Learning Objective: Understand how transformations effects graphs

Functions and Starter (5 – 10 minutes)

Graphs
Prior knowledge: Corbett Maths 5-a-day
You need to be able to do
this for the lesson!
https:// https://corbettmaths.com/5-a-day/gcse/
corbettmaths.com/
2013/06/22/sketching- Higher Plus
quadratics/

Today we are
practising the
ability to work
effectively within
the rules of a
domain.

Success Criteria: To notice relationships between graphs, understand what effect a translation will have and sketch
transformations.
Realise what you have done previously

ACP
Check

VAA
Check

Automaticity: The ability to use some skills with such ease as they no longer require active thinking
 Suppose Then ?

Sketch : Sketch
We know has a root of -2
y 𝑦 where the graph touches.

)2
+2
𝑥2
? ?

(𝑥
𝑦=

𝑦=
x 𝑥
-2

The graph has been translated

What do you notice about the relationship between by , i.e. we have subtracted 2
the graphs of and ? ?
from each value.
 Transformations of Functions
This is all you need to remember when considering how transforming your
function transforms your graph...

!
Affects which axis? What we expect or opposite?
Change inside 𝑥
? Opposite ?
Change outside 𝑦
? ?
What we expect

Therefore...

𝑦 = 𝑓 ( 𝑥 −3 ) Translation by ?

𝑦 = 𝑓 ( 𝑥 ) +4 Translation by ?
𝑦 = 𝑓 (5 𝑥 ) Stretch in -direction? by scale factor
𝑦 =2 𝑓 ( 𝑥 ) Stretch in -direction? by scale factor 2
Effect of transformation on specific points
Sometimes you will not be given the original function, but will be given a
sketch with specific points and features you need to transform.
Where would each of these points end up?

? ? ?
? ? ?
? ? ?
? ? ?
? ? ?
? ? ?
? ? ?
Sketch
If , the +3 is ‘outside’ the squared
function, so translation of .
Imagine a sketch of and then do the
translation, ensuring you adjust any
intercepts with the axes.
Sketch . On the same axes, sketch ,
where .
The input has been replaced with , i.e. a change
𝑦
inside the function. We translate right by . The
significance of is that the original root of -2 will
now be positive.

+2 )
2)

−𝑎
𝑥+

𝑎) ( 𝑥
𝑥(
y

𝑦=
?

(𝑥−
+3
−𝑎 ( −𝑎+2 )

𝑦=
𝑥2 ? 𝑥
-2 𝑎− 2 𝑎
𝑦=

3 Note that our

intercepts are in
x terms of .
Sketch . On the same axes, sketch the graph
with equation

The input has been doubled to , again a change

inside the function, so we do the opposite and
halve the values.
Ensure that 0 remains 0 and you halve any roots.
𝑦

)
𝑥−4

)
−4
𝑥 2( 𝑥
𝑥 ) 2( 2
?

𝑦=
𝑦 =( 2
2 4
𝑥
Sketch

This looks like a reciprocal function .

The change of +1 is inside the reciprocal
function, so we have a translation to the
left by 1.

𝑥 =− 1
The transformation
might result in new
intercepts or roots. You
can find these in the
? usual way. Do not
forget them!

2
𝑥
The asymptotes were
previously and . The
latter is unaffected but
the former is now .

Draw asymptotes using a dotted

line and write its equation on it.
If , sketch and on the same axes.

You did this at GCSE. The minus is outside the

function, so affects the output, i.e. the value.
The values are negated, resulting in a reflection
in the -axis.

𝑥)
𝑓 (
?
𝑦=
𝒚=− 𝒇 ( 𝒙 )

-2
𝑥
Page 50 exercise 4
If , sketch and on the same axes. Sketch the graph of , ensuring you
indicate any intercepts with the axes.

𝑦
𝑦

)
𝒇 (𝒙
𝑦 =1

(3 𝑥)
𝒚=

𝑓
=
? ?
𝑦
-3 -1 2 6 𝑥 -2 𝑥

-2 To get this new root:

Challenge

?
Plenary – List 3 key points

1)

2)

3)

Home Learning: Further resources on today’s lesson:

1. Dr Frost – Week 2 – Due Thursday

2. Surds and Indices Revision Sheet – Due Thursday