Daa2 Te CH4 PDF

CHAPTER
4 Functions, Relations,
and Transformations
Overview One way you can represent relations is with
graphs. You can regard each table row of two
In Discovering Advanced Algebra, students study numbers as the coordinates of a point on a plane.
mathematical functions modeling real-world The relation’s graph contains all of those points.
problems. Chapter 4 is at the core of that study. If a graph consists of disconnected points, the
Here, the abstract idea of a function grows out of relation is discrete; otherwise, it’s continuous.
students’ earlier experiences with linear equations
and graphing. The most common kind of relation is a function,
TEACHER’S EDITION
in which no number appears twice in the first
This chapter considers both linear and nonlinear column. A function can therefore be thought
functions and how changing a function’s expression of as “taking” each number in the first column
transforms its graph. Students also encounter an to the corresponding number in the second.
even further abstraction—the idea of a relation— For functions, the two columns may be called
and they study equations and graphs of ellipses. input and output or independent variable and
This chapter begins with graphs in Lesson 4.1. dependent variable.
Lesson 4.2 makes the distinction between relations In the case of a function, the equation relating
and functions as it introduces function notation. the variables is often called the function’s
Students look at translations of linear functions rule. For example, the equation y x2 2
in Lesson 4.3. Lesson 4.4 presents the family of tells how variable y depends on variable x. To
quadratic functions as transformations of the emphasize that y is a function of x, this rule
function y x 2 and emphasizes the vertex as a might also be written f (x) x 2 2.
key to writing these equations from a graph or
graphing the equations. Lesson 4.5 uses another Building Complex Relations
transformation, reflection, to examine the__ square To understand and graph complicated relations,
root family, with parent function y x . In it’s often useful to see how they are made up from
the exploration students see a rotation as a simpler relations. For example, relations may be
composition of two reflections. Students learn transformations of simpler relations. Transformations
about dilations to help explore the absolute-value are usually thought of as motions of a graph. This
family of functions in Lesson 4.6. Lesson 4.7 chapter addresses three ways in which graphs
considers transformations of the circle and ellipse might be transformed.
family of relations. Lesson 4.8 looks at compositions
One kind of transformation is the translation
of functions.
(shift). A horizontal translation of a graph to the
right is like replacing the x in the equation with
The Mathematics (x h). For example, y (x 2)2 represents
a translation of the graph of y x 2 to the right
Relations and Functions 2 units. A vertical translation upward is like
A relation can be thought of as a two-column table replacing the y in the equation with (y k). The
of numbers. The items in the first column make up graph of the function with equation y 3 x 2 is a
the relation’s domain; the second column is its range. translation of the graph of y x 2 up 3 units.
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Another kind of transformation is a reflection Materials
Resources
across an axis. A horizontal reflection (across
Teaching and Worksheet Masters • graph paper
the vertical axis) corresponds to multiplying x
by ⫺1, and a vertical reflection corresponds to Lessons 4.1–4.8, Chapter Review • motion sensors
multiplying y by ⫺1. For example, y ⫽ (⫺x)3 Calculator Notes 2D, 3A and 4A–4I • geometry software
reflects the graph of y ⫽ x 3 horizontally, across
• string
the y-axis. And ⫺y ⫽ x 3 reflects the same graph Investigation Worksheets for Chapter 4
vertically, across the x-axis. • small weights
Sketchpad Demonstrations
A relation can also be dilated (stretched from Lessons 4.3–4.7 • stopwatches or watches
with second hand
or shrunk toward an axis). A horizontal stretch Fathom Demonstrations
corresponds to dividing x by a factor that is Lesson 4.6
• tape measures or
greater than 1, and a vertical stretch to dividing metersticks
y by a factor greater than 1. The equation Dynamic Algebra Explorations online • small mirrors
y 2
_52 ⫹ _7 ⫽ 1 represents the ellipse obtained by
x Lessons 4.4–4.6
TEACHER’S EDITION
stretching the unit circle x 2 ⫹ y 2 ⫽ 1 horizontally Assessment Resources

by a factor of 5 and vertically by a factor of 7. To Quiz 1 (Lessons 4.1, 4.2)
shrink a graph, the dilation factor is less than 1. Quiz 2 (Lessons 4.3–4.5)
If a complex relation is a function, it may be Quiz 3 (Lessons 4.3–4.7)
the composition of simpler functions. You can Quiz 4 (Lessons 4.6–4.8)
think of the composition of functions as one Chapter 4 Test
function followed by the other. For example, Chapter 4 Constructive Assessment Options
if f(x) ⫽ (x ⫺ 4)2 and g(x) ⫽ 3x, then the More Practice Your Skills for Chapter 4
composition g f (x) is y ⫽ 3f (x), which is
y ⫽ 3(x ⫺ 4)2. Condensed Lessons for Chapter 4
Other Resources
Using This Chapter A Visual Approach to Functions by Frances
Van Dyke.
Lessons 4.4 and 4.5 can be covered in one day
if the number of exercises assigned is limited. Functional Melodies by Scott Beall.
The investigation in Lesson 4.8 is optional; the
Connecting Mathematics with Science: Experiments
exercises include real-world applications that
for Precalculus by Irina Lyublinskaya.
support the lesson well.
Exploring Algebra 2 with The Geometer’s
LESSON TYPE OF INVESTIGATION Sketchpad by Paul Kunkel, Steve Chanan and
Scott Steketee.
4.1 Exploring Concepts
For complete references to these and other
4.2 Deepening Skills
resources, see www.keypress.com/keyonline.
4.3 Deepening Skills, Activity
4.4 Exploring Concepts
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CHAPTER
4 Functions,
Relations, and C H A P T E R 4
OB J E C T I V E S
Transformations
● Describe a graph as
discrete or continuous
and identify the
independent and
dependent variables,
the intercepts, and the
rates of change
● Draw a qualitative
graph from a context
scenario and create a
context scenario given
a qualitative graph
TEACHER’S EDITION
● Define function, domain,
and range, and use
function notation
● Distinguish conceptually
and graphically between
functions and relations
● Study linear, quadratic,
OBJECTIVES absolute-value, square
In this chapter you will root, and semicircle
______
American artist 1 x2 families of
● interpret graphs of
Benjamin Edwards functions and relations functions
(b 1970) used a digital ______
● review function notation
camera to collect images of ● Use 1 x2 and
● learn about the linear,
commercial buildings for this quadratic, square root, piecewise-constructed
painting, Convergence. He then absolute-value, and functions defined over
projected all the images in succession semicircle families of bounded intervals to
on a 97-by-146-inch canvas, and filled functions
in bits of each one. The result is that
explore relationships
● apply transformations—
numerous buildings are transformed into between transformations
translations, reflections,
one busy impression—much like the and dilations—to the and their equations and
impression of seeing many things quickly graphs of functions and graphs
out of the corner of your eye when driving relations
through a city. ● transform functions to
● See how translations,
model real-world data reflections, stretches,
and compressions of the
graphs of these functions
There are about 250 sites featured in the painting. transformed into something different and almost and of the unit circle
Edwards aims to capture a look at suburban sprawl; unrecognizable. The artist has translated hundreds affect their equations
he intends for the painting to be overwhelming and of images into one place.] “What images do you
difficult to look at. [Ask] “What do you think is recognize?” [building in the upper-right corner, ● Explore compositions
the artist’s opinion of suburban sprawl?” [Sample chunks of brick, white fence on the left] “What do of transformations
answer: It is too busy. Developers try to put too you think other parts of the painting represent?” graphically and
many strip malls and superstores into a small, [Sample answers: The section at the bottom rep- numerically in real-
peaceful space, and it ends up being overwhelming.] resents a parking lot, with the lines representing world contexts
the chaos of traffic. The black splotches represent
[Ask] “This chapter is partly about transformations.
bushes. The white dot at the top and just right of
How does this painting represent a transforma-
center represents the sun.]
tion?” [It consists of real images that have been
CHAPTER 4 Functions, Relations, and Transformations 181
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R EFRESHING R
CHAPTEREFRESHING OUR
● REFRESING YOUR Y
SKILLSKILLS S
OR 4HAPTER
FOR CHAPTER F C
● REFRESING Y SKILLS FOR CHAPTER 4 4 ● C
Y OUR S KILLS
Solving Equations
OBJECTIVES When you evaluate an expression, you must follow the order of operations:

Review the meaning of absolute parentheses, exponents, multiplication/division, addition/subtraction. When you
value and square root solve equations, it is often helpful to think of reversing this order of operations in
order to “undo” all that was done to the variable.

Solve equations for variables inside
absolute values and square roots The absolute value of a number is its distance 5 5 5 5
from zero on the number line. The equation 5 units 5 units
x 5 has two solutions, either x 5 or
5 0 5
x 5, because both 5 and 5 are 5 units from
TEACHING zero on the number line.
THE LESSON
EXAMPLE A Solve 5 a 2 12.
This section reviews skills related
to the absolute-value and square Solution Consider the operations performed on a. First subtract 2 from a, then take the
root functions, which are impor- absolute value of the result, and finally, multiply by 5. To solve this equation,
tant to Lessons 4.5 and 4.6. you can undo these steps in reverse order.
5 a 2 12 Original equation.
ONGOING ASSESSMENT
TEACHER’S EDITION
_1_ _1_
Check students’ understanding 5 5 a 2 5 12 Multiply by the reciprocal of 5 (to undo
multiplying by 5).
of absolute value as a distance 12 2.4
a 2 ___ Multiply and change to decimal form.
and the square root symbol 5
as indicating the nonnegative To undo the absolute value, you’ll 2.4 2.4
square root. You can also need to consider two possibilities.
5 2.4 0 2.4 5
assess students’ facility with The value (a 2) is 2.4 units
from 0 on the number line, so
determining and reversing an
(a 2) might equal 2.4 or (a 2) might equal 2.4.
order of operations.
a 2 2.4 or a 2 2.4 Undo the absolute value.
LESSON EXAMPLE A a 4.4 or a 0.4 Add 2 to undo

subtracting 2.
[Ask] “Why does the solution
Check both answers to verify that they satisfy the original equation.
branch into two equations?”
[Two numbers have an absolute 5a 2 12
value of 2.4.] When removing the
absolute value, the two resulting 54.4 2 ⱨ 12 50.4 2 ⱨ 12
equations should actually be
5(2.4) ⱨ 12 5(2.4) ⱨ 12
(a 2) 2.4 and (a 2) 2.4.
When solving an absolute value 12 12
equation we just need to re-
member that ⏐x⏐ a is Just as there are two solutions to the equation x 5, there are two solutions to
the equation x 2 25. You can take the square root of both sides of an equation__ if
equivalent to x a, ⏐x⏐ a
both sides are positive, but be careful! Note that for negative values of x, x 2 x.
is equivalent to x a, ⏐x⏐
a is equivalent to x a, and
⏐x⏐ can never be 0.
182 CHAPTER 4 Functions, Relations, and Transformations
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CHAPTER 4 ● REFRESHING YOUR SKILLS FOR CHAPTER 4 ● REFRESHING YOUR SKILLS FOR CHAPT
_____
For example,
__ (5)2 equals 5, not 5. An equation that is true for all values of x
is x 2 x . Convince
__ yourself of this by substituting some positive and negative
values for x into x 2 .
If you use the absolute value in solving equations with x-squared, you won’t forget
to find both solutions.
EXAMPLE B Solve 8 2(b 6)2 26.
Solution Undo the operations performed on the variable b in reverse order.

8 2(b 6)2 26 Original equation.
2(b 6)2 18 Add 8 to each side to undo adding 8.
(b 6)2 9
_______
Multiply by _12 to undo multiplying by 2.
__
(b 6)2 9 Take the square root of each side to undo
squaring.
__
b 6 3 Use the relationship x 2 x .
b 6 3 or b 6 3 Undo the absolute value.
b 9 or b 3 Add 6 to each side to undo subtracting 6.
Once again, you should check your answers in the original equation.
TEACHER’S EDITION
If you are solving an equation in which the variable is inside a square root, you
can reverse the square root by squaring each side of the equation.
1a. Add 7 to each side.
_____
EXAMPLE C Solve c 3 9. 1b. Multiply each side by _13 or
divide each side by 3.
Solution To solve, undo the operations in reverse order. 1c. Add 2 to each side or
_____
c 3 2 92 Square each side to undo the square root. subtract 2 from each side.
d 3 81 Square.
1d. Square each side.
c 78 Add 3 to each side to undo adding 3.
1e. Add 6 to each side or
You can check this answer mentally to see that it works in the original equation.
subtract 6 from each side.
2a. x 33
EXERCISES 2b. x 1 or x 15

2c. x 5 or x 3
1. Identify the first step in solving each of the equations for the variable. (It may be
helpful to first identify the order of operations.) 2d. y 57
a. _2_x 7 15 a b. 3 x 8 21 c. 2 5(x 1)2 82 a 2e. no solution
3 _____
d. y 8 7 e. x 3 6 1
3. The possible student answers
2. Solve the equations in Exercise 1. a for 2e, x 2 and x 2, do
3. Check the answers you found in Exercise 2. Did all of your answers check? Explain. not check, so they are not valid
solutions. The absolute value of
a number cannot be negative.
LESSON EXAMPLE B out that only positive values are being squared
[Alert] Students might not understand why they here. In addition, squares of negatives and posi-
should use the absolute value when taking the tives of the same magnitude are identical.
square root. Remind them that the absolute-
value and the square root symbols both indicate EXERCISE NOTES
nonnegative numbers. Exercise 3 Check that students are not assuming
that they have found a solution before they com-
LESSON EXAMPLE C plete the check. Note the use of question marks
Students might be shy about squaring, wondering above the equal signs in Lesson Example A. If
whether they must consider two cases. Compliment students skip these checks, they might not realize
their care in thinking about square roots, but point that Exercise 2e does not have a solution.
REFRESHING YOUR SKILLS FOR CHAPTER 4 183
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LESSO N
4.1 LES SON
4.1
Interpreting Graphs
A picture can be worth a thousand words, if you can interpret the picture. In
this lesson you will investigate the relationship between real-world situations and
graphs that represent them.
OBJECTIVES

Identify independent and dependent
variables

Interpret features of a qualitative Wigs (portfolio) (1994),
graph, including rates of change and by American artist Lorna
Simpson (b 1960), uses
x- and y-intercepts photos of African-American

Decide whether a graph (or a hairstyles through the
decades, with minimal text, to
function) is discrete or continuous critique deeper issues of race,
when given a description of the gender, and assimilation.
variables Lorna Simpson, Wigs (portfolio),
1994, waterless lithograph

Draw a qualitative graph from a on felt, 72 x 162 in. overall
installed. Collection Walker Art
context scenario and create a context Center, Minneapolis/ T. B. Walker
scenario given a qualitative graph Acquisition Fund, 1995

Distinguish between linear change
and nonlinear change What is the real-world meaning of the graph at right, y
which shows the relationship between the number of
Number of customers
TEACHER’S EDITION
customers getting haircuts each week and the price

OUTLINE charged for each haircut?
each week
One day: The number of customers depends on the price
10 min Example of the haircut. So the price in dollars is the
independent variable and the number of customers
15 min Investigation is the dependent variable. As the price increases,
x
5 min Discuss Investigation the number of customers decreases linearly. As Price of a haircut ($)
you would expect, fewer people are willing to pay
15 min Exercises a high price; a lower price attracts more customers.
The slope indicates the number of customers lost for each dollar increase. The
MATERIALS x-intercept represents the haircut price that is too high for anyone. The y-intercept
indicates the number of customers when haircuts are free.

Investigation Worksheet, optional

More Graph Stories (T), optional
EXAMPLE Students at Central High School Full
are complaining that the juice Number of cans in the
ADDITIONAL SUPPORT juice machine
vending machine is frequently

Lesson 4.1 More Practice Your Skills empty. Several student council
members decide to study this
Lesson 4.1 Condensed Lessons problem. They record the number
(in English or Spanish) of cans in the machine at various Empty
times during a typical school day 7 8 9 10 11 12 1 2 3 4 5 6

TestCheck worksheets Morning Afternoon
and make a graph.
a. Based on the graph, at what
TEACHING times is juice consumed most rapidly?
THE LESSON b. When is the machine refilled? How can you tell?
This lesson reviews many aspects

of representing real-world situa- well they read and write and how well they work it first, as the book does. [Ask] “If you owned a hair
tions with graphs. with two variables. salon, how would you determine the cost of a hair-
cut?” Indeed, the number of customers per week
ONGOING ASSESSMENT may be one of several variables that help determine
Discussing the Lesson
As students work, check their the price. After students look at the graph in the
understanding of real-world Before students look at the book, you may want to book, ask [Critical Question] “Why isn’t the y-intercept
connections to increasing present the haircut scenario and have a discussion bigger? Is this a linear relationship?” [Big Idea] It
or decreasing curves and of about which variable would be independent. Many might not be; no matter what the price, it seems that
discrete and continuous phe- students will claim that the number of haircuts is someone is still willing to pay it.
nomena. You can also see how the independent variable, especially if you mention
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c. When is the machine empty? How can you tell? LESSON EXAMPLE
d. What do you think the student council will recommend to solve the problem? [Critical Question] “Does the graph
indicate any other information
Solution Each horizontal segment indicates a time interval when juice does not sell. about the school?” [Big Idea]
Negative slopes represent when juice is consumed, and positive slopes show Apparently students arrive at
when the machine is refilled. school at 7:00 in the morning;
a. The most rapid consumption is pictured by the steep, negative slopes from classes begin at 8:00; lunch begins
11:30 A.M. to 12:30 P.M. and from 3:00 to 3:30 P.M. at 11:30; classes let out at 3:00.
b. The machine is completely refilled overnight, again at 10:30 A.M., and again If you have time and your own
just after school lets out for the day. The machine is also refilled at 12:30 P.M., school has vending machines,
but only to 75% capacity. suggest that students sketch a
c. The machine is empty from 3:30 to 4:00 P.M., and briefly at about 12:30 P.M. graph representing their estimate
of the stock in one of these
d. The student council might recommend refilling the machine once more at about
machines.
2:00 or 3:00 P.M. in order to solve the problem of its frequently being empty.
Refilling the machine completely at 12:30 P.M. may also solve the problem. [Ask] “How would you describe
the slopes of the lines represent-
Health ing refills?” [The slopes are very
large.]
Many school districts and several states have
banned vending machines and the sale of soda
pop and junk foods in their schools. Proponents
say that schools have a responsibility to
TEACHER’S EDITION
promote good health. The U.S. Department of
Agriculture already bans the sale of foods with
little nutritional value, such as soda, gum, and
popsicles, in school cafeterias, but candy bars
and potato chips don’t fall under the ban These recycled aluminum cans are waiting to be
because they contain some nutrients. melted and made into new cans. Although 65% of
the United States’ aluminum is currently recycled,
1 million tons are still thrown away each year.
Although the student council members in the example are interested in solving
a problem related to juice consumption, they could also use the graph to answer
many other questions about Central High School: When do students arrive at
school? What time do classes begin? When is lunch? When do classes let out for
the day?
Both the graph of haircut customers and the graph Full
in the juice machine
Number of cans
in the example are shown as continuous graphs. In

reality, the quantity of juice in the machine can take
on only discrete values, because the number of cans
must be a whole number. The graph might more
accurately be drawn with a series of short horizontal Empty
segments, as shown at right. The price of a haircut 7 8 9
and the number of customers can also take on Morning
only discrete values. This graph might be more
accurately drawn with separate points. However, in
both cases, a continuous “graph sketch” makes it
easier to see the trends and patterns.
DIFFERENTIATING INSTRUCTION
ELL Extra Support Advanced
It may be helpful to relate verbal Encourage students to give detailed Have students look ahead to
questions to mathematical expres- descriptions of graphs rather than Chapter 8 or 13 and write situa-
sions. For example, “When is the giving a quick answer. Guide tions for the graphs they find
machine empty?” could be asked as, students to break down the graph there.
“When is y 0?” into segments and to write a brief
You may also have students tell a description for each part of the
story in their primary language. graph.
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Guiding the Investigation Investigation
This is an exploring concepts
Graph a Story
investigation. Every graph tells a story. Make a graph to go with the story in Part 1. Then invent
your own story to go with the graph in Part 2.
To add to the variety, you might
use the More Graph Stories Part 1
transparency and ask groups Sketch a graph that reflects all the information given in this story.
to work on different graphs.
Part 1 sample answer: “It was a dark and stormy night. Before the torrents of rain came, the bucket was
empty. The rain subsided at daybreak. The bucket remained untouched through
MODIFYING THE INVESTIGATION
Water level (in.)

the morning until Old Dog Trey arrived as thirsty as a dog. The sun shone brightly
Whole Class Complete Parts 1 through the afternoon. Then Billy, the kid next door, arrived. He noticed two
and 2 with student input. Then plugs in the side of the bucket. One of them was about a quarter of the way up,
have a student try a story or and the second one was near the bottom. As fast as you could blink an eye, he
Time (h) pulled out the plugs and ran away.”
a diagram and have the class
interpret it.
Shortened Choose either Part 1
or Part 2.
One Step Go directly to the inves-
tigation, without introduction.
During the discussion, lead the
TEACHER’S EDITION
class in making a table showing PEANUTS reprinted by permission of United Feature Syndicate, Inc.
relationships between real-world

situations and graphs. (See
Closing the Lesson.) As needed, Part 2
go to the example to see whether
This graph tells a story. It could be a story about a
Water level (ft)

its solution is consistent with the lake, a bathtub, or whatever you imagine. Spend
table. some time with your group discussing the
information contained in the graph. Write a story
FACILITATING STUDENT WORK that conveys all of this information, including when
and how the rates of change increase or decrease. Time (min)
This creative activity may help
deepen students’ understanding
of slopes as representing rates of
change. It also is an additional Part 2 Sample answer: Luis
and Loretta have a small
attraction to mathematics for outdoor swimming pool. The Science 35
0
students who like to write or be children want to use the pool,
330 32 31
but the water level is very
creative. If time is limited, have low, so Luis turns on the hose Contour maps are a way to graphically represent
340
0
half the class work on Part 1 and and begins filling the pool at altitude. Each line marks all of the points that
a constant rate. The children
0
the other half on Part 2. are restless and persuade are the same height in feet (or meters) above sea 300
Luis to increase the water level. Using the distance between two contour 330
290
flow and fill the pool faster. It lines, you can calculate the rate of change in 320 280
ASSESSING PROGRESS fills at a faster constant rate altitude. These maps are used by hikers, forest 310 270
than before. When the pool is fire fighters, and scientists.
Watch students’ interpretation
30
completely full, he turns off

0
and understanding of curved the hose, and the children are

careful not to splash water out
lines, which frequently represent of the pool. After the children get out of the pool, Luis empties it. The water pours out rapidly at first, then more
acceleration or deceleration, and slowly as there is less and less water left. He leaves just a little water in the bottom, which will slowly evaporate.
of step functions.
[Critical Question] Ask students to identify the
SUPPORT EXAMPLES
DISCUSSING THE INVESTIGATION dependent and independent variables in each case. 1. Draw three examples of increasing graphs of
As students share their stories Encourage discussion; often the distinction isn’t real-world situations. [Answers will vary.]
and graphs, ask what units are clear. Welcome challenges to your own ideas, but
appropriate for each variable. 2. Give a real-world example of a decreasing
try to articulate your intuition. In this context, you
Suggest that students help continuous graph. [possible answer: the temperature
can also review domain and range.
communicate their ideas by of a cup of hot water placed in the freezer]
superimposing a grid on the [Ask] “Do all stories give continuous graphs?”
graph or by labeling points to Some of the stories might describe discrete
reference in their story. situations; help students see that in those cases
continuous graphs are inappropriate.
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As you interpret data and graphs that show a relationship between two variables, ASSIGNING EXERCISES
you must always decide which is the independent variable and which is the
dependent variable. You should also consider whether the variables are discrete Suggested Assignments:
or continuous. Standard 2–6, 10, 11
Enriched 3–9, 13
Types of Exercises:
EXERCISES You will need
Basic 1–3
A graphing calculator
Practice Your Skills for Exercise 12. Essential 3–6
1. Match a description to each graph. Portfolio 8

a. b. c. d. Group 7, 8
Review 10–13
a a EXERCISE NOTES
1a. A 1b. C 1c. D 1d. B
Most of the exercises have more
A. increasing more and more rapidly than one correct answer. If you
2a. 2b. 2c.
B. decreasing more and more slowly haven’t already been stressing
C. increasing more and more slowly that students’ work should in-
D. decreasing more and more rapidly clude responses to the question
2. Sketch a graph to match each description.
“Why?” even when this question
is not actually stated, now is a
a. increasing throughout, first slowly and then at a faster rate
TEACHER’S EDITION
good time to do so.
b. decreasing slowly, then more and more rapidly, then suddenly becoming constant a
c. alternately increasing and decreasing without any sudden changes in rate For each graph, ask students to
label each axis with a quantity
3. For each graph, write a description like those in Exercise 2.
(such as time or distance); they
a. b. c. need not indicate numerical units.
The important factors are which
variable is independent, the shape
of the graph, and whether the
graph is continuous or discrete.
Exercise 1 [Ask] “Graphs a and b
are increasing. In which graphs is
American minimalist painter and sculptor
Ellsworth Kelly (b 1923) based many of his
the rate of growth increasing?”
works on the shapes of shadows and spaces [a and d] The rate itself is given
between objects. by the slope; the rate is increasing
Ellsworth Kelly Blue Green Curve, 1972, oil on
canvas, 87-3/4 x 144-1/4 in. The Museum of if the slope is getting more positive
Contemporary Art, Los Angeles, The Barry Lowen or less negative. So even when
Collection
the slope is negative, it can be
3a. decreasing at a steady rate, suddenly becoming constant,
increasing, as in 1d, from “more
then suddenly increasing at the same rate it was decreasing at negative” to “less negative.”
3b. first decreasing, then increasing back to the same level, [Extra Support] To help students
without any sudden changes in rate
visualize the pattern for each
3c. rapidly increasing from 0; suddenly changing to rapidly
decreasing, until half the value is reached; constant, then curve, suggest that they use their
suddenly rapidly decreasing at a constant rate until reaching 0 pencil as a tangent line to the
curve to determine whether the
graph is increasing or decreasing
Closing the Lesson Real world Graph and whether it is speeding up or
growing/shrinking/ increasing/decreasing/ slowing down.
The main point of this lesson is that graphs can unchanging horizontal
represent many aspects of real world situations. Exercise 2 An extensive set
discrete/continuous separated points/
of activities and exercises for
[Closing Question] “Pick one attribute from each of connected points
interpreting graphs appears in
the top three rows of the Real world/Graph table linear/nonlinear straight line/curve the book A Visual Approach to
here. Write a brief story and draw a graph that independent/dependent horizontal/vertical axis Functions.
represents that story and has the attributes you variable
picked.”
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4a. Possible answer: The curve
might describe the relationship Reason and Apply
between the amount of time the
ball is in the air and how far 4. Harold’s concentration often wanders from the game of golf to
the mathematics involved in his game. His scorecard frequently
away from the ground it is.
contains mathematical doodles and graphs.
4c. possible answer: domain: a. What is a real-world meaning for this graph found on one of
0 t 10 s; range: 0 h his recent scorecards?
70 yd b. What units might he be using? possible answer: seconds and yards
c. Describe a realistic domain and range for this graph.
Exercise 5 [ELL] Students might
d. Does this graph show how far the ball traveled? Explain.
consider dissecting the graph and No, the horizontal distance traveled is not measured.
verbally explaining each part.
Students can write their explana-
tions in their primary language and 5. Make up a story to go with the graph at right. Be sure to interpret
translate part of their explanations the x- and y-intercepts.
Depth (cm)
while discussing the problem with
their groups.
6. Sketch what you think is a reasonable graph for each relationship
5. Sample answer: Zeke, the fish, described. In each situation, identify the variables and label your
swam slowly, then more rapidly axes appropriately. Time (s)
to the bottom of his bowl and a. the height of a ball during a game of catch with a small child
stayed there for a while. When b. the distance it takes to brake a car to a full stop, compared to the car’s speed
Zeke’s owner sprinkled fish when the brakes are first applied a
TEACHER’S EDITION
food into the water, Zeke swam c. the temperature of an iced drink as it sits on a table for a long period of time a
toward the surface to eat. The y- d. the speed of a falling acorn after a squirrel drops it from the top of an oak tree
intercept is the fish’s depth at the e. your height above the ground as you ride a Ferris wheel
start of the story. The x-intercept
7. Sketch what you think is a reasonable graph for each relationship described. In each
represents the time the fish situation, identify the variables and label your axes appropriately. In each situation,
reached the surface of the bowl. will the graph be continuous or will it be a collection of discrete points or pieces?
Explain why.
Exercise 6 In each part, students
a. the amount of money you have in a savings
need to decide which variable
account that is compounded annually, over a
depends on which. In 6b, period of several years, assuming no additional
distance depends on speed; in deposits are made
6e, the independent variable b. the same amount of money that you started
is time. Although all of these with in 7a, hidden under your mattress over
situations are continuous, it’s the same period of several years
good for students to ask whether c. an adult’s shoe size compared to the adult’s
the phenomenon is continuous foot length a
or discrete. [Alert] The graph of d. the price of gasoline at the local station every day
time versus distance would be for a month
curved, but this asks for time e. the daily maximum temperature of a town
versus speed. The acceleration for a month
due to gravity is constant, so the
Cost ($)
8. Describe a relationship of your own and draw a

speed increase is linear. graph to go with it. sample answer: the cost of
parking your car at a lot that charges a certain fixed
6a. Time in seconds is the price for up to an hour and then half as much for each
independent variable; the additional hour or fraction thereof Time (h)
height of the ball in feet is the

dependent variable. 6b. The car’s speed in miles [ELL] In 6e, the term Ferris wheel may be unfamiliar
distance (ft)
Braking
per hour is the independent to students; drawing a simple diagram should help
Height (ft)
variable; the braking distance students make the link. There is also a picture of a
in feet is the dependent Ferris wheel on page 748.
Speed (mi/h)
variable.
Exercise 7 [Alert] In 7b, students may want to take
Temperature (°F)
Time (s)
6c. Time in minutes is the inflation into account. The question concerns the
independent variable; the amount of money, not its value.
drink’s temperature in degrees
Fahrenheit is the dependent
Time (min)
See page 888 for answers to variable.
Exercises 6d, 6e, and 7a–e.
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9. Car A and Car B are at the starting line of a race. At the green
light, they both accelerate to 60 mi/h in 1 min. The graph at right 60
represents their velocities in relation to time.
Speed (mi/h)
A
a. Describe the rate of change for each car.
b. After 1 minute, which car will be in the lead? Explain your
reasoning. 9a. Car A speeds up quickly at first and then B
less quickly until it reaches 60 mi/h. Car B
speeds up slowly at first and then quickly until
it reaches 60 mi/h.
Review 11a. Let x represent the
1
9b. Car A will be in the lead because it is
always going faster than Car B, which means it Time (min)
has covered more distance. number of pictures, and let y
4.1 10. Write an equation for the line that fits each situation. represent the amount of money
a. The length of a rope is 1.70 m, and it decreases by 0.12 m for every knot that is Let l represent (either cost or income) in
tied in it. the length of the rope in meters, and let k represent the number of knots; l 1.70 0.12k. dollars; y 155 15x.
b. When you join a CD club, you get the first 8 CDs for $7.00. After that, your bill
11b. y 27x
increases by $9.50 for each additional CD you purchase. Let b represent the bill in dollars, and let c
represent the number of CDs purchased; b 7.00 9.50(c 8) where c 8. y
Amount of money ($)

3.6 11. APPLICATION Albert starts a business 400 Cost: y 155 15x
reproducing high-quality copies of pictures. 320
It costs $155 to prepare the picture and then 240
$15 to make each print. Albert plans to sell 160
each print for $27. a 80 Income: y 27x
a. Write a cost equation and graph it. x
2 4 6 8 10 12 14 16
b. Write an income equation and graph it Number of pictures
on the same set of axes.
TEACHER’S EDITION
c. How many pictures does Albert need to 11d. The income, $216, is less
sell before he makes a profit? 13 pictures than the cost, $275.
d. What do the graphs tell you about the
Exercise 13 This exercise not only
income and the cost for eight pictures?
reviews systems of equations but
1.5 12. APPLICATION Suppose you have a $200,000 also previews solving systems
home loan with an annual interest rate of with matrices in Chapter 6.
American photographer Gordon Parks (1912–2006) holds a
6.5%, compounded monthly. large, framed print of one of his photographs. Because students have not
a. If you pay $1,200 per month, what balance yet had to solve a system of
remains after 20 years? a $142,784.22
three equations, this exercise is
b. If you pay $1,400 per month, what balance remains after 20 years? $44,700.04 12c. $0 (You actually directive. The choice of using
pay off the loan after
c. If you pay $1,500 per month, what balance remains after 20 years? 19 yr 10 mo.) elimination with Equations 1
d. Make an observation about the answers to 12a–c. By making an extra $300 payment per month for and 2 and then with Equations 1
20 yr, or $72,000, you save hundreds of thousands of dollars in the long run.
3.7 13. Follow these steps to solve this system of three equations in three variables. and 3 to eliminate z is not the
only solution method. You
2x 3y 4z 9

(Equation 1)
x 2y 4z 0 (Equation 2) might ask students whether they
2x 3y 2z 15 (Equation 3) can think of other approaches.
[They can use any two pairs of
a. Use the elimination method with Equation 1 and Equation 2 to eliminate z. The
equations first to eliminate any
result will be an equation in two variables, x and y. a 3x 5y 9
one variable.] [Ask] “Why do
b. Use the elimination method with Equation 1 and Equation 3 to eliminate z. a 6x 3y 21
you need to start by eliminating
c. Use your equations from 13a and b to solve for both x and y. x 2, y 3
one variable?” [so you have
d. Substitute the values from 13c into one of the original equations and solve for z. two equations in two variables
What is the solution to the system? x 2, y 3, z 1
that can be solved by either
substitution or elimination]
Exercise 9 The goal of 9a is to relate the slopes of Exercise 10b [Alert] Students may be confused about
the curves to the rates of change. [Alert] In 9b, how the equation applies to fewer than 8 CDs. The
students might believe that if the cars reached domain of the function includes only values greater
the same speed in the same amount of time, then than or equal to 8, although the equation is satis-
the car traveled the same distance. The distance fied by points whose x-coordinates are less than 8.
traveled by each car is given by the area of the
region between its graph and the horizontal axis.
Exercises 10, 11 Students may note that these are
discrete situations. The question is asking for lines
that represent the general trends.
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LESSO N
4.2 LES SON
4.2
Function Notation
R achel’s parents keep track of her
height as she gets older. They plot
70
65
these values on a graph and connect 60
OBJECTIVES the points with a smooth curve. For 55
Height (in.)
every age you choose on the x-axis, 50
Define function as “a relation with at She had not understood 45
there is only one height that pairs
most one y-value for any x-value“ mathematics until he had 40
with it on the y-axis. That is, Rachel
explained to her that it was 35

Review function notation is only one height at any specific 30
the symbolic language of time during her life. 25

Review the vertical line test for
relationships. “And relationships,” A relation is any relationship between 20
functions 0 2 4 6 8 10 12 14 16
he had told her, “contained the two variables. A function is a special
Distinguish between functions and essential meaning of life.” type of relation such that for every
Age (yr)
relations value of the independent variable, there is at most one value of the dependent
PEARL S. BUCK

Define the domain and range of a THE GODDESS ABIDES, 1972 variable. If x is your independent variable, a function pairs at most one y with each x.
function You can say that Rachel’s height is a function of her age.
You may remember the vertical line test from previous mathematics classes. It helps
OUTLINE you determine whether or not a graph represents a function. If no vertical line
crosses the graph more than once, then the relation is a function. Take a minute to
One day: think about how you could apply this technique to the graph of Rachel’s height and
10 min Example the graph in the next example.
15 min Investigation
TEACHER’S EDITION
No vertical line
10 min Discuss Investigation crosses the graph
more than once,
10 min Exercises so this is a function.
Because a vertical
line crosses the graph
MATERIALS more than once, this
is not a function.

Calculator Note 4A Function Not a function
For the exercises: Function notation emphasizes the dependent relationship between the variables
Exercise 4 (W), optional that are used in a function. The notation y f (x) indicates that values of the
dependent variable, y, are explicitly defined in terms of the independent variable,
ADDITIONAL SUPPORT x, by the function f. You read y f (x) as “y equals f of x.”
Lesson 4.2 More Practice Your Skills Graphs of functions and relations can be continuous, such as the graph of Rachel’s
height, or they can be made up of discrete points, such as a graph of the maximum

Lesson 4.2 Condensed Lessons (in temperatures for each day of a month. Although real-world data often have an
English or Spanish) identifiable pattern, a function does not necessarily need to have a rule that
connects the two variables.

TestCheck worksheets
Technology
TEACHING
THE LESSON A computer’s desktop represents a function. Each icon, when clicked on,
opens only one file, folder, or application.
This lesson on function

notation, evaluating functions,
and the vertical line test may be
review for many students. Discussing the Lesson A function might not be expressible as a rule,
either mathematically or verbally. In Chapters 1
ONGOING ASSESSMENT [Critical Question] “Does the definition of function and 3, the sequence notation for the nth term, un,
Assess students’ understanding require that there be only one value of x for each can be thought of as a modified function notation.
of dependent and independent value of y?” [Big Idea] No; the graph need not pass You could replace un with u(n), which is the way
variables and the role of those a horizontal line test. You might introduce the many calculators display the notation.
variables in a relation. Watch the term one-to-one to describe a function that has not [Alert] Students may think that f (x) means f times x
fluency with which students read only one y-value for every x-value but also one and want to divide by x or f to simplify the equation.
graphs and situations. x-value for every y-value. This will be addressed As needed, point out that f (x) is an expression in
formally in Lesson 5.5. itself and cannot be separated into parts.
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This handwritten music LESSON EXAMPLE
manuscript by Norwegian
composer Edvard Grieg Using colors when substituting
(1843–1907) shows an values of x into the function, as
example of functional
relationships. Each of the shown in the solution to f (8),
four simultaneous voices for may help students understand the
which this hymn is written
can sing only one note at a
process of evaluating functions.
time, so for each voice the
pitch is a function of time.
[Ask] “What is happening to the
graph when x 3?” [Evaluating
2x 5
_____
x 3 at x 3 would require
dividing by 0, so the value is
undefined.] This observation can
lead to a discussion about the
y domain of f(x).
EXAMPLE 2x 5
Function f is defined by the equation f (x) _____
x3.
Function g is defined by the graph at right. 4 [Alert] Part e reverses the ques-
tion and asks for input values
Find these values. y g(x)
x
instead of output values. This
a. f (8) b. f(7) –4 4 switch may confuse some students.
c. g(1) d. g(2)
e. Find x when g(x) 0. Guiding the Investigation
Solution When a function is defined by an equation, you simply replace each x with the This is a deepening skills
TEACHER’S EDITION
x-value and evaluate. investigation.
a. f (x) 2x 5
______ This investigation includes several
x3
important characteristics of rela-
2 8 5 ___
f(8) ________ 21 4.2 tions and functions. If time is
83 5 limited, you may want to assign
the investigation as homework.
2 (7) 5 9 0.9
b. f(7) ___________ ____
10
7 3 MODIFYING THE INVESTIGATION
You can check your work with your Whole Class Display a–i for the
calculator. [ See Calculator Note 4A class. Classify each as a function
to learn about defining and evaluating functions. ]
or not, with student input. Dis-
cuss students’ reasoning and
Step 2.
c. The notation y g(x) tells you that the values of Shortened Skip parts c, f, and i.
y
y are explicitly defined, in terms of x, by the graph
4 (1, 3)
One Step Pose this problem:
of the function g. To find g(1), locate the value of
y when x is 1. The point (1, 3) on the graph means “Make a table and a graph of
y g(x)
that g(1) 3. x
the ages and heights of at least
–4 4 20 students in this class. Is height
d. The point (2, 0) on the graph means that (–2, 0)
g(2) 0. a function of age—that is, for
e. To find x when g(x) 0, locate points on the graph every age is there just one height?
with a y-value of 0. There is only one, at (2, 0), so x 2 when g(x) 0. Is age a function of height?”
Encourage students to be creative
in measuring ages and heights so
DIFFERENTIATING INSTRUCTION that one might be a function of
ELL Extra Support Advanced the other. During the discussion,
Focusing on the vertical line Give students multiple examples of functional Have students create their own bring out the ideas of the vertical
test to determine whether relationships from their own experience (or function and nonfunction line test and stress that not being
a graph represents a func- have them create their own). Have them select graphs and then ask them to one-to-one doesn’t mean that a
tion provides students x values for the scenarios, find the dependent find a mathematical model that
with a visual connection variable, and write equations using f(x) terminology. will produce the graph.
relation isn’t a function.
between the graphs and This will help students understand the connection Be sensitive to students who
the definition of function. between the independent variable and function might be self-conscious about
terminology.
their height. A measurement is
not needed from every student.
LESSON 4.2 Function Notation 191
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FACILITATING STUDENT WORK Award-winning tap dancers
Gregory Hines (1946–2003)
[Extra Support] Students might and Savion Glover (b 1973)
not realize that a function is perform at the 2001 New
York City Tap Festival.
broadly defined as a process
At far right is Labanotation,
that maps an input to an output. one way of graphically
In addition to the continuous representing movement,
mathematical functions students including dance. A single
symbol shows you the
usually think about first, a direction, level, length of
function can also be expressed time, and part of the body
performing a movement. This
verbally (for example, a person’s
is a type of function notation
name to the place he or she was because each part of the
born) or as a set of points (for body can perform only one
motion at any given time. For
example, (2, 3), (7, 4), (8, 1)). more information on dance
notation, see the links at
Step 1 If students are having www.keymath.com/DAA .
difficulty with parts g–i, suggest In the investigation you will practice identifying functions and
that they graph several data using function notation. As you do so, notice how you can
points. identify functions in different forms.
Step 1i Function, if you consider

only the days in one year at one
location (at one location, the Investigation
sun can set at only one time for To Be or Not to Be (a Function)
TEACHER’S EDITION
each day); not a function, if you

consider the day of any year (the Below are nine representations of relations.
sun could set at different times a. y function b. y Not a c. y function
on March 1, 2009, and March 1, function;
4 4 several 4
2010); not a function, if you x-values are
consider different locations (con- paired with
two y-values
sider two neighboring towns 2 4
x
2 4
x
each. 2 4
x
separated by a time line; the sun
will appear to set 1 hour earlier
or later depending on whose d. x y function e. x y function f. x y Not a
1 1 1 1 1 1 function; two
clock you use). 2 2 2 2 2 2
x-values are
paired with
3 3 3 3 3 3 more than
ASSESSING PROGRESS 4 4 4 4 4 4 one y-value.
Watch that students are able to g. independent variable: the age of each student in your class
represent a situation as a function. dependent variable: the height of each student
In Step 2 of the investigation, h. independent variable: an automobile in the state of Kentucky
dependent variable: that automobile’s license plate number
check carefully that students
are able to use and understand i. independent variable: the day of the year
dependent variable: the time of sunset
function notation. Step 1g. Not a function; two students may be the same age but
different heights.
DISCUSSING THE INVESTIGATION Step 1h. Function; theoretically every automobile has a unique
license plate number.
Plan presentations to spur de-
bate. For example, students might
disagree about whether the rela-
tion in part g is a function. (It’s
probably not if your students’ encourage students to refer to definitions in the then the relation is not a function. [Critical Question]
ages are measured in years or book to support their opinions. Help students “What if one point in the range corresponds to
perhaps even days, but it prob- realize that several different answers can be correct more than one point in the domain?” [Big Idea]
ably is a function if their ages for the assumptions that are being made, as in The relation could be a function, but it’s not a one-
are measured in seconds.) Or part i. to-one function. To be one-to-one, a function’s
students might claim that some graph must pass a horizontal line test.
[Critical Question] “Does the domain of a relation
relations are not functions be- affect whether it’s a function?” [Big Idea] To be
cause they aren’t one-to-one. Let a function, a relation’s graph must pass the ver-
the class critique the different tical line test. If even one point in the domain
opinions. Try to avoid passing corresponds to more than one point in the range,
judgment yourself; rather,
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Step 1 Identify each relation that is also a function. For each relation that is not a function and gives an expression
function, explain why not. into which other values are sub-
Step 2 For each graph or table that represents a function in parts a–f, find the y-value stituted to evaluate the function.
when x 2, and find the x-value(s) when y 3. Write each answer in function
notation using the letter of the subpart as the function name. For example, if [Closing Question] “If f (x) x2,
graph a represents a function, a(2) ? and a( ? ) 3. then what are f (3) and f (t)?”
Step 2a a(2) 2, a(0) 3 or a(1.5) 3 f (3) 9, f (t) t 2
Step 2c c(2) is undefined, c(1) 3 or c(3) 3
Step 2e e(2) 2; no Step 2d d(2) 3 ASSIGNING EXERCISES
x-value results in y 3. When you use function notation to refer to a function, you can use any letter
you like. For example, you might use y h(x) if the function represents height, Suggested Assignments:
or y p(x) if the function represents population. Often in describing real-world Standard 1, 2a, 2e, 4, 5, 7, 8,
situations, you use a letter that makes sense. However, to avoid confusion, you 13, 16
should avoid using the independent variable as the function name, as in y x(x).
Choose freely but choose wisely. Enriched 4, 5, 7–12, 14, 17
When looking at real-world data, it is often hard to decide whether or not there is Types of Exercises:
a functional relationship. For example, if you measure the height of every student Basic 1–6
in your class and the weight of his or her backpack, you may collect a data set in
which each student height is paired with only one backpack weight. But does Essential 4, 5, 7, 8
that mean no two students of the same height could have backpacks of different Portfolio 17
weights? Does it mean you shouldn’t try to model the situation with a function?
No, two students of the same height could have different backpack weights. You might Group 9
want to model the data with a function anyway, if a line of fit approximately models the
relationship. Review 14–19
TEACHER’S EDITION
A graphing calculator EXERCISE NOTES
Practice Your Skills for Exercise 10. Remind students to explain why
for each exercise, even if they’re
1. Which of these graphs represent functions? Why or why not?
not asked to.
a. y Function; each b. y c. y
x-value has only one a Exercise 1 You might ask stu-
y-value.
dents to draw graphs of other
nonfunctions. Vertical lines and
x
horizontal parabolas can be in-
cluded in the extensive variety.
x x
In 1c, the dots at the ends of the
Function; each x-value segments on the graph indicate
1b. Not a function; there are x-values that are paired with two y-values. has only one y-value.
that the value of the function at
2. Use the functions f (x) 3x 4 and g(x) x 2 2 to find these values.
11
that x-value is the negative y-value
a. f (7) 17 b. g(5) 27 c. f (5) 19 d. g(3) a 11 e. x when f (x) 7 a ___
3 (corresponding to the filled-in
3. Miguel works at an appliance store. He gets paid $7.25 an hour and works 8 hours a dot) rather than the positive
day. In addition, he earns a 3% commission on all items he sells. Let x represent the y-value (corresponding to the
total dollar value of the appliances that Miguel sells, and let the function m represent open dot).
Miguel’s daily earnings as a function of x. Which function describes how much
Miguel earns in a day? B Exercise 2d [Alert] As usual, watch
A. m(x) 7.25 0.03x B. m(x) 58 0.03x for use of the standard order
C. m(x) 7.25 3x D. m(x) 58 3x of operations in squaring the
negative number.
SUPPORT EXAMPLES Closing the Lesson

1. Sketch one graph that represents a function and
one that does not represent a function. [Answers Reiterate the important points of this lesson: A
will vary.] relation is a relationship between two variables;
a function is a relation in which every value of
2. Use the functions f(x) (x 2)2 and g(x) the independent variable corresponds to one and
2x 1 to find: only one value of the dependent variable. If the
a. f(2) [16] reverse is also the case, the function is one-to-one.
Equivalently, graphs of functions pass the vertical
b. g(5) [9] line test. Graphs of one-to-one functions also pass
c. x when g(x) 5 [2] the horizontal line test. Function notation names a
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Exercise 4 You might want 4. Use the graph at right to find each value. Each answer y
to hand out the Exercise 4 will be an integer from 1 to 26. Relate each answer to a
letter of the alphabet (1 A, 2 B, and so on), and fill 24
worksheet to prevent students
in the name of a famous mathematician.
from writing in their books. 20
a. f(13) 18 R b. f (25) f(26) 5 E
Exercise 5 Students could
f(3) 11 16
logically argue for opposite c. 2f(22) 14 N _______ a
d. _________ 5E
choices of the independent f(3 1) 12
f(1 4) 1 4
variable. For example, in 4e. 4 D e. _______ __ ____
f(1) 4
4 f(1) f. x when f(x 1) 26
5E 8
5d, how far you drive might 3
_____
depend on the amount of gas. g. f(21) f(14) h. x when 2f (x 3) 52 4
19 S 3C
Most important is students’ i. x when f(2x) 4 j. f ( f (2) f(3)) a 18 R
1A x
understanding of the process 4 8 12 16 20 24
k. f(9) f(25) 20 T l. f( f(5) f (1)) 5 E
of choosing an independent
variable. m. f(4 6) f (4 4) 19 S
5a. The price of the calculator R e n e D e s c a r t e s
——– ——– ——– ——– ——– ——– ——– ——– ——– ——– ——– ——– ——
is the independent variable; a b c d e f g h i j k l m
function. 5. Identify the independent variable for each relation. Is the relation
5b. The time the money has a function?
been in the bank is the inde- a. the price of a graphing calculator and the sales tax you pay
pendent variable; function. b. the amount of money in your savings account and the time
it has been in the account
TEACHER’S EDITION
6a. Let x represent the price c. the amount your hair has grown since the time of your
of the calculator in dollars, and last haircut
let y represent the sales tax in d. the amount of gasoline in your car’s fuel tank and how
dollars. far you have driven since your last fill-up
y
6. Sketch a reasonable graph for each relation described in Exercise 5.
In each situation, identify the variables and label your axes
appropriately. 5c. The amount of time since your last haircut is the
x independent variable; function.
5d. The distance you have driven since your last fill-up
6b. Let x represent the time in is the independent variable; function.
months, and let y represent the
account balance in dollars.
y
Reason and Apply
7. Suppose f(x) 25 0.6x. y
a. Draw a graph of this function. 6

x
b. What is f(7)? 20.8 4
6c. Let x represent the time in c. Identify the point (7, f(7)) by marking it on your 2 y = g (x)
days, and let y represent the graph.
x
length of your hair. d. Find the value of x when f (x) 27.4. Mark this point –8 –6 –4 –2 2 4 6 8
on your graph. 4 –2
y
–4
8. Identify the domain and range of the function g in the
graph at right. a domain: 6 x 5; range: 2 y 4 –6
6d. Let x represent the distance

you have driven in miles, and Exercise 7 [Ask] “What is a real-world situation Exercise 8 Students may wonder how the graph
let y represent the amount of that could be represented by this function?” In 7d, continues beyond what is drawn. Point out that
gasoline in your tank in gallons. students may need to extend their graphs to show when a question asks about the domain of a
y the point where x is negative. function and only the graph is given, students can
7a, c, d. y assume that the entire graph is showing.
(–4, 27.4) (7, 20.8)
x
x
–25 25
–25
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9. Sketch a graph for each function. unnecessary. In 10d, they can
a. y f (x) has domain all real numbers and range f (x) 0. graph on a calculator without
b. y g(x) has domain x 0 and range all real numbers. squaring (x 2). This exercise is
c. y h(x) has domain all real numbers and range h(x) 3. a preview of Lessons 4.3 and 4.4.
10. Consider the function f (x) 3(x 1)2 4. 10b. f (n) 3(n 1)2 4 10c. f (x 2) 3(x 3)2 4 10d.
a. Find f (5). 104 b. Find f(n). c. Find f(x 2).
d. Use your calculator to graph y f (x) and y f (x 2) on the same axes. How
do the graphs compare? a
11. Kendall walks toward and then away from a motion sensor. Is the (time, distance)
graph of his motion a function? Why or why not?
12. APPLICATION The length of a pendulum in inches, L,

is a function of its period, or the length of time it takes
to swing back and forth, in seconds, t. The function is
defined by the formula L 9.73t 2. 12a. 155.68 in. The graphs are the same shape.
a. Find the length of a pendulum if its period is 4 s. The graph of f(x 2) is shifted 2
b. The Foucault pendulum at the Panthéon in Paris has units to the left of the graph of f(x).
a 62-pound iron ball suspended on a 220-foot wire. Exercise 11 If students have not
What is its period? approximately 16.5 s
used a motion sensor, you may
Astronomer Jean Bernard Leon Foucault (1819–1868) displayed want to give them a brief ex-
this pendulum for the first time in 1851. The floor underneath the
swinging pendulum was covered in sand, and a pin attached to
planation. If you do have access
to a motion sensor, you should
TEACHER’S EDITION
the ball traced the pendulum’s path. While the ball swung back
and forth in straight lines, it changed direction relative to the demonstrate it here. Collecting
floor, proving that Earth was rotating underneath it.
data with a motion sensor is
13. The number of diagonals of a polygon, d, is a function
an integral part of many of the
of the number of sides of the polygon, n, and is given investigations in this book.
n(n 3)
by the formula d ______
2 . 11. Let x represent the time
a. Find the number of diagonals in a dodecagon since Kendall started moving,
(a 12-sided polygon). 54 diagonals and let y represent his distance
b. How many sides would a polygon have if it contained 170 diagonals? 20 sides from the motion sensor. The
graph is a function; Kendall can
Language be at only one position at each
moment in time, so there is only
one y-value for each x-value.
You probably have noticed that some words, like
biannual, triplex, and quadrant, have prefixes that Exercise 12 Students might think
indicate a number. Knowing the meaning of a prefix
can help you determine the meaning of a word. The that the period is a function
word “polygon” comes from the Greek poly- (many) of the length rather than the
and -gon (angle). Many mathematical words use the other way around. Either way is
following Greek prefixes. legitimate, because the function
1 mono 6 hexa is one-to-one if the domain is
2 di 7 hepta
3 tri 8 octa limited to nonnegative values of t.
A polyhedron is a three-dimensional shape with
4 tetra 9 ennea many sides. Can you guess what the name of In 12b, the weight of the ball is
5 penta 10 deca 20 icosa this shape is, using the prefixes given? unneeded information.
Exercise 13b Students might use
guess-and-check or a graph if
they don’t remember other ways
Exercise 9 Domains and ranges that are expressed as 9b. possible answer: 9c. to solve quadratic equations.
equations or inequalities can also be expressed in y y
words. For example, the range in 9a is all non-positive [Context] Language Connection A
numbers, and for 9c, the range is the number 3. few polygons have names other
x x
than those that would be formed
9a. possible answer: using the Greek roots. A three-
y
sided polygon is called a trigon or
a triangle, a four-sided polygon is
called a tetragon or a quadrilat-
x Exercise 10 [Alert] Students might be confused by
eral, and a nine-sided polygon is
10b and 10c. They need only replace x with the
called an enneagon or a nonagon.
letter or expression. Expanding or simplifying is
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Exercise 14 [Alert] This exercise
might be difficult for students Review
to visualize. You may want to
have an interesting bottle and 4.1 14. Create graphs picturing the water height over time as each bottle is filled with water
at a constant rate.
a measuring cup available for
a. a b. c.
students to investigate on
their own.
14a.
Height
Time 2.1 15. APPLICATION The five-number summary of this box plot is $2.10, $4.05, $4.95,
$6.80, $11.50. The plot summarizes the amounts of money earned in a recycling
14b. fund drive by 32 members of the Oakley High School environmental club. Estimate
the total amount of money raised. Explain your reasoning. a Sample answer: Eight students
fall into each quartile. Assuming that the mean of each
Height
quartile is the midpoint of the quartile, the total will be

8(3.075 4.500 5.875 9.150), or $180.80.
2 3 4 5 6 7 8 9 10 11 12
Time Money raised ($)
14c.
Height
TEACHER’S EDITION
Time
[Advanced] Give students a set of

data points (time, height) and
have them draw the container
that would give those data These photos show the breakdown of a biodegradable plastic during a one-hour
points. period. Created by Australian scientists, the plastic is made of cornstarch and
disintegrates rapidly when exposed to water. This technology could help eliminate
the 24 million tons of plastic that end up in American landfills every year.
3.6 16. Given the graph at right, find the intersection of lines y
ᐉ1 and ᐉ2. (7, 25.5) (18, 20)
4.1 17. Sketch a graph for a function that has the following
characteristics. (2, 13) (30, 14)
ᐉ2
a. domain: x
0
range: f (x)
0 (0, 8)
linear and increasing x
b. domain: 10 x 10
range: 3 f(x) 3 ᐉ1
nonlinear and increasing
c. domain: x
0
range: 2 f (x) 10
increasing, then decreasing, then increasing, and then decreasing
17a. possible answer: 17b. possible answer: 17c. possible answer:

f(x) f (x) f (x)
–10 3 10
x
–3 10
x x
–2
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0.1 18. You can use rectangle diagrams to represent algebraic x 5 Exercise 18 An equally valid answer
expressions. For instance, this diagram demonstrates the for 18c is (x 5)(2x 20).
equation (x 5)(2x 1) 2x 2 11x 5. Fill in the
2x 2x 2 10x
missing values on the edges or in the interior of each Exercise 19 [Alert] Students might
rectangle diagram. confuse their picture on a number
1 x 5 line with a graph on the coordinate
plane. As needed, help them
a. x 3 b. x 1 c. 2x 10
a consider separately Bao’s distance
x x2 3x x x2 x x 2x2 10x from each other student, perhaps
at particular times.
7 7x 21 2 2x 2 10 20x 100
19a.
y
5
C(t) 0.2 0.5x
Distance (m)
3.6 19. Alice and Carlos are each recording Bao’s distance from where they stand. Initially 4
Bao is between Alice and Carlos, standing 0.2 m from Alice and 4.2 m from Carlos. 3 (4, 2.2)
He walks at 0.5 m/s away from Alice and toward Carlos. 2
a. On the same axes, sketch graphs of Bao’s distance from each student as a 1
A(t) 4.2 0.5x
function of time. x
0 1 2 3 4 5 6
b. Write an equation for each graph. A(t) 0.2 0.5t; C(t) 4.2 0.5t Time (s)
c. Find the intersection of the graphs and give the real-world meaning of that point.
(4, 2.2); After 4 s, Bao is 2.2 m from both Alice and Carlos.
TEACHER’S EDITION
A step function is a discontinuous
function. The ceiling function,
STEP FUNCTIONS also known as the rounding-
The graph at right represents a step function. The open circles f(x)
up function, is defined as the
mean that those points are not included in the graph. For example, least integer greater than or
5
the value of f(3) is 5, not 2. The places where the graph “jumps” are equal to x. The floor function,
called discontinuities. also known as the rounding-
In Lesson 3.6, Exercise 9, you were introduced to an often-used down function, is defined as
x
step function—the greatest integer function, f (x) [x]. Two –5 5 the greatest integer less than or
related functions are the ceiling function, f(x) ÇxÉ, and the floor equal to x. The floor function
function, f (x) ÑxÅ. is another name for the greatest
–5
Do further research on the greatest integer function, the ceiling integer function. The ceiling and
function, and the floor function. Prepare a report or class floor functions are discrete,
presentation on the functions. Your project should include because their ranges consist of
A graph of each function. separated numbers.
A written or verbal description of how each function operates, including any
relationships among the three functions. Be sure to explain how you would evaluate
each function for different values of x.
Examples of how each function might be applied in a real-world situation.
As you do your research, you might learn about other step functions that you’d like to
include in your project.
OUTCOMES
Supporting the
Graphs show the ceiling and floor Examples of real-world applications
Student web research could start at links (greatest integer) functions. The greatest include things such as phone, parking,
from www.keymath.com and include some integer function might have its own and postage rates for the ceiling
interesting calculus sites, which might graph. function.
cause students to ask some interesting Descriptions are given for each function Other examples of step functions are
questions. and for how to evaluate each function given, such as the Heaviside step function.
for different values of x, including The report includes further research on
negative values. discontinuities.
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LESSO N
4.3 LES SON
4.X
4.3
Lines in Motion
In Chapter 3, you worked with two forms of linear equations:
Intercept form y a bx
OBJECTIVES Point-slope form y y1 bx x1

Review linear equations In this lesson you will see how these forms are related to each other graphically.

Describe translations of a line in With the exception of vertical lines, lines are graphs of functions. That means you
terms of horizontal and vertical shifts could write the forms above as f(x) a bx and f(x) f x1 bx x1.

Write the equation of a translated The investigation will help you see the effect that moving the graph of a line has
line using h and k on its equation. Moving a graph horizontally or vertically is called a translation.
The discoveries you make about translations of lines will also apply to the graphs

Understand point-slope form as of other functions.
a translation of the line with its This skateboarding bowl,
equation written in intercept form shown here at the Wexner
Center for the Arts in

Apply translations to functions Columbus, Ohio, is a
functional sculpture designed
Apply and identify translations to by Simparch, an artists’
piecewise-defined functions collaborative in Chicago, Illinois.
As former skateboarders, the
OUTLINE makers of Free Basin (2002)
wanted to create a piece
One or two days: formed like a kidney-shaped
TEACHER’S EDITION
swimming pool, to pay tribute

Standard Shortened to the empty swimming pools
35 min 20 min Investigation that first inspired skateboarding
on curved surfaces. The
10 min 5 min Discuss underside of the basin shows
Investigation beams that lie on lines that are
translations of each other.
20 min 10 min Examples
25 min 10 min Exercises Investigation
MATERIALS Movin’ Around
Investigation Worksheet, optional You will need In this investigation you will explore what happens to the equation of a linear
● two motion sensors function when you translate the graph of the line. You’ll then use your discoveries

motion sensors to interpret data. Graph the lines in each step on the same set of axes and look
● graph paper

graph paper for patterns.

Coordinate Axes (T), optional Step 1 On graph paper, graph the line y 2x and then draw a line parallel to it, but
3 units higher. What is the equation of this new line? If f (x) 2x, what is the

Sketchpad demonstration Lines, optional Step 1 equation of the new line in terms of f (x)?
y

Calculator Note 4C y 3 2x
5
Step 2 Draw a line parallel to the line y 2x, but shifted down 4 units. What is the
y 2x equation of this line? If f (x) 2x, what is the equation of the new line in terms
For the exercises:
of f (x)?
Exercise 6 (T), optional x
–5 5
Step 3 Mark the point where the line y 2x passes through the origin. Plot a point
ADDITIONAL SUPPORT right 3 units from the origin. Draw a line parallel to the original line through
–5
this point. Use the point to write an equation in point-slope form for the new
Lesson 4.3 More Practice Your Skills y f(x) 3 line. Then write an equation for the line in terms of f (x).

Lesson 4.3 Condensed Lessons (in
English or Spanish)

TestCheck worksheets Students who are new to point-slope form or ONGOING ASSESSMENT
who have no experience with motion sensors will Observe students’ facility graphing parallel lines,
need more time to do this investigation. Although finding equations of lines in point-slope form,
TEACHING this lesson can be done with pencil and paper, and using motion sensors. Also assess their
THE LESSON graphing technology will greatly enhance students’ understanding of function notation.
learning. The extra time on Day 2 will allow stu-
In this lesson students see how dents who do not have graphing calculators at
equations of lines change as the home to use the school’s calculators. Guiding the Investigation
lines are translated.
If necessary, remind students that a is the y-intercept, This is a deepening skills investigation. It is also an
See page 889 for answers to b is the slope, and x1, y1 is a point on the line. activity investigation. You can use the sample data
Steps 2–3.
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Step 4 Plot a point left 1 unit and up 2 units from the origin. Draw a line parallel to the Guiding the Investigation (continued)
original line through this point and use the point to write an equation in point- if you do not wish to conduct
slope form for the new line. Then write an equation for the line in terms of f (x). the investigation as an activity.
Step 5 If you move every point on the function y f (x) to a new point up k units and
right h units, what is the equation of this translated function? y f(x h) k If you do not have motion
sensors, completing Steps 1–5 is
sufficient.
Your group will now use motion sensors to create a function and a translated copy
of that function. [ See Calculator Note 4C for instructions on how to collect and retrieve data MODIFYING THE INVESTIGATION
from two motion sensors. ]
Whole Class Use graphing calcula-
Step 6 Arrange your group as in the photo to collect data. tors to complete Steps 1 through
5 with student input. Have four
A C students demonstrate and com-
D plete Steps 6 and 7. Discuss Steps
8 and 9.
Shortened Skip Steps 6 through 9.
B One Step Pose this problem in
place of the investigation: “What
is an equation of the line that
results from translating every
point on line y 2x to the right
TEACHER’S EDITION
3 units and up 5 units?” Encourage
a variety of approaches. During
the discussion, introduce the
term translation and encourage
Step 7 Person D coordinates the collection of data like this: the class to look for patterns.
At 0 seconds: C begins to walk slowly toward the motion sensors, Elicit the idea that all vertical
and A begins to collect data. translations of a line are horizon-
About 2 seconds: B begins to collect data. tal translations and vice versa.
About 5 seconds: C begins to walk backward. Investigate together the question
About 10 seconds: A’s sensor stops. of how to determine what trans-
About 12 seconds: B’s sensor stops and C stops walking. lation takes a line to itself.
Step 8 After collecting the data, follow Calculator Note 4C to retrieve the data to
FACILITATING STUDENT WORK
Step 9a A’s graph has its two calculators and then transmit four lists of data to each group member’s
vertex farther to the right, calculator. Be sure to keep track of which data each list contains. Steps 1, 2 Students may be con-
indicating A’s recorded time
is greater when the Step 9 Graph both sets of data on the same screen. Record a sketch of what you see fused by the phrase “in terms of
walker changes direction. and answer these questions: f(x).” They are to use f(x) in
The vertex for A is above
the vertex for B because A is a. How are the two graphs related to each other? place of x in the equation.
farther from the walker when
the walker changes direction. b. If A’s graph is y f(x), what equation describes B’s graph? Describe how you Step 3 As needed, help students
B’s graph is a translation of determined this equation. y f (x 2) 1, because B is delayed by 2 s and sits see that 2(x 3) is f(x 3).
A’s graph left about 2 units about 1 ft closer to C.
and down about 1 unit.
c. In general, if the graph of y f(x) is translated horizontally h units and [Ask] “What does function f do to
vertically k units, what is the equation of this translated function? any input?” [multiplies it by 2]
y f (x h) k
Steps 1–3 As needed, remind
students how to find equations
of lines given two points and
how to find equations of lines
DIFFERENTIATING INSTRUCTION parallel to another line.
Steps 7, 8 It would be most effi-
Do not skip this investigation. At first, students might find the y Have students examine translations
cient and effective to collect
Discuss the Language Connec- y1 bx x1 horizontal translation of lines in intercept, point-slope,
tion on page 200. Determine of x1 to be counterintuitive. If this is the and standard form so that they one set of data for the class and
whether students can explain case, take time to have students substitute can see how the translation differs distribute it among all calculators.
the analogy in their own various values for x1 and observe the among the various forms. Have
words, in either English or effect on the graph. them explain their observations to
their primary language. each other or to the class.
Debrief well.
See page 889 for Step 4 and
further answer to Step 9.
LESSON 4.3 Lines in Motion 199
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Steps 7, 8 (continued) If you know the effects of translations, you can write an equation that translates
Having four students act out any function on a graph. No matter what the shape of a function y f (x) is,
the graph of y f (x 3) 2 will look just the same as y f (x), but it will be
Step 7 allows the rest of the class
translated up 2 units and right 3 units. Understanding this relationship will enable
to focus on the situation and its you to graph functions and write equations for graphs more easily.
mathematical meaning.
Translation of a Function
ASSESSING PROGRESS
A translation moves a graph horizontally or vertically or both.
Watch students’ understanding
of the idea that the graph of a Given the graph of y f(x), the graph of
function can be translated using y f(x h) k or, equivalently, of y k f (x h)
basic operations on the function is a translation horizontally h units and vertically k units.
expression.
DISCUSSING THE INVESTIGATION Language
For Step 9c, ask [Critical Question]

“What is the real-world meaning The word “translation” can refer to the act of converting between two languages.
Similar to its usage in mathematics, translation of foreign languages is an
of the translated graph?” [The
attempt to keep meanings parallel. Direct substitution of words often destroys
data collection both began and the subtleties of meaning of the original text. The complexity of the art and craft
ended 2 seconds later.] of translation has inspired the formation of Translation Studies programs in
universities throughout the world.
Ask students to clarify confu-
sion about the vertical height of
In a translation, every point x1, y1 is mapped to a new point, x1 h, y1 k. This
TEACHER’S EDITION
Pulitzer Prize–winning books The

the graph as representative of Color Purple, written in 1982 by new point is called an image of the original point. If you have difficulty remembering
the walker’s horizontal distance Alice Walker (b 1944), and The
which way to move a function, recall the point-slope form of the equation of a line. In
Grapes of Wrath, written in 1939
from the motion detector. The by John Steinbeck (1902–1968), y y1 bx x1, the point at (0, 0) is translated to the new point at x1, y1. In fact,
difference in the heights of the are shown here in Spanish every point is translated horizontally x1 units and vertically y1 units.
translations.
graphs represents the horizon-
tal distance between motion EXAMPLE A Describe how the graph of f (x) 4 2(x 3) is a translation of the graph of
detectors. [Ask] “What does the f (x) 2x.
horizontal axis on the graph rep- y
resent?” [time] Solution The graph of f(x) 4 2(x 3) passes 4
through the point (3, 4). Consider this point to
be the translated image of (0, 0) on f(x) 2x.
Discussing the Lesson The point is translated right 3 units and up x
–4 4
4 units from its original location, so the graph
of f(x) 4 2(x 3) is the graph of f(x) 2x
As you lead the discussion, translated right 3 units and up 4 units. –4
model the use of the terms map,
mapped, and mapping. Note that you can distribute and combine like terms in f(x) 4 2(x 3) to
get f(x) 2 2x. The fact that these two equations are equivalent means that
As the class focuses on the defi-
translating the graph of f(x) 2x right 3 units and up 4 units is equivalent to
nition of translation, repeat that translating the line down 2 units. In the graph in the example, this appears to be true.
if h is positive, then the transla-
tion is to the right, and if h is
negative, then the translation
is to the left. Similarly, if k is
positive, then the translation
is up, and if k is negative, then
the translation is down. [Critical
Question] “How can you remem- and movement to the right involve positive h and Axes transparency from Chapter 0 and show the
ber this?” Students will articulate k. [Big Idea] One way to think of translations is as movement.
different ways. One approach is (x h) and (y k) replacing x and y, respectively.
The example shows that for a line, one transla-
to think of what values of x and Replacing x with (x h) translates the graph h units
tion that is horizontal and vertical is also a simple
y give 0 on the left and f(0) on horizontally, and replacing y with (y k) translates
vertical translation. [Critical Question] “Is every
the right. The origin has shifted the graph k units vertically.
translation of a straight line equivalent to a vertical
to the point (h, k). Another LESSON EXAMPLE A translation?” [Big Idea] It is not for vertical lines. A
approach is to realize that the If students have been working mechanically so far, horizontal translation by h units of the graph of y
equation y f(x h) k is this example will push them to deeper understand- a bx gives y a b(x h), which is equivalent
equivalent to y k f(x h), ing. You might draw the line on the Coordinate to y (a bh) bx, a vertical translation by the
so both movement upward constant a bh. Students may be skeptical about
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Panamanian cuna (mola
with geometric design on Closing the Lesson
red background)
Restate the main points of this
lesson: When a line is translated
h units horizontally and k units
vertically, the equation of the
resulting line can be found by
replacing y with y k and x with
x h. (Constant k is positive for
an upward translation, negative
for a downward translation; h is
positive for a translation to the
right and negative for a transla-
tion to the left.) For straight lines,
In the investigation and Example A, you translated a line that passed through the every vertical translation is a hor-
origin. If you are translating a graph of a function that does not pass through the izontal translation, and vice versa.
origin, then you will need to identify points on the original function that will match Equivalent equations represent
up with points on the translated image.
the same translations.
EXAMPLE B The red graph is a translation of the graph of function f. y [Closing Question] “How might
Write an equation for the red function in terms of f(x). 4 you rewrite y 3x 6 to show
that the equation can represent a
Solution Any point on f (x) can be matched with a point right
TEACHER’S EDITION
y f (x) vertical and/or horizontal trans-
2 units and down 3 units on the red function. For x
example, the image of (1, 2) is (1, 1). One
–4 4 lation of the line with equation
notation to show this translation is (x, y) → (x 2,
–2 y 3x?” [vertical: y 6 3x;
y 3). The equation of the red graph can be written –4 horizontal: y 3(x 2)]
y (3) f (x 2), or y 3 f (x 2).
ASSIGNING EXERCISES
You can describe or graph a transformation of a function graph without knowing Suggested Assignments:
the equation of the function. But in the next few lessons, you will find that
knowledge of equations for different families of functions can help you learn more Standard 1–4, 6, 8, 13
about transformations. Enriched 2, 5–10, 14
Types of Exercises:
Basic 1–5
EXERCISES Essential 2, 6
Practice Your Skills Portfolio 10
_2 x Group 7, 8
1. The graph of the line y is translated right 5 units and down 3 units. Write an
3
equation of the new line. y 3 _23_ (x 5) Review 11–14
2. How does the graph of y f (x 3) compare with the graph of y f(x)? a translated right 3 units
EXERCISE NOTES
3. If f (x) 2x, find Remind students to describe
a. f (x 3) a b. 3 f (x 2) a c. 5 f(x 1) their reasoning for each
2(x 3), or 2x 6 3 (2)(x 2), or 2x 1 5 (2)(x 1), or 2x 3 exercise, even if they’re not
asked to. This habit improves
both communication and
comprehension.
horizontal lines. If b 0, then the resulting line is SUPPORT EXAMPLES
still y a, a vertical translation by 0. 1. The graph of the line y 2x 1 is translated
2 units horizontally and 6 units vertically. Write an
LESSON EXAMPLE B equation of the new line. [y 2(x 2) 1 6 or
[Ask] “Would you get a different equation if you y 2x 1]
picked another point to translate?” As an example,
2. Rewrite y = f (x) as a function that has been
translate (2, 4) to (4, 1). Then y 3 f(x 2), just
translated 3 units vertically and 4 horizontally.
as before.
[y f(x 4) 3]
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4. Consider the line that passes through the points (5.2, 3.18) and y
Exercise 4 Have students find
another equation, and show (1.4, 4.4), as shown. 5
y 4.4 1.148(x 1.4) or (–5.2, 3.18)
that the two equations are a. Find an equation of the line. a y 3.18 1.148(x 5.2)
algebraically equivalent. b. Write an equation of the parallel line that is 2 units above this line.
y 2.4 1.148(x 1.4) or y 5.18 1.148(x 5.2) x
5. Write an equation of each line. –5 5
a. the line y 4.7x translated down 3 units a y 3 4.7x

(1.4, –4.4)
b. the line y 2.8x translated right 2 units y 2.8(x 2) –5
c. the line y x translated up 4 units and left 1.5 units
y 4 (x 1.5), or y 2.5 x
Reason and Apply

Exercise 6 [Ask] “Didn’t we decide 6. The graph of y f(x) is shown in black. Write an equation for
that every horizontal translation each of the red image graphs in terms of f (x).
is a vertical translation?” [That a. y b. y
property holds only for lines.] a 4 4

You might use the Exercise 6
transparency as you discuss x x
this exercise. [Extra Support] If –4 4 –4 4
students are confused by these

graphs, suggest that they focus –4 –4
TEACHER’S EDITION
on how a single point on y 2 f(x) y 2 f (x 1)

the graph moves in order to c. y d. y
determine the translation of the
4 4
entire graph. Then have them
verify by checking a second
point. x x
–4 4 –4 4
–4 –4
y 5 f (x 2) y 2 f (x 1)
Exercise 7 [Alert] Students 7. Jeannette and Keegan collect data about the length of a rope as knots are tied in it.
may miss the point that the The equation that fits their data is y 102 6.3x, where x represents the number
ropes have the same thickness of knots and y represents the length of the rope in centimeters. Mitch had a piece
of rope cut from the same source. Unfortunately he lost his data and can remember
because they’re cut from the only that his rope was 47 cm long after he tied 3 knots. Write an equation that
same source. [Ask] “Why does describes Mitch’s rope. y 47 6.3(x 3)
the rope have to be the same
thickness in order to find this
equation?” [The equations have
the same slope.] “What are the
meanings of 102 and 6.3?” [the
original length of the rope and
the amount it’s shortened by
each knot]
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8. Rachel, Pete, and Brian perform Steps 6–9 of the investigation in y Because the standard form
this lesson. Rachel walks while Pete and Brian hold the motion 8 is not in y form and the
sensors. A graph of their results is shown at right.
Distance (m)
6 coefficient of y is not necessarily
a. The black curve is made from the data collected by Pete’s
4
1, when students just replace
motion sensor. Where was Brian standing and when did he
start his motion sensor to create the red curve? y with (y k), the constant
2
k is multiplied by the original
b. If Pete’s curve is the graph of y f (x), what equation represents x
Brian’s curve? y 1.5 f(x 2) 0 2 4 6 8
coefficient of y.
8a. Brian stood about 1.5 m behind Pete, and he started
his motion sensor 2 s later than Pete started his.
Time (s)
ax b y c equation in
standard form
9. APPLICATION Kari’s assignment in her computer (0, 0) x 1000
programming course is to simulate the motion ax b(y k) c replace y with
of an airplane by repeatedly translating it across x ( y k)
(1000, 500)
y 500
the screen. The coordinate system in the software ax b y bk c distribute b
program is shown at right. In this program,
coordinates to the right and down are positive.
b y c ax bk subtract ax and
by from both
The starting position of the airplane is (1000, 500), sides
and Kari would like the airplane to end at by __________
__ c ax bk
(7000, 4000). She thinks that moving the airplane in divide both
b b sides by b
15 equal steps will model the motion well.
a. What should be the airplane’s_ first position y _c_ _a_ x _b_ k simplify
y b b b
after (1000, 500)? (1400, 733.3)
_c_
y xk _a_
b. If the airplane’s position at any time is_ given by (x, y), what is the next position b b
in terms of x and y? (x + 400, y + 233.3)
TEACHER’S EDITION
c. If the plane moves down 175 units and right 300 units in each step, how many This works the same way for
steps will it take to reach the final position of (7000, 4000)? 20 steps horizontal translations.
It is worth pointing out that
Art when you expand the standard
form of the equation for the
Animation simulates movement. An old-fashioned way to animate is to make translated line, the constant is the
a book of closely related pictures and flip the pages. Flipbook technique is used only coefficient that changes. The
in cartooning—a feature-length film might have more than 65,000 images. x- and y-coefficients remain the
Today, hand drawing has been largely replaced by computer-generated special
effects.
same as in the equation of the
original line.
[Advanced] Encourage students to
find a way to get the slope from
an equation in standard form
© 2002 Eun-Ha Paek. Stills from “L’Faux Episode 7” on www.MilkyElephant.com
without having to change the
equation to intercept form.
10. Mini-Investigation Linear equations can also be written in standard form. 10a. i. a 4, b 3, c 12
Standard form ax by c 10a. ii. a 1, b 1, c 5
a. Identify the values of a, b, and c for each of these equations in standard form.
i. 4x 3y 12 ii. x y 5 iii. 7x y 1 a 7, b 1, c 1
iv. 2x 4y 2 v. 2y 10 vi. 3x 6
a 2, b 4, c 2 a 0, b 2, c 10 a 3, b 0, c 6
Exercise 8 If students didn’t do the last steps of the One advantage of standard form is that equations
investigation, you may need to describe them or for vertical lines, such as part vi of 10a, can be
do a demonstration at this time. written. Because b is 0, both the y-intercept and
the slope are undefined. You could, however,
Exercise 9 This is a recursive procedure, because
evaluate _ac to find that the x-intercept is 2.
each step depends on the previous one.
Another advantage of the standard form is that it’s
Exercise 10 This mini-investigation will take more
equally easy to find both intercepts.
time than the other exercises, so you might want
to assign it to groups. Unlike the coefficients in The equation in part v of 10a is a horizontal line.
intercept form or point-slope form, a, b, and c Because there is no x-term, the slope is _ab or
have no direct interpretation as intercepts or slope. _02 0.
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10c. i. y-intercept: 4; slope: _43 b. Solve the standard form, ax by c, for y. The result should be an equivalent 10b. y _c_ _a_ x;
b b
equation in intercept form. What is the y-intercept? What is the slope? a y-intercept: _c_; slope: _a_
10c. ii. y-intercept: 5; slope: 1 c. Use what you’ve learned from 10b to find the y-intercept and slope of each of
b b
the equations in 10a.

10c. iii. y-intercept: 1; slope: 7
d. The graph of 4x 3y 12 is translated as described below. Write an equation in
10c. iv. y-intercept: _12 ; standard form for each of the translated graphs.
slope: _12 i. a translation right 2 units 4x 3y 20 ii. a translation left 5 units a
iii. a translation up 4 units 4x 3y 24 iv. a translation down 1 unit
10c. v. y-intercept: 5; slope: 0 v. a translation right 1 unit and down 3 units vi. a translation up 2 units and left 2 units a
10c. vi. y-intercept: none; e. In general, if the graph of ax by c is translated horizontally h units and
slope: undefined vertically k units, what is the equation of the translated line in standard form? ax by c
ah bk
10d. ii. 4x 3y 8
10d. iv. 4x 3y 9 Review
10d. v. 4x 3y 7 3.1 11. APPLICATION The Internal Revenue Service has approved y
ten-year linear depreciation as one method for determining
10d. vi. 4x 3y 10 12,500
Value ($)
the value of business property. This means that the value 10,000
7,500
Exercise 11 [ELL] Students may declines to zero over a ten-year period, and you can claim 5,000
need some definitions and a tax exemption in the amount of the value lost each year. 2,500
x
Suppose a piece of business equipment costs $12,500 and is
context with this exercise. 0 5 10
depreciated over a ten-year period. At right is a sketch of the Time (yr)
linear function that represents this depreciation.
11a. 12,500. The original value
a. What is the y-intercept? Give the real-world meaning of this value. of the equipment is $12,500.
TEACHER’S EDITION
b. What is the x-intercept? Give the real-world meaning of this value. 11b. 10. After 10 yr, the
equipment has no value.
c. What is the slope? Give the real-world meaning of the slope.
11c. 1250. Every year, the value of
Exercise 11d The equation can be d. Write an equation that describes the value of the the equipment decreases by $1,250.
in standard form. equipment during the ten-year period. y 12,500 1,250x
e. When is the equipment worth $6,500? after 4.8 yr
Exercise 12b The given answer is
x 325
equivalent to y ______
5 . The
2.1 12. Suppose that your basketball team’s scores in the
answer equation can be thought first four games of the season were 86 points,
of as dividing the sum of the 73 points, 76 points, and 90 points.
four games (325) by 5 to get 65, a. What will be your team’s mean score if the fifth-game
score is 79 points? 80.8
the amount each of the 4 games
will contribute to the mean for b. Write a function that gives the mean score in terms of
the fifth-game score. a y _15_x 65
5 games, then adding _15 x, the
c. What score will give a five-game average of 84 points? 95 points
amount the fifth score will add
to the mean. 13. Solve.
Exercise 13 Encourage variety in a. 2(x 4) 38 x 15 b. 7 0.5(x 3) 21 x 31
solution methods. c. 2 _3_(x 1) 17 x 21 d. 4.7 2.8(x 5.1) 39.7 x 17.6
4
EXTENSIONS 3.4 14. The three summary points for a data set are M1(3, 11), M2(5, 5), and M3(9, 2). Find
29 _3_x
the median-median line. ŷ ___
A. Have students program their 2 2
calculators to accomplish Kari’s

task in Exercise 9.
B. Use Take Another Look
activity 1 on page 247.
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LE S S O N
LE S S O N
4.4
Translations and the
Quadratic Family 4.4
In the previous lesson, you looked at translations of the graphs of linear functions.
OBJECTIVES
Translations can occur in other settings as well. For instance, what will this
I see music as the augmentation histogram look like if the teacher decides to add five points to each of the scores?
Define the parent quadratic function,
Each bin will shift right 5 units.
of a split second of time. What translation will map the black triangle on the left onto its red image on y x2
ERIN CLEARY the right? right 5 units and up 1 unit
Determine elements of equations that
y
produce translations of the graphs of
8
parent functions (h and k)
Number of students
5
6
Introduce the (nonstretched) vertex
Music form of the graph of a parabola,
4
y (x h)2 k
x
–5 5
When a song is in a key that is
2
Define parabola, vertex of a parabola,
difficult to sing or play, it can and line of symmetry
be translated, or transposed, –4
into an easier key. To transpose
0 50 60 70 80 90 100
Determine the graph from an
Scores equation and the equation from a
music means to change the
pitch of each note without graph
changing the relationships Translations are also a natural feature of the real world, including the world of art.
between the notes. Music can be transposed from one key to another. Melodies are often translated by OUTLINE
TEACHER’S EDITION
a certain interval within a composition.
One day:
5 min Discuss Investigation
5 min Example
15 min Exercises
MATERIALS

Two Parabolas (T) for One Step

Calculator Notes 4G, 4H; 3A, 4D,
optional

Sketchpad demonstration Parabolas,
optional
Bessie’s Blues, by American artist Faith Ringgold (b 1930),
For the exercises:
shows 25 stenciled images of blues artist Bessie Smith. Was
geometry software
Jazz saxophonist Ornette Coleman (b 1930) the stencil translated or reflected to make each image? How
grew up with strong interests in mathematics can you tell? Exercise 8 (T), optional
and science. Since the 1950s, he has
Bessie’s Blues, by Faith Ringgold ©1997, acrylic on canvas, 76 79 in.
developed award-winning musical theories, Photo courtesy of the artist.
Calculator Note 4G, optional
such as “free jazz,” which strays from the set
standards of harmony and melody.
ADDITIONAL SUPPORT

Lesson 4.4 More Practice Your Skills

DIFFERENTIATING INSTRUCTION English or Spanish)
To increase the clarity of the Tie this section closely to Lesson 4.3. Students can explore
vocabulary surrounding parabolas, Reinforce the use of (h, k) to perform extending the idea of
such as vertex and line of symme- translations. If students still struggle, translations to cubics and
try, help students create a visual especially with horizontal translation, other familiar functions.
reminder with the specific vocab- continue to emphasize viewing the graph,
ulary words labeled on the graph. with (h, k) being substituted into the
Students could make, present, equation.
and display a poster.
LESSON 4.4 Translations and the Quadratic Family 205
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In mathematics, a change in the size or position of a figure or graph is called a
TEACHING transformation. Translations are one type of transformation. You may recall
THE LESSON other types of transformations, such as reflections, dilations, stretches, shrinks, and
rotations, from other mathematics classes.
This lesson begins a sequence In this lesson you will experiment with translations of the graph of the function
of four lessons that discuss y x 2. The special shape of this graph is called a parabola. Parabolas always have
transformations while introduc- a line of symmetry that passes through the parabola’s vertex.
ing or reviewing families of y
relations. Lesson 4.4 extends The line of symmetry divides the
y x2
the discussion of translations 8 graph into mirror-image halves. The
line of symmetry of y x 2 is x 0.
to parabolic graphs of quadratic 6
equations. These topics will be 4 The vertex is the point where the
explored further in Chapter 7 graph changes direction. The vertex
2
(Quadratic and Other Polynomial of y x 2 is (0, 0).
x
Functions), Chapter 8 (Conic –6 –4 –2 2 4 6
Sections and Rational Functions), –2
and Chapter 13 (Trigonometric
The function y x 2 is a building-block function, or parent function. By
Functions). Much of the lesson
transforming the graph of a parent function, you can create infinitely many new
may be review for students who functions, or a family of functions. The function y x 2 and all functions created
have used Discovering Geometry from transformations of its graph are called quadratic functions, because the
or Discovering Algebra. highest power of x is x-squared.
Quadratic functions are very useful, as you will discover throughout this book.
ONGOING ASSESSMENT
TEACHER’S EDITION
You can use functions in the quadratic family to model the height of a projectile as
While students investigate, you a function of time, or the area of a square as a function of the length of its side.
can begin to see how well they The focus of this lesson is on writing the quadratic equation of a parabola after a
understand the idea of changing translation and graphing a parabola given its equation. You will see that locating the
a function equation to get a vertex is fundamental to your success with understanding parabolas.
different function with a related
graph. Continue to monitor
student comfort with function Engineering
notation and the use of variables
in general. Several types of bridge designs involve
the use of curves modeled by nonlinear
functions. Each main cable of a suspension
Discussing the Lesson bridge approximates a parabola. To learn
more about the design and construction
of bridges, see the links at
[Context] Music Connection The www.keymath.com/DAA .
book Functional Melodies The Mackinac Bridge in Michigan was built
includes activities that explore in 1957.
transformations in music.
[Language] The word quadratic
comes from the Latin root
quadrare, meaning “to square.”
The prefix quad is usually used
in words like quadrilateral to
mean “four”; its use as “two” in
quadratic stems from the fact
that squared terms were repre-
sented as square (four-sided) [Context] Engineering Connection As the connection
shapes, as in rectangle diagrams. on page 408 mentions, a freely hanging cable forms
a catenary, not a parabola. When a bridge is hung
Have students graph the equa- from cables with its weight evenly distributed, the
tion y x2 on their calculators. cables take on a shape close to a parabola.
Make a table of x- and y-values
to explore the symmetry of The equation for a catenary curve is
points on either side of the y _a_ e x
a ex
a.
vertex. [Ask] “Where would you 2
place a line of symmetry? What
is the equation of that line?”
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Investigation FACILITATING STUDENT WORK
Students could look at Calcu-
Make My Graph lator Notes 3A and 4D to learn
about graphing and viewing
functions on the TI-Nspire.
Different calculators have different resolutions. A good graphing Calculator Note 4G explains
window will help you make use of the resolution to better identify how to translate functions by
points. [ See Calculator Note 4D to find a good window setting for
your calculator. ] Enter the parent function y x 2 as the first equation. dragging them using the NavPad.
Enter the equation for the transformation as the second equation. Graph Calculator Note 4H discusses
both equations to check your work. the method of translation by
replacing the original variable by
the translated variable.
Step 1 Each graph below shows the graph of the parent function y x 2 in black. Find
a quadratic equation that produces the congruent, red parabola. Apply what you It is good to give students time
learned about translations of the graphs of functions in Lesson 4.3. to “play” with translations on
a. y b. y c. y their calculators. When students
6 6 6 work privately, they tend to be
more willing to try equations
that might be incorrect and more
x x x
–6 6 –6 6 –6 6 confident in sharing satisfactory
results with the class. You may
–6 –6 –6 want to extend the investigation
TEACHER’S EDITION
y x2 4 y x2 1 y (x 2)2
to a class game of Make My
d. y e. y f. y Graph, in which you make a
6 6 6 graph and students experiment
on their calculators to find the
equation that will make that
x x x
–8 4 –6 6 –4 8 graph.
–6 –6 –6
y (x 4)2 y (x 2)2 2 y (x 4)2 2
Step 2 Write a few sentences describing any connections you discovered between the
graphs of the translated parabolas, the equation for the translated parabola, and
the equation of the parent function y x 2.
Step 3 In general, what is the equation of the parabola formed when the graph of
y x 2 is translated horizontally h units and vertically k units? y (x h)2 k or
y k (x h)2
The following example shows one simple application involving parabolas and
translations of parabolas. In later chapters you will discover many applications of
this important mathematical curve.
Step 2 Answers will vary. For a translation right, you subtract from x; for a translation
left, you add to x; for a translation up, you add to the entire function (or subtract from y);
for a translation down, you subtract from the entire function (or add to y). Students may
also notice the coordinates of the vertex are equivalent to (value of horizontal translation,
value of vertical translation).
Guiding the Investigation Shortened Discuss Steps 2 and 3 as a class.

One Step Show the Two Parabolas transparency and
This is an exploring concepts investigation. ask students to experiment on their calculators
The Sketchpad demonstration Parabolas can be used until they find an equation that produces the
as an alternative to the investigation or to close the parabola drawn with the thicker line. As needed,
lesson. ask groups whether the methods of translating
straight lines in Lesson 4.3 apply to parabolas.
MODIFYING THE INVESTIGATION During the discussion, formalize the method into a
Whole Class Elicit student suggestions for Step 1. conjecture and ask students to test the conjecture
Discuss Steps 2 and 3. on other examples, such as those from the investi-
gation and the example.
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ASSESSING PROGRESS EXAMPLE This graph shows a portion of a parabola. It y
Check whether students are represents a diver’s position (horizontal and 35
Vertical distance (ft)

vertical distance) from the edge of a pool as 30
making the link between the he dives from a 5 ft long board 25 ft above 25
functions in Lesson 4.3 and the the water. 20
ones in Lesson 4.4. How com- 15
a. Identify points on the graph that represent
fortable are they shifting a pa- when the diver leaves the board, when he
10
5
rabola in a given direction? Also reaches his maximum height, and when he x
check to see if they understand enters the water. 0 5 10 15 20
how the vertex fits into the new Horizontal distance (ft)
b. Sketch a graph of the diver’s position if he
formula. dives from a 10 ft long board 10 ft above
the water. (Assume that he leaves the board
DISCUSSING THE INVESTIGATION at the same angle and with the same force.)
[Language] The book uses the c. In the scenario described in part b, what is the
term congruent to describe diver’s position when he reaches his maximum
parabolas that are translations height?
of each other. In geometry y
two polygons are congruent if Solution a. The point (5, 25) represents the moment 35
Maximum height

corresponding sides and corre- when the diver leaves the board, which is 30
5 ft long and 25 ft high. The vertex, (7.5, 30), 25 Leaves board
sponding angles are congruent. 20
represents the position where the diver’s
[Extension] To induce critical 15
height is at a maximum, or 30 ft; it is also
thinking, ask, “Is the book cor- the point where the diver’s motion changes 10
5 Enters water
rect in using the term congruent?”
TEACHER’S EDITION
from upward to downward. The x-intercept, x

Encourage discussion that com- approximately (13.6, 0), indicates that the 0 5 10 15 20
pares and contrasts parabolas diver hits the water at approximately 13.6 ft Horizontal distance (ft)
and polygons. Unlike a polygon, from the edge of the pool.
y
a parabola has no angles or sides b. If the length of the board increases from 5 ft
and is not bounded. But a trans- to 10 ft, then the parabola translates right 35

y f (x)
5 units. If the height of the board decreases 30
lation of a polygon is indeed Translate
from 25 ft to 10 ft, then the parabola 25
congruent; in fact figures can be 20
right 5
translates down 15 units. If you define the and down
defined to be congruent if one 15
original parabola as the graph of y f(x), 15 units.
is the image of the other under then the function for the new graph is
10
5 y f (x 5) 15
translations and rotations. y f (x 5) 15. x
0 5 10 15 20
[Critical Question] “What form c. As with every point on the graph, the vertex Horizontal distance (ft)
of quadratic equations are translates right 5 units and down 15 units.
you using?” [Big Idea] All the The new vertex is (7.5 5, 30 15), or (12.5, 15). This means that when the
diver’s horizontal distance from the edge of the pool is 12.5 ft, he reaches his
translations can be represented
maximum height of 15 ft.
by the vertex form of a quadratic
equation. You can extend the ideas you’ve learned in translating linear and quadratic functions
to functions in general. For a function y f(x), to translate the function horizontally
In Chapter 7, students will see h units, you can replace x in the equation with (x h). To translate the function
that this is the vertex form of a vertically k units, replace y in the equation with (y k). If you translate the graph
quadratic equation, with vertical of y x 2 horizontally h units and vertically k units, then the equation of the
scale factor a 1. [Ask] “What translated parabola is y (x h)2 k. You may also see this equation written as
is the line of symmetry of these y k (x h)2 or y k (x h)2.
graphs?” [Alert] Students may
have difficulty with the equations
of vertical lines.
The graphs of all quadratic functions are parabolas. You or a student might show the Sketchpad
You might point out that some
[Advanced] “Is every parabola the graph of a quadratic demonstration Transforming Parabolas, or
of the graphs don’t really look
function?” [If the line of symmetry of the parabola’s students can use the Dynamic Algebra Exploration
parallel and question whether
graph is vertical, then the parabola is a graph of a at www.keymath.com/DAA to explore these
they’re actually translations.
function in the family y x2. If the line of symmetry transformations.
Corresponding points of trans-
is horizontal, the parabola has the relation x y2 as a
lated parabolas are the same
parent. Here x is a quadratic function of y. Rotations
distance apart, but, unlike with
of these graphs through a number of degrees other
lines, the closest points may
than a multiple of 90° are parabolas in which neither
not be.
x nor y is a function of the other, but they still repre-
sent quadratic relations.]
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It is important to notice that the y
2. Describe the location of a
vertex of the translated parabola is y x2 parabola y f(x 3) 4
(h, k). That’s why finding the vertex
is fundamental to determining y (x h)2 k relative to y f(x). [translated
translations of parabolas. In every When the graph horizontally 3 and vertically 4]
function you study, there will be of y x 2 is
translated hori-
key points to locate. Finding the
zontally h units
Closing the Lesson
relationships between these points x and vertically k
and the corresponding points in (0, 0) units, the vertex Reiterate the main point of this
the parent function enables you to of the translated
parabola is (h, k).
lesson: When the graph of the
write equations more easily.
quadratic equation y x2 is
translated to put its vertex at
y y y y
(h, k), the equation becomes
y (x h)2 k, or, equivalently,
(0, 4)
y k (x h)2.
(2, 4)
(0, 0)
x x x x [Closing Question] “Where is the
(2, 0)
y (x 0)2 0 y (x 2)2 0 y (x 0)2 4 y (x 2)2 4
vertex of the parabola represented
by y (x 0)2 4?” [(0, 4)]
[ You can explore translations of parabolas using the Dynamic Algebra Exploration at
ASSIGNING EXERCISES
www.keymath.com/DAA .] keymath.com/DAA Suggested Assignments:
Standard 1–4, 6, 8, 10, 12
TEACHER’S EDITION
Enriched 1, 3, 4, 6–9, 11, 14
Types of Exercises:
Practice Your Skills for Exercise 16. Basic 1–5
Essential 1, 3, 4, 6, 8
1. Write an equation for each parabola. Each parabola is a translation of the graph of
the parent function y x 2. Portfolio 9, 16
Group 7
y
a.
10
Review 12–16
d. c.
EXERCISE NOTES
5 Encourage students to describe
b.
their reasoning for each exercise,
even if the exercise does not
x directly ask them to do so. In
–10 –5 5 10
addition to Exercise 16, graphing
calculators would be helpful for
–5 These black sand dunes Exercises 6 and 7 to check
in the Canary Islands, off answers. However, Exercises 6
1a. y x2 2 the coast of Africa, form
parabolic shapes called and 7 can be done relatively
1b. y x2 6 deflation hollows. easily without calculator.
1c. y (x 4)2
1d. y (x 8)2 Exercise 1 [Extra Support] Remind
students to graph their new
equations to verify their work.
Discussing the Lesson [Ask] “Why is the translated vertex (h, k)?”
[The vertex of the graph of y x2 is (0, 0), so
LESSON EXAMPLE a translation horizontally h units and vertically
k units puts the translated vertex at (h, k).]
Whereas the investigation has students translate the
graph of the parent function y x2, this example SUPPORT EXAMPLES
asks students to relate two parabolas, neither of
which is the parent quadratic function. Students 1. The parabola y x2 is shifted to have a vertex
may notice that both graphs actually require a of (2, 4). What is an equation of this new
reflection of the graph of y x2 across a horizontal parabola? y (x 2)2 4
line. The example does not require students to write
a function for either graph.
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2a. y x2 5 2. Each parabola described is congruent to the graph of y x2. Write an equation for
each parabola and sketch its graph.
y
5
a. The parabola is translated b. The parabola is translated
vertically 5 units. a vertically 3 units.
c. The parabola is translated d. The parabola is translated
x
–5 5 horizontally 3 units. a horizontally 4 units.
–5 3. If f(x) x 2, then the graph of each equation below is a parabola. Describe the
location of the parabola relative to the graph of f (x) x 2.
2b. y x2 3 a. y f (x) 3 translated vertically 3 units b. y f (x) 4 translated vertically 4 units
y
c. y f(x 2) translated horizontally 2 units d. y f (x 4) a translated horizontally 4 units
5 4. Describe what happens to the graph of y x 2 in the following situations.
a. x is replaced with (x 3). translated horizontally b. x is replaced with (x 3). translated horizontally
x 3 units 3 units
–5 5 c. y is replaced with (y 2). d. y is replaced with (y 2).
translated vertically 2 units translated vertically 2 units
–5
5. Solve.
a. x 2 4 x 2 or x 2 b. x 2 3 19 a c. (x 2)2 25
2c. y (x 3)2 x 4 or x 4 x 7 or x 3
y 6a. y (x 2)2
5 Reason and Apply 6b. y (x 2)2 5
6c. y (x 6)2
6. Write an equation for each parabola at right. 6d. y (x 6)2 2 y
x
–5 5
10
TEACHER’S EDITION
7. The red parabola below is the image of the graph of y x 2

–5 after a horizontal translation of 5 units and a vertical d. 5
translation of 3 units. a.
2d. y (x 4)2 c.
y x
y –10 –5 5 10
5 y x2 b.
5 –5
x
–5 5
x
–5 –2 5 c
b
7c. (6, 2), (4, 2), (7, 1), (3, 1).
Exercise 3 You might ask students If (x, y) are the coordinates of
to first solve this problem with- –5 any point on the black parabola,
then the coordinates of the
out graphing and then graph to
a. Write an equation for the red parabola. y (x 5)2 3 corresponding point on the red
check their answers. parabola are (x 5, y 3).
b. Where is the vertex of the red parabola? (5, 3)
y
Exercise 5 You can use this exer- c. What are the coordinates of the other four points if they are 1 or
cise to review solving quadratic 2 horizontal units from the vertex? How are the coordinates of each 5
equations by isolating x2 and point on the black parabola related to the coordinates of the y f(x)
then taking the square root of corresponding point on the red parabola? a
both sides. You may want to d. What is the length of blue segment b? Of green segment c? a x
Segment b has length 1 unit, and segment c has length 4 units. –5 5
remind students that nonnegative 8. Given the graph of y f(x) at right, draw a graph of each of these
numbers have two square roots, related functions.
indicated with the notation , a. y f(x 2) b. y f(x 1) 3
–5
and that the radical symbol alone

denotes only the positive square
root. Students might find the
mistakenly believe that certain parabolas are 8a. y 8b. y
method of solving by “undoing
“smaller” than others. Emphasize the fact that the 5 5
the order of operations,” from
parabolas are indeed congruent and that the win-
the Chapter 4 Refreshing Your
dow limits the full view. x x
Skills, effective for these exercises. 5 –5 5
The intersection of the graphs Exercise 7d This exercise uses the fact that pairs
of y x2 and y 4 gives the of corresponding points are the same distance –5 –5
solution of x2 4. apart. [Ask] “What is the equation of the line of

symmetry?”
Exercises 6, 7 [Extra Support] Due
to the restrictions of the graphs’ Exercise 8 You might use the Exercise 8
windows, students might transparency as you discuss this problem.
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9. APPLICATION This table of values compares the number of teams 9b. The points appear to be
in a pee wee teeball league and the number of games required for part of a parabola.
each team to play every other team twice (once at home and once
away from home).
Number of teams (x) 1 2 3 ...

Number of games (y) 0 2 6 ...
a. Continue the table out to 10 teams.

b. Plot each point and describe the graph produced.
c. Write an explicit function for this graph. y (x 0.5)2 0.25
d. Use your function to find how many games are required if there
are 30 teams. 870 games
Exercise 10 As needed, remind
students to first isolate the quan-
10. Solve. 10a. x 9 or x 1 tity in parentheses. [Ask] “What
a. 3 (x 5)2 19 a b. (x 3)2 49 x 4 or x 10 real-world situation might one
__
c. 5 (x___ 1)2 22 d. 15 (x 6)2 7 x 6 8 of these equations represent?”
1 27 Students may use the “undoing
11. This histogram shows the students’ scores on a recent quiz in 8
Ms. Noah’s class. Describe what the histogram will look like if
the order of operations” tech-
Number of students
Ms. Noah 6 nique suggested for Exercise 5.
11a. The graph will be translated
a. adds five points to everyone’s score. horizontally 5 points (one bin). Exercise 11 To help students con-
4
b. subtracts ten points from everyone’s score. nect this exercise with the lesson,
The graph will be translated horizontally 10 points (two bins). 2 you might suggest that students
TEACHER’S EDITION
visualize a parabola that follows
Review 0 50 60 70 80 90 100 the trend of the histogram. Just
Scores as lines and parabolas can be
3.1 12. Match each recursive formula with the equation of the line that translated, so can sets of data.
contains the sequence of points, n, un, generated by the formula. [Ask] “How does this affect the
a. u0 8 A. y 3x 11 mean and median of the data set?
un u(n1) 3 where n
1 B B. y 3x 8 How does it affect the range and
b. u1 3 C. y 11 8x IQR?” [it simply shifts them by
un u(n1) 8 where n
2 C D. y 8x 3 the amount they were translated;
3.6 13. APPLICATION You need to rent a car for one day. Mertz Rental charges $32 per day their relationships remain the
plus $0.10 per mile. Saver Rental charges $24 per day plus $0.18 per mile. Luxury same]
Rental charges $51 per day with unlimited mileage.
a. Write a cost equation for each
rental agency. 13b.
b. Graph the three equations on the C
same axes.
c. Describe which rental agency is the 51
Luxury
cheapest alternative under various Mertz
circumstances. 32
13a. Let m represent the miles driven, 24 Saver
and let C represent the cost of the
one-day rental. Mertz: C 32 0.1m; m
Saver: C 24 0.18m; Luxury: C 51. 100 150 190
13c. If you plan to drive less than 100 mi, then rent Saver. At exactly 100 mi, Mertz and Saver are the
same. If you plan to drive between 100 mi and 190 mi, then rent Mertz. At exactly 190 mi, Mertz and
Luxury are the same. If you plan to drive more than 190 mi, then rent Luxury.
Exercise 9 Because the number of teams and the 9a.

number of games must be integers, the graph of
Number of
this function is a collection of points. Its trend can teams (x)
4 5 6 7 8 9 10
be seen, and predictions made, by drawing a curve
through those points. Number of
12 20 30 42 56 72 90
games (y)
Students can use differences to find the explicit
formula; ask whether it makes sense. For each
additional team, you will add double the previous
number of teams to represent the new team’s
playing each of the existing teams twice.
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Exercise 14 From B to C and 4.1 14. A car drives at a constant speed along the road
pictured at right from point A to point X. Sketch a C E
from C to E, the graph is actually D
graph showing the straight line distance between the
hyperbolic, but students may not
car and point X as it travels along the road. Mark
be aware of this subtlety. points A, B, C, D, E, and X on your graph. a
A
C E
Distance
D
Exercise 15 [Alert] Despite the B
labels on the axes, students may A B X
X
consider the graph as a view
Time
from above the walker’s path. y
4.1 15. The distance between a walker and a stationary observer is
15a. Possible answer: the walker shown at right. 8
Distance (m)
stayed 3.8 m from the sensor a. Describe the actions of the walker. 6
for 1.2 s and then walked at a b. What does the equation 3.8 0.84(x 1.2) 2 mean
4
constant 0.84 m/s toward the in the context of the graph? When is the walker 2 m from the observer?
2
sensor. c. Solve the equation from 15b and interpret your solution.
After about 3.34 s, the walker is 2 m from the observer. x
Exercise 16 Students could use 4.3 16. Use a graphing calculator to investigate the form y ax b of a linear 0 2 4 6 8
function. Time (s)
geometry software for this inves-
tigation. They could create two a. On the same coordinate plane, graph the lines y 0.5x 4, y x 4,
sliders, a and b, and use those y 2x 4, y 5x 4, y 3x 4, and y 0.25x 4. Describe the 16a. The slopes vary,
but the y-intercept is
graphs of the family of lines y ax 4 as a takes on different values. always 4.
sliders to manipulate the equa-
tion y ax b. [ELL] Use this b. On the same coordinate plane, graph the lines y 2x 7, y 2x 2,
TEACHER’S EDITION
y 2x, y 2x 3, and y 2x 8. Describe the graphs of the family of lines

mini-investigation to reinforce y 2x b as b takes on different values. The graphs move up or down, but they all have slope 2.
the effect of varying the values
of a and b. It will be beneficial
for students to graph an entire
family of lines and then create a
verbal description of the results.
IMPROVING YOUR REASONING SKILLS
EXTENSION The Dipper
Students could create sliders in The group of stars known as the Big
Fathom or on the TI-Nspire to Dipper, which is part of the constellation
translate y x2 or other functions. Ursa Major, contains stars at various
distances from Earth. Imagine translating
the Big Dipper to a new position. Would
all of the stars need to be moved the same
distance? Why or why not?
Now imagine rotating the Big Dipper
around the Earth. Do all the stars need
to be moved the same distance? Why or
why not?
IMPROVING REASONING SKILLS

For the constellation to appear the same from rotation. The stars would move along arcs of
Earth, the stars that are farther away would great circles on concentric spheres with Earth
move a greater distance. If the constellation as the center. The stars farther from Earth
were translated, all the stars would move the would move along arcs with a greater radius
same distance, and it would look different to and therefore greater length. All the arcs,
us. The constellation would look the same to however, would have the same degree measure.
us if it were rotated with Earth as the center of
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LE S S O N
LE S S O N
4.5
Reflections and the
Square Root Family 4.5
The graph of the square root function, y __x, is another parent function that OBJECTIVES
you can use to illustrate transformations.
__ From the graphs
__ below, what are the
Call it a clan, call it a network, domain and range
__ of f(x) x? If you graph y x on your calculator, __you can
Define reflection
call it a tribe, call it a family. show that 3 is approximately 1.732.___ What is the approximate value of 8 ? How
would you use the graph to find 31 ? What happens when you try to find f (x) for

Define the parent_square root
Whatever you call it, whoever
values of x 0? function, y x
you are, you need one.
y

Define the square root symbol
JANE HOWARD
5
and function as the positive root

Compare f (x), f(x), f (x),
x and f (x)
–10 –5 5 10
Apply the square root function in
–5 context

Apply reflections to functions in general

Symbolically
____solve the equation
a x b c for x
Investigation
Define and create piecewise functions
Take a Moment to Reflect
TEACHER’S EDITION
In this investigation you first will work with linear functions to discover how to OUTLINE
create a new transformation—a reflection. Then you will apply reflections to
One day:
quadratic functions and square root functions.
Step 1 Graph f1(x) 0.5x 2 on your calculator.
a. Predict what the graph of f1(x) will 5 min Discuss Investigation
look like. Then check your prediction 5 min Example
by graphing f2(x) f1(x).
15 min Exercises
b. Change f1 to f1(x) 2x 4, and
repeat the instructions in Step 1a.
MATERIALS
c. Change f1 to f1(x) x 2 1 and repeat.
Step 1d y f (x) is a
reflection of y f (x) across d. In general, how are the graphs of
the x-axis. y f (x) and y f (x) related?
Calculator Notes 4D, 4E, 4H
Step 2 Graph f1(x) 0.5x 2 on your calculator. Sketchpad demonstration Square
a. Predict what the graph of f1(x) will Roots, optional
look like. Then check your prediction
by graphing f2(x) f1(x). For the exercises:
b. Change f1 to f1(x) 2x 4, and
Exercise 3 (T), optional
repeat the instructions in Step 2a.
Exercise 4 (T), optional
c. Change f1 to f1(x) x 2 1 and repeat.
Explain what happens. ADDITIONAL SUPPORT
d. Change f1 to f1(x) (x 3)2 2 and repeat.
e. In general, how are the graphs of y f(x) and y f(x) related?

y f (x) is a reflection of y f(x) across the y-axis.
Lesson 4.5 Condensed Lessons
(in English or Spanish)
Use a mirror to discuss Most students recognize vertical reflections Piecewise functions open some TEACHING
the idea of a reflection. over the x-axis more frequently than they very interesting avenues of THE LESSON
Draw a diagram of a do horizontal reflections over the y-axis. Be exploration for students. Students
person and their reflec- sure to emphasize the difference between can now write equations for some This lesson discusses reflections
tion and link it to the y f (x) and y f (x); some students will of the very unusual graphs that
(across the axes) and the square
graph of a function and assume that these are equivalent by using a have been used earlier in this
root function.
its reflection using a table misinterpretation of the distributive property chapter. Explore graphing piecewise
of values. Define radical. in function notation. Also, see the ELL note functions using Calculator Note 4E.
to the left. See page 889 for graphs of
Steps 1a–c and 2a–d.
LESSON 4.5 Reflections and the Square Root Family 213
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__
Teaching the Lesson Step 3 Graph f1(x) x on your calculator.
__ (continued)
The value of 8 is approxi- a. Predict what the graphs of f2 f1(x) and f3 f1(x) will look like. Use
___
mately 2.828. To find 31 on the your calculator to verify your predictions. Write equations for both of these
TI-Nspire, choose Point On from functions in terms of x.
the Points & Lines menu. Select the b. Predict what the graph of f4 f1(x) will look like. Use your calculator
to verify your prediction.
graph, use the NavPad to point at
the segment and press click to set c. Notice that the graph of the square root function looks like half of a parabola,
oriented horizontally. Why isn’t it an entire parabola? What function would
the point on the graph. Students you graph to complete the bottom half of the parabola? An entire horizontal
__
can then grab and drag the point parabola wouldn’t be the graph
__ of a function. y x has
until x 31 and y 5.568; you a range of y 0. y x would complete the bottom
half of the parabola.
can’t trace to x-values less than 0
because they aren’t in the domain. Reflections over the x- or y-axis are summarized below.
ONGOING ASSESSMENT Reflection of a Function

Assess students’ understanding A reflection is a transformation that flips a graph across a line, creating a
of both numerical and graphical mirror image.
representations of functions. The Given the graph of y f(x),
investigation is an extension of
the graph of y f(x) is a horizontal reflection across the y-axis, and
a common geometry activity; the graph of y f (x), or y f(x), is a vertical reflection across the
watch to see whether students x-axis.
make that link.
TEACHER’S EDITION
Because the graph of the square root function looks like half a parabola, it’s easy to
Guiding the Investigation see the effects of reflections. The square root family has many real-world applications,
such as dating prehistoric artifacts, as discussed in the Science Connection below.
This is a deepening skills The next example shows how you can build a piecewise function by choosing
investigation. particular domains for functions you have previously studied.
Most students can complete this
investigation and be prepared Science
to work on the exercises with
little or no help from you. For
Obsidian, a natural volcanic glass, was a popular
assistance in setting up a good material for tools and weapons in prehistoric times
window, see Calculator Note 4D. because it makes a very sharp edge. In 1960, scientists
Irving Friedman and Robert L. Smith discovered that
obsidian absorbs moisture at a slow, predictable rate
and that measuring the thickness of the layer of
Whole Class Elicit student predic- moisture with a high-power microscope helps
tions for Step 1a. Have students determine its age. Therefore, obsidian hydration dating
can be used on obsidian artifacts, just as carbon dating
complete Steps 1bc on calcu- can be used on organic remains. The age of prehistoric
lators. Discuss generalizations. artifacts is__
predicted by a square root function similar These flaked obsidian arrowheads—once
Repeat for Steps 2 and 3. to d 5t , where t is time in thousands of years and used for cutting, carving, and hunting—
d is the thickness of the layer of moisture in microns were made by Native Americans near
Shortened Skip Steps 1b, 2d, (millionths of a meter). Jackson Lake, Wyoming, more than
8500 years ago.
and 3c.
One Step Ask students__ to graph __
___y x, y x,
the equations
and y x and to write
down as many observations
about the graphs as they can. FACILITATING STUDENT WORK take the square root of a negative. Take time to
During the discussion, ask about Step 1 Calculator Note 4H shows how to use f1 in explain that x is the opposite of x, so if x itself
the domains and ranges of these the equation of f2. As needed, encourage students is negative, then they will actually be taking the
functions and why inserting a to do this instead of entering the first equation square root of its opposite, which is a positive.
negative sign reflects the graph with the negative sign distributed, possibly forget-
in various ways. ting to negate the second term. If students are ASSESSING PROGRESS
neglecting to graph equations, suggest that they Check how well students are developing a mental
reread the instructions carefully. framework that allows them to see the original
function and its properties within the transformed
Step 3 Students might struggle
__ with the idea of
functions.
See page 890 for answers to fl (x) when f l(x) x thinking they need to
Steps 3a and 3b.
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EXAMPLE A piecewise function is a function that consists of two or more ordinary the__range of the function f (x)
y
functions defined on different domains. x ?” As students look at the

3
2x 3 x 0 graph, they may conjecture that
a. Graph f (x) __
x 0x 4 x
the range omits some positive
b. Find an equation for the piecewise function
–5 4 numbers, because the graph
pictured at right. –3 appears to approach a limit. [Big
Idea] Challenging students to find
Solution a. The graph of the first part is a line with
y this limit can get them to explore
intercept 0 and slope 2. It is defined for large values of x and to see that
2
x-values between 3 and 0, so sketch the f(x) 2x they can get as large a value of
line but keep only the segment from (3, 6) –4 –2 2 4 6
x y as they want. You might ask
to (0, 0). –2 them what x-value will result
–4 in a y-value of 1000. 10002, or
1,000,000
–6
[Extension] Ask students how
they might change a function’s
The second part of the function is a square y
root function. This part is defined for
equation to reflect its graph
0 x 4. Graph the function over this 2
across the line y x. You need
domain. [ See Calculator Note 4E to learn about not answer this question now; it
x
graphing piecewise equations on your calculator. ] –4 –2 2 4 6 foreshadows the exploration on
This completes the graph of f (x). –2
page 220.
TEACHER’S EDITION
–4
–6

b. The graph has two pieces. The left piece Domain –4 x 0 y
appears to be a transformation of the __ LESSON EXAMPLE
4
square root parent function f (x) x. As needed, help students realize
The parent function has been reflected
that there are four parts to the
horizontally across the y-axis and x
translated __vertically 1 unit. Starting with –6 –4 –2 2 4 solution, two for each of the two
f (x) x , a horizontal reflection of the functions. [Extra Support] If the
___
function is y f (x), or y x. To –4 concept of piecewise functions
translate this function vertically 1 unit, confuses some students, relate
replace y with___y 1. This gives the equation y 1 f (x), or the idea to breaking a graph into
y 1 x . The domain for this piece of the function is segments in order to tell a story,
4 x 0.
as was done in Lesson 4.1.
The right piece is a parabola that has been reflected vertically over the Explain that students will now
x-axis, and translated horizontally 1 unit and vertically 2 units. Applying go beyond telling a story to
these transformations to the parent function g(x) x2 gives the equation
actually finding a mathematical
y 2 g(x 1), or y (x 1)2 2. The domain is 0 x 3.
Combining the two pieces, you can represent the piecewise function as equation that models the entire

___ graph.
1 x 4 x 0
y
(x 1)2 2 0x 3 SUPPORT EXAMPLES
Notice that even though the two pieces meet at x 0, you include 0 in
only one domain piece. It doesn’t matter which piece, but it should not be 1. Write an equation
__ for the
included in both. function y x that has been
reflected across the y-axis___
and
translated up 3. y x 3
DISCUSSING THE INVESTIGATION [Critical Question] “How can you remember which
__ 2. Describe what happens
[Language] __Mention that in the notation x, the variable to replace to make a reflection?” [Big Idea] to the graph y f (x) when
symbol is called a radical and the variable x is When we replace x with x, values horizontally it is transformed into
called the radicand. Help students__ become familiar opposite now act the way the original x-values did; y f (x) 2. [reflected
with both terms. For example, 3 can be read as so the reflection is horizontal, across the y-axis. across x-axis, reflected over
“radical three.” Students may refer to this as “root 3.” Similarly, when y is replaced, values vertically y-axis, translated up 2]
[Critical Question] “Why does the example use the plus opposite now act as the original y-values did so the
or minus sign in front of the radical? If the radical reflection is across the x-axis.
indicates the square root and there are two of them, As students present their ideas about Step 3c of
isn’t the plus or minus sign redundant?” [No; the the investigation, ask [Critical Question] “What is
radical refers only to the positive square root.]
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You’ve seen in previous lessons that you can transform complicated graphs without
Closing the Lesson knowing their equations. However, writing the equations of piecewise graphs can
give you practice working with transformations of the families of graphs you are
The major points of this lesson studying in this chapter, as well as more practice working with domain and range.
are that the graph of y f(x)
is a reflection of the graph of
f(x) across the x-axis and that the
graph of y f(x) is a reflection
of the same graph across the
EXERCISES __ _____
You will need
1a. y x 3 1c. y x 5 2 A graphing calculator
y-axis. The lesson also introduces Practice Your Skills _____
1b. y x 5
_____
1d. y x 3 1 for Exercises 7 and 13.
the__square root function, f(x) _____
1e. y x 1 4 y
x, whose domain and range are 1. Each graph at right is a transformation
__ of the graph
the nonnegative real numbers. of the parent function y x. Write an equation for 6
each graph. a
[Closing Question] “What equation __ c.
a.
2. Describe what happens to the graph of y x in the
represents a reflection
__ of the b. d.
following situations.
graph y ___x across both___axes?” 2a. translated horizontally 3 units x
a. x is replaced with (x 3). a –8 –6 –4 –2 2 4 6 8
[ y x or y x ] b. x is replaced with (x 3). translated horizontally 3 units
–2
“What equation represents a –4
c. y is replaced with (y 2). a translated vertically 2 units e.
reflection of the graph of y x
d. y is replaced with (y 2). translated vertically 2 units
across both axes?” [ y x ]
3. Each graph at right is a transformation of the piecewise function f (x). y
ASSIGNING EXERCISES Match each equation to a graph. 5
TEACHER’S EDITION
a. y f (x) iii ii. i.

Suggested Assignments: b. y f (x) i
Standard 1, 2, 4, 5, 6, 9, 11, c. y f (x) ii x
–5 5
12, 15
iii.
Enriched 3–8, 10, 11, 14 y f (x)
–5
Types of Exercises:
Basic 1–5 4. Given the graph of y f(x) below, draw a graph of each of these related functions.
y
Essential 4, 5, 6, 11
4
Portfolio 13 y f (x)
Group 13, 14
x
–4 4
Review 14–19
y
EXERCISE NOTES –4
c. 6
The exercises include practice
with all the parent functions and a. y f(x) a b. y f (x) c. y f (x) d. 4
transformations learned to this 2

5. Each curve at right is a transformation of the graph of
point. In addition to Exercises x
the parent function y x . Write an equation for –8 –6 2 4 6 8
7 and 13, graphing calculators each curve. a –2
would be helpful for Exercises 1, e. a.
–4
2, 4, 6, 9, 11, 12, 15, and 16
to check answers, but these –6
b.
exercises can be done relatively
easily without a calculator.
___
Exercise 2 As needed, suggest that segments. Students could use tracing paper to trace 4c. 5d. y x
students graph the equations. the function y f (x) and perform the reflection in y ________
5e. y (x 2) 3,
one step. 5
_______
Exercises 3, 4 You might use the or y x 2 3
transparencies for Exercises 3 and 4a. 4b. x
y y –5 5
4 as you discuss the exercises.
5 5 y f(x)
[Extra Support] If students are having –5
difficulty reflecting the entire graph y f(x)
x x __
at once, encourage them to reflect –5 5 –5 5 5a. y x
each of the four marked points y f(x) __
5b. y x 3
separately before reconnecting the –5 –5 _____
5c. y x 6 5
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Reason and Apply
__ _____
6. Consider the parent function f (x) x. 6a. possible answers: (4, 2), (3, 1), and (0, 0) 6c. y x 2 3
a. Name three pairs of integer coordinates that are on the graph of y f(x 4) 2.
b. Write y f (x 4) 2 using a radical, or square root symbol, and graph it.
c. Write y f (x 2) 3 using a radical, and graph it.
y
7. Consider the parabola at right.
a. Graph the parabola on your calculator. What two functions
did you use?
b. Combine both functions from 7a using notation to create x
a single relation. Square both sides
__
of the relation. What is __ __
the resulting equation? y x; y2 x 7a. y x and y x
8a. Neither parabola passes the
8. Refer to the two parabolas at right. vertical line test. y
a. Explain why neither graph represents a function.
ii.
b. Write a single equation for each parabola using notation. a i.
c. Square both sides of each equation in 8b. What is the x
resulting equation of each parabola?
_____
8b. i. y x__ 4 8c. i. y 2 x 4
8b. ii. y x 2 8c. ii. (y 2)2 x
TEACHER’S EDITION
9. As Jake and Arthur travel together from
Detroit to Chicago, each makes a graph
relating time and distance. Jake, who lives
in Detroit and keeps his watch on Detroit
time, graphs his distance from Detroit.
Arthur, who lives in Chicago and keeps his
watch on Chicago time (1 hour earlier than
Detroit), graphs his distance from Chicago.
They both use the time shown on their
watches for their x-axes. The distance
between Detroit and Chicago is 250 miles.
a. Sketch what you think each graph might 9a. possible answer:
look like. y
b. If Jake’s graph is described by the
250
function y f(x), what function describes Distance (mi) Arthur
Jake
y 200
Arthur’s graph? y f(x 1) 250
150
c. If Arthur’s graph is described by the function y g(x), what 100
5
function describes Jake’s graph? y g(x 1) 250 50
b. x
10. Write the equation of each parabola. Each parabola is a x 0 2 4 6 8
transformation of the graph of the parent function y x 2. –5 c. Time (h)
a.
11. Write the equation of a parabola that is congruent to the graph of –5 d. 10a. y x 2
y (x 3)2 4, but translated right 5 units and down 2 units.
y 2 [(x 5) 3]2 4, or y (x 2)2 2 10b. y x 2 2
10c. y (x 6)2
10d. y (x 6)2 3
_____
Exercise 6 [Alert] In 6b and 6c, students may 6b. y x 4 2
enclose the entire right side of the equation
under the
__ radical. Suggest that they graph
f1 x, f2 f1(x 4) 2, and f3 (the
equation they wrote) to see whether the graphs
of f2 and f3 agree.
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Exercise 12 Students need not 12. Let f (x) be defined as the piecewise function graphed at right, and let g(x)
graph piecewise function g(x) to be defined as
complete this exercise, though 3 0 x 2 y
2 0.5(x 2) 2x 4
they should if your standards g(x)
2 (x 4) 4x 6 4
y f (x)
warrant it. If they choose to, 1 6x 7
they may be confused by the Find each value. x
fact that the function is not –4 4
a. f(0) 2 b. x when f(x) 0 2 c. x when f(x) 1 1, 3
continuous. If students aren’t
d. g(1.8) 3 e. g(2) 3 f. g(4) 3
sure how to find g (2), you –4
g. g(6.999) 1
might [Ask] “Which piece of the
function contains 2 as part of its 13. APPLICATION Police measure the lengths of skid marks to determine the initial speed
domain?” [g (x) 3] [ELL] To of a vehicle before the brakes were applied. Many variables, such as the type of road
help students better understand surface and weather conditions, play an important role in determining the speed.
the evaluation of piecewise The formula used to determine the initial speed is S 5.5 D f, where S is the
speed in miles per hour, D is the average length of the skid marks in feet, and f is a
functions, have them sketch the
constant called the “drag factor.” At a particular accident scene, assume it is known
graph first. As students use the that the road surface has a drag factor of 0.7.
graph to find the outputs for the a. Write an equation that will determine the initial
respective inputs, relate this skill speed on this road as a_____
function of the lengths of
to finding where the given input skid marks. S 5.50.7D
falls in the different domains of b. Sketch a graph of this function.
the definition and then using c. If the average length of the skid marks is 60 feet,
the respective rule to verify the estimate the initial speed of the car when the brakes
TEACHER’S EDITION
output. were applied. approximately 36 mi/h

d. Solve your equation from 13a for D. What can you
Exercise 13a [Alert] Students may determine using this equation?
not understand that they’re
e. Graph your equation from 13d. What shape is it? a
being asked simply to substitute
f. If you traveled on this road at a speed of 65 miles
0.7 for f. per hour and suddenly slammed on your brakes,
13b. how long would your skid marks be?
approximately 199.5 ft
S
Review
4.2 14. Identify each relation that is also a function. For
D
each relation that is not a function, explain why not.
S 2 North Dakota 218
0.7 5.5 ; the
1 ___
13d. D ___ a. independent variable: state
dependent variable: area code 701
MINNESOTA
minimum braking distance, 612, 763, 952
b. independent variable: any pair of whole numbers
when the speed is known dependent variable: their greatest common factor 320
function South Dakota 651
13e. c. independent variable: any pair of fractions 605
dependent variable: their common 507
denominator
d. independent variable: the day of the year
dependent variable: the time of sunrise
Possible answer: Function; the sun rises at only one time on each day of a given year.
14a. Not a function; many states have more than

It is a parabola, but the negative one area code.
half is not used because the
distance cannot be negative. 14c. Not a function; there are many common
denominators for any pair of fractions.
Exercise 14 Encourage critical
thinking to establish in students
the tendency to doubt that expre-
ssions are functions. See Lesson 4.2
for review. [Alert] In 14a, students
may not know that a state may
have more than one area code.
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15. Solve for x. Solving square root equations often results in extraneous solutions, or Exercise 15 As needed, remind
answers that don’t work in the original equation, so be sure to check your work. students to isolate the radical
_____ _____
a. 3 x 4 20 a x 293 b. x 7 3 no solution first. In 15b, none of the answers
________
c. 4 (x 2)2 21 x 7 or x 3 d. 5 (x 4) 2 a x 13 work; ask if that means that
the equation has no solutions.
4.4 16. Find the equation of the parabola with vertex (6, 4), a vertical line of symmetry,
[The radical refers to the
and containing the point (5, 5). y (x 6)2 4
nonnegative square root, so it
4.3 17. The graph of the line ᐉ1 is shown at right. y won’t equal 3 for any value
a. Write the equation of the line ᐉ1. y _12_x 5 ᐉ1 of x.] [Extra Support] Have
b. The line ᐉ2 is the image of the line ᐉ1 translated right 8 units. (2, 6) students use a calculator to
Sketch the line ᐉ2 and write its equation in a way that shows (–8, 1) compare their solutions with
the horizontal translation. a the graph of the square root
x
c. The line ᐉ2 also can be thought of as the image of the line ᐉ1 equations. [ELL] Assist students
after a vertical translation. Write the equation of the line ᐉ2 in in discovering the definition
a way that shows the vertical translation. y _12_x 5 4, or y 4 _12_x 5
of an extraneous solution by
d. Show that the equations in 17b and c are equivalent. Both equations are equivalent to y _12_x 1. working through this problem
2.1 18. Consider this data set: with them and linking the equa-
{37, 40, 36, 37, 37, 49, 39, 47, 40, 38, 35, 46, 43, 40, 47, 49, 70, 65, 50, 73} a tion to a graph.
a. Give the five-number summary. 35, 37.5, 41.5, 49, 73 Exercise 16 The vertex identifies
b. Display the data in a box plot. 18b. the value of h and k; the other
35 40 45 50 55 60 65 70 75
c. Find the interquartile range. 11.5 point tells whether the parabola
d. Identify any outliers, based on the interquartile range. 70 and 73 is reflected vertically (it is not).
TEACHER’S EDITION
As needed, suggest that students
3.7 19. Find the intersection of the lines 2x y 23 and 3x y 17. (8, 7)
graph the given points and use
the line of symmetry to find an
additional point.
IMPROVING YOUR GEOMETRY SKILLS EXTENSIONS
y
Lines in Motion Revisited A. Use Take Another Look
Imagine that a line is translated in a direction 6 activity 2 on page 247.
perpendicular to it, creating a parallel line. What 4 B. To extend the investigation,
vertical and horizontal translations would be
equivalent to the translation along the perpendicular 2 play a game of Make My Graph
path? Find the slope of each line pictured. How x with graphs you create. (See
–6 –4 –2 2 4 6 the investigation in Lesson 4.4.)
does the ratio of the translations compare to the
–2
slope of the lines? Find answers both for the Include not only reflections but
specific lines shown and, more generally, for any –4 also translations of the graphs
pair of parallel lines. –6 of square root functions. Add
parabolas and linear equations,
including reflections.
17b. y _1_(x 8) 5
2
y
(2, 6)
(–8, 1) (10, 6)
x
(0, 1)
IMPROVING GEOMETRY SKILLS

In general, any translation of a line has the translation is 3. The ratio _43 is the slope of
same slope as the original, so the translation the perpendicular line, by the definition of
amounts don’t relate to the line’s slope. If slope. The fact that the slope of the original
each point on the line is translated by the line is _34 gives a clue about the general case:
same amounts to a point on the perpendicular If every point on a line is translated along a
to the line at that point, however, then perpendicular line horizontally a units and
there is a relationship. In the example, the vertically b units, then _ab is the slope of the
vertical translation is 4, and the horizontal line.
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E XPLORATION E X P L O R A T I O N
OBJECTIVES Rotation as a Composition

Explore compositions of
transformations of Transformations

Understand rotation as a composition
of two reflections Y ou have learned rules that reflect and translate figures and functions on the
coordinate plane. Is it possible to rotate figures on the coordinate plane using a
keymath.com/DAA
OUTLINE rule? You will explore that question in this activity. When one transformation is
followed by another, the resulting transformation is called a composition of the
One day: two transformations. In this activity you’ll also explore how a composition of
30 min Activity transformations can be equivalent to a single transformation.
15 min Discuss Activity

Activity
MATERIALS Revolution

The Geometer’s Sketchpad Step 1 Draw a figure using geometry software. Your figure should be nonsymmetric so
that you can see the effects of various geometric transformations.
Step 2 Rotate your figure about the y
TEACHER’S EDITION
TEACHING THE origin three times: once by 90°

8
counterclockwise, once by 90° C
EXPLORATION clockwise, and once by 180°. Change
A 6
your original figure to a different color. B 4
This will be a review for students
Step 3 Transform your original figure onto 2
who studied rotations as composi- E D
each of the three images using a
tions of reflections in Discovering composition of only reflections and –8 –6 –4 –2 2 4 6 8
x
Geometry. translations. (You may use other lines –2
of reflection besides the axes.) Keep –4
The Dynamic Algebra Exploration
track of the transformations you use.
at www.keymath.com/DAA can Find at least two different compositions –6
help students visualize the of transformations that map the figure –8
transformations. onto each of the three images.
ONGOING ASSESSMENT 1. The coordinates of the 90° rotations are reversed (x and
You can assess how students y are interchanged), and one of them is negated (depending
2. Possible answer: To rotate Questions on the direction of the rotation); the coordinates of the 180°
have internalized the vocabulary the image from the first to rotation are in the same order but both are negated.
of the transformations they have the third quadrant, use two 1. Describe the effects of each rotation on the coordinates of the figure.
reflections; one negates the
encountered so far. x-coordinate, and the other Give a rule that describes the transformation of the x-coordinates and the
negates the y-coordinate. To y-coordinates for each of the three rotations. Do the rules change if your
rotate the image from the original figure is in a different quadrant?
first to the second or fourth
Guiding the Activity quadrant, reflect across the 2. Choose one of the compositions of transformations you found in Step 3.
line y x (interchanging For each individual transformation you performed, explain the effect on the
the coordinates), then reflect
Step 3 To check the results of across one axis (negating one x- and y-coordinates. Show how the composition of these transformations
transformations, students can coordinate). confirms the rule you found by answering Question 1.
select corresponding vertices of
the original and the rotated images
and choose Coordinates from the DIFFERENTIATING INSTRUCTION
Measure menu. Challenge students
to find one set of transformations
that involves only rotations. Pairing students with a partner Introduce the exploration by Challenge students to generalize
while working with The Geometer’s modeling the activity on the the possible compositions of
QUESTION NOTES Sketchpad often helps them make overhead using transparencies. translations and reflections for
better sense of the instructions. Step 3.
Question 2 [Ask] “What reflection
negates the x-coordinate?” [reflec-
tion across the y-axis] “What
reflection exchanges coordinates?”
[reflection across the line y x]
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LE S S O N
LE S S O N
4.6
Dilations and the
Absolute-Value Family 4.6
Hao and Dayita ride the subway to school each day. They live on the same OBJECTIVES
east-west subway route. Hao lives 7.4 miles west of the school, and Dayita lives
A mind that is stretched by a 5.2 miles east of the school. This information is shown on the number line below.
Define absolute value and its notation
new experience can never go and use it to model distance
H (Hao) S (School) D (Dayita)
back to its old dimensions. West East
Define the parent absolute-value
OLIVER WENDELL HOLMES 7.4 mi 0 5.2 mi function, y x, and the absolute-
yk h
The distance between two points is always positive. However, if you calculate value family, ___
b
| x___
a |
Hao’s distance from school, or HS, by subtracting his starting position from his
Calculate horizontal and vertical scale
ending position, you get a negative value: factors from points on the image of
7.4 0 7.4 a graph
In order to make the distance positive, you use the absolute-value function, which
Apply horizontal and vertical dilations
gives the magnitude of a number, or its distance from zero on a number line. For to functions in general
example, the absolute value of 3 is 3, or 3 3. For Hao’s distance from
school, you use the absolute-value function to calculate OUTLINE
HS 7.4 0 7.4 7.4 Two days:
What is the distance from D to H? What is the distance from H to D? 12.6; 12.6 First day:
TEACHER’S EDITION
In this lesson you will explore transformations y 30 min Examples
of the graph of the parent function y x . 8 15 min Exercises
[ See Calculator Note 4F to learn how to graph the
absolute-value function. ] You will write and use 4 Second day:
yk h
equations in the form ____ b
| x____
a |. What 25 min Investigation
x
you have learned about translating and reflecting –8 –4 4 8
other graphs will apply to these functions as well. –4
You will also learn about transformations called 15 min Exercises
dilations that stretch and shrink a graph. –8
MATERIALS
You may have learned about dilations of geometric figures in an earlier course.
Now you will apply dilations to functions.

string

small weights
stopwatches, or watches with second
hand
If you dilate a figure by the If you dilate by different vertical and
same scale factor both horizontal scale factors, then the
metersticks or tape measures
vertically and horizontally, image and the original figure will
graph paper, optional
then the image and the not be similar.
original figure will be similar
Find My Equation (W) for One Step
and perhaps congruent.
Sketchpad demonstration Absolute
Value, optional
Calculator Note 4F, 4G
For the exercises:

Fathom demonstration Science Fair,
DIFFERENTIATING INSTRUCTION optional
There is a lot of new vocabulary in this section. Students should use Have students experiment with ADDITIONAL SUPPORT
Make connections between the social and mathe- graphing calculators taking the absolute value of some
matical definitions of the terms transformations, to substitute many of the functions they have already
rigid, stretch, and shrink. Use examples and different values for a worked with and discussing __their
non-examples to help students understand the and b in order to readily qualities: Why does y | x | not English or Spanish)
difference between rigid and nonrigid trans- recognize the effect of the change? Why do y x2 3 and
formations, and differentiate the term scale factor horizontal and vertical y x2 3 differ?
from other common definitions of the word scale. dilations on the graph.
LESSON 4.6 Dilations and the Absolute-Value Family 221
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TEACHING EXAMPLE A Graph the function y x with each of these functions. How does the graph
of each function compare to the original graph?
THE LESSON y
a. __ x
2
This is the third lesson in the b. y | _x_ |
sequence discussing transfor- 3
y
mations. Here the book focuses c. __ | _x_ |
2 3
on dilations, with examples
primarily from absolute-value
and square root functions. Much
Solution In the graph of each function, the vertex remains at the origin. Notice, however,
how the points (1, 1) and (2, 2) on the parent function are mapped to a
of the lesson may be review new location.
for students who have used y y y
– x
Discovering Algebra. a. Replacing y with _2 pairs each x-value with 2
twice the corresponding y-value in the yx

y (–2, 4)
You could turn Example B parent function. The graph of _2 x is a 5
into an investigation by having vertical stretch, or a vertical dilation, of
students collect their own data the graph of y x by a factor of 2. (1, 2)
(–2, 2) (1, 1)
using a motion sensor and –5 5
x
a ball. You would follow the
procedure for data collection in
the Lesson 1.2 investigation. b. Replacing x with _3x multiplies the y
x-coordinates by a factor of 3. The graph
Use the term dilation rather yx
of y | _3x | is a horizontal stretch, or a
TEACHER’S EDITION
than stretch or shrink whenever horizontal dilation, of the graph of 5

possible. It’s clearer, for example,
to say “a vertical dilation by
y x by a factor of 3.
(–6, 2)
(–2, 2)
(1, 1)
(3, 1)

x
y –3
a factor of _12 ” than “a vertical x

stretch by a factor of _12 ,” which –5 5
actually is a shrink.
y
c. The combination of replacing y with _2 y
ONGOING ASSESSMENT
and replacing x with _3x results in a
Assess students’ familiarity yx
vertical dilation by a factor of 2 and a
with the absolute-value and
square root functions and
horizontal dilation by a factor of 3. 5
(–2, 2) (1, 1)
y x
– –
2 3
see how well they understand (–6, 4)
(3, 2)
the transformations from the x
–5 5
chapter so far.
Translations and reflections are rigid transformations—they produce an image

Discussing the Lesson that is congruent to the original figure. Vertical and horizontal dilations are
nonrigid transformations—the image is not congruent to the original figure
The absolute-value function (unless you use a factor of 1 or 1).
models distance. Distances Using what you know about translations, reflections, and dilations, you can fit
between the homes on page 221: functions to data by locating only a few key points. For quadratic, square root, and
DH 5.2 (7.4) 12.6 absolute-value functions, first locate the vertex of the graph. Then use any other
12.6 and HD 7.4 5.2 point to find the factors by which to dilate the image horizontally and/or vertically.
12.6 12.6
[Context] The French mathema-
tician Augustin-Louis Cauchy
['ko៮-she៮] (1789–1857) first horizontal dilation, because y 2x is the same reflections of the quadratic family of equations in
x
as y 2x or y __
described the absolute-value
function in the 1820s. In 1841,
| |
_1_
2
. Similarly, the horizontal a real-world context. Students might appreciate
seeing a more gradual solution. Graph the
dilation of part b is a vertical dilation, and the translation, f1(x) (x 0.86)2 0.6. Graph
the German mathematician
combination of part c is equivalent to either a the reflection across the vertical line y 0.6,
Karl Weierstrass (1815–1897)
introduced the absolute-value vertical dilation y _23 x or a horizontal dilation f2(x) (x 0.86)2 0.6. Pick a data point, such
symbol used today. y | _23 x |. as (1.14, 0.18). Because this point is 1.14 0.86,
or 0.28, unit to the right of the vertex, if the graph
LESSON EXAMPLE B were simply a translation of the graph of y x 2,
LESSON EXAMPLE A
This example is an important illustration of then the y-coordinate would be 0.282, or 0.078,
The vertical dilation in part a
a composition of translations, dilations, and unit lower than the vertex. But 0.18 is 0.42 unit
can also be thought of as a
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EXAMPLE B These data are from one bounce of a ball. Find an equation that fits the data from the vertex horizontally
over this domain. and 0.05 0.60, or 0.55, from
the vertex vertically, so the new
Time (s) Height (m) Time (s) Height (m) y 0.6 0.86 2
0.55 0.32 .
x______
x y x y equation is _____
0.54 0.05 0.90 0.59 This equation is equivalent to
0.58 0.18 0.94 0.57
y 5.37(x 0.86)2 0.6,
very close to the equation in the
0.62 0.29 0.98 0.52
example, which can be rewrit-
0.66 0.39 1.02 0.46 ten as y 5.36 (x 0.86)2
0.70 0.46 1.06 0.39 0.6.] Students might see that the
0.74 0.52 1.10 0.29 equations are close because
0.42
____ 0.55
0.78 0.57 1.14 0.18
0.282
______
(0.32)2
. In general, for
b
0.82 0.59 1.18 0.05 a parabola, __
a2
is constant (where
0.86 0.60 b and a are the vertical and hori-
zontal scale factors, respectively).
Solution The graph appears to be a parabola. [Ask] “How would you generalize
However, the parent function y x 2 has this for any function?” In general,
been reflected, translated, and dilated. a vertical dilation of y f (x)
Start by determining the translations. The y
by a factor of b gives _b f(x).
vertex has been translated from (0, 0) to
A horizontal dilation of that
(0.86, 0.60). This is enough information
function by a factor of a gives
TEACHER’S EDITION
for you to write the equation in the form
_y ___
f(x)
y (x h)2 k, or y (x 0.86)2 b a
. A horizontal translation
0.60. If you think of replacing x with of h and a vertical translation of
(x 0.86) and replacing y with (y 0.60), (y k) f(x h)
k gives _____ ______ . [Critical
you could also write the equivalent equation, y 0.6 (x 0.86)2. b a
Question] “Why do you divide
The graph still needs to be reflected and dilated. Select one other data point to rather than multiply a variable
determine the horizontal and vertical scale factors. You can use any point, but
you will get a better fit if you choose one that is not too close to the vertex. For
by the scale factor to change an
example, you can choose the data point (1.14, 0.18). equation?” [Big Idea] When a
y y variable is divided by a constant,
the divided value plays the same
3 1.0
role in the equation that the
f (x) = x2 2 0.8
original variable did. So if, for
Distance (m)
(0.86, 0.60)
1 0.6 example, x is divided by 3, values
1
x 0.4 0.42 of x that are 3 times as large
–2 –1 1 2
0.2
(1.14, 0.18) will now have the same effect
0.28 on the equation that the original
x
0 0.4 0.6 0.8 1.0 1.2 values of x had. Wonder aloud
Time (s) whether lines not through the
Assume this data point is the image of the point (1, 1) in the parent parabola origin also can be thought of
y x 2. In the graph of y x 2, (1, 1) is 1 unit away from the vertex (0, 0) both as transformations of the parent
horizontally and vertically. The data point we chose in this graph, (1.14, 0.18), is line, y x. A vertical translation
1.14 0.86, or 0.28, unit away from the x-coordinate of the vertex, and of the same line by an amount a
0.18 0.60, or 0.42, unit away from the y-coordinate of the vertex. gives the familiar equation y
a bx, so every nonvertical line is
a dilation followed by a translation
of the parent line, y x.
lower than the vertex, so the graph is dilated their equation to the original by looking at either
0.42
vertically by a factor of ____
0.282
, or approximately 5.36. a graph or a table of values. Students can use
Indeed, a graph of f3(x) 5.36(x 0.86)2 0.6 the program to practice problems similar to
passes very close to all data points, and the equa- Example B. You can access this calculator note and
tion is equivalent to the solution given in the book. the program at www.keymath.com/DA.
Students can use Calculator Note 4G to transform In discussing Example B, [Ask] “How can the book
many functions on the calculator. Discovering assume that the data point (1.14, 0.18) is the image
Algebra Calculator Note 8D presents a calculator of (1, 1)? What if some other point on the new
program, PARAB, that gives the graph of a curve is the image of (1, 1)? For example, what if
parabola and challenges students to write its we assume that data point (0.54, 0.05) is the image
equation. The program allows students to compare of (1, 1)?” [This data point is 0.54 0.86, or 0.32,
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So the horizontal scale factor is 0.28, and the vertical scale factor is 0.42. The
Guiding the Investigation negative vertical scale factor also produces a vertical reflection.
This is a deepening skills Combine these scale factors with the translations to get the final equation
investigation. It is also an y 0.6 0.86 2 0.86 2 0.6
activity investigation. You can
_______
0.42
x_______
0.28 or y 0.42x_______
0.28
use the sample data if you do not This model, graphed at right, fits the data
wish to conduct the investigation nicely.
as an activity.

Whole Class Have three students
collect data for the whole class.
Students can then do Step 2 and
discuss Step 3. Have students
do Step 4 and discuss Step 5 as The same procedure works with the other functions you have studied so far. As
a class. you continue to add new functions to your mathematical knowledge, you will find
that what you have learned about function transformations continues to apply.
Shortened Use the sample data.
One Step Hand out the Find My [ You can explore vertical and horizontal dilations of absolute-value graphs, parabolas, and cubic graphs using
keymath.com/DAA the Dynamic Algebra Exploration at www.keymath.com/DAA .]
Equation worksheet (or display
the graphs on an overhead
calculator) and ask students to
TEACHER’S EDITION
find at least two equations for

each mystery graph. As needed,
Investigation
remind them of the meaning The Pendulum
of the absolute-value function. You will need Italian mathematician and astronomer
As groups finish their work, ● string Galileo Galilei (1564–1642) made many
ask them to create (on graph ● a small weight contributions to our understanding of
paper) mystery graphs involving ● a stopwatch or a watch gravity, the physics of falling objects, and
transformations of the graph with a second hand the orbits of the planets. One of his famous
experiments involved the periodic motion
of the square root function and of a pendulum. In this investigation you
to exchange them with each will carry out the same experiment and
other as challenges. During the find a function to model the data.
discussion, formalize the rules for
dilations and review the rules for This fresco, painted in 1841, shows Galileo at
translations and reflections. The age 17, contemplating the motion of a swinging
equations for the graphs on the lamp in the Cathedral of Pisa. A swinging lamp is
an example of a pendulum.
worksheet:
a. y _12 x
b. y 2x
c. y _14 (x 1)2
d. y 3(x 1)2
e. y 2f (x 2)
f. y _12 f (x 1)
__
FACILITATING STUDENT WORK Students may wonder whether the measure of 980 cm/s2, so they’ll get about 0.2L. If they
2
the arc of the swing or the amount of weight will measure in inches,
__ g is about 384 in./s , so they’ll
Give students a string at least
affect the period. (Encourage students to test these get about 0.32L.
2 m long. Encourage students to
parameters if there is time. As long as the horizon-
use a variety of string lengths, For some simple functions, assuming that one
tal displacement of the weight is small compared
including several very short point is the image of another can determine
to the length of the pendulum, the angle measure
lengths and at least one very the two dilation factors for the function. Using
does not affect the period.)
long length. If they don’t cut a different pair of points gives the same graph
their string, they can collect Theoretically, the period of a pendulum
__ swinging and equivalent equations. For more complicated
more data later.
without resistance is given by 2 _Lg_ , where L
is the length and g is the gravitational constant.
functions and relations, students must check at
least two points.
If students measure in centimeters, g is about
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Step 1 Follow the Procedure Note to find the period of likely to have less measurement
your pendulum. Repeat the experiment for several error. A parabola that fits the
different string lengths and complete a table of
1. Tie a weight at one end of first few points well would
values. Use a variety of short, medium, and long a length of string to make a
string lengths. probably be quite far from the
pendulum. Firmly hold the
other end of the string, or tie
points farther from the vertex.
Step 2 Graph the data using length
as the independent variable. it to something, so that the
weight hangs freely.
What is the shape of the graph?
What do you suppose is the
2. Measure the length of the SUPPORT EXAMPLES
10° pendulum, from the center
parent function? of the weight to the point 1. Describe what happens to
Step 3 The vertex is at the origin, (0, 0). where the string is held. the graph of y f (x) when it is
Why do you suppose it is there? 3. Pull the weight to one side transformed into 3y = f _x2.
and release it so that it swings
Step 4 Have each member of your group choose a back and forth in a short arc, [vertical dilation (shrink) by a
different data point and use that data point to about 10° to 20°. Time ten factor of _13 , horizontal dilation
find the horizontal and vertical dilations. Apply complete swings (forward and (stretch) by a factor of 2]
these transformations to find an equation to fit back is one swing).
the data. 4. The period of your pendulum 2. Write an equation for the
is the time for one complete function that results from
Step 5 Compare the collection of equations from your swing (forward and back). Find
group. Which points are the best to use to fit the period by dividing by 10.
translating y x 3 units left
the curve? Why do these points work better and vertically dilating by a factor
than others? of 2. [ y 2x 3 ]
Closing the Lesson
TEACHER’S EDITION
In the exercises you will use techniques you discovered in this lesson. Remember
y
that replacing y with _b dilates a graph by a factor of b vertically. Replacing x with _ax Dilations are nonrigid
dilates a graph by a factor of a horizontally. When graphing a function, you should transformations that expand
do dilations before translations to avoid moving the vertex. When finding the or shrink graphs horizontally
equation for a graph, the process is reversed, so you estimate translations first and and/or vertically. In an equation,
dilations second, as show in Example B. dividing x by a positive number
a produces an equation of a
Dilation of a Function horizontal dilation by factor a,
and dividing y by positive
A dilation is a transformation that expands or compresses a graph either
horizontally or vertically. number b results in an equation
of a vertical dilation by factor b.
Given the graph of y f (x), the graph of
The dilation is a stretch if the
y
__ f (x) or y bf(x) divisor is more than 1; it is a
b
shrink if it’s less than 1. If a or b
is a vertical dilation by a factor of b. When b 1, it is a stretch; when
is negative, the graph is reflected
0 b 1, it is a shrink. When b 0, a reflection across the x-axis
also occurs. across an axis as well as dilated.
[Closing Question] “Why does
Given the graph of y f(x), the graph of
dividing x or y by a number
y f _ax_ less than 1 result in a shrink?”
[Smaller values of x or y will
is a horizontal dilation by a factor of a. When a 1, it is a stretch; when
describe the same points on the
0 a 1, it is a shrink. When a 0, a reflection across the y-axis
also occurs. graph as larger values did in the
original equation.]
ASSESSING PROGRESS DISCUSSING THE INVESTIGATION

Watch to see how flexible students are at transform- To the extent possible, choose students for pre-
ing the various functions they are working with. senting who obtained different results, especially
See whether students are able to explain the differ- if they measured in different units. Then have the
ence between horizontal and vertical dilations. In class look for explanations for the differences.
a later course, students may see different notation,
Step 3 The vertex is at the origin because a
so urge them to look beyond the symbols and to
pendulum of length 0 cm would have no period.
think about the effect of the dilation on the func-
tion as a whole. Step 5 Points farther from the vertex work best.
These points represent the longer lengths. They See page 890 for answers to
are best for fitting a parabola because they are Steps 1, 2, and 4.
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ASSIGNING EXERCISES EXERCISES You will need
Suggested Assignments: A graphing calculator
Standard 1, 2, 3, 5, 7, 9, 14
Practice Your Skills for Exercises 5, 6, 12,
and 14.
Enriched 1, 2, 4, 6–11 1. Each graph is a transformation of the graph of one of the parent functions
you’ve studied. Write an equation for each graph.
Types of Exercises:
y y y
Basic 1–3
Essential 1, 2, 7, 9 a.
5 c. 5 e. 5
Portfolio 12 d. f.
b.
x x x
Group 4, 12 –5 5 –5 5 –5 5
Review 13–14 –5 –5 –5
EXERCISE NOTES a
If you take two days for this y y y

lesson, consider assigning the
n.
essential exercises and a review 5 5 5
exercise the first day and the l. j. m.
g.
h.
other exercises the second day. x
–5 5
x x
p.
k.
Exercise 1 Students can use their i.
–5 –5 –5
graphing calculators to verify
TEACHER’S EDITION
a
that their equations are correct.
2a. horizontal dilation by a factor of 3 2b. reflection across the y-axis 2c. horizontal dilation by a
Exercise 2 Students need not factor of _13
graph these to describe the 2. Describe what happens to the graph of y f (x) in these situations.
transformations. [ELL] Give a. x is replaced with _x_. b. x is replaced with x. c. x is replaced with 3x.
3
students plenty of time to use y
d. y is replaced with __. e. y is replaced with y. f. y is replaced with 2y.
their new mathematical vocab- 2
vertical dilation by a factor of 2 reflection across the x-axis vertical dilation by a factor of _12
ulary and to discuss their results
3. Solve each equation for y. _____
to this problem. y 3 y5 1 y7 x6
Exercise 3 [Extra Support] If
a. _____ (x 5)2
2
b. _____ x_____
2 3 | | c. _____
2 _____
_____
3
y 2(x 5)2 3 1 5 x6
students are intimidated by y 2 x_____
|
3 | y 2
_____
3
7
solving equations for y that
have absolute-value and square
Reason and Apply 4. For b
0, the graphs of y bx and y bx are equivalent. For b 0,
the graph of y bx is a reflection of y bx across the x-axis.
root symbols, remind them to 4. Choose a few different values for b. What can you conclude about
y
treat these symbols the same y b x and y bx ? Are they the same function?
way they treat the parentheses yx4
5. The graph at right shows how to solve the equation x 4 3 5
in the quadratic equations. The y3
graphically. The equations y x 4 and y 3 are graphed on
absolute-value and square root the same coordinate axes. 5a. 1 and 7; x 1 and x 7 x
symbols act as grouping symbols a. What is the x-coordinate of each point of intersection? What –5 5
in the equations. x-values are solutions of the equation x 4 3?
–5
Exercise 3b Students might state b. Solve the equation x 3 5 algebraically. Verify your
solution with a graph.
the answer as two separate
equations, y 2 x 17
______
3 and
2x 13
y ______
3 .
Exercise 4 As needed, point out Students can experiment with the parent parabola, 5b. x 8 and x 2
that these are vertical stretches the parent square root function, and the parent
and horizontal shrinks by the line. In these three situations, _y x2 is not the
y __ b
_
same as___y (bx) , b x is not equivalent to
same factor (if b 1). [Ask] “Are 2
y
there other functions for which a y bx , but _b x is the same as y bx.
vertical stretch by a factor yields
the same graph as a horizontal Exercise 5a [Ask] “Why are there two solutions?”
shrink by the same factor?” One explanation refers to the graph; another cites
the arithmetic; a third gives the two numbers that
are 3 units to either side of 4 on the number line.
See page 890 for answers to
1a–p.
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6. APPLICATION You can use a single radio receiver to find the Exercise 9 Functions like these
distance to a transmitter by measuring the strength of the signal. can also be written so that one
Suppose these approximate distances are measured with a receiver
of the dilation factors is equal
while you drive along a straight road. Find a model that fits the
data. Where do you think the transmitter might be located? a to 1; this makes the equation
look less complicated. If b 1,
Miles traveled 0 4 8 12 16 20 24 28 32 36 then when you solve for y, you
Distance from find y k a f (x h). After
transmitter (miles) 18.4 14.4 10.5 6.6 2.5 1.8 6.0 9.9 13.8 17.6 finding h and k, you can find the
value of a by replacing x and y
7. Assume that the parabola y x 2 is translated so that its vertex is (5, 4). with some point from the data
a. If the parabola is dilated vertically by a factor of 2, what are the coordinates and solving for a.
of the point on the parabola 1 unit to the right of the vertex? a (6, 2)
b. If the parabola is dilated horizontally instead, by a factor of 3, what are the coordinates 9d. b y 11 3 8,
y3
of the points on the parabola 1 unit above the vertex? a (2, 3) and (8, 3) a x 11 7 4, _____
8
x7 2
c. If the parabola is dilated vertically by a factor of 2 and horizontally by a factor of 3,
name two points on the new parabola that are symmetric with respect to the vertex. _____
4
(2, 2) and (8, 2)
8. Given the parent function y x 2, describe the transformations represented by the 10a. y
y2 x7 2
3 4 . Sketch a graph of the transformed parabola.
function ____ ____
9. A curve with parent function f (x) x2 has vertex (7, 3) and passes through the
5
point (11, 11).
a. What are the values of h and k in the equation of the curve? h 7, k 3
x
b. Substitute the values for h and k from 9a into y k a f(x h). Substitute
TEACHER’S EDITION
–5 5
the coordinates of the other point into the equation as values for x and y. 11 3 a(11 7)2
c. Solve for a and write the complete equation of the curve. Confirm that the graph 10b. y
passes through both points. 11 3 ___

a ________ 8 0.5 5
yk h 2 (11 7)2 16
d. Write the equation in the form ____ b
x____
a by considering the horizontal and
vertical dilations separately, as in Example B. x
–5 5
e. Use algebra to show that your answers from 9c and d are equivalent.
(x 7)2 (x 7)2
8
9e. y 3 8 ______ , y 3 8 ______, y 3 __ (x 7)2, –5
10. Sketch a graph of each of these equations. y 3 0.5(x 47)2; the equations16are equivalent.16
2
y2 y1 2 y 2
a. _____ (x 1)2
3 2
2
b. _____ x_____
3 x 1
c. _____ _____
2 3 | | 10c. y
5
11. Given the graph of y f (x), draw graphs of these related functions.
y x
–5 5
5
y y –5
y f(x) 5
5
x Exercise 11 [Advanced] If your
–5 5
x –5 5
x standards require piecewise
–5 5 10
functions, you might have stu-
–5 –5 –5 dents write an equation for f (x).
[assuming the third piece is
y x3 y1 parabolic, y 2x 1 where
b. y f _____
2
a. ___ f(x) c. ______ f (x 1) a
2 _1_ 3 x 1; y x 2 where
2
1 x 2; y 2(x 3)2 2
where 2 x 3]
11a. y
Exercise 6 [Alert] Students may say that the trans- 8. The parabola is dilated vertically by a factor x
of 3, dilated horizontally by a factor of 4, and –5 5
mitter is 1.8 mi off the road 20 mi from the starting
point. As needed, encourage them to graph the data translated horizontally 7 units and vertically
in order to find the parent function and to write an 2 units.
equation for the transformation. y
–10
6. ŷ x 18.4. The transmitter is located on
the road approximately 18.4 mi from where you 5
started.
x
–5
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Exercise 12 [Language] S is the 12. APPLICATION A chemistry class gathered these data on the conductivity of a base
solution as acid is added to it. Graph the data and use transformations to find a
abbreviation for microsiemens.
model to fit the data.
A siemens is equal to 1 ampere
per volt (amp/V). [Context] The Acid volume (mL) Conductivity ( ␮S/cm3) Acid volume (mL) Conductivity ( ␮S/cm3)
conductivity of the solution is x y x y
directly related to the concen- 0 4152.95 5 1212.47
tration of ions, independent 1 3140.97 6 2358.11
of their charge. As the acid is
2 2100.34 7 3417.83
added, the concentration of ions
3 1126.55 8 4429.81
decreases as water molecules
are formed, until the solution is 4 162.299
neutral; it then increases as the
solution becomes more acidic.
Rank Rating Rank Rating
(These data are from Connecting
Mathematics with Science:
Review 1 94 11 84
Experiments for Precalculus.) 2.2 13. A panel of judges rate 20 science fair exhibits as shown. 2 92 12 83
12. The judges decide that the top rating should be 100, so 3 92 13 83
they add 6 points to each rating.
4 92 14 81
a. What are the mean and the standard deviation of the
_ 5 90 15 79
ratings before adding 6 points? a x 83.75, s 7.45
b. What are the mean and the standard deviation of the 6 89 16 79
_
ratings after adding 6 points? x 89.75, s 7.45 7 89 17 77
TEACHER’S EDITION
c. What do you notice about the change in the mean? 8 88 18 73

In the standard deviation?
9 86 19 71
3.4 14. APPLICATION This table shows the percentage of 10 85 20 68
possible equation: households with computers in the United States in
y 1050 x 4 162 various years.
Exercise 13 If students don’t recall Year 1995 1996 1997 1998 1999 2000
how the mean and standard devi- Households (%) 31.7 35.5 39.2 42.6 48.2 53.0
ation are affected by translations, (www.census.gov)
they might experiment with these a. Make a scatter plot of these data.
data in Fathom. Or use the
b. Find the median-median line. y 4.25x 8447.675
Science Fair demonstration.
c. Compare your model’s prediction for 2003 with
13c. By adding 6 points to each the actual census value of 61.8%.
rating, the mean increases by 6, d. Is a linear model for this situation good for
but the standard deviation re- long-term predictions? Explain your reasoning.
mains the same.
In 1946, inventors J. Presper Eckert and J. W. Mauchly created
Exercise 14 Students might do the first general-purpose electronic calculator, named ENIAC
(Electronic Numerical Integrator and Computer). The calculator
research to compare their filled a large room and required a team of engineers and
predictions for later years with maintenance technicians to operate it.
the actual percentages. 14d. Sample answer: A linear model cannot work to predict results for years in the distant future
because the percentage cannot increase beyond 100%. There always will be some households
14a. y without computers, so the long-run percentage will be less than 100%.
55
Households (%)
50
45
40
35 EXTENSIONS C. Students might collect their own ball-bounce
30
A. Use Take Another Look activity 1 or 3 on data and repeat Example B.
x
0 1996 1998 2000 pages 247 and 248.
Year
B. Have students use a digital camera to take
14c. The model predicts 65.1%, a picture of an object whose shape resembles a
so it overestimates by 3.3%. parabola or the graph of an absolute-value function.
Then have them import it into The Geometer’s
Sketchpad, overlay a coordinate grid, and use
transformations to plot a function that models
the data.
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LE S S O N
LE S S O N
4.7
Transformations and
the Circle Family 4.7
In this lesson you will investigate OBJECTIVES
transformations of a relation that is not a
Many times the best way, in function. A unit circle is centered at the Define unit circle and derive the
fact the only way, to learn is origin with a radius of 1 unit. Suppose P is equation x2 y2 1
through mistakes. A fear of any point on a unit circle with center at
the origin. Draw the slope triangle for the

Express a circle equation as two
making mistakes can bring radius between the origin and point P. semicircle functions
individuals to a standstill, to
y
Define ellipse as “a vertical and/or
a dead center. horizontal dilation of a circle”
GEORGE BROWN P(x, y)
1

Transform a circle to get an ellipse
y

Apply transformations to relations
x
(0, 0) x (x, 0) and to a new function expressed in
terms of f (x)
This photo shows circular housing Summarize transformations—
developments in Denmark.
translations, reflections, rotations,
You can derive the equation of a unit circle from this diagram by using the and dilations
Pythagorean Theorem. The legs of the right triangle have lengths x and y and the
TEACHER’S EDITION
length of the hypotenuse is 1 unit, so its equation is x 2 y 2 1. This is true for all OUTLINE
points P on the unit circle. One day:
1 x 1 and __ 1 What are the domain and the range of this relation? If a value, such as 0.5, is substituted 10 min Example A
3
y 1; y ___ 2 0.866; for x, what are the output values of y? Why is the circle relation not a function?
it is not a function because 15 min Investigation
there are two y-values for In order to draw the graph of a circle on your calculator, you need to solve
most x-values. 2
the equation x y 1 for y.______
2 When you do this, you get two equations, 10 min Discuss Investigation
______
y 1 x2 and y 1 x 2 . Each of these is a function. You have to 5 min Example B
graph both of them to get the complete circle.
5 min Exercises
Equation of a Unit Circle MATERIALS
The equation of a unit circle is
______
x 2 y 2 1 or, solved for y, y 1 x2

When Is a Circle Not a Circle? (W)
You can apply what you have learned about transformations of functions to find

Sketchpad demonstration Circles and
the equations of transformations of the unit circle. Ellipses, optional
y For the exercises:
EXAMPLE A Find the equation for each graph. a. 4
Calculator Note 4I, optional
b.
ADDITIONAL SUPPORT
x
–8 –4 4
–4
English or Spanish)

ELL Extra Support Advanced TEACHING
By this point, all the transformations Students may need extra practice Urge students to determine THE LESSON
have been covered. This is a good solving a standard circle or elliptical how to transform an equation,
time to create a graphic organizer, equation for y. Students might want whether it is in general form or This lesson extends to circles the
complete with verbal, algebraic, to enter their equations into their any other form. notions of translation and dila-
and graphical components of the calculators to verify the location and
tion. If students have not worked
definition of each transformation. shape of their graphs.
with equations of circles before,
you may want to spend two days
on this lesson. Chapter 8 contains
LESSON 4.7 Transformations and the Circle Family 229
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Teaching the Lesson (continued) Solution a. Circle a is a translation of the unit circle horizontally 6 units and vertically
a more complete treatment of 2 units. Replace x with (x 6) and y with ( y 2) to get the equation (x 6)2
conic sections. ( y 2)2 1. To check this result on your calculator, solve for y and graph:
( y 2)2 1 (x 6)2
___________
ONGOING ASSESSMENT y 2 1 (x 6)2
___________
Assess students’ understanding y 2 1 (x 6)2
of domain and range in a new ___________
context and monitor the depth You must enter two functions, y 2 1 (x 6)2 and
___________
y 2 1 (x 6)2 into your calculator.
of students’ knowledge of trans-
formations as a whole. Monitor b. Circle b is a dilation of the unit circle horizontally and vertically by the same
y y 2
student facility with solving the scale factor of 3. Replacing x and y with _3x and _3 , you find _3x2 _3 1. This
x 2 y2
equation of a circle for y. can also be written as __ __
9 + 9 1 or x + y 9.
2 2
You can transform a circle to get an ellipse. An ellipse is a circle where different
Discussing the Lesson horizontal and vertical scale factors have been used.
If students are using the standard EXAMPLE B What is the equation of this ellipse? y
window on their calculators, [Ask] 5
“Why doesn’t the graph look like
a circle?” Students can choose
Zoom-Square from the Window x
5
menu to get a circular graph here.
TEACHER’S EDITION
LESSON EXAMPLE A
Wonder aloud what the equation Solution The original unit circle has been translated and dilated. The new center is at
would look like if the circle were (3, 1). In a unit circle, every radius measures 1 unit. In this ellipse, a horizontal
both dilated and translated. If segment from the center to the ellipse measures 4 units, so the horizontal scale
it’s dilated first, its equation factor is 4. Likewise, a vertical segment from the center to the ellipse measures
y 2 3 units, so the vertical scale factor is 3. The equation changes like this:
becomes _x32 _3 1. The
translation then makes its x2 y2 1 Original unit circle.
y2 2
3 3 1,
x6 2 x 2
equation ____ ____
__ y 2 1
4
Dilate horizontally by a factor of 4.
because the translation is (Replace x with _x4 .)
y 2
represented by replacing the x __ 1
2
_4_ 3
Dilate vertically by a factor of 3.
y
variables themselves. If the circle (Replace y with _3 .)
y1 2
is translated first, however, its
equation becomes (x 6)2
x3
_____
4
2

_____ 1
3 Translate to new center at (3, 1).
(Replace x with x 3, and replace y
(y 2)2 1, and the dilation with y 1.)
turns the equation into To enter this equation into your calculator
y 2
_3 62 _3 2 1. In this
x to check your answer, you need to solve
for y. It takes two equations to graph this
case, the variables themselves are
on your calculator. By graphing both of
replaced. these equations, you can draw the complete
ellipse and verify your answer.
LESSON EXAMPLE B ___________
x3
1 _____
2
4
[Extra Support] Students need y13
to be careful with parentheses
when inputting these equations,
and careful with their algebra
when solving for y. They should They should start by looking at how the parent not reversible and that this does not follow the logic
check both calculator and paper function, f(x), has been modified. In function of the order of operations. If you first replace x with
x2
graphs, then problem-solve if form, this equation would look like g(x) f ____ 3 . x 2 and then replace x with _x3 , you get g(x)
there are discrepancies. x
_
First, x has been replaced by 3 , representing a f _x3 2. [Big Idea] When a graph is transformed,
horizontal dilation by a factor of 3. Next, x has each variable in the graph’s equation is replaced
Point out that there is a specific
been replaced by x 2, meaning a horizontal with a variable and a constant representing that
order for any given set of trans-
shift 2 units to the left. In this situation, f(x) was aspect of the transformation.
formations. Suppose students
dilated horizontally by a factor of 3 and then
are asked to describe the two
transformations that changed shifted horizontally 2 units; each new y-value is Guiding the Investigation
x2 2 the result of multiplying an x-value by 3 and then
f(x) x2 into g(x) ____
3 . subtracting 2. Note that the order of substitution is This is a deepening skills investigation.
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Investigation diameter of the circle is the shor-
test distance across the ellipse.
When Is a Circle Not a Circle? The centers are the same.]
You will need If you look at a circle, like the top
rim of a cup, from an angle, you
[Alert] Students may forget to
● the worksheet When Is
a Circle Not a Circle? don’t see a circle; you see an ellipse. consider both square roots.
Choose one of the ellipses from the
worksheet. Use your ruler carefully ASSESSING PROGRESS
to place axes on the ellipse, and scale Observe the extent to which stu-
your axes in centimeters. Be sure to
place the axes so that the longest
dents understand that a transfor-
dimension is parallel to one of the mation is represented by a change
axes. Find the equation to model to individual variables in the
your ellipse. Graph your equation on equation. Also gauge how well
your calculator and verify that it students are extending to circles
creates an ellipse with the same and ellipses the transformations
dimensions as on the worksheet.
they studied in previous lessons.
DISCUSSING THE INVESTIGATION

The tops of these circular oil storage tanks
look elliptical when viewed at an angle.
As students present, ask whether
they were surprised to find that
the images of the circular tanks
Equations for transformations of relations such as circles and ellipses are were not circles. Our brains are
TEACHER’S EDITION
sometimes easier to work with in the general form before you solve them for y, very accustomed to receiving
but you need to solve for y to enter the equations into your calculator. elliptical images and interpreting
______ If you start
with a function such as the top half of the unit circle, f (x) 1 x 2 , you can them as circles.
transform it in the same way you transformed any other function, but it may be a
[Critical Question] “What do the
little messier to deal with.
values of a and b represent in
______ the equation of an ellipse?”
EXAMPLE C If f (x) 1 x 2 , find g(x) 2f(3(x 2)) 1. Sketch a graph of this [Big Idea] The value of a is the
new function.
amount the unit circle has been
dilated horizontally, because x
Solution In g(x) 2f (3(x 2)) 1, note that f(x) is the parent function, x has been is divided by a. The value of b
replaced with 3(x 2), and f (3(x 2)) is then multiplied by 2 and 1 is added. is the amount the unit circle has
You can rewrite the function g as
____________ been dilated vertically, because y
_____________
x2

2
g(x) 21 [3(x 2)]2 1 or g(x) 2 1 ______ 1 is divided by b.
_1_
3 [Ask] “What are intercepts of the
This indicates that the graph of y f (x), a semicircle, has been y ellipse given by the equation
__ __
dilated horizontally by a factor of _13 , dilated vertically by a y 2
x2
__
3 p
__
q
1?”p , q
factor of 2, then translated right 2 units and up 1 unit.
The transformed semicircle is graphed at right. What are the To avoid square roots, we often
x x2 y2
coordinates of the right endpoint of the graph? Describe how 3 write the equation as __
a2
__
b2
1
the original semicircle’s right endpoint of (1, 0) was mapped to
this new location. 2_13 , 1. Multiply the x-coordinate by _13 and add 2.
so that intercepts are at a
Multiply the y-coordinate by 2 and add 1. and b.

MODIFYING THE INVESTIGATION that the axes are oriented so that the dilation is
Whole Class Use the transparency master to draw the horizontal or vertical. Ask students to graph the LESSON EXAMPLE C
ellipse and axes for the class. Challenge students equation on their calculators. As students work, be The coordinates of the right
to create the same ellipse on their own calculator, prepared to refer them back to Lesson 4.6 to see endpoint of the transformed
then discuss. how dilations affect the graphs of the equations semicircle are now 2_13 , 1.
of other figures. Remind them as needed how to To describe how the original
Shortened There is no shortened version of this graph half a unit circle on a calculator. endpoint was mapped to the
investigation. new location, track the images of
One Step Hand out the When Is a Circle Not a FACILITATING STUDENT WORK (0, 1) and (1, 0) under the various
Circle? worksheet. Ask students to pick one ellipse As needed, [Ask] “How does the ellipse compare transformations, considering
on the worksheet and find its equation, assuming with the circle from which it’s transformed?” [The horizontal and vertical dilations
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Lesson Example C (continued) You have now learned to translate, reflect, and dilate functions and other relations.
These transformations are the same for all equations.
first. [Alert] Students may think
_________
x2

that g(x) 2 1 ____
_1
3
indicates a horizontal shift (to
Transformations of Functions and Other Relations
Translations
get x 2) before a horizontal The graph of y k f(x h) translates the graph of y f (x)
dilation by factor _13. Emphasize horizontally h units and vertically k units.
that a transformation is represen- or
ted by a replacement of variables Replacing x with (x h) translates the graph horizontally h units.
in the equation. In this case, x is Replacing y with (y k) translates the graph vertically k units.
first divided by _31, and then 2 is
subtracted. Reflections
The graph of y f (x) is a reflection of the graph of y f (x) across the
Start with: (0, 1) (1, 0) y-axis. The graph of y f (x) is a reflection of the graph of y f(x)
across the x-axis.
Dilate horizontally
or
by a factor of _13 : (0, 1) _13 , 0
Replacing x with x reflects the graph across the y-axis. Replacing y
Dilate vertically with y reflects the graph across the x-axis.
by a factor of 2: (0, 2) _13 , 0
Dilations
Translate horizontally y
The graph of _b f _ax is a dilation of the graph of y f(x) by a vertical
2 units: (2, 2) 2_13 , 0
scale factor of b and by a horizontal scale factor of a.
Translate vertically or
(2, 3) 2_13 , 1
TEACHER’S EDITION
1 unit: Replacing x with _ax dilates the graph by a horizontal scale factor of a.
y
Replacing y with _b dilates the graph by a vertical scale factor of b.
SUPPORT EXAMPLE
Describe the transformation
______
of the graph of y 1 x2
needed________
to produce the graph of EXERCISES You will need
y 1 (2x)2 4. [dilated Practice Your Skills for Exercises 9–11, 14,
horizontally by a factor of _12 , and 15.
translated vertically 4 units] 1. Each equation represents a single transformation. Copy and complete
this table.
Closing the Lesson Transformation Amount

(translation, reflection, or
Equation dilation) Direction scale factor
Any dilation of a circle is an
ellipse (unless you dilate both y 3 x2 Translation Vertical 3
axes the same amount). To get
y x Reflection Across x-axis N/A a
an ellipse whose center is not __
_x_
at the origin, you can dilate the y
4 Dilation Horizontal 4
unit circle and then translate y
___ x2 Dilation Vertical 0.4 a
the image. The equation of an 0.4
x2 y2
ellipse is __
a2
__
b2
1. You might y x 2 Translation Horizontal 2
also summarize the relationships ___
y x Reflection Across y-axis N/A
between transformed graphs and
equations given on this page.
Emphasize that the thinking
ASSIGNING EXERCISES EXERCISE NOTES
required to analyze transfor-
mations represented by an Suggested Assignments: The exercises focus on the semicircle function but
equation may be backward also include all the transformations and parent
Standard 1, 2, 3, 4a–c, 5, 6, 8, 12
from that required to analyze functions introduced in the chapter. The review
Enriched 4–10, 13, 14
the order of operations on a exercises are quite lengthy; choose carefully which
variable. [Closing Question] “Is a Types of Exercises: ones to assign.
circle an ellipse?” [Yes and no; Basic 1–5
Exercise 1 As needed, encourage students to verify
to get an ellipse, the horizontal Essential 4, 5, 6, 8
their ideas by graphing on their calculators.
and vertical dilation factors must Portfolio 9
differ. If they don’t differ, it is Group 9
still a circle.] Review 11–16
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______
2. The equation y 1 x 2 is the equation of the top half of the unit circle with checklist as they attempt to
center (0, 0) shown on the left. What is the equation of the top half of an ellipse
______ determine what types of trans-
shown on the right? y 21 x2 formations have taken place:
y y Has there been a translation?
3 3 A dilation? A reflection? Then
lead them through making
x x the corresponding algebraic
–3 3 –3 3
adjustments to the original
–3 –3 function.
______ y1 ______
3. Use f(x) 1 x 2 to graph each of the transformations below. 4c. _____ 1 x2 ,
2 ______
a. g(x) f (x) b. h(x) 2f(x) c. j(x) 3 2f(x) a or y 21 x2 1
______
4. Each curve is a transformation of the graph of y 1 Write______
an equation for ______ x 2. y 1 ___________
y ______ ______
each curve. 4a. __ 1 x2 , or y 31 x2
y
4b. ___ 1 x2 , or y 0.51 x2 4d. _____ 1 (x 3)2 ,
3 0.5 2 ___________
a. y b. c.
y y
or y 21 (x 3)2 1
___________
y 3
1 x_____
2 2,

3
2
3 3
4e. _____
5 ___________
(0, 0.5)
x
x

2
or y 5 1
2
–3 3 –3 3
x
–3 3
x _____2 3
–3 –3 –3
y 2 ___________
4f. _____ 1 (x 3)2 , or
TEACHER’S EDITION
d. a e. a f. 4 ___________
y y y
y 41 (x 3)2 2
3 3 3 ___________
5b. y 1 (x 3)2 , or
x x x (x 3)2 y2 1
–2 2 4 3 –2
y
–3 –3 –3
5
______
5. Write an equation and______
draw a graph for each transformation of the unit circle. 5a. y 1 x2 2,
x
Use the form y 1 x 2. or x2 y 22 1 –5 5
a. Replace y with y 2. b. Replace x with (x 3). y
y –5
c. Replace y with __. a d. Replace x with _x_. 5
2 2 ______
5c. y 21 x2 , or
x y2
–5 5
x2 __ 1
2
Reason and Apply –5
5
y
6. To create the ellipse at right, the x-coordinate of each point on a unit y

circle has been multiplied by a factor of 3. x
3 –5 5
_x_ 2
a. Write the equation of this ellipse. 3 y 1
2
_x_
b. What expression did you substitute for x in the parent equation? a 3 –3 3
x –5
c. If y f (x) is the function for the top half of a unit circle, then what is _______
the function for the top half of this ellipse, y g(x), in terms of f ? a 5d. y 1 _x_ , or
–3

2
g(x) f _x_ 2
3 x2
__ y2 1
4
y
Exercise 3 If students graph the transformations on 3c. y 5
paper, suggest that they use two or four squares for 5
each unit. x
–5 5
x
3a. y 3b. y –5 5
5 5 –5
–5
x x
–5 5 –5 5 Exercise 4 [Extra Support] This exercise provides
a good way to assess students’ ability to state a
–5 –5
transformation algebraically from a given graph.
Have students create and proceed through a
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7. Given the unit circle at right, write the equation that generates each y
Exercise 7 Equivalent forms of the
y 2 transformation. Use the form x 2 y 2 1.

answers include x2 __1
2
y 2
a. Each y-value is half the original y-value. x2 ___
0.5
=1
3
1 for 7a, _x_1 2 y2 1 for 7b, x 2 y2 1

b. Each x-value is half the original x-value. 0.5
___ x
2 –3 3
y 2 c. Each y-value is half the original y-value, and each x-value is twice the

and _x22 __1 1 for 7c.
2
original x-value. _x2_ (2y)2 1
2 –3
Exercise 9 This exercise may _________ _________

x 2 x 2
0.5 and y 31 0.5
8. Consider the ellipse at right. a 8a. y 3 1 ___ ___ y
take a lot of time. Students
might benefit from sketching a. Write two functions that you could use to graph this ellipse. 3
their solutions on graph paper b. Use to write one equation that combines the two equations in 8a. (0.5, 0)
x
before graphing them on their c. Write another equation for the ellipse by squaring both sides of the –3 3
calculators. The instructions say equation in 8b.
_________
[ ] or ____
2 2 y
x 2 x x __ 1 –3 (0, –3)
1 0.5
2
8c. y2 9 1 ___
0.5
8b. y 3 ___
to imagine drawing a rectangle, 0.25 9
but if students want to draw it
on their calculators, you can 9. Mini-Investigation Follow these steps to explore a relationship between linear,
refer them to Calculator Note 4I. quadratic, square root, absolute-value, and semicircle functions. Use graphing
windows of an appropriate size.
9a. a. Graph these equations simultaneously on your calculator. The first four functions
intersect in the same two points. What are the coordinates of these points? a
______
__
yx y x2 y x y x y 1 x 2
b. Imagine using the intersection points that you found in 9a to draw a rectangle
that just encloses the quarter-circle that is on the right half of the fifth function.
TEACHER’S EDITION
How do the coordinates of the points relate to the dimensions of the rectangle?
c. Solve these equations for y and graph them simultaneously on your calculator.
Where do the first four functions intersect?
__ ________
y y y y y
_x_ _x_
4
_x_ _x_
1 4
_x_ 2
__ __ 2 __ __ __
(0, 0) and (1, 1) |4|
2 4 2 4 2 2 2
9b. The rectangle has width 1 d. Imagine using the intersection points that you found in 9c to draw a rectangle
and height 1. The width is the that just encloses the right half of the fifth function. How do the coordinates of
difference in x-coordinates, and the points relate to the dimensions of the rectangle? The rectangle has width 4 and height 2.
The width is the difference in x-coordinates, and the height is the difference in y-coordinates.
the height is the difference in
10. Consider the parent function y _1x graphed at right. This function is
y-coordinates. not defined for x 0. When the graph is translated, the center at (0, 0) is
4 1
f (x) x
translated as well, so you can describe any translation of the figure by 2
9c. (1, 1)
describing how the center is transformed.
–4 2 4
The parent function passes through the point (1, 1). You can describe
any dilations of the function by describing how point (1, 1) is –4
transformed. Use what you have learned about transformations to sketch
each graph, then check your work with your graphing calculator.
1
a. y _____ b. y 1 _____1
x3 x4
1 y2
c. y ___ d. _____ _1x_
3x 4
(0, 0) and (4, 2)
Exercise 10c–d Students might legiti-
mately think of these functions
as either vertical or horizontal
dilations of the parent function.
The graphs will be the same. 10a. 10b. 10c. 10d.
y y y y
4 3 4
2 (4, 1) (–3, 0)
x

_1 , 1
3
x –9 –6 –3 1 x 4
–2 4 6 8 –5 5
–2 –3
–4 –4 x
–10 –5 5 10
(1, –2)
–4
–8
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Science
Satellites are used to aid in navigation, communication, research,

and military reconnaissance. The job the satellite is meant to do
will determine the type of orbit it is placed in.
A satellite in a geosynchronous orbit revolves west to east above
the diameter at the same speed Earth rotates, one revolution
every 24 hours. To maintain this velocity, the satellite must have
an altitude of about 22,000 miles. In order to stay above the same
point on Earth, so that a satellite dish antenna can stay focused
on it, the orbit of the satellite must be circular.
Another useful orbit is a north-south elliptical orbit that takes
12 hours to circle the planet. Satellites in these elliptical orbits
cover areas of Earth that are not covered by geosynchronous
satellites, and are therefore more useful for research and
reconnaissance. Satellites in a geosynchronous orbit follow a circular path above
the equator. Another common orbit is an elliptical orbit in the
north-south direction. For more information, see the links at
www.keymath.com/DAA .
11b. Original ratings (from
Exercise 13 in Lesson 4.6):
_
x 83.75, s 7.45. New
_
ratings: x 89.10, s 7.92.
Review 11c.
TEACHER’S EDITION
2.2 11. Refer to Exercise 13 in Lesson 4.6. The original data are Rank Rating Rank Rating
shown at right. Instead of adding the same number
to each score, one of the judges suggests that perhaps 1 94 11 84
they should multiply the original scores by a factor that 2 92 12 83
makes the highest score equal 100. They decide to try
3 92 13 83
this method.
4 92 14 81
a. By what factor should they multiply the highest score,
100
94, to get 100? ____
94 5 90 15 79
b. What are the mean and the standard deviation of 6 89 16 79
The scores have been stretched
100
the original ratings? Of the altered ratings? by a factor of ___
94 . All scores in-
7 89 17 77
c. Let x represent the exhibit number, and let y represent creased, so the mean increased.
the rating. Plot the original and altered ratings on the 8 88 18 73 The high scores differ from the
same graph. Describe what happened to the ratings 9 86 19 71 original by more than the lower
visually. How does this explain what happened to the ones, so the scores are more
10 85 20 68
mean and the standard deviation? spread out, and the standard
d. Which method do you think the judges should use? deviation is increased.
Explain your reasoning.
11d. Sample answer: The judge
1.1 12. Find the next three terms in this sequence: 16, 40, 100, 250, . . . . 625, 1562.5, 3906.25
should add 6 points because it
13. Solve. Give answers to the nearest 0.01. does not change the standard
___________
a. 1 (a 3)2 0.5 a 2.13 or 3.87 b. 1 b 2 5 b 4 or 8
deviation. Everyone gets the
___________ __ same amount added instead of
2 0.8 a 1 2 7 d 1 22 ; d 1.83
d. 3 5 d_____
2
2
1 c_____
3
c. c 0.2 or 3.8 those with higher scores getting
or d 3.83
more.
Exercise 11 Students might use Fathom or a

spreadsheet for this exercise.
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14a, b. 4.5 14. This table shows the distances needed to stop a car on dry pavement in a minimum
length of time for various speeds. Reaction time is assumed to be 0.75 s.
Speed (mi/h) 10 20 30 40 50 60 70 14c. For the sample answer:

x residuals: 5.43, 0.77, 0.97, 0.83,
2.63, 0.43, 7.77; s 4.45
Stopping distance (ft) 19 42 73 116 173 248 343
y 15b. Using the midpoint value for
each histogram bin, there were
a. Construct a scatter plot of these data. 1340 million, or 1,340,000,000
passengers.
b. Find the equation of a parabola that fits the points and graph it.
c. Find the residuals for this equation and the root mean square error.
sample answer:
d. Predict the stopping distance for 56.5 mi/h. approximately 221 ft
ŷ 0.07(x 3)2 21
e. How far off might your prediction in 14d be from the actual stopping distance?
Exercise 15 [Alert] Students might 14d should be correct 4.45 ft.
not notice that the table skips a 4.5 15. This table shows passenger activity in the world’s 30 busiest Number of passengers Number of
airports in 2005. a (in millions) airports
couple of intervals in numbers
a. Display the data in a histogram.
of passengers. [Alert] In 15c, 30 p 35 10
b. Estimate the total number of passengers who used the
students might add up the right- 35 p 40 3
30 airports. Explain any assumptions you make.
hand column and divide by 40 p 45 9
c. Estimate the mean usage among the 30 airports in 2005.
something. Or they might add Mark the mean on your histogram. mean = 44.67 million 50 p 55 2
up the means of the intervals
d. Sketch a box plot above your histogram. Estimate the 55 p 60 1
in the left-hand column and five-number summary values. Explain any assumptions
divide. Help them understand you make. Five-number summary: 32.5, 32.5, 42.5, 52.5, 87.5; 60 p 65 2
TEACHER’S EDITION
that the number in the right- assume that all data occur at midpoints of bins. 65 p 70 1
hand column tells how many 2.3 16. Consider the linear function y 3x 1.
75 p 80 1
airports have a number in the a. Write an equation for the image of the graph of
y 3x 1 after a reflection across the x-axis. 85 p 90 1
corresponding cell of the left-
Graph both lines on the same axes. (The World Almanac and Book of Facts 2007)
hand column. The estimate is
b. Write an equation for the image of the graph of
the sum of the products of the
y 3x 1 after a reflection across the y-axis.
interval means and the number Graph both lines on the same axes.
of airports in that interval c. Write an equation for the image of the graph of y 3x 1 after a reflection
divided by the total number across the x-axis and then across the y-axis. Graph both lines on the same axes.
of airports. d. How does the image in 16c compare to the original line?
The two lines are parallel.
15a, c, d.
IMPROVING YOUR VISUAL THINKING SKILLS

Number of airports
10
8 4-in-1 x
Mean
6
Copy this trapezoid. Divide it into four
4 x
congruent polygons.
2
0
0 30 40 50 60 70 80 90 2x
Number of passengers (in millions)
16a. y 3x 1
y
y 3x 1 y 3x 1
x 16b. y 3x 1 16c. y 3x 1
y y IMPROVING VISUAL THINKING SKILLS
y 3x 1 y 3x 1
y 3x 1
x x
y 3x 1
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LE S S O N
LE S S O N
4.8
Compositions of Functions
Sometimes you’ll need two or more functions in order to answer a question or
analyze a problem. Suppose an offshore oil well is leaking. Graph A shows the
4.8
radius, r, of the spreading oil slick, growing as a function of time, t, so r ⫽ f(t).
Graph B shows the area, a, of the circular oil slick as a function of its radius, r, so OBJECTIVES
a ⫽ g(r). Time is measured in hours, the radius is measured in kilometers, and the
Define composition of functions and
area is measured in square kilometers.
learn the notation
Graph A 1. Use the input to
See transformations of two or three
y read the output of
function f.
steps as the composition of functions
Radius (km)
2 (4, 1.5)
1.5

Apply composition to real-world
1 contexts
x
Distinguish composition from the
0 1 2 3 4
Time (h) product of functions
2. Use the output of Understand composition both
function f as the graphically and numerically
input of function g. Graph B
y OUTLINE
Area (km2)
7 3. The output of Two days:

This French Navy ship is attempting to surround an oil slick 4 function g is g(f(t)).
after the Erika oil tanker broke up in the Atlantic Ocean off First day:
TEACHER’S EDITION
the western coast of France in 1999. Three million gallons x 10 min Example A
of oil poured into the ocean, killing 16,000 sea birds and 0 1 2 3 4
polluting 250 miles of coastline. The cost of the cleanup Radius (km) 30 min Investigation
efforts exceeded $160 million.
5 min Exercises
Suppose you want to find the area of the oil slick after 4 hours. You can use
function f on Graph A to find that when t equals 4, r equals 1.5. Next, using Second day:
function g on Graph B, you find that when r equals 1.5, a is approximately 7. 10 min Investigation
So, after 4 h, the radius of the oil slick is 1.5 km and its area is 7 km2.
You used the graphs of two different functions, f and g, to find that after 4 h, the
oil slick has area 7 km2. You actually used the output from one function, f, as the 10 min Example B
input in the other function, g. This is an example of a composition of functions 15 min Exercises
to form a new functional relationship between area and time, that is, a ⫽ g( f(t)).
The symbol g( f(t)), read “g of f of t,” is a composition of the two functions f and g. MATERIALS
The composition g( f(t)) gives the final outcome when an x-value is substituted
into the “inner” function, f, and its output value, f(t), is then substituted as the
input into the “outer” function, g.
small mirrors

tape measures or metersticks
EXAMPLE A Consider these functions:
3

Quick Compositions? (T), optional
f (x) ⫽ ᎏ4ᎏx ⫺ 3 and g(x) ⫽ x
Calculator Notes 4E, 4G, 4H
What will the graph of y ⫽ g( f (x)) look like?
ADDITIONAL SUPPORT
Solution Function f is the inner function, and function g is the outer function. Use
equations and tables to identify the output of f and use it as the input of g.

English or Spanish)
To demonstrate how to determine Introduce the composition of functions To give students an extra TEACHING
the domain of a composition of by using tables to demonstrate how challenge, have them complete THE LESSON
functions, take the time to show the output values of the inner function the One Step investigation within
several graphical examples of how serve as input values for the outer their groups. They may need If the investigation is com-
the outputs of the inner function function. Doing this before showing suggestions from you as they pleted entirely in groups, the
may not necessarily coincide with the algebraic method of compositions proceed, but they will be able to
lesson may take two days. If it
the domain of the outer function. will be beneficial for students’ overall develop a process on their own.
comprehension of the concept.
is completed as a class dem-
onstration, one day should be
sufficient.
LESSON 4.8 Compositions of Functions 237
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ONGOING ASSESSMENT Find several f(x) Use the f(x) output Match the input of the inner
output values. values as the input function, f, with the output
As students work on the of g(x). of the outer function, g, and
investigation, especially Step 5, plot the graph.
assess their understanding of
translations and dilations. x f(x) f (x) g( f(x)) f (x) g( f(x))
2 4.5 4.5 4.5 2 4.5
Discussing the Lesson 0 3 3 3 0 3

2 1.5 1.5 1.5 2 1.5
[Alert] Students may still not 4 0 0 0 4 0
understand why the output of a
6 1.5 1.5 1.5 6 1.5
function can be read off the ver-
8 3 3 3 8 3
tical axis as in Graphs A and B
on the previous page. The height The solution is the composition graph y
of a point on the graph, given at right. All the function values of f, whether 10
by the second coordinate, corre- positive or negative, give positive output
sponds to a length on the y-axis. values under the rule of g, the absolute-
value function. So, the part of the graph of
function f showing negative output values is 5
LESSON EXAMPLE A
reflected across the x-axis in this
After students have seen the composition.
solution in the book, you might x
–2 5 10
encourage them to graph the –2
TEACHER’S EDITION
functions f (x) and g(f (x)) on

their calculators. Refer students
You can use what you know about transformations to get the specific equation for
to Calculator Note 4H. Students
y g( f(x)) in Example A. Use the parent function y x , translate the vertex right
might also gain insights from
4 units, and then dilate horizontally by a factor of 4 and vertically by a factor of 3.
using one or more of the Dyna- 4
This gives the equation y 3| x____
4 |. You can algebraically manipulate this equation
graph activities from Exploring
to get the equivalent equation y | _34 x 3 |, which is the equation of f substituted
Algebra 2 with The Geometer’s
for the input of g. You can always create equations of composed functions by
Sketchpad. substituting one equation into another.
[Ask] “Is the composition of two
functions the same as their Investigation
product—the result of multiply-
ing them together?” Students Looking Up
1. Place the mirror flat on the
might graph on their calculators You will need First, you’ll establish a relationship between your floor 0.5 m from a wall.
the product of the functions ● a small mirror distance from a mirror and what you can see in it. 2. Use tape to attach tape
from the investigation or from ● one or more measures or metersticks up
Step 1 Set up the experiment as in the Procedure Note. the wall to a height of 1.5
tape measures
Example A or metersticks Stand a short distance from the mirror, and look to 2 m.
3xx
f(x) ⴢ g(x) ___
4 3x
down into it. Move slightly left or right until you
can see the tape measure on the wall reflected in
and see that it’s different from
the mirror.
the corresponding composition.
They might evaluate the product Step 2 Have a group member slide his or her finger up the wall to help locate the
highest height mark that is reflected in the mirror. Record the height in
at a few points to verify the
centimeters, h, and the distance from your toe to the center of the mirror in
difference, or they might look at centimeters, d.
calculator table values.
Show the Quick Compositions?
transparency. Say that someone a few more times. Take Another Look activity 5 MODIFYING THE INVESTIGATION
proposed it as a quick way of on page 248 asks students to make graphs Whole Class Have four students collect data for
evaluating the composition of a of compositions of linear functions on their the class, or demonstrate data collection and use
function f(x) with itself. Have calculators. sample data. Complete Steps 4 through 8 with
students try to understand and
student input.
critique that idea. Elicit the
notion that on the line y x, the Guiding the Investigation Shortened Use the sample data. Discuss Steps 4
two coordinates are equal, so the through 8 as a class.
output from the function can This is a deepening skills investigation. It is
also an activity investigation. You can use the One Step Hand out materials and pose this problem:
turn into input. Calculate the
sample data if you do not wish to conduct the “Attach the tape measure (or metersticks) on the
results of applying the function
investigation as an activity. wall from the floor up to a height of from 1.5 to
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Step 3 Change your distance from from group to group. Using the
Step 3 sample data: (50, the mirror and repeat Step 2.
148), (70, 106), (100, 73.5), calculator techniques discussed
Make sure you keep your
(130, 57), (160, 45) in Lesson 4.6 and Calculator
head in the same position.
Collect several pairs of data Note 4G, students can translate
in the form (d, h). Include the parent graph y x2 so it
some distances from the coincides with the graph. The
mirror that are small and vertex is not located at a data
some that are large. point, so students will need to
Step 4 Find a function that fits your estimate its coordinates. The
data by transforming the answers have been calculated
parent function h _d1 . based on an estimated vertex at
Call this function f. (4.7, 30), and using the point
7400
possible answer: h f (d) _____
d (1, 112) to determine the
a-value.
Now you’ll combine your work
from Steps 1–4 with the
scenario of a timed walk toward
and away from the mirror.
Step 5 Suppose this table gives your position at 1-second intervals:
Step 5 possible answer:
x 4.7 2
d g(t) 82_____
3.7 30
Time (s) 0 1 2 3 4 5 6 7
t
TEACHER’S EDITION
Distance to mirror (cm) 163 112 74 47 33 31 40 62
d
Use one of the families of functions from this chapter to fit these data. Call this
function g. It should give the distance from the mirror for seconds 0 to 7.
Step 6 Use your two functions to answer these questions:
Step 6 Answers will vary. a. How high up the wall can you see when you are 47 cm from the mirror? 157 cm
These answers are based
on the sample data from b. Where are you at 1.3 seconds? 105 cm from mirror
Step 3.
c. How high up the wall can you see at 3.4 seconds? 178 cm
Step 7 Change each expression into words relating to the context of this investigation
and find an answer. Show the steps you needed to evaluate each expression.
a. f (60) how high up the wall you can see when you are 60 cm from the mirror; 123 cm
b. g(5.1) your distance from the mirror at 5.1 s; 31 cm
c. f (g(2.8)) how high you can see up the wall at 2.8 s; 137 cm
Step 8 Find a single function, H(t), that does the work of f(g(t)). Show that H(2.8) gives
7400
the same answer as Step 7c above. for sample data: H(t) _______________
2x 4.7 30
82_______
3.7
Don’t confuse a composition of functions with the product of functions. In

Example A, you saw that the composition of functions f (x) _34 x 3 and
g (x) x is g f(x) | _34 x 3 |. However, the product of the functions is
f (x) ⴢ g (x) _34 x 3 ⴢ x , or _34 x x 3 x . Multiplication of functions
is commutative, so f (x) ⴢ g(x) g(x) ⴢ f(x).
2 meters. Then place the mirror on the floor about FACILITATING STUDENT WORK
0.5 meter from the bottom of the tape measure. As Steps 1–3 Make sure the student who is looking
you walk toward the wall, you can see in the mirror into the mirror maintains the same head height
various numbers on the tape measure. What is that and position throughout the data collection.
height as a function of time?” As students work,
encourage them to break up the process into simpler Step 4 Student equations may vary. Ask them to
steps; suggest that they first find the height as a check their equation against all their data before
function of their own distance from the wall and they continue to Step 5.
then find their distance from the wall as a function Step 5 You might suggest that students first graph
of time. During the discussion, formalize the way the data and then use transformations to find the
they combined the functions as a composition. equation. Their equations of the parabola may vary
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ASSESSING PROGRESS Composing functions requires you to replace the independent variable in one
function with the output value of the other function. This means that it is generally
Check that students are not not commutative. That is, f( g(x)) g( f(x)), except for certain functions.
turning f (g(x)) into a multiplica-
To find the domain and range of a composite function, you must look closely at
tion problem. These exercises are
the domain and range of the original functions.
otherwise very straightforward.
If students are able to find a solu-
tion, they have a baseline under- EXAMPLE B Let f(x) and g(x) be the functions graphed below. What is the domain of f ( g(x))?
standing. Students who show a y y
more advanced understanding
4 4
can describe the behavior of each g(x)
function in the composition. 2 f(x) 2
x x
–2 2 2 4 6
DISCUSSING THE INVESTIGATION
To the extent possible, have
students present a variety of Solution Start by identifying the domain of the inner function, g(x). This domain, as seen
equations from Step 8 of the on the graph, is 1 x 5. These values produce a range of 1 g(x) 3. This
investigation. Keep asking why is the input for the outer function, f (x). However, notice that not all of these
the results differ. Data-collection output values lie in the domain of f (x). For example, there is no value for f (2.5).
procedures and differences in Only the values 1 g(x) 2 are in the domain of f. Now identify the x-values
that produced this part of the range of g(x). This is the domain of the composite
assumptions about translations function. The domain is 1 x 3.
and dilations will account for
y y y
some differences. Errors in
TEACHER’S EDITION
calculation and in students’ 8 8 8

understanding of composition 6 6 6
will account for others. 4 g(x) 4 4 1 g(x) 2
[Critical Question] “How do you 2 2 f(x) 2

1x3
know which function is substi- x x x
2 4 6 2 4 6 2 4 6
tuted into which when you’re
finding the composition?” [Big
Idea] You use the meaning
of function notation. If you
To find the domain of a composite function, first use the domain of the inner
are trying to find f(g(x)), you
function to find its range. Then find the subset of the range that is within the
substitute the expression of domain of the outer function. The x-values that produce that subset of values
function g for the variable in the are the domain of the composite function.
expression of function f.

Discussing the Lesson A graphing calculator
Practice Your Skills for Exercises 8, 10,
and 14.
LESSON EXAMPLE B _____
1. Given the functions f(x) 3 x 5 and g(x) 2 (x 1)2, find
[Alert] Students may find it confu- these values.
sing to consider the domain of a. f (4) a 6 b. f (g(4)) a 7 c. g(1) 6 d. g( f(1)) 18
the inner function twice. A non-
symbolic example might help.
For example, suppose you’re at
a party at which everyone takes
off his or her shoes. There’s a SUPPORT EXAMPLE [Closing Question] “If f(x) 4x 1 and g(x) x2,
1
function from the people to their If f(x) ____
x 4 and g(x) x 5, find f(g(3)) and
2 what’s the difference between f(g(x)) and g(f(x))?”
shoes and another function from
the shoes to their numerical sizes.
[
1 __
g(f(1). __ 46
18 , 9 ] [Answers may vary; students may simply say that
f(g(x)) 4x2 1 and g(f(x)) (4x 1)2. Or
But not all shoes have numerical they may try a more complex comparison, such as
sizes, so the domain of the second Closing the Lesson mentioning a binomial and a trinomial.
function is limited. To find the
domain of the composition, you The main point of this lesson is that the compo-
need to go back to the people and sition of two functions f(x) and g(x) is a new
determine who was wearing shoes function g ( f(x)) that takes the output of f(x) as
with numerical sizes. input to g(x).
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2. The functions f and g are defined by these sets of input and output values. Exercise 2 As needed, remind
g {(1, 2), (2, 4), (5, 5), (6, 2)} students that relations, including
f {(0, 2), (4, 1), (3, 5), (5, 0)} functions, can be thought of as
a. Find g( f (4)). 2 b. Find f( g(2)). a 1 c. Find f( g( f(3))). 0 sets of ordered pairs. In this case,
g(1) 2 and f(4) 1. You may
3. APPLICATION Graph A shows a swimmer’s speed as a function of time. Graph B need to help students realize that
shows the swimmer’s oxygen consumption as a function of her speed. Time is
they should evaluate the inner
measured in seconds, speed in meters per second, and oxygen consumption in liters
per minute. Use the graphs to estimate the values. function first and work out from
there.
Graph A Graph B
v c
Oxygen use (L/min)

3.0 30
Speed (m/s)
2.0 20
1.0 10
t v Exercise 4 Different answers are
0 10 20 30 40 50 60 0 1.0 2.0 3.0
Time (s) Speed (m/s) possible. For example, the func-
tion in 4b can also be considered
a. the swimmer’s speed after 20 s of swimming approximately 1.5 m/s as g(f(x)) for g(x) 3 x and
b. the swimmer’s oxygen consumption at a swimming speed of 1.5 m/s approximately 12 L/min f (x) x 5 3 2. [Extra
c. the swimmer’s oxygen consumption after 40 s of swimming approximately 15 L/min Support] This exercise provides
students with the opportunity to
4. Identify each equation as a composition of functions, a product of functions, or
TEACHER’S EDITION
neither. If it is a composition or a product, then identify the two functions that
determine the difference between
______
combine to create the equation. 4a. product: f(x) g(x) where f(x) __5 and g(x) 3 2x; the product and the composition
______ composition: f(g(x)) where f(x) 5x and g(x) 3 2x
a. y 53 2x of two functions. After students
b. y 3 x 5 32 a composition: g(f(x)) where f(x) x5 and g(x) 3 (x 3)2
find the two functions used to
__ __ create the composition, suggest
c. y (x 5)2 2 x product: f(x) g(x) where f(x) (x 5)2 and g(x) 2 x
that they perform the composition
to verify their results.
Reason and Apply Exercise 5 If students are having

difficulty, you might suggest
5. Consider the graph at right. y
that they consider what would
a. Write an equation for this graph. y (x 3)2 1 happen if instead of changing
b. Write two functions, f and g, such that the figure is the graph of direction suddenly, the graph
y f ( g(x)). f(x) x and g(x) (x 3)2 1 5 continued along a vertical
6. The functions f and g are defined by these sets of input and
reflection of the middle section.
output values: [Advanced] This exercise provides
x students with the challenge of
g {(1, 2), (2, 4), (5, 5), (6, 2)} –3 5
f {(2, 1), (4, 2), (5, 5), (2, 6)}

finding a composition function
that would create the given
a. Find g( f (2)). a 2 graph.
b. Find f (g(6)). 6
c. Select any number from the domain of either g or f, and find f(g(x)) or g( f(x)), Exercise 6c If students do not
respectively. Describe what is happening. The composition of f and g will always give back the include a reason in their answer,
original number because f and g “undo” the effects of each other. [Ask] “Why?” [The pairs in
function g are the reverse of the
pairs in function f.]
EXERCISE NOTES Types of Exercises:
The exercises engage students in working with Basic 1, 2, 3
compositions of functions. Essential 3, 6, 9, 10
ASSIGNING EXERCISES Portfolio 9
Suggested Assignments: Group 8
Standard 1, 2, 3, 6, 9, 10, Review 13–16

13, 16
Enriched 3–10
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Exercise 7 Suggest that students 7. A, B, and C are gauges with different linear measurement
first create a table of values. [ELL] scales. When A measures 12, B measures 13, and when 12
13
A measures 36, B measures 29. When B measures 20,
For context here, discuss using ?
B 0
A
A
C measures 57, and when B measures 32, C measures 84.
C0 0
B
different systems to measure the
C
a. Sketch separate graphs for readings of B as a function of
same thing; a hot day in Paris is A and readings of C as a function of B. Label the axes.
35° C, but an American would b. If A reads 12, what does C read? a approximately 41
understand it as 95° F.
c. Write a function with the reading of B as the dependent Steadman Scales Ltd.
Gilbert, Ohio
7a. variable and the reading of A as the independent variable. a
B d. Write a function with the reading of C as the dependent
variable and the reading of B as the independent variable. 7d. possible answer: C _49_(B 20) 57
40
30 e. Write a function with the reading of C as the dependent
20 variable and the reading of A as the independent variable. 7e. possible answer: C _49__23_A 5
10 12 1.5A 23.25
A 8. The graph of the function y g(x) is shown at right. Draw a graph y
0 10 20 30 40 of each of these related functions.
____ 4 y g (x)
C
a. y g(x)
b. y g(x)
80 x
c. y g(x)2 –4 4
60
40 d. What is the domain of each function in 8a–c?
a. x 2; b. all real numbers; c. all real numbers –4
20
B
0 20 40 60 80
y
9. The two lines pictured at right are f (x) 2x 1 and
TEACHER’S EDITION
7c. possible answer: f

g(x) _12 x _12 . Solve each problem both graphically and 5
B _23 (A 12) 13 numerically.
g
a. Find g( f(2)). 2
8a.
y b. Find f(g(1)). 1 –5 5
x
5 c. Pick your own x-value in the domain of f, and find g( f (x)).

d. Pick your own x-value in the domain of g, and find f(g(x)).
e. Carefully describe what is happening in these compositions. –5
x
–5 5 The two functions “undo” the effects of one another and thus give back the original value.
10. Given the functions f (x) x 2 2x 3 and g(x) (x 2)2,
–5 find these values.
a. f(g(3)) 4 b. f(g(2)) 3 c. g( f(0.5)) 3.0625 d. g( f (1)) 4
8b. e. f(g(x)). Simplify to remove all parentheses. a x4 8x3 22x2 24x 5
y
f. g( f (x)). Simplify to remove all parentheses. x4 4x3 2x2 4x 1
5
[ See Calculator Note 4H to learn how to use your calculator to check the answers to 10e and 10f. ]
y
x 11. Aaron and Davis need to write the equation that will produce the
–5 5
graph at right. 4
–5 Aaron: “This is impossible! How are we supposed to know if the 3

parent function is a parabola or a semicircle? If we don’t know the
parent function, there is no way to write the equation.” 2
8c. 1
Davis: “Don’t panic yet. I am sure we can determine its parent
y
function if we study the graph carefully.” x
5 –2 –1 1 2
Do you agree with Davis? Explain completely and, if possible, write
the equation of the graph.
x
–5 5
–5
9c. g( f (x)) g(2x 1) _12 (2x 1) _12 11. If the parent function is y x2, then the
Exercise 8c [Alert] g(x) g(x)
2 x for all x is y 3x2 3. If the parent function
equation ______
g(x); this is not a composition of is y ______
1 x2 , then the equation is y
9d. f (g(x)) f _12 x _12 2 _12 x _12 1 31 x2 . It appears that when x 0.5, y 2.6.
functions.
x for all x Substituting 0.5 for x in each equation gives the
following results:
Exercise 9e If students do not include a reason in
3(0.5) 2 3 2.25
_______
their answer, [Ask] “Why?”
31 0.52 2.598
Thus, the stretched semicircle is the better fit.
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12. APPLICATION Jen and Priya decide to go out to the Hamburger Shack for lunch. Exercise 12 As an extension,
They each have a 50-cent coupon from the Sunday newspaper for the Super-Duper- [Ask] “What would happen if
Deluxe $5.49 Value Meal. In addition, if they show their I.D. cards, they’ll also get a
the Sunday coupon were for a
10% discount. Jen’s server rang up the order as Value Meal,
coupon, and then I.D. discount. Priya’s server rang it up as 5% discount instead of 50 cents
Value Meal, I.D. discount, and then coupon. off?” Another extension might
a. How much did each girl pay? Jen: $4.49; Priya: $4.44 involve a store that has items on
b. Write a function, C(x), that will deduct 50 cents from a 50% off clearance, followed by
price, x. C(x) x 0.50 12c. D(x) 0.90x
an additional 20% discount for
c. Write a function, D(x), that will take 10% off a price, x. a holiday sale and an additional
d. Find C(D(x)). C(D(x)) 0.90x 0.50 15% off if you use the store’s
e. Which server used C(D(x)) to calculate the credit card. [Ask] “Is the total
price of the meal? Priya’s server discount 85%?” [No; the cost
f. Is there a price for the Value Meal that would is 0.85(0.8(0.5p)) 0.34p, or a
result in both girls paying the same price? If so, discount of 66%.]
what is it? There is no price because 0.90x 0.50
0.90(x 0.50) has no solution. Exercise 13 Although students
may previously have solved
equations like these with graph-
Review ing, encourage them to solve
the equations symbolically here.
13. Solve. a
_______ _____ [Ask] “How do you deal with the
a. x 4 3 x 5 or x 13 b. 3 x 2 2 4 x 1 or x 23
_______
two values located within the
__ ___
c. 3 x 5 x 64 d. 3 51 2x2 13 x 1.5 1.22 absolute-value symbol?” [Write
TEACHER’S EDITION
two equations.]
Resistor
3.4 14. APPLICATION Bonnie and Mike are working on a physics
project. They need to determine the ohm rating of a Exercise 14 Students who don’t
Voltmeter
resistor. The ohm rating is found by measuring the measures the understand electricity very well
R V
potential difference in volts and dividing it by the potential may be intimidated by this
Voltage varied difference in
electric current, measured in amperes (amps). In their by changing problem. Assure them that they
volts
project they set up the circuit at right. They vary the size and can solve it if they understand
A
voltage and observe the corresponding readings of number of I Ammeter measures
electrical current measured on the ammeter. batteries the current in the mathematics. Praise success
amperes at overcoming the psychological
Potential difference (volts) 12 10 6 4 3 1 barrier.
Current (amps) 2.8 2.1 1.4 1.0 0.6 0.2 14b.
y
a. Identify the independent and dependent variables. 14a. The independent variable, x, is potential 3
difference (in volts). The dependent variable, y, Current (amps)
b. Display the data on a graph. is current (in amperes).
c. Find the median-median line. ŷ 0.2278x 0.0167 2
d. Bonnie and Mike reason that because 0 volts obviously yields 0 amps, the
1
line they really want is the median-median line translated to go through
(0, 0).What is the equation of the line through the origin that is parallel to the x
median-median line? a ŷ 0.2278x 0 3 6 9 12
e. How is the ohm rating Bonnie and Mike are trying to determine related to the Potential difference (volts)
line in 14d? a The ohm rating is the reciprocal of the slope of this line.
f. What is their best guess of the ohm rating to the nearest tenth of an ohm? 4.4 ohms
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EXTENSION 4.7 15. Begin with the equation of the unit circle, x 2 y 2 1. V
Use Take Another Look a. Apply a horizontal dilation by a factor of 3 and a vertical dilation by a factor
y2
of 3, and write the equation that results. _x3_2 __3 1, or x2 y2 9
activities 4 and 5 on page 248.
b. Sketch the graph. Label the intercepts.
15b.
y 4.4 16. Imagine translating the graph of f(x) x 2 left 3 units and up 5 units, and call the
image g(x).
5
(0, 3) a. Give the equation for g(x). g(x) (x 3)2 5
(–3, 0) (3, 0)
x b. What is the vertex of the graph of y g(x)? (3, 5)
–5 5
c. Give the coordinates of the image point on the parabola that is 2 units to the right
(0, –3) of the vertex. (1, 9)
–5
PIECEWISE PICTURES
You can use piecewise functions to create designs and pictures. If you use several
different functions together, you can create a picture that does not represent a function.
[ See Calculator Note 4E to learn more about graphing piecewise functions. ]
You can use your calculator to draw this car by entering these
functions:

_____
1 1.2 x 1 , x 3.5
TEACHER’S EDITION
5)2, 3.5 x 6.5

c(x) 4 0.5(x _________
1 1.2 (x 9) , 6.5 x
d(x) {1, 1 x 9
____________
e(x) 1 1 (x 2.5)2
____________
g(x) 1 1 (x 7.5)2
h(x) { 2 x 5.5 , 5.2 x 5.8
Which function represents which part of the car? Explain why some of the functions do
not have restricted domains.
Experiment with the given piecewise functions to see if you can modify the shape of the
car or increase its size. Then write your own set of functions to draw a picture. Your
project should include
A screen capture or accurate graph of your drawing.
The functions you used to create your drawing, including any restrictions on the
domain.
At least one piecewise function.
OUTCOMES
Supporting the
The screen capture shows a drawing Optional: The student produces a
Encourage students to experiment with that uses several transformations of complex drawing that uses at least
the graph until they understand how each parent functions. one of each function appearing in this
function contributes to the picture. At least one function used is chapter.
piecewise.
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CHAPTER REVIEW
4 4
VIEW ● CHAPTER
CHAPTER 11 REVIEW ● CHAPTER 4 REVIEW ● CHAPTER 4 REVIEW ● CHAPTER 4 REVIEW ● CHA
This chapter introduced the concept of a function and reviewed

function notation. You saw real-world situations represented by
OUTLINE
REVIEW rules, sets, functions, graphs, and most importantly, equations.
You learned to distinguish between functions and other relations
One day:
by using either the definition of a function—at most one y-value
per x-value—or the vertical line test. 15 min Review Chapter
This chapter also introduced several transformations, including 20 min Exercises
translations, reflections, and vertical and horizontal dilations. 10 min Student self-assessment
You learned how to transform the graphs of parent functions to
investigate several families of functions—linear, quadratic, square MATERIALS
root, absolute value, and semicircle. For example, if you dilate the
graph of the parent function y x 2 vertically by a factor of 3 and

Exercises 3 and 5 (W), optional
horizontally by a factor of 2, and translate it right 1 unit and up
Calculator Note 4I, optional
x1 2
4 units, then you get the graph of the function y 3____ 2 4.
12
Finally, you looked at the composition of functions. Many times, 13
solving a problem involves two or more related functions. You can ? Reviewing the Chapter
A
B
find the value of a composition of functions by using algebraic or
C
numeric methods or by graphing. To review, present this problem:
“For what relations is a vertical
TEACHER’S EDITION
translation equivalent to a
horizontal translation?” Remind
EXERCISES You will need students of relations, functions,
A graphing calculator and graphs. Consider graphs of
a Answers are provided for all exercises in this set. for Exercise 9.
__ functions y x, y x ,
the parent 2
1. Sketch a graph that shows the relationship between the time in seconds y x , and y | x | and of the
after you start microwaving a bag of popcorn and the number of pops parent relation x2 y2 1, the
per second. Describe in words what your graph shows. unit circle. Take advantage of
2. Use these three functions to find each value: teachable moments to remind
f(x) 2x 7 students that (x h) 2 is not the
_____
g(x) x 2 2 same as x h ,__ x __h is not
2 2
h(x) (x 1)2 equivalent to x h , and

a. f(4) 1 b. g(3) 7 c. h(x 2) 3 (x 3)2 3 | x h | is not the same as
d. f(g(3)) 7 e. g(h(2)) 1 f. h( f(1)) 100 | x | | h |. The only function we’ve
g. f(g(a)) 2a2 11 h. g( f (a)) 4a2 28a 47 i. h( f (a)) 4a2 32a 64 seen for which a vertical transla-
y tion is a horizontal translation is
3. The graph of y f(x) is shown at right. Sketch the graph of the linear function. Review the
each of these functions: 5
laws of exponents and absolute
a. y f (x) 3
values as students find for each
b. y f (x 3) of the above functions that a
c. y 3f(x) –6 6
x
vertical dilation is equivalent to
d. y f (x) a horizontal dilation. The unit
circle can be thought of as a pair
______
–5
of functions, y 1 x2 ; for
neither graph of these two func-
tions is any vertical translation
ASSIGNING EXERCISES Exercise 3 You might pass out copies of the equivalent to a horizontal transla-
Exercises 3 and 5 worksheet and let students graph tion. To review ellipses, ask what
If you are using one day to review this chapter,
and label the answers on the worksheet. the result of a dilation is.
limit the number of exercises you assign. Several of
the exercises have many parts.
EXERCISE NOTES
Exercise 2 As needed, remind students that f(g(a))
is not necessarily the same as g( f(a)) and that the
result of evaluating these functions at a will not be
a number. See page 891 for answers to
Exercises 1 and 3.
CHAPTER 4 REVIEW 245
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Exercises 4, 5 Remind students EW ● CHAPTER 4 REVIEW ● CHAPTER 4 REVIEW ● CHAPTER 4 REVIEW ● CHAPTER 4 REVIEW ● EW
CHAPTE
that the order of substitution
for transformations matters and
that they should do dilations 4. Assume you know the graph of y f(x). Describe the transformations, in order,
before translations. that would give you the graph of these functions:
y1 x 1 x1 3
c. y 2f _____
0.5
4b. Dilate horizontally by a a. y f(x 2) 3 b. _____ f __2
1
factor of 2, and then reflect 4a. Translate horizontally 2 units and vertically 3 units.
across the x-axis. 5. The graph of y f (x) is shown at right. Use what you know y
about transformations to sketch these related functions: 5
4c. Dilate horizontally by a y3
factor of _12 , dilate vertically by a. y 1 f (x 2) b. _____ f(x 1)
2
a factor of 2, translate hori- x
c. y f (x) 1 d. y 2 f __
2
x
zontally 1 unit and vertically –6 6
3 units. y2 x1
f. _____ f _____
1.5
e. y f(x 3) 1
2
Exercise 4b [Ask] “Is the left side –5
the same transformation as 6. For each graph, name the parent function and write an equation
______ _______
6b. y 1 x2 ; y 2 1 _x5_ 3

2
y 1?” [A reflection followed of the graph.
by a translation to the left 1 unit a. y b. y c. y
is the same as a translation 5 6 5
to the right followed by a
reflection.] x
x
x
–5 5 –6 8
–7 7
TEACHER’S EDITION
Exercise 5 If students have the

–5 –4 –5
Exercises 3 and 5 worksheet, ______ ______ ______ ___________
x3
1 y _____
2
4
they might graph answers in y 1 x2 ; y 31 x2 1 y 1 x 2 ; y 4 1
different colors on the worksheet d. y e. y f.
and include a key indicating the 4 4
corresponding equations.
x x
x –7 7 –9 5
5a. –7 7
y
–5 –6 –6
5 __ ________
y x2; y (x 2)2 4 y x2; y 2(x 1)2 y x; y (x 2) 3
x
g. y h. y
–3 7
5 4
–5 x
x –5 9
–7 7
5b.
y –5
4 y x; y 0.5x 2 2 y x; y 2x 3 2
7. Solve for y. ______
x
–5 5 a. 2x 3y 6 y _23_x 2 b. (y 1)2 3 x c. 1 _________
y2 2 x
_____
y x 3 1 y (x 2)2 1
8. Solve for x.
–6 _____ _______
x 25 x3 4 d. 3 1 _5x_ 2
| |
2
b. ___
3___
a. 4x 2 10 c. _____
2
5c. x 8.25 x 45 6.7 x 11 or x 5 no solution
y
5
5e. 5f.
y y
x
–5 5 5 3
x
–5 –3 7
x
–3 7
5d.
y –5 –7
–7 7
x
–5
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TE
EW ● CHAPTER 4 REVIEW ● CHAPTER 4 REVIEW ● CHAPTER 4 REVIEW ● CHAPTER 4 REVIEW ● CHAPTE Exercise 9d [Ask] “Why, in real
life, would neither of these fares
result in revenue?” [For $0, you
9. The Acme Bus Company has a daily ridership of 18,000 passengers and charges would be charging no fare, so
$1.00 per ride. The company wants to raise the fare yet keep its revenue as large you would take in no revenue.
as possible. (The revenue is found by multiplying the number of passengers by the For $2.80, the fare is so expen-
fare charged.) From previous fare increases, the company estimates that for each sive that no passengers would
increase of $0.10 it will lose 1,000 riders.
take the bus.]
a. Complete this table.
Fare ($) 1.00 1.10 1.20 1.30 1.40 1.50 1.60 1.70 1.80
x
Number of passengers 18,000
Revenue ($) 18,000
y
b. Make a graph of the revenue versus fare charged. You should recognize the
graph as a parabola. TAKE ANOTHER LOOK
c. What are the coordinates of the vertex of the parabola? Explain the meaning of 1. The parent functions y x 2
each coordinate of the vertex. (1.40, 19,600). By charging $1.40 per ride, the company achieves the and y | x | are even functions.
maximum revenue, $19,600.
d. Find a quadratic function that models these data. Use your model to find ŷ 10,000(x 1.4)2 An odd function is said to have
19,600
i. the revenue if the fare is $2.00. $16,000 symmetry with respect to the
ii. the fare(s) that make no revenue ($0). $0 or $2.80 origin. Students might also
TEACHER’S EDITION
describe it as twofold rotational
symmetry (through 180°). If the
TAKE ANOTHER LOOK function f is an odd function,
then f(x) f(x) for all
1. Some functions can be described as
values of x in the domain. The
even or odd. An even function has
the y-axis as a line of symmetry. If the linear function y a bx is
function f is an even function, then an example of a function that
f(x) f (x) for all values of x in the is neither even nor odd when
domain. Which parent functions that a 0 and b 0.
you’ve seen are even functions? Now
3 __
graph y x3, y _1x , and y x, all 2. Reflecting the graph across
of which are odd functions. Describe the vertical line x a is
the symmetry displayed by these odd equivalent to translating the
functions. How would you define an graph horizontally by the
odd function in terms of f (x)? If
possible, give an example of a function
This painting by Laura Domela is titled sense (2002, oil on birch amount a (to move the line
that is neither even nor odd.
panel). The design on the left is similar to an even function, and x a to the y-axis), reflecting
the one on the right is similar to an odd function.
it across the y-axis, and then
2. A line of reflection does not have to be the x- or y-axis. Draw the graph of a function translating it back. This compo-
and then draw its image when reflected across several different horizontal or vertical sition of transformations yields
lines. Write the equation of each image. Try this with several different functions. In
general, if the graph of y f(x) is reflected across the vertical line x a, what is the
the equation y f((x a)
equation of the image? If the graph of y f(x) is reflected across the horizontal line a) f(x 2a). By a similar
y b, what is the equation of the image? composition, a reflection across
the horizontal line y b is given
by the equation y (f(x)
b) b f(x) 2b.
9a. 9b.
17,000 16,000 15,000 14,000 13,000 12,000 11,000 10,000
18,700 19,200 19,500 19,600 19,500 19,200 18,700 18,000
CHAPTER 4 REVIEW 247
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The semicircle function, y EW
3. ______ ● CHAPTER 4 REVIEW ● CHAPTER 4 REVIEW ● CHAPTER 4 REVIEW ● CHAPTER 4 REVIEW ● CHAPTE
1 x 2 , and the circle relation,
x 2 y 2 1, are two examples
for which a vertical dilation is 3. For the graph of the parent function y x 2, you can think of any vertical dilation
not equivalent to any horizontal as an equivalent horizontal dilation. For example, the equations y 4x 2 and y
dilation. (2x)2 are equivalent, even though one represents a vertical dilation by a factor of 4
and the other represents a horizontal dilation by a factor of 12. For the graph of any
4. The graphs of the compo- function or relation, is it possible to think of any vertical dilation as an equivalent
sitions of any two linear horizontal dilation? If so, explain your reasoning. If not, give examples of functions
equations will be parallel. The and relations for which it is not possible.
linear equations resulting from 4. Enter two linear functions into f1 and f 2 on your calculator. Enter the compositions
the compositions will have the of the functions as f 3 f 1 f 2(x) and f4 f 2 f 1(x). Graph f 3 and f4 and look for any
same slope, or x-coefficient. relationships between them. (It will help if you turn off the graphs of f 1 and f 2.)
Make a conjecture about how the compositions of any two linear functions are
Algebraic proof: related. Change the linear functions in f 1 and f 2 to test your conjecture. Can you
Let f(x) ax b and algebraically prove your conjecture?
g(x) cx d. 5. One way to visualize a composition of functions is to use a web graph. Here’s how
you evaluate f(g(x)) for any value of x, using a web graph:
f g(x) a(cx d) b
acx ad b Choose an x-value. Draw a vertical line from the x-axis to the function g(x). Then
draw a horizontal line from that point to the line y x. Next, draw a vertical
g f(x) c(ax b) d line from this point so that it intersects f(x). Draw a horizontal line from the
acx cb d intersection point to the y-axis. The y-value at this point of intersection gives the
value of f (g(x)).
TEACHER’S EDITION
5. Refer students to Calculator Choose two functions f(x) and g(x). Use web graphs to find f (g(x)) for several
Note 4J. values of x. Why does this method work?
Compositions are essentially a
series of input-output functions.
Drawing a vertical line up to the Assessing What You’ve Learned
graph of g(x) gives the value of
g(x). Drawing a horizontal line ORGANIZE YOUR NOTEBOOK Organize your notes on each type of parent function
to the graph of y x makes that and each type of transformation you have learned about. Review how each
y-value into an x-value. Drawing transformation affects the graph of a function or relation and how the equation of
a vertical line to the graph the function or relation changes. You might want to create a large chart with rows
for each type of transformation and columns for each type of parent function;
of f(x) evaluates f(x) for that don’t forget to include a column for the general function, y f(x).
output value, and the horizontal
line to the y-axis reveals the UPDATE YOUR PORTFOLIO Choose one piece of work that illustrates each
answer. transformation you have studied in this chapter. Try to select pieces that illustrate
different parent functions. Add these to your portfolio. Describe each piece in
a cover sheet, giving the objective, the result, and what you might have done
Assessing the Chapter differently.
WRITE TEST ITEMS Two important skills from this chapter are the ability to use
As a good resource for study, transformations to write and graph equations. Write at least two test items that
refer students to the table on assess these skills. If you work with a group, identify other key ideas from this
page 232, Lesson 4.7, which chapter and work together to write an entire test.
includes a summary of all the
transformations included in this
chapter.
By the end of this chapter,
students might be comfortable assessment. Ask students to specify whether
finding equations and graphing calculators will be allowed in solving the item they
them without using their calcu- write.
lators. You might consider not Good portfolio items for this chapter include
using calculators on part of the Lesson 4.1, Exercise 8; Lesson 4.2, Exercise 17;
chapter assessment. Lesson 4.3, Exercise 10; Lesson 4.4, Exercises 9 and
16; Lesson 4.5, Exercise 13; Lesson 4.6, Exercise 12;
FACILITATING SELF-ASSESSMENT Lesson 4.7, Exercise 9; and Lesson 4.8, Exercise 9.
You might use some student-
written items on the chapter
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CHAPTER

CHAPTER 4 INTERLEAF 181A

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DISCOVERING ADVANCED ALGEBRA COURSE SAMPLER 77

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stretching the unit circle x 2 ⫹ y 2 ⫽ 1 horizontally Assessment Resources

181B CHAPTER 4 INTERLEAF Functions, Relations, and Transformations

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78 DISCOVERING ADVANCED ALGEBRA COURSE SAMPLER

DAA2CS_03.indd 78 11/24/08 10:21:11 PM

DAA2TE_985_04_a.indd 181 11/24/08 4:18:31 PM

DISCOVERING ADVANCED ALGEBRA COURSE SAMPLER 79

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LESSON EXAMPLE A a 4.4 or a 0.4 Add 2 to undo

182 CHAPTER 4 Functions, Relations, and Transformations

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80 DISCOVERING ADVANCED ALGEBRA COURSE SAMPLER

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EXAMPLE B Solve 8 2(b 6)2 26.

Solution Undo the operations performed on the variable b in reverse order.

EXERCISES 2b. x  1 or x  15

REFRESHING YOUR SKILLS FOR CHAPTER 4 183

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4.1 LES SON

customers getting haircuts each week and the price

This lesson reviews many aspects

184 CHAPTER 4 Functions, Relations, and Transformations

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82 DISCOVERING ADVANCED ALGEBRA COURSE SAMPLER

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in the example are shown as continuous graphs. In

LESSON 4.1 Interpreting Graphs 185

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DISCOVERING ADVANCED ALGEBRA COURSE SAMPLER 83

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Water level (in.)

relationships between real-world

Water level (ft)

completely full, he turns off

and understanding of curved the hose, and the children are

186 CHAPTER 4 Functions, Relations, and Transformations

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84 DISCOVERING ADVANCED ALGEBRA COURSE SAMPLER

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1. Match a description to each graph. Portfolio 8

LESSON 4.1 Interpreting Graphs 187

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DISCOVERING ADVANCED ALGEBRA COURSE SAMPLER 85

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8. Describe a relationship of your own and draw a

height of the ball in feet is the

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86 DISCOVERING ADVANCED ALGEBRA COURSE SAMPLER

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Amount of money ($)

LESSON 4.1 Interpreting Graphs 189

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4.2 LES SON

This lesson on function

EXERCISES 2b. x 1 or x 15

a. the line y 4.7x translated down 3 units a y 3 4.7x

on how a single point on y 2 f(x) y 2 f (x 1)