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Algebra 2 Topic 1 – Linear Functions and Systems

Lesson 1: Key Features of Functions Name: ________________________ Date:___________
1-1A: Key Features of Functions
LT: I can identify domain, range, intercepts, intervals of increasing/decreasing and positive/negative.

Warm up: A diver is going through

ocean search-and-rescue training. The
graph shows the relationship between
her depth and the time in seconds since
starting her dive.

Write down any information you can

learn about the dive from the graph.

Example 1: Domain and Range

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What are the domain and range of the function defined by y = x − 3 ?

• The domain of a relation is the set of all possible inputs (or x-

values)

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Example 2: Domain and Range – you try! What are the domain and range of the functions below?

Example 3: For what values of x is g ( x) = − x + 1 + 2 positive?

For what values is it negative?

use [Link]/calculator to sketch the

• A function is positive wherever it is above the x-axis

• A function is negative wherever it is below the x-axis

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Example 4: For what values of x is g ( x) = − x + 1 + 2 increasing? For what values is it decreasing?

• A function is increasing when its output values go up as the input values increase
o On a graph, this means the graph moves up as you go from left to right.
• A function is decreasing when its output values go down as the input values increase
o On a graph, this means the graph moves down as you go from left to right.

Example 5: Find all the key features of the graph.

Domain

Range

x-intercepts

y-intercepts

Interval positive

Interval negative

Interval increasing

Interval decreasing

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Algebra 2 Topic 1 – Linear Functions and Systems
Lesson 1: Key Features of Functions Name: ________________________ Date:___________
1-1B: Graphs in Context
LT: I can analyze key features of functions in context.

Warm up: Find all the key features of the graph of f ( x) =− | x − 2 | +3 .

Domain

Range

x-intercepts

y-intercepts

Interval positive

Interval negative

Interval increasing

Interval decreasing

Example 1: A car starts a

journey with a full tank of gas.
The equation = y 16 − 0.05 x
relates the number of gallons of
gas, y, left in the tank to the
number of miles the car has
traveled, x. What are the x- and
y- intercepts of the graph of this
equation, and what do they
represent in the situation?

*bonus question: what mileage (in miles per gallon) does the car get?

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Example 2: You stand at the edge of a cliff and throw a rock as high and as far as you can into the canyon below. The
function h(t ) =−120t 2 + 480t + 600 , graphed to the right, models the height of the rock in feet as a function of time in
seconds. Find each key feature, and explain what it could represent in this scenario.

Key Feature Explanation

Domain

Range

x-intercepts

y-intercepts

Interval positive

Interval negative

Interval increasing

Interval decreasing

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Algebra 2 Topic 1 – Linear Functions and Systems
Lesson 1: Key Features of Functions Name: ________________________ Date:___________
1-1C: Average Rate of Change
LT: I can calculate the average rate of change of a function over an interval, and analyze it in context

Warm up: You are organizing a fundraiser for your school's theater
program by selling tickets to a talent show. The rental cost of the
auditorium is a few hundred dollars. The graph shows the profit (in
dollars) as a function of the number of tickets sold.

What are the x- and y- intercepts of the graph and what do they mean in
the context of this scenario?

*bonus question: how much are you charging for tickets?

Average Rate of Change of a function f between x = a and x = b (or [a, b] ) is defined as

Example 1: Find the average rate of change of the function f ( x) = ( x − 1) over the
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interval [1, 4]

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Example 2: On what interval does the function have the greatest average
rate of change?

A) [−5, −2]

B) [−2, −1]

C) [−1,5]

D) [−5,5]

Example 3: A rideshare program charges fees based on how

many minutes a ride lasts. What do the average rates of change
over the time intervals [0, 4], [10, 20], and [20, 24] indicate about
the cost of rides?

A) [0,4]

B) [10,20]

C) [20,24]

Algebra 2 Topic 1 – Linear Functions and Systems

Conclusion:

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Lesson 2: Transformations of Functions Name: ________________________ Date:___________
1-2A: Translations
LT: I can apply translations to graph functions and write equations

Warm up: Complete the entrance ticket in Canvas today under today’s date in the modules.

Definition: Function translations move the graph of your function left, right, up, or down.

IF:

h is positive:
____________________

h is negative:
____________________

*translations do not alter the size or shape of your function – they are a rigid transformation

Example 1: Describe each translation:

f ( x) → f ( x − 4) g ( x) → g ( x) + 1

h( x ) → h( x ) − 5  3
j ( x) → j  x + 
 4

k ( x) → k ( x − 4.5) − 2 m( x) → m( x + 6) + 3

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Example 2: Identify the translations of the parent function f ( x) = x 3 that give each of the following:

100 g ( x) =( x − 5)3 + 1 g ( x) =( x + 7)3 − 4

) x3 −
g ( x=
9

Example 3: The graph of f ( x) =| x | is shown to the right.

A) Graph the function g ( x) =| x + 1| −3 .

B) Over what interval is the graph of g decreasing?

C) Over what interval is the graph of g increasing?

D) Over what interval is the graph of g negative?

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Algebra 2 Topic 1 – Linear Functions and Systems
Lesson 2: Transformations of Functions Name: ________________________ Date:___________
1-2B: Stretches and Compressions
LT: I can apply stretches and compressions to graph functions and write equations

Warm up: Complete the entrance ticket in Canvas today under today’s date in the modules.

Definition: multiplying a function (either on the outside of the function or in the argument) stretches or compresses the
function by a factor.

Vertical direction: f ( x ) → a ⋅ f ( x ) Horizontal direction: f ( x ) → f ( b ⋅ x )

• If a > 1 : vertical _________________ • If b > 1 : horizontal _________________

o by a factor of a o by a factor of b

• If 0 < b < 1 : horizontal _________________

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• If 0 < a < 1 : vertical _________________ o by a factor of
1 b
o by a factor of
a

Example 1: Start with the parent function f ( x) =| x | and write the equation after each transformation below:

Stretch vertically by a factor of 3: Compress vertically by a factor of 2:

Compress horizontally by a factor of 4: Stretch horizontally by a factor of 6:

Example 2 Part A: Use the graph to describe the transformation

that took function f (dashed) to g (solid).

Part B:
If the equation of f ( x) is f ( x) = sin( x) , what would the equation
for g ( x) be?

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Example 3: Graph the functions f ( x) =| x | and
g ( x=
) | 5 x − 10 | what do you notice?

To find the correct translation after a stretch or

compression – factor inside the function:

🚨🚨COMMON MISTAKE ALERT 🚨🚨

If both a horizonal translation and stretch/compression have occurred: the “x”
value inside the function must have a coefficient of 1 – so you must factor any
GCFs that are present to find the true translation amounts.

Example 4: Identify the transformations that take parent function f ( x) = x 2 to each of the following

g ( x) = 3x 2 1
g ( x) = (2 x − 6) 2
2

g ( x) =( x − 5) 2 − 2 1 
2

g ( x) =  x + 7 
3 

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Algebra 2 Topic 1 – Linear Functions and Systems
Lesson 2: Transformations of Functions Name: ________________________ Date:___________
1-2C: Reflections
LT: I can apply function reflections to graph functions and write equations

Warm up: Mañuel attempted to graph the equation

f ( x) = ( 3 x − 6 ) by translating and stretching the
2

parent function x 2 (shown with a dashed line). What

did they do wrong?

Definition: A reflection is a transformation that maps each point on a graph to a new point across a given line, called the
line of reflection.

Reflection across the x-axis (vertical reflection):

Reflection across the y-axis (horizontal reflection):

Example 1: Reflect the function f ( x) = x over the x- and y- axes.

Write the equation for each transformed function.

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Example 2: The function f ( x) = x 2 − 2 x + 1 is reflected across the y-axis. Write the equation of the transformed
function.

Part B: Function f is reflected instead across the x-axis. Write the equation of the transformed function.

Example 3: Label each transformed function as a reflection across the x- or y- axis of the parent function f ( x) =| x |

g ( x) =
− | x | +8 g ( x) = | − x | g ( x) =− | −2 x |

1 g ( x) =−8+ | −9 x | g ( x ) = 2− | x |
g ( x) = − | x |
2

g ( x) =−| x −5| g ( x)= | 2 − x | −x

g ( x) =
2

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Algebra 2 Topic 1 – Linear Functions and Systems
Lesson 2: Transformations of Functions Name: ________________________ Date:___________
1-2D: Mixed Practice
LT: I can apply function transformations to graph functions and write equations

Warm up: Use all of your previous notes from lesson 1-2 to complete the concept summary

Concept Summary: Function Transformations

For a function f(x), the graph of represents a

transformation of the graph of that function by translation, reflection or stretching/compressing.
a b h k
If : If : If h is positive: If k is positive:

If : If :

If h is negative: If k is negative

If a is negative: If b is negative:

Word bank (you will NOT use every single one!):

• translation up k units • horizontal stretch

• translation left k units • reflection over x-axis
• translation down k units • reflection over y-axis
• translation right k units • translation up h units
• vertical stretch • translation left h units
• horizontal compression • translation down h units
• vertical compression • translation right h units

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Example 1: For each graph, select all of the transformations of f ( x) =| x | that combine to result in the graph shown.
Graph A

☐ horizontal compression by a factor of 2

☐ reflection over the x-axis

☐ translation 4 units left

☐ translation 4 units down

☐ translation 2 units left

☐ vertical stretch by a factor of 2

Graph B

☐ horizontal compression by a factor of 5

☐ reflection over the x-axis

☐ translation 3 units down

☐ translation 2 units left

☐ translation 3 units up

☐ translation 2 units right

Graph C

☐ vertical stretch by a factor of 5

☐ reflection over the x-axis

☐ translation 5 units right

☐ translation 3 units down

☐ translation 2 units left

☐ translation 4 units down

☐ vertical compression by a factor of 5

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Algebra 2 Topic 1 – Linear Functions and Systems
Lesson 3: Piecewise Defined Functions Name: ________________________ Date:___________
1-3: Piecewise Defined Functions
LT: I can graph and interpret piecewise-defined functions.

Warm up: Alani has a summer job as a lifeguard. She makes $15/hour for up to 40 hours each week. If she works more
than 40 hours, she makes time-and-a-half pay (1.5 times her hourly pay), or $22.50/hour, for each hour over 40 hours.

How much money will Alani earn if she works:

a. 37 hours? Show your work. b. 43 hours? Show your work.

Can you come up with an equation that calculates Alani’s total earnings for the week based on the number of hours she
works? If yes, find it. If no, explain why.

Definition: A function that has different rules for

different parts of its domain is called a piecewise-

Example 1: Sketch a graph of Alani’s weekly

earnings using the piecewise-defined function
below:

 15 x, if 0 ≤ x ≤ 40
f ( x) = 
600 + 22.5( x − 40), if x > 40

Use a graphing
calculator to help you
sketch each piece of
the function, if you
can’t do it by hand!!

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Example 2: Sketch a graph of each function.
3 x − 4, if − 2 ≤ x < 1  7, if − 5 ≤ x ≤ −2
 
f ( x) =  x + 3, if 1 ≤ x ≤ 5 g ( x) = 5 − x, if − 2 < x ≤ 3
 8, if 5 < x ≤ 8 2 x − 3, if 4 < x ≤ 6
 

Example 3: The graph represents fees for a parking lot. What

are the domain and range of the function, and what do they
represent?

Domain:______________

Range:________________

How much would you have to pay to park your car:

a. for 5 hours? b. for ten and a quarter hours?

Algebra 2 Topic 1 – Linear Functions and Systems

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Lesson 3: Piecewise Defined Functions Name: ________________________ Date:___________
1-3B: Piecewise Defined Functions PRACTICE
LT: I can graph and interpret piecewise-defined functions.

Warm up: Which rule defines the function shown below?

A.

B.

C.

D.

Example 1: Graph the piecewise-defined function below.

4 x + 11, if − 10 ≤ x < −2

=f ( x)  x 2 − 1, if − 2 ≤ x ≤ 2
2 x − 10, if 2 < x < 10


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Example 2: Which rule defines the function shown below?

−2 x − 4, if x < −1
A. f ( x) = 
 x + 1, if x ≥ 0

−2 x − 4, if x ≤ −1
B. f ( x) = 
 x + 1, if x > 0

−2 x − 4, if x < −1
C. f ( x) = 
 x + 1, if x > 0

−2 x − 4, if x < −1
D. f ( x) = 
 x + 1, if x > −1

What is the range of the function? What is the domain of the function?

Where is the function increasing? Where is the function decreasing?

Where is the function positive? Where is the function negative?

Example 3: The table shows a mobile data plan. Graph the function.

Data Used (GB) Monthly Cost

Less than 1 GB $20
1-2.99 GB $30
3-4.99 GB $40
5+ GB $55

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Algebra 2 Topic 1 – Linear Functions and Systems
Lesson 1-5: Solving Equations and Inequalities by Graphing Name: ________________________ Date:___________
LT: I can use graphs to solve equations and inequalities.

Warm up: The cost C (in dollars) of sending next-day mail depends on the weight x (in 12.25, if 0 < x ≤ 8
ounces) of a package. The cost of packages, up to 5 lbs, is given by the function. Answer 16.75,
the following questions:  if 8 < x ≤ 32
f(x)= 19.50, if 32 < x ≤ 48
A. How many ounces are in a pound? 23.50, if 48 < x ≤ 64

25.25, if 64 < x ≤ 80
B. How much would it cost to mail a 3 oz package?

C. How much would it cost to mail a 30 oz package?

D. How much would it cost to mail a 3.9 lb package?

Example 1: Solve −3 x + 20= 0.2 x + 0.8 by graphing.

To solve a single equation by graphing, write two
new equations by setting y equal to each side of
the original equation.
The solutions are the _____________ of the
_______________ of both graphs!

Example 2: Solve each equation by graphing.

1 x2 − 5x =
−x 1
| x − 4 |= x +1 − | x − 2 |= − x − 1
2 2

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Example 3: Solve x 2 > 4 by graphing. To solve an inequality by graphing, write
two new equations by setting y equal to
each side of the original inequality.
The solutions are all the values of x that
satisfy the inequality. (“Greater than” means
one graph is above the other.)

Example 4: Solve each inequality by graphing.

x2 + 6x + 5 ≥ 0 x + 3 > 7 − 3x

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Algebra 2 Topic 1 – Linear Functions and Systems
Lesson 1-6: Linear Systems Name: ________________________ Date:___________
LT: I can use graphs to solve equations and inequalities.

Warm up: Use a graph to solve the equation x 2 + 3 x − 7 = −2 x 2 − 6 x + 9 . Round your answers to the nearest tenth.

x + 2 y =
3
Example 1: What is the solution of the system of linear equations 
x − 2 y =
4

By hand:

A system of linear equations is a set of

two or more equations using the same
variables. The solution of a system of
linear equations is the set of all ordered
coordinates that simultaneously make all
equations in the system true.

When graphed: the solutions are the

__________________________________

By graphing:

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Example 2: Solve each system of equations by graphing:
2 x + y = −1 3 x + 2 y =
5
a.  b. 
5 y − 6 x = 7 6 x + 4 y =
3

Example 3: Use a system to solve a word problem.

Charles has a collection of dimes and quarters worth $1.25. He has 8

coins. How many dimes and quarters does he have?

Step 1:

Step 2:

Step 3:

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Example 4: Jacob buys some pencils and notebooks. Two pencils and
three notebooks cost $13.50. Four pencils and two notebooks cost
$11.00. Write and solve a system of equations to find the cost of one
pencil and one notebook.

Example 5: A school box office sold 300 tickets for a play, including
student and adult tickets. The total money collected was $2,100. Adult
tickets cost $10 while student tickets cost $5. Write and solve a
system of equations to find the number of tickets of each type that
were sold.

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