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Grade 10 Functions Overview and Techniques

[1] The graph is an exponential function with a vertical shift down by 7 units, so it will be always above the horizontal line y = -7. [2] The y-intercept is the point (0, -7). [3] As x increases, y increases exponentially upwards with no upper limit, so the graph rises steeply from left to right. [4] The asymptote is the horizontal line y = -7 below which the graph does not extend.

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0% found this document useful (0 votes)
19 views29 pages

Grade 10 Functions Overview and Techniques

[1] The graph is an exponential function with a vertical shift down by 7 units, so it will be always above the horizontal line y = -7. [2] The y-intercept is the point (0, -7). [3] As x increases, y increases exponentially upwards with no upper limit, so the graph rises steeply from left to right. [4] The asymptote is the horizontal line y = -7 below which the graph does not extend.

Uploaded by

martinajoan1
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

FUNCTIONS

Grade 10
30 marks
What is a function?
•Definition :
A relation for which each element of the domain (𝑥)
corresponds to exactly one element of the range (𝑦)

Independent
Dependent •Notation
𝑓 𝑥 = 2𝑥 + 1
𝑔 𝑎 = 3𝑎 − 2
𝑓 2 =2 2 +1=5
Range
Domain

𝑥 𝑦
Grade 10 CAPS
Grade 10

• Work with relationships between variables in terms of numerical, graphical,


verbal and symbolic representations of functions and convert flexibly
between these representations
(tables, graphs, words and formulae).

• Include linear and some quadratic polynomial functions, exponential


functions, some rational functions and trigonometric functions.
Term 2_ 2023
Term 2 Term 3

22-26 May 29 May – 2 June 18 -21 July 24 -28 July 31- 4 August

FUNCTIONS

 Concept of function Techniques for sketching the Finding the equation of the Trig graphs: Revision & Consolidation
 Revise 𝒚 = 𝒎𝒙 + 𝒄 different functions in the form: different functions in the  Point-by-point plotting
𝒚 = 𝒂. 𝒇 𝒙 + 𝒒 form: of sin  , cos  , tan Focus on Examination
 Basic graphs: 𝐰𝐡𝐞𝐫𝐞 𝒚 = 𝒂. 𝒇 𝒙 + 𝒒 type questions. Give
𝒇 𝒙 = 𝒙𝟐 𝟏 𝐰𝐡𝐞𝐫𝐞  Study the effect of 𝒂 and learners questions to do
𝒇 𝒙 =
𝒙 𝒇 𝒙 = 𝒙𝟐 ; 𝒒 on the graphs defined restricting the time. Focus
𝒇 𝒙 = 𝒃𝒙 where 𝒃 > 𝟎 𝟏 by: on reading with
 The effects of 𝒂 and 𝒒 𝒇 𝒙 =
𝒙 understanding
in: 𝒚 = 𝒂. 𝒇 𝒙 + 𝒒 Sketch and interpret functions 𝐚𝐧𝐝 𝒚 = 𝒂 𝐬𝐢𝐧 𝜽 + 𝒒;
𝒇 𝒙 = 𝒃𝒙 𝒚 = 𝒂 𝐜𝐨𝐬 𝜽 + 𝒒
 Sketch and interpret Discuss and clarify: Domain, and 𝒚 = 𝒂 𝐭𝐚𝐧 𝜽 where 𝒂,
functions Range, characteristics of graphs, Finding the equation of the 𝒒 ∈ ℚ for 𝜽 𝝐 [𝟎°; 𝟑𝟔𝟎°]
turning points, Axes of above functions. Sketch graphs, find the
Symmetry, Lines of Symmetry, equations of given graphs
Discuss and clarify: Domain, and interpret graphs.
Asymptotes
Range, characteristics of Examination Type questions
graphs, turning points, Axes of on functions. Note: Sketching of graphs
Symmetry, Lines of Symmetry must be based on the effect
Examination Type questions on
of 𝒂 and 𝒒, which was
functions.
observed.
Core Content
Grade 10 Features Core content

Linear Function Intercepts • Intercepts

Quadratic Function Parabola Axes of Symmetry, • Effect of parameters


Turning Point
Rational Function - Hyperbola Axes of Symmetry, • Domain & Range
Asymptotes
Exponential Function Asymptotes • Vertical Shift

• Interpretation-
Inequalities
Grade 10

• Previous Knowledge?
• Grade 9
• Write down all concepts that the learners are
supposed to know at this stage!
Grade 9

• Points on Cartesian Plane • Shape


• Intercepts
• Coordinates • Gradient
Line Graph
• Four Quadrants 𝑓 𝑥 = 𝑚𝑥 + 𝑐
• Types of Lines:
• Parallel Lines
• Linear Equation
• Perpendicular
• Substitution Lines
3 types of questions
A Draw
• Sketch the 𝑓 𝑥 = 2𝑥 − 1
You need 2 points – easy
𝑥 − 𝑖𝑛𝑡: 2𝑥 − 1 = 0
1
𝑥=
2
𝑦 − 𝑖𝑛𝑡: 𝑦 = 1 0 − 1
𝑦 = −1

B. Find the equation


graph given/ unknown in variable

C. Interpretation
Importance of standard form!
𝑦 = 𝑚𝑥 + 𝑐
The parabola
Table
• The effect of the variables. Use Geogebra/calculator to find the
corresponding values.
x -3 -2 -1 0 1 2 3
𝑓 𝑥 = 𝑥2
𝑔 𝑥 = 2𝑥 2 Plot points
ℎ 𝑥 = −2𝑥 2
𝑥2
𝑘 𝑥 =−
2

What conclusions can learners make from this investigation?


Draw
• Exploring other key features
Write an important fact about the intercepts
• Summarise the main features of the parabola
Let’s sketch Main
Features

Parabola
• Intercepts
• Turning Point on A/S
• Axis of symmetry 𝑥 = 0
`

Explore the meaning of


symmetrical
• The value of 𝑎 Influences the shape.
• Explore the differences if 𝑎 > 0 and
𝑎<0
• Reflection wrt 𝑥-axis
The effect of 𝑞

• The effect of the variables. Use Geogebra to find the


corresponding values.
You need to write down the equation of the graph.
Write down the coordinates of the turning point in each case.
If the parabola can be written in the 𝑦 = 𝑎𝑥 2 + 𝑞
The turning point of any parabola will have the coordinates ……….

How does 𝑞 affect the graph?


• Complete:
• If 𝑞 > 0 then the function ………………………………………
• If 𝑞 < 0 then the function ……………………………………
Domain and Range of a function
Inequalities
• Common inequalities:
𝑦 > 0 - Above 𝑥 − 𝑎𝑥𝑖𝑠
• 𝑓 𝑥 < 𝑔(𝑥)
[ 𝑦 values of 𝑓 < 𝑦 values of 𝑔]
< below
> Above
Application for Grade 10
𝑎
The Hyperbola 𝑦 = + 𝑞
𝑥
• The effect of the variables. Use Geogebra to find the corresponding values.

x -3 -2 -1 0 1 2 3
1
𝑓 𝑥 =
𝑥
2
𝑔 𝑥 =
𝑥
2
ℎ 𝑥 =−
𝑥

• What conclusions can learners make from this investigation?


• Exploring other key features
• Write an important fact about the intercepts.
• Can 𝑥 ever be 0?
• Summarise the main features of the hyperbola
Summary

• Quadrants
If 𝑎 > 0
If 𝑎 < 0

• Asymptotes
𝑥 = 0 𝑎𝑛𝑑 𝑦 = 0

Axis of symmetry: 𝑦 = 𝑥 𝑎𝑛𝑑 𝑦 = −𝑥


Exploring the effect of 𝑞
• Quadrants
If 𝑎 > 0
If 𝑎 < 0

• Asymptotes
𝑥 = 0 𝑎𝑛𝑑 𝑦 = 𝑞
Axis of symmetry: 𝑦 = 𝑥 + 𝑞 𝑎𝑛𝑑 𝑦 = −𝑥 + 𝑞
𝑓 𝑥 = 𝑏𝑥
Exponential Graph
𝑓 𝑥 = 𝑏𝑥
Exponential Function
• Let’s start by looking at:
𝑓 𝑥 = 2𝑥
• Intercepts:
𝒙 − 𝒊𝒏𝒕𝒆𝒓𝒄𝒆𝒑𝒕: 𝒚 = 𝟎
• 2𝑥 = 0; Impossible to calculate
• 𝒚 = 𝟎 𝒊𝒔 𝒕𝒉𝒆 𝑨𝒔𝒚𝒎𝒑𝒕𝒐𝒕𝒆

𝒚 − 𝒊𝒏𝒕𝒆𝒓𝒄𝒆𝒑𝒕: 𝒙=𝟎
𝑦 = 20 = 1
𝐼𝑡 𝑐𝑎𝑛 𝑜𝑛𝑙𝑦 𝑏𝑒 (𝟎; 𝟏)
• Points on this function:
Satisfies the equation
Substitute into the equation
Main Features 𝑓 𝑥 = 𝑎. 𝑏 𝑥

𝑦 = 2𝑥
2 = 21

𝑌 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡: (0;1)

Asymptote: y = 0

Function – increasing

Domain: 𝑥 ∈ ℝ

Range: 𝑦 > 0; 𝑦 ∈ ℝ
Reflect : 𝑦-axis [ 𝑥 = 0; 0 < 𝑏 < 1]
𝐱
𝟏
𝒈 𝒙 =
𝟐

𝑌 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡: (0;1)

Function – decreasing

Asymptote: y = 0
(−1; 2)

Domain: 𝑥 ∈ ℝ

Range: 𝑦 > 0; 𝑦 ∈ ℝ
𝑥
𝑦 = 𝑎. 𝑏 + q
Typical Question 𝑘 positive increasing graph

𝑦 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡: −7

𝑥 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡: 3

𝐴𝑠𝑦𝑚𝑝𝑡𝑜𝑡𝑒: 𝑦 = −8
𝑘 positive increasing graph
Typical Question

𝑦 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡: −7

3
𝑥 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡: 3

−7
−8

𝐴𝑠𝑦𝑚𝑝𝑡𝑜𝑡𝑒: 𝑦 = −8
Mix and match

A. y = −1 . 2𝑥
1 𝑥
B. 𝑦=
2
1 𝑥
C. 𝑦 = −1
2
D. 𝑦 = 2𝑥
Classroom
Management
• No opt –out

• Comments.

• Tips from the classroom

• Take a stand/ Thumbs –up


Technique
Term 2_ 2023
Term 2 Term 3

22-26 May 29 May – 2 June 18 -21 July 24 -28 July 31- 4 August

FUNCTIONS

 Concept of function Techniques for sketching the Finding the equation of the Trig graphs: Revision & Consolidation
 Revise 𝒚 = 𝒎𝒙 + 𝒄 different functions in the form: different functions in the  Point-by-point plotting
𝒚 = 𝒂. 𝒇 𝒙 + 𝒒 form: of sin  , cos  , tan Focus on Examination
 Basic graphs: 𝐰𝐡𝐞𝐫𝐞 𝒚 = 𝒂. 𝒇 𝒙 + 𝒒 type questions. Give
𝒇 𝒙 = 𝒙𝟐 𝟏 𝐰𝐡𝐞𝐫𝐞  Study the effect of 𝒂 and learners questions to do
𝒇 𝒙 =
𝒙 𝒇 𝒙 = 𝒙𝟐 ; 𝒒 on the graphs defined restricting the time. Focus
𝒇 𝒙 = 𝒃𝒙 where 𝒃 > 𝟎 𝟏 by: on reading with
 The effects of 𝒂 and 𝒒 𝒇 𝒙 =
𝒙 understanding
in: 𝒚 = 𝒂. 𝒇 𝒙 + 𝒒 Sketch and interpret functions 𝐚𝐧𝐝 𝒚 = 𝒂 𝐬𝐢𝐧 𝜽 + 𝒒;
𝒇 𝒙 = 𝒃𝒙 𝒚 = 𝒂 𝐜𝐨𝐬 𝜽 + 𝒒
 Sketch and interpret Discuss and clarify: Domain, and 𝒚 = 𝒂 𝐭𝐚𝐧 𝜽 where 𝒂,
functions Range, characteristics of graphs, Finding the equation of the 𝒒 ∈ ℚ for 𝜽 𝝐 [𝟎°; 𝟑𝟔𝟎°]
turning points, Axes of above functions. Sketch graphs, find the
Symmetry, Lines of Symmetry, equations of given graphs
Discuss and clarify: Domain, and interpret graphs.
Asymptotes
Range, characteristics of Examination Type questions
graphs, turning points, Axes of on functions. Note: Sketching of graphs
Symmetry, Lines of Symmetry must be based on the effect
Examination Type questions on
of 𝒂 and 𝒒, which was
functions.
observed.

Common questions

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For linear functions, the domain and range are typically all real numbers, as linear functions extend indefinitely in both directions. Quadratic functions also have a domain of all real numbers, but their range depends on the direction of the parabola. If it opens upwards, the range is y ≥ the vertex's y-coordinate; if downwards, y ≤ the vertex's y-coordinate. Exponential functions have a domain of all real numbers but a range of y > 0 due to their asymptotic behavior towards the x-axis without crossing it. Hyperbolic functions have a domain of all real numbers except where the function is undefined (vertical asymptotes), and their range can be all real numbers except horizontal asymptotes .

Exploring symmetry, including axial and line symmetry, enhances the understanding of function graphs by revealing inherent balance and repetition within the function. Axial symmetry, often present in parabolic functions, helps in determining that each side of the graph is a mirror image along the axis of symmetry, crucial for predicting values without exhaustive calculations. Likewise, line symmetry, especially in trigonometric functions, displays periodicity and helps assess intervals accurately, improving graph sketching efficiency and analytical predictions .

In quadratic and rational functions, applying inequalities can precisely delineate acceptable output values, thus characterizing the range. For quadratic functions, inequalities help identify output constraints based on the vertex's position, particularly when determining minimums or maximums. Rational functions, having asymmetric behaviors and potential vertical asymptotes, employ inequalities to establish regions where the function is defined by excluding values that cause undefined expressions. Utilizing these constraints with inequalities is key to defining possible output values realistically .

The variables 'a' and 'q' significantly affect the transformation of function graphs. In the expression y = a.f(x) + q, 'a' influences the vertical stretch or compression and reflection of the graph with respect to the x-axis. If 'a' is greater than zero, the function maintains its original direction, while if 'a' is less than zero, it reflects across the x-axis. The value of 'q' determines the vertical shift of the graph. If q > 0, the graph shifts upward, and if q < 0, it shifts downward. These transformations affect the graph's shape, indicating how it expands, shrinks, or moves vertically, modifying the visualization of the function .

When parameter 'a' is negative in trigonometric transformations, it leads to a reflection of the function across the x-axis. This change in sign reverses the direction of the peaks and troughs, essentially inverting the entire wave over each period. The result is crucial for accurately representing and predicting the modified periodic behavior and visualizing the function's properties, as it alters the function's appearance significantly on a graph .

Asymptotes are critical in interpreting and sketching both hyperbolic and exponential functions. For hyperbolic functions, vertical and horizontal asymptotes provide boundaries that the function approaches but never intersects. These asymptotes help in sketching the general shape and preventing the function from wrongly crossing these critical lines. In exponential functions, horizontal asymptotes, typically the x-axis (y=0), guide the rapid increase or decrease of the functions as they progress along the x-axis. The position of asymptotes in such functions is vital for understanding long-term behavior and graphing accurately without crossing lines that represent infinity in terms of growth or decay .

Parabolic graphs exhibit different characteristics based on the sign of the 'a' value in y = ax^2 + q. When 'a' is positive, the parabola opens upwards, and its vertex is a minimum point. Conversely, when 'a' is negative, the parabola opens downwards, with the vertex serving as a maximum point. These characteristics change the nature of the function's range and the direction of the symmetry axis. Summarizing, the sign of 'a' determines whether the parabola's ends point upwards or downwards while influencing its turning point and vertical displacement .

Sketching trigonometric functions with the transformations from variables 'a' and 'q' involves analyzing how these variables affect amplitude, vertical shifts, and phase shifts. The variable 'a' alters the amplitude of the trigonometric function—when increased, the peaks and troughs become more pronounced, while a reflection occurs if 'a' is negative. The variable 'q' induces a vertical shift, moving the entire graph up or down along the y-axis. For accurate sketches, one must determine the baseline period and appropriately apply these transformations to ensure the function's new scale and shifting align correctly on the graph .

Intercepts are critical in understanding and analyzing functions because they provide key points where the graph intersects the axes, offering insight into the function's roots and behavior at those points. The x-intercept signifies where the function's value is zero, thus useful in solving equations. The y-intercept reflects the function's value when the independent variable is zero, indicating the starting value of the function when plotted. These intercepts assist in graphing the function and understanding its early behavior .

The parameter 'b' in the exponential function y = b^x plays a pivotal role in dictating the function's growth rate and curve direction. When 0 < b < 1, the function represents exponential decay, leading to a graph that falls as x increases. Conversely, when b > 1, the function demonstrates exponential growth, with the graph rising sharply. This parameter directly influences how quickly the function increases or decreases, significantly shaping the curve's steepness and directional bends .

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