So You Think You Can Math?

1. Do the following without a calculator!

Evaluate:
1 5
a)  d) sin 90
2 6

3 9
b)  e) 2 5
2 10

c) cos120 f) 2 5
 33 
0 4

Simplify (by expressing the final answer without brackets):

g) x  32 i) x  32  x  3x  3

h) 2 x  13x  2 j) f(a  4) if f ( x)  5  2 x

1
 Solve:
2
k) x  25 o) sin x  1

2 1 2
l) x 1  3 p) 
5 x 3

1 1
m) 2 x  q) x  32  8  0
16 2

3
n) x  x  1  0 r) cos x  
2

2. Use a calculator for the following:

Evaluate and explain the results:
a) sin 88  b) cos1350

Solve:
c) 3  90
x
e) sin x  0.8

d) cos x  0.3

2
 Graphical, Algebraic and Numeric Representations of Functions and their Inverses
For each graphical representation below,
 analyse the graph and determine the key features of the function,
 write an algebraic representation for the function,
 produce (if possible) both algebraic and graphical representations for the inverse of the function,
 create partial numerical representations for the function and its inverse (use exact values if possible.)
 By the way: The last function is a challenge – only do it if you want to.
y 3
4
2
3
1
2
x

-4 -3 -2 -1 1 2 3 4
1
-1
x

-4 -3 -2 -1 1 2 3 4 -2
-1
-3

-2 -4

y
4 4
y

3 3

2 2

1 1

x x

-4 -3 -2 -1 1 2 3 4 -4 -3 -2 -1 1 2 3 4

-1 -1

-2 -2

-3 -3

-4 -4

3 3

2 2

1 1

x x

-4 -3 -2 -1 1 2 3 4 -4 -3 -2 -1 1 2 3 4

-1 -1

-2 -2

-3 -3

-4 -4

3
A situation can be modeled…

 In words (as a situation described in detail.)

Ex: A golf ball is hit from the tee. It reaches a maximum height of 20 m and lands 80 m from the tee.

 Graphically (as a graph with axes labeled appropriately.)

 Algebraically (as an equation or an input/output diagram with the variables defined appropriately.)

Let x represent the distance from the tee (in metres).

Let y represent the height above the ground (in metres).

y  0.0125 x  40  20 ; 0  x  80
2

x  40  square it   0.0125  20  y

 Numerically (as ordered pairs or in a table of values with the variables defined appropriately.)
Let x represent the distance from the tee (m).
Let y represent the height above the ground (m).
x y
0 0
10 8.75
20 15
30 18.75
40 20
50 18.75
60 15
70 8.75
80 0

4
 Who What Is Your Favourite Model?

Situations can be modelled in several ways including “in words”, graphically, numerically and algebraically as
an equation or as an I/O diagram.

Each of the following situations is modeled in one of these ways.

Provide the missing representations. (Restrict domains where necessary.)

1. Let t represent the time since June 30, 2014 (in days)
Let K represent the amount of math knowledge remaining as time passes (in math smartness units – MSU.)

t 0 10 20 30 40 50 60 70
K 128 64 32 16 8 4 2 1

2. The moon Bartamus is in orbit around the planet Homerium.

Let B represent the fraction of the moon visible from Homerium t days after the full moon.
B  0.5 cos10t   0.5
(btw: how long is a lunar month on the planet Homerium?”

3. A square based pyramid is 5 cm tall. Model the relationship between its volume, V, in cm 3 and the length
of its base, b, in cm. The I/O diagram is given this time.
If you are not sure how to use the diagram . . .ASK!

3
V     b ; V0
5

5
4. Here is some sample data for a situation. Model away!

x 0 1 2 3 4 5
y 20 29 32 29 20 5

Now for your extra challenge questions…

5. A tower of blocks is made as follows:

 the lowest layer is made by placing 8 blocks side by side
 the next layer is centred on the one below but consists of only 7 blocks
 as the tower grows taller the number of blocks in each successive layer is one fewer than the
layer on which it sits
 the process continues until there is only one block in the top layer
Model the relationship between the layer (starting at the bottom) and the TOTAL number of blocks used.

6. Here is a graph (notice the lack of labels!). Happy modelling.

We hope you have better luck than we did thinking of a story for this one!

6
 Transforming Functions
y

20

f
15

10

g
x

-15 -10 -5 5 10 15

-5

Write f in terms of g: Write g in terms of f:

7
 Transforming One Function Into Another

1. Any parabola can be transformed into any other parabola. Do it!

For example h x   g x  6  , or in words, h x  and  g x  6  are equivalent.

Let’s check: notice that when x  1 , h  1  3 and  g  1  6   g 5   3 as well. Yes! Or use a

transformation diagram and/or an I/O diagram to check a point or two.

You have 9 more to do and check.

8
2. Of the functions represented graphically below, only some can be
transformed into others. For example g cannot be transformed into j
(and vice versa).

Represent all equivalences algebraically.

(Slow and steady wins the race!)

9
 Adding, Subtracting Functions by Hand

Extending Function notation:  f  g  x   f x   g  x 

This means that, for a given input, x , the output for the sum (  f  g  x  ) is found by adding the corresponding outputs
for f and g ( f  x   g  x  ).

For example: From the graph below f 2   3 and g 2   2 so

f  g 2   f 2   g 2 
32
5

Note: The combination of two functions only exists on the intersection of their domains (for values of x where both
original functions exist)

For each operation involving the functions f and g express the resulting function:
 Numerically (as a table of values (TOV) or as points clearly marked on the graph). Be sure to use each method at
least once.
 Algebraically (as a defining equation)
 Graphically
 In words (Describe the function using the language of mathematics.)

ADD f to g
y
6

f 4 g

1
x

-6 -5 -4 -3 -2 -1 1 2 3 4 5 6
-1

-2

-3

-4

-5

-6

10
 SUBTRACT f from g
y
6

f 4 g

1
x

-6 -5 -4 -3 -2 -1 1 2 3 4 5 6
-1

-2

-3

-4

-5

-6

y
6

f 4 g

1
x

-6 -5 -4 -3 -2 -1 1 2 3 4 5 6
-1

-2

-3

-4

-5

-6

11
 Multiplying Functions by Hand

Find the product of the following pairs of functions algebraically, graphically and in a TOV:

y
6

f 4 g

1
x

-6 -5 -4 -3 -2 -1 1 2 3 4 5 6
-1

-2

-3

-4

-5

-6

y
6
f
5

4 g

1
x

-6 -5 -4 -3 -2 -1 1 2 3 4 5 6
-1

-2

-3

-4

-5

-6

y
6

f 4 g

1
x

-6 -5 -4 -3 -2 -1 1 2 3 4 5 6
-1

-2

-3

-4

-5

-6

12
 Reciprocals of Functions Practice
1. Sketch the graph of the reciprocal function for each of the following functions.
Make connections between the key features of both graphs.
y y

4 4

3 3

2 2

1 1

x x

-4 -3 -2 -1 1 2 3 4 -4 -3 -2 -1 1 2 3 4

-1 -1

-2 -2

-3 -3

-4 -4

y y

4 4

3 3

2 2

1 1

x x

-4 -3 -2 -1 1 2 3 4 -6 -5 -4 -3 -2 -1 1 2

-1 -1

-2 -2

-3 -3

-4 -4

1
2. Sketch the graph of the function f  x   by first sketching the graph of y  x  2 . State the domain
x2
and range of f x  .

1
3. Sketch the graph of f  x   by first sketching the graph of y  2 x 2  5 x  3 . State the domain
2 x  5x  3
2

and range of f x  .

13
 QUIZ: Combining Functions
1. Add the functions graphically.

2. Express the function n  w in a reasonable way for each situation.

a) n  2 ,7 , 4 ,6 , 3 ,8 , 1,2 , 8 , 4  and w  8 ,7 , 4 ,1, 3 ,8 , 5 ,2 , 2 , 4 

b) n x   2  x 2 and wx   x  2  2

3. If f x   x and g  x   5 x , determine the domain and range for y  g  f  x  .

 1
4. If f  x   x and  4,  is a point on g , determine (if possible) a point on:
 9

a. f g

b. g  f

14
 Factoring Practice
Factor fully.

n 2  8n  12 x 4  8x 3  20x 2

n 2  9 n  20 3x 2  13x  10

u 2  4 u  21 10x 3  25x 2  35x

4 n 2  49 12 u 2  28u  24

1  81a 4 u 4  3u 2  4

2 x 2  22 x  36 15u 4  2 u 3  u 2

5x 3  10x 2  40x 2 u 2 v  18uv  28v

18x 3  98x 12 u 3  36u 2  27 u

ax 2  7 ax  12a 40u 2  15u  55

15
 Polynomial Functions and Finite Differences

Find the indicated finite differences for each of the following polynomial functions:

1. a) f( x)  x b) f( x )  4 x  5

x f x  1st differences x f x  1st differences

2. a) f( x )  x 2 b) f( x)  3x 2  x  1

x f x  1st 2nd x f x  1st 2nd

differences differences differences differences

3. a) f( x )  x 3

x f( x) 1st differences 2nd differences 3rd differences

b) f( x)  2 x 3  3x  1

x f( x) 1st differences 2nd differences 3rd differences

16
4. When do the finite differences become constant?

5. For polynomials with a leading coefficient of 1, look for a relationship between the degree and the constant
finite difference. Note that for a 4th degree polynomial with a leading coefficient of 1, the 4th finite
difference is 24. Suggest a formula for the constant finite differences of an n th degree polynomial with a
leading coefficient of 1.

6. Now compare 1a to 1b, 2a to 2b, and 3a to 3b. How did the constant finite differences change, and why?

7. What is the most general formula for the constant finite differences of an n th degree polynomial with a
leading coefficient of a n ? If your brain isn’t hurting, chances are you’re not doing it right.

8. a) Predict the constant finite difference for a 6th degree polynomial with leading coefficient 21 .

b) For the polynomial P x   ax 5  3x 4  3x 2  x  1 the 5th finite difference is -120. Calculate a.

c) Predict the constant finite difference for P x   7 x 2  3x 4  8x  x 3  

17
 Properties of Polynomial Functions

Follow the instructions below using graphing software, and record your answers in the spaces provided or in a
separate document if you prefer.

Investigation #1 – Zeros of Polynomials from Factored form

1. The following polynomial functions are given in factored form, where each bracket is a linear factor. Graph
them and state the zeros of each polynomial.
f x   x  2 x  3 x  5  g x   xx  2 x  3 h x   xx  3 x  72 x  1

Write a conclusion about the location and the number of zeros for a polynomial with linear factors.

2. Display the graphs of the following two functions on the same sketch:
f x   2 x  3 2 x  5 x  1   
g x   4 x  23 x  25 x  1
What do you notice? Explain your observation.

3. Write two possible equations for a polynomial function with zeros at x  2 ,3 , 72 and 74 .

4. The following polynomial functions are given in factored form, where each bracket is a linear factor, some
of which may be repeated. Observe the shape of the graph at each zero.
f x   xx  3 x  3   xx  3 2 g x   x 2 x  3 x  2 
h x   xx  3 x  2 3 k x   x  7 x  5 2 x  9 3
Write a conclusion about the shape of the graph at a zero and the exponent on the corresponding factor.

5. Write a possible equation for a polynomial function with a “squiggle” at x  1 and a “turning point” at
x   25 . Check your answer using graphing software.

18
 Investigation #2 – Transforming Polynomial Functions

1. Using graphing software, plot the function f x   xx  2 x  3  .

2. Now plot each of the following transformed versions of f:

a) y  f x  4  b) y  f x   6  
c) y  f 13 x d) y  3f x 
For each version state how f was changed and what happened to the zeros of f.

3. By considering key points on the graph of y=f(x) and using an I/O diagram, sketch y   21 f x  2   3 and
label key points. Check using graphing software.

19
 Investigation #3 – New Base Functions

1. Using graphing software, graph f(x) = x, g(x) = x3 and h(x) = x5. What do you notice?

2. Now graph f(x) = x2, g(x) = x4 and h(x) = x6. What do you notice?
Note: the word parabola applies specifically to the graphs of quadratic functions.
Quartic functions are NOT parabolic.

Investigation #4 – End behaviour of polynomials in standard form

1. Use graphing software to observe the end behaviour of the following functions for very large positive and
very large negative values of x. Using the example given for the first function, write down your
observations for the other ones.

f x   2 x  5 as x   , f x    , and as x   , f x   

g x   4 x 2  8 x  5

h x   x 3  x 2  2 x  4

k x   x 4  3 x 3  4 x  5

2. Try to predict the end behaviours of a 5th degree polynomial without graphing it.
Check your answer using graphing software.

3. What do you notice about the end behaviour at the right for all of the functions in #1?

4. Sometimes both end behaviours are the same and sometimes they are opposite. Relate this fact to the degree
of the polynomial.

20
5. Predict the end behaviours of polynomial functions when the leading coefficient is negative. Check your
hypothesis using graphing software. (This involves graphing several polynomial functions with various
degrees.)

6. State the end behaviours for:

a) px   17 x 402

b) a 289th degree polynomial with a positive leading coefficient

c) a polynomial with six non-repeating linear factors and a positive leading coefficient

d) f x   5  x x  3 2

21
 Polynomials
1. Given the zeros, determine an equation of a family of polynomial functions.
a)

b) A quartic function has zeros only at 1 and 11.

2. If the functions described in #1 pass through the point (-2, -3) determine a defining equation for
each.

3. Numerical representations for two polynomial functions are given below. Write their defining
equations.
x y x y
-4 0 -4 -350
-3 -30 -3 0
-2 -32 -2 180
-1 -18 -1 220
0 0 0 150
1 10 1 0
2 0 2 -200

4. Given the graph of y  p( x ) sketch the graph of each of the following functions. Explain your
reasoning.

a) y  px  2 
b) y  x  1px 
c) y  x  2 px 
d) y  x 2 px 
e) y  px 2

22
5. Suggest a transformation of p that would result in an even function.

6. As challenging as it may seem, it IS possible to create a new function from p which is an odd
function. Do so.

7. Determine the defining equation of each polynomial function graphed below.

You may assume that ALL significant features are shown.

23
 QUIZ: Polynomial Functions

1. Factor fully:
a) 2 x 3  5x 2  8x  20 b) x 5  2 x 4  3x 3  6 x 2

2. For the polynomial function f x   

2

3 2

x  5 3x  2 2 5  2 x 3 , state:

a) the zeros

b) the degree of the function

c) the leading coefficient

d) the end behaviour of the function as x  

3. Sketch the graph of g( x )   x 3 x  4 2 x  3 on the grid provided below. (Don’t worry about the scale on
the y -axis.)

24
4. Determine the defining equation of the polynomial function f , whose graph is given below (assume that
all significant features are shown).

5. Determine the constant finite difference of

p( x)  11  121x 2  232 x 3  343x 4  4 x 5

25
 More Factoring
Factor the following using all of the factoring tools you have learned since grade 10:

1. x  8 x  3 x  24 x
4 3 2

2. 6 x  17 x  15 x  4
3 2

3. 2 x  5 x  14 x  5 x  12
4 3 2

4. 4 x  7 x  18 x  28 x  8
4 3 2

5. x  x  8 x  8
4 3

6. x  4 x  6 x  4 x  1
4 3 2

7. 2 x  x  x  1
3 2

8. x  6 x  9
4 2

26
 _____________________________________
title will be written later

Investigation #1 – How Many Solutions?

1. Using Desmos, graph f x   2 x 3  6 x 2  1 .
By graphing the horizontal line y  4 state how many solutions the equation f x   4 would have.

Complete the chart by stating the number of solutions for each equation.

equation number of distinct solutions

2 x 3  6x 2  1  0 f x   0
2 x 3  6x 2  1  1 f x   1
2 x 3  6x 2  1  5 f x   5
2 x 3  6x 2  1  9 f x   9 
2 x 3  6x 2  1  12 f x   12 

2. Graph g x   x 3  6 x 2  12 x  3 on the same sketch as for #1. (Use a different colour.)

Complete the chart by stating the number of solutions for each equation.

equation number of distinct solutions

x  6x  12 x  3  6 g x   6
3 2

x 3  6x 2  12 x  3  5 g x   5
x 3  6x 2  12 x  3  4 g x   4
x 3  6x 2  12 x  3  3 g x   3

Next, move onto quartics. Leave the cubic equations in Desmos,

but deselect them to avoid visual confusion on your graph.

3. Graph f x   25x 4  100 x 2  50 .

Complete the chart by stating the number of solutions for each equation.

equation number of distinct solutions

4 2
25x  100x  50  100 f x   100
25x 4  100x 2  50  50 f x   50 
25x 4  100x 2  50  0 f x   0
25 x 4  100 x 2  50  50 f x   50
25 x 4  100 x 2  50  100 f x   100 
27
4. Graph g x   90 x 4  40 x 3  180 x 2  120 x  80 on the same sketch as for #3.
Complete the chart by stating the number of solutions for each equation.
equation number of distinct solutions
 90x 4  40 x 3  180x 2  120 x  80  100
 90x 4  40 x 3  180x 2  120 x  80  90
 90x 4  40 x 3  180x 2  120 x  80  0
 90x 4  40x 3  180x 2  120x  80  70
 90x 4  40x 3  180x 2  120x  80  80
 90x 4  40x 3  180x 2  120x  80  100
 90x 4  40x 3  180x 2  120x  80  150

5. Graph qx   x 4  4 x 3  18x 2  108x  35 on the same sketch as for #3 and 4.

Complete the chart by stating the number of solutions for each equation.
equation number of distinct solutions
x 4  4x 3  18x 2  108x  35  150
x 4  4x 3  18x 2  108x  35  100
x 4  4x 3  18x 2  108x  35  0
x 4  4x 3  18x 2  108x  35  332
x 4  4x 3  18x 2  108x  35  400

6. Add the graph of rx   x 4  8x 3  24 x 2  32 x  134 to the same sketch.

Complete the chart by stating the number of solutions for each equation.
equation number of distinct solutions
x 4  8x 3  24x 2  32 x  134  100
x 4  8x 3  24x 2  32 x  134  0
x 4  8x 3  24x 2  32 x  134  150
x 4  8x 3  24x 2  32 x  134  200

Do not delete the functions as you will want to refer back to them.

7. Make a statement about the numbers of distinct solutions for an equation in the form P x   c where P x 
is a polynomial function and c is a constant (a number)
a) if P is a cubic function b) if P is a quartic function

8. Generalize your results to

a) functions of odd degree, m. b) functions of even degree, n.

28
 Investigation #2 – What’s the Solution?

1. Refer to the cubic functions you have in Desmos.

a) Solve the equation f x   1 graphically.

b) Solve the equation g x   13 graphically.

c) Solve the equation g x    11

4
graphically.

2. Refer to the quartic functions you have in Desmos.

a) Solve the equation f x   50 graphically.

b) Solve the equation qx   35 graphically.

c) Solve the equation rx   100 graphically.

d) Solve the equation g x   100 graphically.

3. If P x  is a polynomial function and c is a constant (a number), describe how to find the solution(s) for
Px   c using a graphical method.

4. Discuss the “features” and the “bugs” of solving polynomial equations graphically. Suggest a situation for
which a graphical solution would be appropriate and another situation for which a graphical solution
would not be adequate.

29
 Investigation #3 – What’s the Question?

1. Refer to the cubic functions you have in Desmos.

a) If f x   c has solutions -1 and 2, what is c?

b) If g x   c has solutions x  1 , what is c?

c) If g x   c has solutions x  4 , what is c?

2. Refer to the quartic functions you have in Desmos.

a) If f x   c has solutions -1 and 1, what is c?

b) If g x   c has solutions x  1 , what is c?

c) If rx   c has as one solution x  0 ,

state the value of c and all other solutions for rx   c .

d) If g x   c has as one solution x  0 ,

state the value of c and all other solutions for g x   c .

e) If qx   c has no solutions, what are the possible values of c?

f) If rx   c has no solutions, and qx   c has 2 solutions, what could c be?

g) If f x   c and g x   c both have 2 solutions, what are the possible values of c?

3. If P x  is a polynomial function and c is a constant (a number), describe how to find the value of c in
Px   c if you are given one solution for the polynomial equation. When is this a good method? When
might an algebraic approach be better?

Now you can write an appropriate title on the top of the handout.
30
 Solving Polynomial Equations Graphically

1. Solve p(x) = 0 graphically.

2. Determine an algebraic representation for p.

31
 QUIZ: Polynomial Functions

1. Divide x 4  5x 3  2 x  1 by x 2  1 .

2. Determine one linear factor of 2 x 3  5x 2  13x  30 . Show your work.

3. State ALL of the values that should be tested to use the factor theorem to factor Px   7 x 13  5x 9  3 .

32
4. If f x   2 x 4  x 3  3x 2  2 x , find the real roots of the equation f x   2 .

5. State the remainder when 4 x 3  5x 2  2 x  6 is divided by 2 x  1 .

33
 Investigating Rational Functions Using Graphing Technology

Your goals:
 to learn as much as you can about the key features of the graphs of rational functions.
 to learn to predict these key features from a defining equation of a rational function.

You have already investigated the graphs of reciprocal functions in the beginning of the course. Based on what
you have learned, quickly graph the following rational functions in your notebook:

1 1 1 1
f  x  g  x  h x  k  x 
2x  5 x 4
2
x2 x 1
2

Connecting Graphs and Equations of Rational Functions whose numerator is not 1.

Investigation #1

 Investigate the key features (zero(s), vertical asymptote(s), horizontal asymptote) of the graphs of rational
x
functions in the form f  x   for k   4,  1 and relate them to the features of the graphs of y  x
x k
2

and y  x 2  k .
Keep track of the functions you graph by writing their equations and also by quickly sketching their
graphs to show their key features.

 Extend your investigation to and draw conclusions about rational functions which are formed in each of
the following ways (be systematic in your choices of functions to investigate and in the recording of your
observations):
x2  1 x2
a) by dividing a quadratic function by a cubic function; (ex: g  x   or h  x   ,
x  x2  4  x  2   2 x 2  1
x2  4
or k  x   but you should investigate some more)
 x  2   x  1
2

b) by dividing polynomial functions where the degree of the numerator is less than the degree of the
denominator (ex: a cubic divided by a quartic or linear divided by a quartic)

 Draw conclusions about the following relationships:

a) Among the graphs of the “numerator” and “denominator” functions and the rational function they form.
b) Between the algebraic and graphical representations of rational functions which are formed by dividing
functions where the degree of the numerator is less than the degree of the denominator.

34
 Investigation #2
 Investigate the key features (zero(s), vertical asymptote(s), horizontal asymptote) of the graphs of rational
8x
functions in the form f  x   for n  16,  8,  4,  2,  1 and relate them to the features of the
nx  1
graphs of y  8 x and y  nx  1 .
Keep track of the functions you graph by writing their equations and also by quickly sketching their
graphs to show their key features.
 Extend your investigation to and draw conclusions about rational functions which are formed in each of
the following ways (be systematic in your choices of functions to investigate and in the recording of your
observations):
x2 1 x2 1
a) by dividing a quadratic function by a quadratic function; (ex: g  x   or h x   , but you
xx  2 2x 2  1
should investigate some more)
b) by dividing polynomial functions of the same degree (ex: a quartic divided by a quartic)
 Draw conclusions about the following relationships:
a) Among the graphs of the “numerator” and “denominator” functions and the rational function they form.
b) Between the algebraic and graphical representations of rational functions which are formed by dividing
functions of the same degree.

Investigation #3

Additional key phrase: oblique asymptote

 Using the knowledge gleaned from your previous investigation, conjecture some key features about the

graph of f  x  
2 x  1x  3 . (Don’t graph it yet!)
x 1
 Since the degree of the polynomial function in the numerator is more than the degree of the polynomial
function in the denominator the function’s defining equation could be written differently using long
division. Verify algebraically that

f x  
2 x  1x  3 6
and g  x   2 x  3 
represent the same function.
x 1 x 1
 Graph function g (a.k.a. function f) and y  2 x  3 in the same sketch. What do you notice?
 Extend your investigation to and draw conclusions about rational functions which are defined as quotients
of polynomial functions. Be systematic in your choices of functions to investigate and in the recording of
your observations. (For example, investigate the behaviour around the zeros and around the vertical
asymptote by including powers of 2 and 3 on linear factors in the numerator and the denominator. (ex:
2 x  1  x  3
2 3
h x   )
x 3 x  2
2

Reporting on Your Investigations

Write a report summarizing your observations and conclusions about the relationship between the algebraic
representation of a rational function and the key features of its graphical representation. Organize your report
using headings. Feel free to include screen shots of functions graphed using graphing technology to illustrate
the points you wish to make. Try to keep your report to two pages or less.

35
 Rational Functions: Some Questions to Think About

1. Write algebraic representations for each of the following functions then sketch each.

a) A rational function b has no vertical asymptote.

b) Rational function f has two asymptotes only; x  3 and y  2 .

c) Rational function g has exactly three asymptotes; x  2 , x  1 , and y  2 .

d) Rational function h has exactly three asymptotes; x  2 , x  1 , and y  2 x  1 .

e) Rational function k has vertical asymptotes x  2 and x  2 , a turning point at (0, 0) and a horizontal
asymptote y  1 .

f) In the algebraic representation of rational function h, the numerator is factorable into two linear factors
and the denominator is a non-factorable quadratic.

g) In the algebraic representation of rational function h, the denominator is factorable into two linear factors
and the numerator is a non-factorable quadratic.

h) A rational function has no discontinuities (which means D  x| x   ) but it has a horizontal
asymptote at y  0 .

i) A rational function has only one asymptote and it is a horizontal asymptote at y  2 .

j) A rational function has no discontinuities but y  x  2 is an oblique asymptote.

5
k) A rational function has vertical asymptotes at x  2 and x   as well as a horizontal asymptote of
2
1
y .
2
36
2. Graphical representations of a rational function and its reciprocal are shown. Determine a reasonable
algebraic representation for each.

3. Suggest an equation for each graph.

37
 Graphing Rational Functions

By analyzing the equation of each rational function f whose defining equations are given below,
 predict the key features of its graph.
 graph and label the function (including the graphs of all asymptotes.)
 check your graphs using Desmos!

x4 2 x2  x  6
f  x  f  x 
x2  4 x2  2 x  4

38
 x2  4x  4 x2  x  6
f  x  f  x 
x 3 x2  4

39
 x 2  3x x
f  x  f  x 
x2  2x  1 x  3x 2  x  3
3

40
 𝑥 + 𝑥 − 4𝑥 − 4 x3  2 x 2  x
𝑓(𝑥) =
3𝑥 + 6𝑥 − 9 f  x  
2x2  x  1

41
 Solving Rational Equations

Remember that to solve is to determine all values for the variable that make the statement true.

1. Solve.
x2 4 1 2x  2 3
a)   b)  2
x 5x 5 x1 x

1 2 1 3x x
c)   d) 2
 4
x x1 1x x 1 x1

15 4 3 x 5x 3x  1
e)   f) 2   2
x2  1 x1 x1 x2 x2 x 4

3 2x 3x x
2. a) Given f x    , solve f x   5 . b) Given f x    , solve f x   4 .
x5 x3 x1 x1

1 1 4x
c) Given f x    and g x   , solve f x   g x  .
1x 1 x 1  x2
5 x x  3  x
d) Given f x    2 and g x   , solve f x   g x  .
x2 x 4 x2

3. Now we tell you the solution to a rational equation and you provide the question.

a) 5 or -7 b) 23 , 75 or  11
4

c) f x   5 has solutions 2, -6 and 8 c) f x   5 has no solutions

------------------------------------------------------------------------------------------------------------------------------------

Answers: 1. a) 1 b)  3
c) 1 d) -2 or 23
3
e) 8 f) 3 or 23

1 7
2. a) 4 or 7 b)
3
c)  1
or 0 d) 5
3 3

3. Check using graphing technology.

42
 QUIZ: Rational Functions

By analyzing the equation of the rational function f whose defining equation is given below,
 predict the key features of its graph.
 graph and label the function (including the graphs of all asymptotes.)

x4 2x 2  x  6 x 2  4x  4
f x   2 f x   f x  
x 4 x 2  2x  4 x3

43
 Rational Functions

By analyzing the equation of the rational function f whose defining equation is given below,
 predict the key features of its graph.
 graph and label the function (including the graphs of all asymptotes.)

x 3  2 x 2  15x  36
f x  
5x 2  5x  10

44
 Rational Functions
Determine an algebraic representation for each function graphed below.
y y
8

4
10

x -12 -10 -8 -6 -4 -2 2 4 6 8

-20 -10 10
-2

-4

-10 -6

-8

Use your analytical, graphical and algebraic skills to solve the inequality  2 
x  4 x  2  1
x  22

45
 Solving Rational Inequalities

1. Solve the following rational inequalities:

1 x x  1 2
a) 0 e) 0
x2 x2

x2 x2
b) 0 f) 5
x3 x3

c)
2x 2  3x  3  0 g) If f ( x ) 
2
and g( x ) 
1
solve f( x)  g( x )
x2  4 3x  2 x1

x  1x  2  5 5
d) 0 h) If f ( x)   and g( x )  solve f( x)  g( x )
x3 3x  2 x

1 x2
2. Given f x   , solve the following: 3. Given f x   , solve the following:
x1 1x

a) f x   0 a) f x   0

b) f( x)  5 b) f x   5

c) f x   5 c) f x   5

x2 x2
4. Given f ( x)   , solve f( x)  0 and f( x)  2 algebraically and using graphing technology.
1x x1

------------------------------------------------------------------------------------------------------------------------------------

Answers: 1. a)   ,  1 or 2 ,   e) (  ,  2 ) or -1

 13 
b) (  ,  2 ] or 3,   f)    ,  or ( 3 ,  )
 4 
 2
c) [ 3 ,  2 ) or ( 2 ,  ) g)   1,  or [ 4 ,  )
 3
 2  1 
d) [1, 2 ] or ( 3 ,  ) h)    ,   or  , 0
 3  2 

2. a)   ,  1 3. a) (  ,  2 ] or (1,  )

 6  7 
b)  ,  1 b) ( , 1) or  ,  
 5  4 
 4  1 
c)   ,  1 or  ,   c)  , 1 
 5  2 
46
 QUIZ: Rational Functions, Equations, Inequalities

1. By analyzing the equation of the rational function f whose defining equation is given below,
 predict the key features of its graph.
 graph and label the function (including the graphs of all asymptotes.)
2x  1
f x   1 
x 2  2x  3

2x  1 x3
2. Given f x   2
and gx   2
, solve f x   gx 
x  2x  1 x  2x  3

47
 Combining Functions (from OAME Resources)

1. Let S(t) represent the number of single adults in Canada in year t and M(t) represent the number of
married adults in Canada in year t. Let E(t) represent the average amount spent on entertainment by a
single adult and let N(t) represent the average amount spent on entertainment by a married adult. Using a
combination of the functions defined above come up with representations for the following functions:
a) A(t), the number of Canadian adults in Canada in year t.
b) B(t), the amount of money spent on entertainment by Canadian single adults in year t.
c) C(t), the amount of money spent on entertainment by Canadian adults in year t.

f( x)
2. Graphs of y = f(x) and y = g(x) are given below. Sketch y  h( x )  .
g( x )

f(x)
x

g(x)

x1
3. Given f x   and g x   x . Determine an algebraic representation for the following.
x3

a) h x   g  f x  . State the domain of h.

b) k x   f  f x  . State the domain of k.

48
4. Let t = the number of years after a ship wreck in 1999. P(t) = 100(1.05) t represents the number of people
stranded on a deserted island and S( t )  400  6.25t represents the number of people that can be supplied
with resources such as food, utilities, etc.

The graphs of P(t), S(t) and S(t) - P(t) are shown below, for 0  t  100 .
a) Label the graph of each function.
b) Interpret, in context, the intersection point of S(t) and P(t).
c) What does S(t) – P(t) represent in this context?
d) Describe the implication, in context, of the t-intercept of S(t) – P(t).
Considering this information, when should people become concerned? Explain.
Number of People

t (years)

S( t )
e) Per capita resource supply could be represented by the quotient, P( t ) , shown in the graph below.
Describe, within context, the meaning of the asymptote.
Per Capita Resource Supply

t (years)
2 x2
5. Given f  x   and g  x    2, 0  ,  0, 2  , 1, 2  , determine:
x2  x  6
a) f  g
b) g  f

49
 The Winding Function

Imagine that you have a unit circle centered at 0 ,0  and a number line with the same scale as both your x and
y axes.

Attach the number line to the circle so that 0 on the number line coincides with the point 1,0  on the circle
and the number line is tangent to the circle. Make sure that the positive end of the number line points up.

Task 1: Sketch what this would look like on the grid below.

We will now define the “Winding Function”, (also called W) as follows:

• The domain of the Winding Function is the set of real numbers (so the input values are the numbers on
the number line)
• The range of W is the set of points which comprise the circle (so the output values are the points on the
circle).
• The function is formed by winding or wrapping the number line around the circle so that each number on
the number line coincides with a point on the circle.

Task 2: Verify that W is in fact a function. (That is: that no input has more than one output)

50
Task 3: Justify the statement which follows.
“Even before we start the winding process, we can see that W0   1,0  .”

Task 4: Now wind the positive part of the number line exactly once around the circle. What exact number on
the number line coincides with 1,0  on the circle? Show how you calculated this exact number.
Justify your reasoning.

so W    1,0  too.

Task 5: Without winding any more of the number line determine the exact input values for each element of the
winding function listed below.

W   0 ,1 W    1,0  W   0 ,1

Task 6: Wind the positive part of the number line around the circle two times. Fill in the input values below.

W   1,0  W   0 ,1 W    1,0  W   0 ,1

51
Task 7: Now wind the negative part of the number line exactly once around the circle. What exact number on
the number line coincides with 1,0  on the circle?

That means W    1,0  too.

Task 8: Without winding any more of the number line determine the exact input values for each element of the
winding function listed below.

W   0 ,1 W    1,0  W   0 ,1 W   1,0 

Task 9: Determine the point(s) of intersection of the circle x 2  y 2  1 with the line y  x .
Determine the numbers on the number line that would wrap to these points and write these facts in
the form W     c, s  as you have done in the previous tasks.
(This is a challenge – persevere!)

Task 10: Determine the point(s) of intersection of the circle with the line y   x . Determine the numbers on
the number line that would wrap to these points and write these facts in the form W     c, s  as
you have done in the previous tasks.

52
53
 Graphing Reciprocal Functions

1 for y  sin x
Graph y 
sin x
domain:

range:

period:

for y  csc x

domain:

range:

period:

1
Graph y 
cos x

for y  cos x

domain:

range:

period:

for y  sec x

domain:

range:

period:
54
 sin x cos x for y  tan x
Graph y  and y 
cos x sin x
domain:

range:

period:

for y  cot x

domain:

range:

period:

55
 Graphs and Equations of Sinusoidal Functions

1. Write an equation for each of the following sinusoidal functions

a) with the sine function as the base function.
b) with the cosine function as the base function.

56
2. Determine an equation for each of the sinusoidal functions described below.

    19 
a) The axis is y  1 and two consecutive maximum points are   ,2  and  ,2  .
 8   8 

b) The axis is y  5 and two consecutive minimum points are  1,2  and 19,2  .

c) Two consecutive local extrema are  5 ,5  and 3 ,2  .

3. There are several possible sinusoidal functions that fit the following descriptions. Give at least two
different algebraic representations for each.
 2   5 
a) The amplitude is 4 and two points on the axis are  ,3  and  ,3  .
 9   9 

b)  1,2  is a local maximum while 14 ,7  is a point on the axis.

c) 1,0  and 0 ,1 are two nice points on the graph of the sinusoidal function.

57
 QUIZ: So, how is your learning progressing so far?

1. For each periodic function shown,

 state the amplitude, the period, the phase shift and the equation of the axis
 indicate one complete cycle (using vertical lines, a circle or highlighter)
 suggest an equation (or algebraic representation) for the function

amplitude:
Algebraic Representation:
period:

phase shift:

equation of axis:

amplitude:
Algebraic Representation:
period:

phase shift:

equation of axis:

58
amplitude:
Algebraic Representation:
period:

phase shift:

equation of axis:

2. Graph two complete cycles of y  cos4x     1 .

59
 Exploring the Symmetries of a Circle

Part 1: Marking symmetric points on the circle x 2  y 2  25

Step 1:
Given the circle x 2  y 2  25 below construct the images of the point A 3 , 4  under each of the
following reflections and state their coordinates.
 in the x-axis
 in the y-axis
 through the origin
 in the line y  x

Step 2:
Mark the images of the point A after two consecutive reflections and state their coordinates too (for
example: reflect in the line y  x , and then reflect in the x-axis)

60
Part 2: Marking symmetric points on the circle x 2  y 2  1

Given the circle x 2  y 2  1 (below) construct the images of the point Ccos , sin  under all
combinations of the reflections listed below and state their coordinates
 in the x-axis
 in the y-axis
 through the origin
 in the line y  x

61
Part 3: Symmetries and the Winding Function

Consider the circle x 2  y 2  1 below and the approximate location of the point Ccos , sin  on the
 3
circle. Before starting, label the following angles on your diagram: , , and 2 .
2 2

Use your understanding of angles in radians to mark the approximate locations of each of the following
points on the circle.

cos  , sin        

 cos   , sin     
cos  , sin     2  2 
cos  , sin     3   3 
 cos    , sin   
       2   2 
 cos    , sin     
 2  2    3   3 
 cos    , sin   
  2   2 

62
63
 Related and Co-related Angles


1. Express each of the following in the form sin  or  sin  where 0    .
2
 7  11 17 
a) sin  b) sin c) cos
 6  4 6
 5  4  11 
d) cos  e) sin f) cos  
 8  3  12 


2. Express each of the following in the form cos  or  cos  where 0    .
2
11 2  7 
a) cos b) cos c) sin  
6 3  6 
 25  2  7 
d) sin  e) sin f) cos  
 18  3  12 

3. By recalling that cos  and sin  have exact values for certain values of  , evaluate any parts of
questions 1 and 2 possible.

4. Simplify:
a) cos x  cos  x   cos  x   cos x 
 
b) tan x  tan   x   cot  x   tan2   x 
2 
   3   3 
c) sin  x   cos  x   sin   x
2   2   2 
   3 
d) sin  x   sin   x   sin   x   sin 2   x 
2   2 

5. Write the cosecant, secant, and cotangent of each of the following. Express your answers in terms
of cosecant, secant, tangent or cotangent of x .
 3
a.   x b.  x c.   x d. x
2 2


6. Express each of the following in the form tan  ,  tan  , cot  or  cot  where 0    and
4
evaluate those expressions which have exact answers.

13 11  8  17   5 
a) tan b) tan c) tan   d) tan e) tan  
4 12  3  12  3 

64
7. Simplify:
 
a. sin   x  b. cos x   c. tan  x   
 2

8. Evaluate:
   3   3  
a) sec    b) sec  c) csc  
 3  4   2 6
 3      
d) csc   e) cot   f) cot    
 2 4 2 3  4

9. Simplify:
   3     3 
cos  x  cos  x  sin   x sin  x   tan x  
a) 2   2  b)  2
  2 
cos  x  sec  x  cos  x   tan  x 

10. If b  c   , prove that 2 1  sin b sin c   cos 2 b  cos 2 c .

More Practice

1. Write each of the following in terms of the cofunction identity:

 2 5 5
a) sin b) sin c) sin d) sin
12 5 8 12

5  7 2
e) cos f) cos g) cos h) cos
18 9 36 9

2. Fill in the blanks with the appropriate function name:

2    11 19 7 1
a) sin  _________   b) _____________  sin c) cos 
3  6  60 60 18 _________ 
9

 
3 If cos A=0.109, what is sin   A  ?
2 

11 79
4. If cos  0.9816 , what is sin ?
180 180

65
 QUIZ: How is my learning progressing so far?

1. Evaluate exactly.
 23 21
a) sin b) sec
6 4

2. Simplify.
   3     
a) csc     cot    b) sin cos  cos sin
2   2  10 15 10 15

7 4
tan  tan
  18 9
c) sin( 2   )  cos    d)
2  7 4
1  tan tan
18 9

66
3. Evaluate exactly.
 5  19 
a) sin   b) csc
 12  12

 
4. Use a formula for cos 2 x to determine the exact value of sin  .
8

67
 More Trigonometric Identities

Prove each identity. Prove each identity.

from: Calculus: A Search for Meaning, from: Calculus A First Course,
Gage1989 McGraw-Hill Ryerson 1989

1. sin a  b   sin a  b   2 sin a cos b 1. sin x tan x  sec x  cos x

2. sin  p  q sin  p  q   sin 2 p  sin 2 q 2. cos 4 x  sin 4 x 1 2 sin 2 x

cos x  y  3. csc 2 x  sec 2 x  csc 2 x sec 2 x

3.  tan x  cot y
cos x sin y
cos 2 x cos 2 y  sin 2 x sin 2 y
4. 2 cos x cos y  cos x  y   cos x  y  4.
 sin 2 x cos 2 y  sin 2 y cos 2 x 1
5. 2 csc 2 x  sec x csc x
5. sec 2 x  sec 2 y  tan 2 x  tan 2 y
6. 
sin 4 x  4 cos x sin x 2 cos 2 x  1 
tan x  tan y
6.  (tan x) (tan y )
cot x  cot y
7. cos 4 x  8 cos 4 x  8 cos 2 x  1

 5  tan x  1 tan x
8. tan   x    7. (sec x  cos x) (csc x  sin x) 
 4  tan x  1 1  tan 2 x

cos x  y   cos x  y  8. cos 6 x  sin 6 x 1  3 sin 2 x  3 sin 4 x

9.  tan x tan y
cos x  y   cosx  y 
9. sec 6 x  tan 6 x 1 3 tan 2 x sec 2 x
10. cot a  tan a  2 csc 2a
and from Holt, Rinehart and Winston: Calculus,
sin 3 x  cos 3 x 2  sin 2 x 1988
11. 
sin x  cos x 2
sin x  sin 2 x  sin 3 x
1  cos 2 10.  tan 2 x
2
12. sin   cos x  cos 2 x  cos 3 x
2

68
 QUIZ Part I: Trigonometry Skills

2  
1. If sin x  and x   ,  . Determine exact values for sin 2 x and cos 2 x and state the quadrant
3 2 
(with justification) for 2x.

QUIZ Part II: Trigonometry Skills

1. Solve if x  0 ,2  . Exact answers are best, otherwise round to the nearest hundredth.

a) sin 2 x  cos x  0 b) 4 sin 2 23 x  3 sin 23 x  1

69
 MCR3U –Exponential Functions From Graphs to Equations

Determine a defining equation for each exponential function shown below in the form y  ca x  d .
Some key features to consider include:
 the horizontal asymptote
 the orientation of the graph
 the y-intercept
 another point on the graph

70
 Investigating Logarithmic Functions Using Desmos

In general, we would write the base or untransformed function as y  log a x where a is called the base of
the logarithm. (read it: “y is the log(arithm) of x to the base a” or “y equals base a log(arithm) of x”).
Different values of the parameter, a , define different functions.

Exactly how values of y are calculated is not important today but you will need to know that log x (written
without an explicit base) is called the common logarithm and it always means log10 x . (The base of 10 is
implied.)

This is a “log” that your calculator can actually evaluate. Use your calculator to check that log 100  2 . In
log x
order to proceed with your investigation you will need to know the change of base formula: log a x 
log a

Part 1: Investigating Key Features

Goal: To investigate and DESCRIBE key features of the graph of y  log a x for different values of a .
Directions:
 You may want to start with the following functions:
y  log 2 x y  log 3 x y  log 5 x y  log 0.5 x etc.
 You will need to use the change of base formula to graph these functions using Desmos.
 Consider “friendly points”, asymptotes, domain, range, intercepts, end behaviours,
increasing/decreasing behaviours, etc.
 You should include some sketches in your notes along with the descriptions.

Consolidating Your Learning: (your chance to practice thinking and application)

 How does the base affect the shape of the function? How are the key features affected?
 What does it look like when the base is positive? What if you attempt to make the base negative?

Part 2: Investigating Transformations of Logarithmic Functions

Goal: To investigate and DESCRIBE key features of the graph of y  log a x after a variety of
transformations have been applied to it.

Directions:
 Consider functions of the form: y  m log10 kx  and y  log10  x  d   c where m , k , d and c are real
numbers (parameters).

Consolidating Your Learning:

 Choose different values for each parameter and PREDICT what the function will look like. Use
graphing technology to verify your prediction.
 Create a function for your partner and see if (s)he can determine the transformations that have been
applied and can determine the correct defining equation.
71
Part 3: Investigating the Laws of Logarithms

Goal: To determine some laws of logarithms through investigation

Directions (Part A):

 Consider f  x   log10 100 x  and g  x   log10 x . State the transformation that transforms g into f .
 Graph f and g on the same sketch. From the graph state a different transformation that also
transforms g into f . Use this transformation to write a different algebraic representation for f .
 Predict what the graph of f  x   log 2 16 x  will look like compared to g  x   log 2 x . Use graphing
technology to check.

Consolidating Your Learning (Part A):

 Generalize your findings by completing the following statement: log a mn 
 Create a function for your partner and see if (s)he can determine the transformations that have been
applied and can determine a correct defining equation (or two!)

Directions (Part B):

 x 
 Consider f  x   log10   and g  x   log10 x . State the transformation that transforms g into f .
 1000 
 Graph f and g on the same sketch. From the graph state a different transformation that also
transforms g into f . Use this transformation to write a different algebraic representation for f .
 x 
 Predict what the graph of f  x   log 5   will look like compared to g  x   log 5 x . Use graphing
 25 
technology to check.

Consolidating Your Learning (Part B):

m
 Generalize your findings by completing the following statement: log a 
n
 Create a function for your partner and see if (s)he can determine the transformations that have been
applied and can determine a correct defining equation.

Directions (Part C):

1
 Graph f  x   log10 x 3 , g  x   log10 and j  x   log10 x on the same sketch.
x , h x   log10
x
 Describe how the graph of j  x  was transformed to obtain the graph of f  x  , g  x  and h x 
respectively.
 Write equations for f  x  , g  x  and h x  in terms of j  x  . Use graphing technology to check each
equation.

Consolidating Your Learning (Part C):

 Generalize your findings by completing the following statement: log a m p 
 Create a function for your partner and see if (s)he can determine the transformations that have been
applied and can determine a correct defining equation.

72
 Relating Numerical, Graphical and Algebraic Representations
of Exponential and Logarithm Functions

"All things being equal, the simplest solution tends to be the right [or better] one,"

paraphrase of Occam’s Razor from: http://en.wikipedia.org/wiki/Occam's_Razor

1. From the graph below

a) Make a table of values (numerical representation) in which each entry is an integer.
b) Describe any interesting features of the table of values.
c) Suggest an algebraic representation for the function.

2. Generate a table of values for a logarithmic function so that

 Each entry is an integer,
 There are at least 5 pairs of data.

3. Analyse the graphs and determine defining equations (algebraic representations) for the functions
represented graphically below.

73
4. State two different defining equations for each of the logarithmic function shown below.

5. For each numerical situation suggest graphical and algebraic representations of

 a linear function
 an exponential function
 a logarithmic function

a) The function contains the ordered pairs (0,1) and (1,2).

b) The function contains the ordered pairs (1,0) and (5,1).

c) The function contains the ordered pairs (0,2) and (5,0).

d) The function contains the ordered pairs (5, 2) and (10, -3).

74
Solving Exponential Equations Part I

75
Answers

__________________________________________________________________________________________

Solving Exponential Equations Part II

Solve the following: Answers:

1.  
5 4 x  10
1
2

2. 
2 4 x1  1  
3
2

3. 
2  6 3 4 x 2  1
4

4. 
27 3 3 x 1  3  -1

5. 2 x 2  2 x  48 4

76
6. 4 x 3  4 x  260 1

7. 2 a 5  2 a  1056 5

8. 6 x1  6 x  2  7 -1

9. 3 x 3  3 x 1  648 3

10. 10 x 4  10 x 3  11 -3

11. 2 x 2  2 x 5  7 -2

12. 3 x 1  3 x  2  972  0 4

13. 5 n  2  5 n  3  2500 2

 16 x  2 y
 x y  32
14.  8 x  3 y x  17 and y  2
 32 
1
 16 x  2 y 8

77
 QUIZ: Logarithms

1. Write log e y  s in exponential form. ___________________________________

2. Evaluate the following (exact answers please):

a) log 10 7 100 ____________________________________

b) log 9 9 9999 ____________________________________

c) 3 log 3 11 ____________________________________

d) log x x 15  log 49 x 4 ____________________________________

7 x2

1
e) log x 7 x 15  log x 49 x 2  log x ____________________________________
7x

3. Given the graph of function f below;

a) State the domain of f ____________________________________

b) State the range of f ____________________________________

c) State the equations of all asymptotes ____________________________________

d) State three “friendly” points. ____________________________________

e) Write an algebraic representation for f ____________________________________

f) Using the laws for logarithms,

write an algebraic representation
for f as a single logarithm. ____________________________________

78
 Speed Warm-Up I

1. Evaluate in your head as fast as you can.

1
a) log 5 125 b) log 5 c) log 5 1
25

1 1
d) log 2 32 e) log 2 f) log 1
8 8
2

2
g) log 81 3 h) log 4 i) log 25 5
3
9

2. Evaluate in your head as fast as you can.

Only use logarithm laws if you NEED them AND they are appropriate.

1 1
a) log 5 25  log 3 1 b) log 2 8  log 5 c) log 7 7  log 12
25 12

1
d) log 2 4  log 3 9 e) log 4 2  log 9 3 f) log 1 7  log 1
12
7 12

g) log 5 10  log 5 12.5 h) log 8 2  log 1 5 i) log 12  log 3  log 25

25

1
j) 2 log 6 3  2 log 6 0.5 k) 3 log 12 4  4 log 12 2  log 12
48

2
l) log 2 0.5 log 3 9

79
 Speed Warm-Up II

1. Evaluate in your head as fast as you can.

1
a) log 5 625 b) log 5 c) log 5 0
625

d) log 2 2 e) log 4 2 f) log 8 2

g) log 4 8 h) log 8 4 i) log 16 32

2. Evaluate in your head as fast as you can.

Only use logarithm laws if you NEED them AND they are appropriate.
1 1
a) log 25 5  log 3 1 b) log 9 3  log 5 c) log 8  log 12 12
25 2

1
d) log 4 2  log 3 9 e) log 2 8  log 9 3 f) log 1 7  log 1
12
7 12

g) log 20 12  log 20 0.6 h) log 8 2 3  log 1 5 2 i) log 9 3 log 5 625

25

3
j) log 14  log 49  log 35 k) log 2 0.125 log 100 10

1
l) 3 log 20 2  2 log 20 5  log 20
2

80
 Speed Warm-Up III

2. Evaluate in your head as fast as you can.

a) log 8 64 b) log 4 64 c) log 2 64

d) log 64 8 e) log 64 4 f) log 64 2

1 1 1
g) log 3 h) log 9 i) log 27
9 9 9

2. Evaluate in your head as fast as you can.

Only use logarithm laws if you NEED them AND they are appropriate.

a) log 25 125  log 3 1 b) log 25 999  log 3 1 c) log 2 2  log 12 12

1
d) log 4 2  log 3
9 e) log 2 8  log 9 3 f) log 1 7  log 1 12
7 12

log 625
g) log 12 12  log 20 0.05 h) log 8 2 3  log 1 5 2 i) log 9 3 5

25

0 . 125 log
3
10
j) log 3 1000  log 49  log 70 log 100
k) 2

1
l) 3 log 20 2  2 log 20 5  log 20
2

81
 QUIZ: Solving Equations

Solve the following equations:

log 8 x  5  log 8 x  2   1 4 5 x 2  6 x 1

10
3 x2  3 x  3 2 x  6  3 x  27  0
27

82
 Posing and Solving Problems

1. Using the provided graph:

 Suggest a situation that fits the graphical model.

 Determine an algebraic model for the situation.

You may wish to restrict the domain.

 Pose and answer realistic questions using the

models (graphical and algebraic).

2. Suppose the following data gives a town’s population over the decades since 1930.

Decades since
0 1 2 3 4 5 6 7
1930
Population in
4 5 5.58 6 6.32 6.58 6.81 7
thousands

 Define your variables and determine an algebraic model for the town’s growth.
 Check your model using Desmos.
 Pose and answer realistic questions using your model(s). Be sure some of your questions involve
extrapolation beyond the scope of the data given.

3. The pH or acidity of a solution is given by the equation pH = – log C, where C is the concentration of [H +]
ions in multiples of M = 1 mol/L.
 Graph this function.
 What is the change in pH if the solution is diluted from a concentration of 0.1M to a concentration of
0.01M? From 0.001M to 0.0001M?
 Describe the change in pH when the concentration of any acidic solution is reduced to 10 1 of its original

concentration.
 Rearrange the given equation to determine concentration as a function of pH.
 You are given a solution of hydrochloric acid with a pH of 1.7 and asked to increase the pH by 1.4.
Determine how much you must dilute the solution. Does your answer differ if you start with a pH of
2.2?

(adapted from “The Ontario Curriculum, Grades 11 and 12: Mathematics, 2007)

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 Investigating Combinations of Functions

Describe the key features of the following functions. Remember to include at least domain and range, number
of zeros and end behaviours.

a) f (x)  x
What a great chance to
b) g( x )  x 2
review the functions you
c) h( x )  2 x learned about this year!
d) j( x )  log 2 x
e) k( x )  sin x

Predict the key features of functions created by adding, subtracting, multiplying or dividing pairs of the
functions listed above.

Check your prediction using DESMOS. For example, you may consider the following functions:

a) l ( x )  f ( x )  j ( x )  x  log 2 x Can you think of some

x real world situations
b) m( x )  f ( x )  h( x )  x  2
which might be modeled
c) n( x )  g( x )  h( x )  x 2  2 x
by some of these
d) o( x )  g( x )  j( x )  x 2 log 2 x
k ( x)
e) p( x)   2 x sin x
h( x )
f) q ( x )  j ( x )  k ( x)  (log 2 x)(sin x)
f ( x) x
g) r ( x )  
k ( x) sin x

2. Investigate graphically whether the product of two functions is even or odd or neither
a) if the two functions are both even
b) if the two functions are both odd
c) if one function is even and the other is odd.

1
Some examples of odd functions are y  , y  x 3 , y  sin x and y  tan x .
x

1
Some examples of even functions are y  2
, y  x 4  x 2 and y  cos x .
x

3. Consider the key features of f ( x )  sin x , f ( x )  sin 2 x and f ( x )  sin 4 x . Investigate their effect on the
key features of f ( x )  sin x  sin 2 x  sin 4 x . Experiment with other sinusoidal functions.

84
 Combining Functions (from OAME Resources)

1. Each of the following graphs is a combination of two of the functions: f x   x , g x   2 x , h x   x 2 ,

jx   cos x and one of the operations: addition, subtraction, multiplication, division, for each of the given
graphs. State the equation and explain how you know using key features of the functions.

Graph Equation and Explanation

85
2. Each of the following graphs is the combination of the functions f(x) = sin(x) and g(x) = x.
State the resulting function as a combination of these using addition, subtraction, multiplication, or
division. Justify your answer by making reference to the key features of the graphs as related to f(x) and
g(x). [Graphing technology is not permitted].

Graph Equation and Explanation

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 Modeling Phenomena Using a Variety of Functions
and Combinations of Functions

 For each situation state each parent function that would be involved and what combination would be used.

Cruise ships are often full of different and exciting

activities catered to both kids and adults. From
swimming pools to tennis courts, karaoke rooms to
small amusement parks, the excitement never ends!
No matter how big the ship gets, you can always feel
the waves.

1. Consider a swimmer doing laps in the pool.

Model the motion of the swimmer relative to the
port.

2. Consider a basketball court where a player practices by throwing a ball into the basket. Model the height
of the ball relative to the bottom of the ocean when:

a) the ship is at sea. (i.e. assume a horizontal ocean floor)

b) the ship is approaching the port (i.e. the depth of the water is decreasing)

3. Consider a child holding a balloon and riding a small Ferris wheel. Model the height of the balloon
relative to the bottom of the ocean.

4. Describe real life situations which would be modelled using combinations of different functions.

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 Composing Functions

1. Given f x   3x 2  x  1, g x   2 cosx , h x   5 x , determine the following:

a) f g x  b) g h x 

2. If f g x   sin 2 x  3 sin x  1 , determine possible expressions for f(x) and g(x), where
g x   x .

 
3. Given f x   5( x  2 ) 2  1 , x  2 , determine f 1 x  . Show algebraically that f f 1 x   x .

4. Given f   2 , 5 , 0 , 3 , 5 , 0  and g x   log 2 x , determine f  g x 

   
5. Given f x   sin x and g x   0 ,  5 , 21 , 0 , 1, 5  , determine the domain of g  f .

6. If f x   sin x , g x   x  1 and k x   x  1 , determine the domain of the following.

a) f  g c) g  f
b) f  k d) k  f

   
7. If f x   5 log 2 x  1  3 , show algebraically that f 1  f x   f  f 1 x   x .

 
8. The graphs of f  g x   cos x 2 and g  f x   cos 2 x are shown below.
a) State an equation for f and g.
b) Explain how you know which graph is which?
NOTE: The graphs clearly show that “ f  g and g  f are not the same function.”

9. Textbook Questions: 9.5 (p552) #5e, 6ef, 12, Ch 9 Review (p 576) #10
Ch 7-9 Cumulative Review (p 582) #25 – 32
88
10. The graphs of f x   log x  and g x   sin x are shown below.

a) By considering the key features of each graph, predict the graph of f(g( x )) WITHOUT using graphing
technology. Sketch your prediction on the grid below. This is tough – persevere!

b) Use graphing technology to graph f g x  . Sketch a copy of this graph on the grid provided and
compare it to your graph.

If your graph is different from the one created using graphing technology, analyze the differences and
describe any aspects you did not initially consider when making your sketch. Explain what you
understand now that you did not consider originally.
If your graph is the same as the one created using graphing technology, explain how you determined
the domain and range.
89
 Combining Even and Odd Functions

Recall that an even function displays symmetry Recall that an odd function displays symmetry
with respect to the y-axis. through the origin.

Algebraically, if f is an even function, Algebraically, if f is an odd function,

f  x   f x  for all x in the domain of f. f  x    f x  for all x in the domain of f.

You combined some even and odd functions in the DESMOS investigation at the beginning of this unit and
have already determined whether the resulting function is odd, even or neither. You should be able to
complete the first four rows of the chart below. Do so now.

Algebraically determine if the compositions f  g and g  f are always odd, always even or neither. Use your
results to complete the last two rows of the chart.
both even both odd one even, one odd
f g
f g
f g
f g
f g
g f

For example, to show that the sum of two odd functions is an odd function algebraically we need to prove that
( f  g )(  x )  ( f  g )( x ) , where f and g are both odd functions.
Proof:
( f  g )(  x )  f (  x )  g(  x )
  f ( x )  g( x )
   f ( x )  g( x ) 
 ( f  g )( x )
 the sum of two odd functions is an odd function.

90
 QUIZ: Combining Functions

1. The function shown below is formed by combining two simple functions.

a) Suggest equations for the two functions.
b) Suggest the method of their combination. Explain your reasoning.

3
2. Given f x   2 x  4 , find f 1 f 5  .

3. Determine the domain and range for

a. y  f g x  if f x   x and g x   log 3 x .

b. y  g k x  if k x   2 x and g x   log 3 x .

 1
4. If f x   log 3 x and  3 ,  is a point on g , determine (if possible) a point on:
 9
a. f g

b. g  f

91