Name: _____________________________________

Describing a Graph Notes

Key Terms/Features:
● line of symmetry A line of symmetry is one you can
● (línea de simetría) ___________________ over.

● opens upward or If it opens upward, the graph could

downward ______________ _________________________.
● (se abre hacia arriba
o abajo)

● increasing or As you trace your finger left to right,

decreasing are you going up
● (aumentando o (____________________________) or down
disminuyendo) (____________________________)?

● x-intercepts The x-intercept is where the graph

(interceptos de x ) crosses the ___________________________.

● y-intercept The y-intercept is where the graph

(intercepto de y )
crosses the ___________________________.

● endpoints The endpoints are the

● (punto final) _____________________ that mark the end
of the ___________________.
Not all functions have endpoints.

● maximum or The maximum point is the

minimum points _________________ point on the graph and
● (puntos máximos o the minimum point is the
mínimos) ______________________ point on the
graph.

● continuous or A graph is ____________________ if you

discrete could draw it without picking up your
● (continua o discreta) pencil.
Discrete graphs are disconnected
_______________.
1
Name: _____________________________________

Practice: Write as many true statements about the graph above as you can! Try to use every vocabulary word at
least once.

2
 1

By the end of the lesson, I will be able to represent 4 functions in multiple ways by analyzing the growth
patterns for each as evidenced by completing a ticket out the door.
What does it mean to create multiple representations of a function? In the previous lesson, you observed graphs
of linear, inverse variation, and exponential functions. In this lesson, you will investigate multiple
representations of various functions, describe their patterns of growth, and describe characteristics of their
graphs.
1-25 Complete the table, graph, and equation for Tile Pattern I.

Pattern descriptions: In each figure, you ______________ (#) ____ tiles.

What is the shape of the graph (curve, line, “V” shape etc.)

From left to right, the graph is: (Circle one) increasing or decreasing

If possible, identify the x- and y-intercepts in all three representations: pattern, table, and graph: _______

Are there any values of x or y which are not possible in the function? This is the Domain and Range!

3
Complete the tile figures, graph, and table for Tile Pattern II on this page.

Describe how the number of tiles grows from figure to figure.

Describe the graph of the function:

What is the shape of the graph (curve, line, “V” shape etc.)

From left to right, the graph is: (Circle one) increasing or decreasing

If possible, identify the x- and y-intercepts in all three representations: pattern, table, and graph:

________________________________________________________________________________

Are there any values of x or y which are not possible in the function? This is the Domain and Range!

4
Complete the tile figures, graph, and table for Tile Pattern III on this page.

Describe how the number of tiles grows from figure to figure.

Describe the graph of the function:

What is the shape of the graph (curve, line, “V” shape etc.)

From left to right, the graph is: (Circle one) increasing or decreasing

If possible, identify the x- and y-intercepts in all three representations: pattern, table, and graph:

________________________________________________________________________________

Are there any values of x or y which are not possible in the function? This is the Domain and Range!

5
 48
Let’s try it on a NEW ONE!! y= 𝑥

TABLE GRAPH
Figure # # of tiles

12

16

24

48

Complete the tile figures, graph, and table for Tile Pattern IV on this page.

Describe how the number of tiles grows from figure to figure.

Describe the graph of the function:

Pattern descriptions: In each figure, you ______________ (#) ____ tiles.

What is the shape of the graph (curve, line, “V” shape etc.)

From left to right, the graph is: (Circle one) increasing or decreasing

If possible, identify the x- and y-intercepts in all three representations: pattern, table, and graph: _______

Are there any values of x or y which are not possible in the function? This is the Domain and Range!

6
EXIT TICKET: A new problem using multiple representations! Get a new problem from Mr. Murillo

EQUATION:

TABLE GRAPH
Figure # # of tiles
0

7
 1

By the end of the lesson, I will be able to evaluate functions and use function notation by analyzing inputs and
outputs in function machines as evidenced by completing a team challenge task.

In the previous lesson, you used equations relating two variables (like y = 3 · 2x) to make graphs and find
information. Today you will look more closely at how equations that relate two variables help establish a
function between the variables. You will also learn a new notation to help represent these functions.

Warm-up (IN PENCIL)

a) -42 + (-17) b) 8 - (-9) c) 8(-9)

d) -42 ÷ (-7) e) -2(-3)(-4) f) -18 - 7

2 2
g) (− 5) h) − 5 i) 49

8
1-34. FUNCTION MACHINES

A function works like a machine, as shown in the diagram below. A

function is given a name that can be a letter, such as f or g. The
notation f(x) represents the output when x is processed by the
machine. (Note: f(x) is read, “f of x.”) When x is put into the
machine, f(x), the value of a function for a specific x-value, comes
out. In this notation, f(x) replaces y. For example, y = 3x – 1 and f(x)
= 3x – 1 are equivalent ways to write the same function.

Numbers are put into the function machine (in this case,
f(x) = 3x – 1) one at a time, and then the function performs the
operation(s) on each input to determine each output. For example,
when x = 3 is put into the function f(x) = 3x – 1, the function triples the
input and then subtracts 1 to get the output, which is 8. The notation
𝑓(3) = 8 shows that when a 3 is input into the function named f, the
output is 8.

FUNCTION NOTATION NOTES

EQUATION:
𝑥
𝑔(𝑥) = 2
+ 2

a. Calculate the output for 𝑔(𝑥) when the input is b. If the output of this function is 10, what was the
x = 14; that is, find 𝑔(14). input? That is, if g(x) = 10, then what was x?

table graph (calculator)

9
𝑓(6) = _____

𝑓(2) = _____

𝑓(𝑥) = 7 , 𝑠𝑜 𝑥 = _____

10
Closure: Team Challenge

11
Name: _______________________________________________ Chapter 1

A function is a relationship between inputs and outputs where every input has exactly ___________ output.

EXAMPLE:
Mapping Diagram: Table: Graph:

x y

NOT A FUNCTION:
Mapping Diagram: Table: Graph:

x y

The _____________________________________ Line Test checks if a graph is a function by making

sure there is only one _________________________________ for every _________________________________ .

12
Name: _______________________________________________ Chapter 1
You try! State if each graph/table/mapping diagram is a FUNCTION or NOT A FUNCTION.
Examine each of the graphs and the table below. Compare the inputs and outputs and decide if the relationship
could be a function. Explain your reasoning.
a) b)

Is it a function? ____________ Is it a function? ____________

Reasoning: ______________________________________________ Reasoning: ________________________________________

_____________________________________________________________ ______________________________________________________

___________________________________________________________ ______________________________________________________

__________________________________________________________ ______________________________________________________

c) d)

Is it a function? ____________ Is it a function? ____________

Reasoning: ______________________________________________ Reasoning: ________________________________________

_____________________________________________________________ _______________________________________________________

___________________________________________________________ _______________________________________________________

__________________________________________________________ _______________________________________________________

13
Name: _______________________________________________ Chapter 1

e) f)

Is it a function? ____________ Is it a function? ____________

Reasoning: ______________________________________________ Reasoning: ________________________________________

_____________________________________________________________ _______________________________________________________

___________________________________________________________ _______________________________________________________

__________________________________________________________ _______________________________________________________

g) h)

Is it a function? ____________ Is it a function? ____________

Reasoning: ________________________________________ Reasoning: ________________________________________

_____________________________________________________________ _______________________________________________________

_____________________________________________________________ _______________________________________________________

_____________________________________________________________ _______________________________________________________

14
By the end of the lesson, I will be able to describe the domain and range of a function from a graph or table of
values as evidenced by completing an appointment book and a team challenge.

You have several characteristics that you can use to describe graphs using the questions that you began
developing in Lesson 1.1.3. You have also learned how to tell if a graph represents a function. Today you will
complete your focus on functions by describing the inputs and outputs of relationships.

The domain is the set of all ____________________________, or _________________________________________ of a function.

The range is the set of all ____________________________, or _________________________________________ of a function.

Reference Notes: Domain and Range Notation

Open/Closed Circle Inequality Interval Notation
Description
or Arrow Symbol Symbol
< ( Less than, not equal to
> ) Greater than, not equal to
≤ [ Less than or equal to
≥ ] Greater than or equal to

← (-∞
≤ All values less than
↓ ∞ is not a number, NEVER use [ ]

→ ∞)
≥ All values greater than
↑ ∞ is not a number, NEVER use [ ]

DOMAIN & RANGE: WHAT ARE THE POSSIBLE INPUTS & OUTPUTS?
15
We have a few different ways of showing domain & range…..

Inequality Graph Interval Notation Description

Domain: Domain: Domain: All inputs
x ≥ -1 [-1, ∞) greater than or equal to
-1.
Range: Range:
y≥0 [0, ∞) Range: All outputs
greater than or equal to
0.
Domain: Domain: Domain: All inputs
greater, not equal to -2
and less than or equal to 3.
Range: Range:
Range: All outputs
greater than or equal to -1
and less than, not equal to
2
Domain: Domain:
Domain: All inputs
greater, not equal to -2.
Range: Range:
Range: All outputs
greater, not equal to 1.

Domain: Domain:
Domain: All inputs less
than, not equal to 6.
Range: Range:
Range: All outputs less
than or equal to 2.

EXAMPLES: Let’s see how to find the domain and range from any representation of a function.

DOMAIN: __________________________________________

Interval
Notation

Inequality
Notation

RANGE: ____________________________________________

Interval
Notation

Inequality
Notation
Function? YES / NO

16
 DOMAIN: ___________________________________________

Interval
Notation

Inequality
Notation

RANGE: ______________________________________________

Interval
Notation

Inequality
Notation
Function? YES / NO

1-55. DETERMINING DOMAIN AND RANGE: Work with your team to describe in words the domain and range of
each graph below. Then state whether or not the graph represents a function.

a) b) c)

DOMAIN: DOMAIN: DOMAIN:

RANGE: RANGE: RANGE:

Function? Function? Function?

d) e) f)

DOMAIN: DOMAIN: DOMAIN:

RANGE: RANGE: RANGE:

Function? Function? Function?

17
Finding domain and range from an equation:
1-53. Examine the function shown at right.

Find 𝑓(0): Find 𝑓(4): Find 𝑓(− 3):

b) Calculate f(3). What happened?

c) Describe in words the domain of the function.

PUTTING IT ALL TOGETHER!

Complete the table:

𝑡 𝐴(𝑡)
2
5
12
2

18
 Name: ________________________________________ Period: _________

Find the Mistake (Equations)

Work What is the mistake? EXPLAIN Show the correct work Work What is the mistake? EXPLAIN Show the correct work

19
 Name: __________________________________________________-v ________ Per.: _______

IM1 Unit 1 Test Review

Directions: For each of the following problems show all your work and/or reasoning. Just circling answers IS
NOT sufficient to receive full credit.

FOR PROBLEMS #1- #2 USE THE GRAPH SHOWN AT RIGHT.

1) Multiple Choice: What is the range of the function?

A) (− 4, 2)
B) (− 2, 2)
C) (− 2, ∞)
D) (− 4, ∞)
E) All real numbers

2) Multiple Choice: Which of the following statements is true about the graph shown?

A) The graph has a maximum at (2, 2).

B) The graph is discrete.
C) The graph has a minimum at (− 4, − 2).
D) The graph is decreasing.
E) The graph is increasing.

3) Multiple Choice: What is the domain of the function at right?

A) 𝑥≤3
B) 𝑥 > − 1
C) 𝑦≥0
D) − 1 ≤𝑥 ≤3
E) 0 ≤ 𝑦 ≤4

20
4) Free Response: Alejandra is solving the equation below. Her classmate says she has made a
mistake.

a) Find the mistake Alejandra made. Circle it and explain to Alejandra what she did wrong.

− 7(5𝑏 − 8) − 7 =− 161

− 35𝑏 + 56 − 7 =− 161

− 35𝑏 + 63 =− 161

− 35𝑏 =− 224
224 32
𝑥 = 35
= 5

b) Solve the equation correctly.

− 7(5𝑏 − 8) − 7 =− 161

5) Free Response: Genny collected data on the number of meters she could walk each second
and wrote the following rule to model her walking rate: 𝑑(𝑡) = 3𝑡.

a) Find the value of 𝑑(17) and explain what it means in the context of the problem.

b) Find the input value for 𝑑(𝑡) = 225. What does this input value mean in the context of the
problem?

21
FOR PROBLEM #6 USE THE GRAPH OF 𝑓(𝑥), SHOWN BELOW.

6a) 𝑓(1) = ___________ 6b) If 𝑓(𝑥) =− 2, then, 𝑥 = _________

6c) Identify the range of the function. Write it in either set notation or interval notation.

6d) Identify the coordinates of the minimum of this function.

6e) Identify the interval(s) where the function is constant.

22
 8) Free Response: Consider the graph and mapping diagrams shown at right. Determine if they
are or are not functions and explain why/why not by completing the sentence.

A) The graph IS / IS NOT (CIRCLE ONE) a function

because___________________________________________________

_________________________________________________________.

B) The mapping diagram IS / IS NOT (CIRCLE ONE) a function

because___________________________________________________

_________________________________________________________.

Directions: For each of the following problems show all your work and/or reasoning.

9) Free Response: Consider the function 𝑓(𝑥) = 0. 75(𝑥 − 2). Complete the following table and
graph graph 𝑓(𝑥) on the axes provided.

(Use your calculator to help you! )

𝑥 𝑓(𝑥)
−5
0
−3
1. 3

***Label or circle the y-intercept on BOTH the

table and the graph.***

23