51. f (x) = 1x + 1 52. f (x) = 2x
1 2
- 1 new U.S. passenger cars in miles per gallon during
year x. (Source: Department of Transportation.) 26.9
Exercises 53–58: Use the graph of f to evaluate the given f
In 1990 average
expressions. fuel efficiency
1970 14.1
was 26.9 mpg.
53. f (0) and f (2) 3; - 1 54. f ( - 2) and f (2) - 2; 0 1980 22.6
1990 26.9
y y
2000 28.5
2010 32.6
3
2
2
1
1
62. The function f computes average cost of tuition at
x x
-3 -2 -1
-1
1 3 -2 -1 2 public colleges and universities during academic year x.
-2
(Source: The College Board.)
-2 $1809
-3
f In 1990, the average

1980 804 cost of tuition was
$1809.
55. f ( - 2) and f (1) 0; 2 56. f ( - 1) and f (0) 1; 0
1990 1809
y y
2000 3510
3 2010 7020
2
2
1 1
x x
-3 -1 1 3 -2 -1 1 2
Exercises 63–66: Express the verbal representation for
-1
the function f numerically, symbolically, and graphically.
-2
-3
Let x = - 3, - 2, - 1, p , 3 for the numerical represen-
tation (table), and let - 3 … x … 3 for the graph.*
57. f (1) and f (2) - 4; - 3 58. f ( - 1) and f (4) 3; 2
63. Add 5 to the input x to obtain the output y. y = x + 5
y y
64. Square the input x to obtain the output y. y = x2
4
5
3
4
65. Multiply the input x by 5 and then subtract 2 to obtain
2
1 3 the output y. y = 5x - 2
x
-4 -2 1 2 4
1 66. Divide the input x by 2 and then add 3 to obtain the
-3
x output y. y = 2x + 3
-1 1 2 3 4 5
-4 -1
Exercises 67–72: Give a verbal representation for f (x). *

1 3
Exercises 59 and 60: Use the table to evaluate the given 67. f (x) = x - 2 68. f (x) = 4x
expressions.
x
59. f (0) and f (2) 5.5; 3.7 69. f (x) = 70. f (x) = x2 + 1
3
x 0 1 2 3 4
71. f (x) = 1x - 1 72. f (x) = 1 - 3x
f (x) 5.5 4.3 3.7 2.5 1.9
73. Cost of Driving In 2010, the average cost of driving a
60. f ( - 10) and f (5) 23; - 33
new car in the United States was about 50 cents per mile.
Symbolically, graphically, and numerically represent I
S
x - 10 -5 0 5 10 a function f that computes the cost in dollars of driv- B
N
ing x miles. For the numerical representation (table) let 1

-
f (x) 23 96 - 45 - 33 23 2
5
x = 10, 20, 30, p , 70. (Source: Associated Press.) 6
-
4
f (x) = 0.50x; * 9
0
8
2
-
2
y y
74. Federal Income Taxes In 2010, the lowest U.S. 83. 84.
income tax rate was 10 percent. Symbolically, graphi-
cally, and numerically represent a function f that com- 3 6
2 4
putes the tax on a taxable income of x dollars. For the
1 2
numerical representation (table) let x = 1000, 2000, x x
3000, p ,7000, and for the graphical representation -3 -2 -1 1 2 3 -6 -4 -2
-2
2 4 6
let 0 … x … 10,000. (Source: Internal Revenue Service.) -2

f (x) = 0.10 x; * -3 -6
75. Global Web Searches The number of World Wide
D: -3 … x … 3 D = { - 6, - 4, - 2, 2, 4, 6}
Web searches S in billions during year x can be R = { - 4, - 2, 2, 4, 6}
R: -3 … y … 2
approximated by S(x) = 225x - 450,650 from 2009
to 2012. Evaluate S(2011) and interpret the result. Exercises 85 and 86: Use the diagram to find the domain
(Source: RBC Capital Markets Corp.)*
and range of f.
76. Cost of Smartphones The average cost difference 85. f 86. f
1
D in dollars between smartphones and all other 12 26
5
types of phones during year x can be approximated 2
13 32
by D(x) = - 23.5x + 47,275 from 2005 to 2009. 6
3
Evaluate D(2009) and interpret the result. (Source: 7
15 9
Business Insider.)* 4
D = {1, 2, 3, 4} D = {12, 13, 15}
IDENTIFYING DOMAINS AND RANGES R = {5, 6, 7} R = {9, 26, 32}
Exercises 77–84: Use the graph of f to identify its domain

Exercises 87–100: Find the domain.
and range.
y y 87. f (x) = 10x 88. f (x) = 5 - x
77. 78. All real numbers All real numbers
90. f (x) = 12 x 2
2
3 3
89. f (x) = x - 3
All real numbers All real numbers
2
3 x
1 1 91. f (x) = 92. f (x) =
x - 5 x + 1
x x x " -1
-3 -1 1 2 3 x " 5
-3 -2 -1
-1
1 2 3 2x 6
93. f (x) = 94. f (x) =
-2 x2 + 1 1 - x
-3 -3 All real numbers x " 1
D: - 2 … x … 2
95. f (x) = 1x - 1 96. f (x) = 0x0
D: - 2 … x … 2 x Ú 1 All real numbers
R: 0 … y … 2 R: - 3 … y … 3
79. y 80. y 97. f (x) = 0x - 50 98. f (x) = 12 - x
All real numbers x … 2
1
4 99. f (x) = 100. f (x) = 1 - 3x 2
3
3 x " 0 x
2
All real numbers
2
1 1
101. Humpback Whales The number of humpback
–2 –1 1 2 3 4
x
-4 -2 1 2 3 4
x whales W sighted in Maui’s annual whale census
–1 for year x is given by W(2005) = 649, W(2006) =
-3 1265, W(2007) = 959, W(2008) = 1726, and
–3 -4
W (2009) = 1010. (Source: Pacific Whale Foundation.)
D: - 2 … x … 4 D: All real numbers (a) Evaluate W(2008) and interpret the result.* 1726
R: - 2 … y … 2 R: All real numbers
(b) Identify the domain and range of W.*
81. y 82. y
(c) Describe the pattern in the data.*
3
2
2
1
1
x x
-2 2 -3 -2 -1 1 2 3
2
-
2
8
0 -2
9 -3
4
-
6
5
2
D: All real numbers D: - 1 … x … 3
-
1 R: y Ú - 1 R: - 3 … y … -1
N
B
IS
102. Digital Music Downloads The percentage of x (month) 1 2 3 4 5 6

digital music D that was purchased through down-
loads during year x is given by D(2004) = 0.9, W (mph) 10.4 12.7 10.4 10.4 8.1 8.1
D(2005) = 5.7, D(2006) = 6.7, D(2007) = 11.2,
and D(2008) = 12.8. (Source: The Recording Industry x (month) 7 8 9 10 11 12
Association of America.) W (mph) 6.9 6.9 6.9 8.1 9.2 9.2
(a) Evaluate D(2006) and interpret the result.* 6.7% Source: J. Williams.
(b) Identify the domain and range of D.*
(a) Determine the month with the highest average
(c) Describe the pattern in the data. Increased rapidly
wind speed. February
103. Cost of Tuition Suppose that a student can take (b) Is W a function of x? Explain.*
from 1 to 20 credits at a college and that each credit (c) If W = 6.9, find x. 7, 8, 9
costs $200. If function C calculates the cost of taking
x credits, determine the domain and range of C. Exercises 111–122: Determine whether the graph repre-
D = 5 1, 2, 3, p , 20 6 ; R = 5 200, 400, 600, p , 4000 6 sents a function. If it does, identify the domain and range.*
104. Falling Ball Suppose that a ball is dropped from a
window that is 64 feet above the ground and that the
111. y 112. y
ball strikes the ground after 2 seconds. If function
H calculates the height of the ball after t seconds, 4 4 (2, 4)
determine a domain and range for H, while the ball 3 3
2 2
is falling. D: 0 … t … 2; R: 0 … H … 64 1 1
x x
IDENTIFYING A FUNCTION -4 -1 1 2 3 4 -4 -2 1 2 3 4
-2 -2
Exercises 105–108: Determine whether the diagram -3

-4 (–2, –4) -4
could represent a function.
105. No 106. Yes
4 1 113. y 114. y
1
5 2 8
4 4
2
3 3
6 3
2 2
1 1
107. Yes 108. No x x

-4 -2 -1 2 3 4 -4 -1 1 2 3 4
a d 6
-2 -2
-3 -3
b e 5 10
-4 -4
c f 11
115. y 116. y
109. Average Precipitation The table lists the monthly
(− 4, 4) (4, 4)
average precipitation P in Las Vegas, Nevada, 4
where x = 1 corresponds to January and x = 12 3

2
2
corresponds to December. 1 1
x x
-4 -2 -1 1 2 3 4 -2 1 2
x (month) 1 2 3 4 5 6 -2
-1
-2
-3
P (inches) 0.5 0.4 0.4 0.2 0.2 0.1 -4
x (month) 7 8 9 10 11 12
117. y 118. y
P (inches) 0.4 0.5 0.3 0.2 0.4 0.3
Source: J. Williams.
4
2
(a) Determine the value of P during May. 0.2
1
(b) Is P a function of x? Explain.* x x
-3 -2 1 2 3 -4 -2 2 4
(c) If P = 0.4, find x. 2, 3, 7, 11 -1
-2 I
S
-2 B
N
110. Wind Speeds The table at the top of the next col- -3
-4
1
-
2
umn lists the monthly average wind speed W in 5
6
-
4
Louisville, Kentucky, where x = 1 corresponds to 9
0
8
January and x = 12 corresponds to December. 2
-
2
119. y 120. y 129. Texting The average 18- to 24-year-old person texts
about 1500 messages per month. Sketch a graph that
3 6 shows the total number of text messages sent over a
2 4 period of 4 months. Assume that the same number
1 2
of texts is sent each day. (Source: The Nielsen Company.)*
x x
-3 -2 -1 1 2 3 -6 -4 -2 2 4 6
-1 -2
130. Computer Viruses In 2000 there were about
-2 -4
-3
50 thousand computer viruses. In 2010 there were
about 1.6 million computer viruses. Sketch a graph
of this increase from 2000 to 2010. Answers may
121. y 122. y vary. (Source: Symantec.)*
6 3
GRAPHING CALCULATORS
4 2
2 1 Exercises 131–136: Show the given viewing rectangle

x x on your graphing calculator. Predict the number of tick
-6 -4 -2 2 4 6 -3 -2 -1 1 2 3
-2 -1
marks on the positive x-axis and the positive y-axis .*
-4 -2
-6 -3
. 131. Standard viewing rectangle 10; 10
132. [ - 12, 12, 2] by [ - 8, 8, 2] 6; 4

Exercises 123–126: Determine whether S is a function.
133. [0, 100, 10] by [ - 50, 50, 10] 10; 5
123. S = {(1, 2), (4, 5), (7, 8), (5, 4), (2, 2)} Yes
134. [ - 30, 30, 5] by [ - 20, 20, 5] 6; 4
124. S = {(4, 7), ( - 2, 1), (3, 8), (4, 9)} No
135. [1980, 1995, 1] by [12000, 16000, 1000] 16; 5
125. S is given by the table. No
136. [1900, 1990, 10] by [1700, 2800, 100] 10; 12
x 5 10 5
y 2 1 0
Exercises 137–142: Use your calculator to make a scat-
terplot of the relation after determining an appropriate
126. S is given by the table. Yes viewing rectangle.*
x -3 -2 -1
137. {(4, 3), ( - 2, 1), ( - 3, - 3), (5, - 2)}
y 10 10 10
138. {(5, 5), (2, 0), ( - 2, 7), (2, - 8), ( - 1, - 5)}
GRAPHICAL INTERPRETATION 139. {(20, 40), ( - 25, - 15), ( - 20, 25), (15, - 25)}
Exercises 127 and 128: The graph represents the distance 140. {( - 13, 12), (3, 10), ( - 15, - 4), (12, - 9)}
that a person is from home while walking on a straight
path. The x-axis represents time and the y-axis represents 141. {(100, - 100), (50, 200), ( - 150, - 140), ( - 30, 80)}
distance. Interpret the graph.*
142. {( - 125, 75), (45, 65), ( - 53, - 67), (150, - 80)}
127. 128.
y y
Exercises 143–146: Make a table and graph of y = f (x) .
Let x = - 3, - 2, - 1, p , 3 for your table and use the stan-
dard window for your graph.*
143. f (x) = 1x + 3 144. f (x) = x3 -

1 2
2x
2
- 5 - x
2
8 145. f (x) = 146. f (x) = 02 - x0 + 2
3
x
0
9 5 + x
4
-
6 x x
5
2
-
1
N
B
IS
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WRITING ABOUT MATHEMATICS 149. Explain how to evaluate a function by using a graph.
147. Give an example of a function. Identify the domain
Give an example.
and range of your function. 150. Give one difficulty that may occur when you use a
148. Explain in your own words what a function is. How
table of values to evaluate a function.
is a function different from other relations?
Group Activity Working with Real Data

Directions: Form a group of 2 to 4 people. Select someone to record the group’s responses
for this activity. All members should work cooperatively to answer the questions. If your
instructor asks for the results, each member of the group should be prepared to respond.
U.S. Craigslist Visitors The following table lists the (b) Estimate the slope of a line that could be used to
average number of unique visitors to Craigslist for model the data. m # 112,000 (answers may vary)
selected years.
(c) Find an equation of a line y = mx + b that models
Year 2006 2007 2008 the data. y = 112,000x + 180,000 (answers may vary)
Visitors 180,000 288,000 420,000 (d) Interpret the slope as a rate of change. Numbers of
unique visitors increased by 112,000 per year on average.
(e) Use your results to estimate the number of unique
Year 2009 2010
visitors to Craigslist in 2012.
Visitors 516,000 624,000 About 852,000 (answers may vary)
Source: Citi Investment Research and Analysis.
(a) Make a scatterplot of the data. Let x represent the

number of years after 2006. Discuss any trend in
numbers of visitors to Craigslist.*
8.2 Linear Functions

Basic Concepts ● Representations of Linear Functions ●
Modeling Data with Linear Functions ● The Midpoint Formula (Optional)
A LOOK INTO MATH N Functions are frequently used to model, or describe, the real world. For example, people
are becoming more energy conscious. As a result, there is an increase in the number of
green buildings that are being constructed. Table 8.6 lists estimated U.S. sales of green
building material. Because sales increase by $5 billion each year, a linear function can be
used to model these data. (See Example 7.) In this section we discuss this important type
of function.
TABLE 8.6 Green Material Sales ($ billions)

NEW VOCABULARY I
Year 2010 2011 2012 2013 S
B
n Linear function N
1
n Rate of change Sales 65 70 75 80 -
2
5
6
n Constant function Source: Freedonia Group, Green Building Material. -
4
9
n Midpoint 0
8
2
-
2
8. 2 LINEAR FUNCTIONS 523
Basic Concepts
N REAL-WORLD CONNECTION Suppose that the air conditioner is turned on when the tempera-
ture inside a house is 80 % F. The resulting temperatures are listed in Table 8.7 for various
elapsed times. Note that for each 1-hour increase in elapsed time, the temperature decreases
by 2 % F.
1-hour increase
TABLE 8.7 House Temperature Q
Elapsed Time (hours) 0 1 2 3 4 5

Temperature (% F) 80 78 76 74 72 70
Q
2% F decrease
We want to determine a function f that models, or calculates, the house temperature

after x hours. To do this, we will find numerical, graphical, verbal, and symbolic representa-
STUDY TIP
tions of f .
Be sure you understand what
representations of a function
are. NUMERICAL REPRESENTATION (TABLE OF VALUES) We can think of Table 8.7 as
a numerical representation (table of values) for the function f . A similar numerical repre-
sentation that uses x and f (x) is shown in Table 8.8.
TABLE 8.8 Numerical Representation of f(x)

x 0 1 2 3 4 5
f (x) 80 78 76 74 72 70
GRAPHICAL REPRESENTATION (GRAPH) To graph y = f (x), we begin by plot-

ting the points in Table 8.8, as shown in Figure 8.27. This scatterplot suggests that a line
models these data, as shown in Figure 8.28. We call f a linear function because its graph
is a line.
House Temperature Graphical Representation of f (x)

y y
100 100
) )
F °F
( 90
(
°
90
re re
tu 80 tu 80
rae rae
p 70 p 70
m
em e y = f (x)
T 60 T 60
x x
0 1 2 3 4 5 6 0 1 2 3 4 5 6
Elapsed Time (hours) Elapsed Time (hours)
Figure 8.27 A Scatterplot Figure 8.28 A Linear Function
2
-
2
8
0
9
Another graph of y = f (x) with a different y-scale is shown in Figure 8.29 on the next
4
-
6
page. Because the y-values always decrease by the same amount for each 1-hour increase
5
2
-
1
on the x-axis, we say that function f has a constant rate of change. In this example, the con-
N
B
stant rate of change is - 2% F per hour.
IS
Constant Rate of Change

y y-values decrease by 2°
for each 1-hour increase
80
) in the x-values.
°F
(
78
er 76
tuar
–2
y = f (x)
74
e
p 1
m
e
72
–2
T 70
1
x
0 1 2 3 4 5 6
Elapsed Time (hours)
Figure 8.29
VERBAL REPRESENTATION (WORDS) Over a 5-hour period, the air conditioner low-
ers the initial temperature of 80°F by 2°F for each elapsed hour x. Thus a description of how
to calculate the temperature is:
“Multiply x by - 2%F and then add 80 %F.” Verbal representation of f (x)
SYMBOLIC REPRESENTATION (FORMULA) Our verbal representation of f (x) makes

it straightforward for us to write a formula.
Elapsed Hours
f (x) = $2 x + 80 Symbolic representation of f (x)
Rate of Change Initial Temperature

For example,
f (2.5) = - 2(2.5) + 80 = 75
means that the temperature is 75°F after the air conditioner has run for 2.5 hours. In this
instance, it might be appropriate to limit the domain of f to x-values between 0 and 5,
inclusive.
LINEAR FUNCTION
A function f defined by f (x) = mx + b, where m and b are constants, is a linear
function.
For f (x) = $ 2 x + 80, we have m = $ 2 and b = 80. The constant m represents the
rate at which the air conditioner cools the building, and the constant b represents the initial
temperature.
NOTE: The value of m represents the slope of the graph of f (x) = mx + b , and b is the
y-intercept.
N REAL-WORLD CONNECTION In general, a linear function defined by f (x) = mx + b changes

I
by m units for each unit increase in x. This rate of change is an increase if m 7 0 and a S
B
N
decrease if m 6 0. For example, if new carpet costs $20 per square yard, then the linear 1
-
2
function defined by C(x) = 20 x gives the cost of buying x square yards of carpet. The 5
6
-
value of m = 20 gives the cost (rate of change) for each additional square yard of carpet. 4
9
0
8
For function C, the value of b is 0 because it costs $0 to buy 0 square yards of carpet. 2
-
2
8. 2 LINEAR FUNCTIONS 525
READING CHECK
Explain what a linear function is and what its graph looks like.
NOTE: If f is a linear function, then f (0) = m(0) + b = b. Thus b can be found by evalu-
ating f (x) at x = 0.
EXAMPLE 1 Identifying linear functions

Determine whether f is a linear function. If f is a linear function, find values for m and b so
that f (x) = mx + b.
(a) f (x) = 4 - 3x (b) f (x) = 8 (c) f (x) = 2 x 2 + 8
Solution
(a) Let m = - 3 and b = 4. Then f (x) = - 3x + 4, and f is a linear function.
(b) Let m = 0 and b = 8. Then f (x) = 0x + 8, and f is a linear function.
(c) Function f is not linear because its formula contains x 2. The formula for a linear func-
tion cannot contain an x with an exponent other than 1.
EXAMPLE 2 Determining linear functions

Use each table of values to determine whether f (x) could represent a linear function. If f
could be linear, write a formula for f in the form f (x) = mx + b.
(a) (b)
x 0 1 2 3 x -2 0 2 4

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8.1 Functions and Their

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8. 1 FUNCTIONS AND THEIR REPRESENTATIONS 503

8.1 Functions and Their Representations

Identifying a Function ● Graphing Calculators (Optional)

504 CHAPTER 8 INTRODUCTION TO FUNCTIONS

N REAL-WORLD CONNECTION Functions can be used to compute a variety of quantities. For

VERBAL REPRESENTATION (WORDS) To convert x yards to y feet we multiply x by 3.

TABLE 8.1 NUMERICAL REPRESENTATION (TABLE OF VALUES) A function f that converts

8. 1 FUNCTIONS AND THEIR REPRESENTATIONS 505

506 CHAPTER 8 INTRODUCTION TO FUNCTIONS

Yards to Feet DIAGRAMMATIC REPRESENTATION (DIAGRAM) Functions may be represented by

(a) Function (b) Not a Function

) Your Scribd membership was canceled. Click here to MAKING CONNECTIONS

Verbal Representation f adds 1 to an input x to produce an output y.

EXAMPLE 1 Evaluating symbolic representations (formulas)

8. 1 FUNCTIONS AND THEIR REPRESENTATIONS 507

EXAMPLE 2 Calculating sales tax

Figure 8.7 Figure 8.8

508 CHAPTER 8 INTRODUCTION TO FUNCTIONS

EXAMPLE 3 Computing crutch length

EXAMPLE 4 Finding representations of a function

Give a verbal, numerical, 1

8. 1 FUNCTIONS AND THEIR REPRESENTATIONS 509

EXAMPLE 5 Computing average income

510 CHAPTER 8 INTRODUCTION TO FUNCTIONS

EXAMPLE 6 Finding the domain and range graphically

Figure 8.11 Figure 8.12

Figure 8.13 Figure 8.14

8. 1 FUNCTIONS AND THEIR REPRESENTATIONS 511

EXAMPLE 7 Finding the domain of a function

Symbolic, numerical, and graphical representations of three common functions are

(a) (b) (c)

Figure 8.15 D: all real numbers D: all real numbers D: x Ú 0

EXAMPLE 8 Determining whether a set of ordered pairs is a function

Improve Your Experience (

' Not useful

512 CHAPTER 8 INTRODUCTION TO FUNCTIONS

EXAMPLE 9 Determining whether a table of values represents a function

1 5 (1, $ 4) ( 1, 5) Q Not a function

Now Try Exercise 125

VERTICAL LINE TEST To determine whether a graph represents a function, we must be

To determine whether a graph represents a function, visualize vertical lines moving

8. 1 FUNCTIONS AND THEIR REPRESENTATIONS 513

EXAMPLE 10 Determining whether a graph represents a function

(a) (b) (c)

Graphing Calculators (Optional)

514 CHAPTER 8 INTRODUCTION TO FUNCTIONS

EXAMPLE 11 Setting the viewing rectangle

To set a viewing rectangle, see WINDOW

8. 1 FUNCTIONS AND THEIR REPRESENTATIONS 515

EXAMPLE 12 Making a scatterplot with a graphing calculator

Now Try Exercise 137

Figure 8.22 Figure 8.23

[ - 10, 10, 1] by [ - 10, 10, 1]

516 CHAPTER 8 INTRODUCTION TO FUNCTIONS

8.1 Putting It All Together

CONCEPT EXPLANATION EXAMPLES

Dependent Variable The output variable of a function Function Dependent Variable