FUNCTIONS

(5 weeks in length)

MATHEMATICS for ACADEMIC STUDIES 4th ESO

Alfonso González
IES Fernando de Mena
Mathematics Dept.
 FUNCTIONS
Mathematics for Academic Studies 4th ESO
ALFONSO GONZÁLEZ. I.E.S. FERNANDO DE MENA. DEPARTMENT of MATHEMATICS

I) CONCEPT OF FUNCTION. DEFINITIONS

Example 1: Consider the following function, y=f(x)=x2.

We can study its behaviour by using a Venn diagram1:

f(x)=x2
0 0

1 1
Read:
2 4 “f maps 2 to 4”, or

-1 · “the image of 2 under f is 4”,

·
· etc.
-2
·
·
·

Dom(f)= Im(f)=+

However, in practice we will use a table of values:

x …. -2 -1 0 1 2 3 ….
f(x)=x2 …. 4 1 0 1 4 9 ….

(NOTE: We will learn onwards that this function actually is a parabola…)

For instance, the image of 3 under the previous function is 9, and we write f(3)=9. The image f(x) is also written
y, and it is called dependent variable. In the example above, we can write y=x2.

Very important!: A function is well-defined if for every input value there is one, and only one, output
value.

Definitions:
« A function is a relationship or correspondence between two numerical sets that associates to each
element x –called independent variable- of the first set a sole value y –called image of x, or f(x)– of the
second set ».

As we have said, x is the independent variable, whereas y is the dependent variable (because, obviously,
y depends on x).

f(x) is the image of x, whereas x is the inverse image or preimage /’pri:’ɪmɪdʒ/ of f(x). In the previous
example, the preimages of y=9 are x=3.

Domain of definition of a function: « is the set of all real numbers x so that the function gives a valid
image». It is denoted as Dom (f), or Dom f(x), etc. In the previous example, it is obvious that Dom (f)=, as is
indicated in the Venn diagram.

1 Introduced in 1880 by the British mathematician and philosopher John Venn (1834-1923)

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Mathematics for Academic Studies 4th ESO
ALFONSO GONZÁLEZ. I.E.S. FERNANDO DE MENA. DEPARTMENT of MATHEMATICS

Range or Codomain of a function: « is the set of all y values that the function takes when x takes values in
the domain». It can be denoted as Im (f), R(f), etc. In the example 1, Im (f)=+, logically (See the diagram
above).

Hence, the complete notation for this function would be: f:  +

x f(x)=x2

but in practice the arrow notation is omitted and we simply say f(x)=x2.

ANNEXE: THE FUNCTION MACHINE” METAPHOR /ˈmɛtəfɔːr/

We sometimes use a “function machine” to illustrate how functions behave. For example:

Input
x

It
doubles
the input
It
subtracts Output
1 y=2x-1

So, if 3 is fed into the machine, f ( 3 ) = 2 · 3 - 1 = 5 comes out.

This function machine metaphor is quite versatile and powerful. It can be used to explain many important
properties of functions and concepts involving functions:

− The domain is simply the set of input numbers that can be processed by the function machine without
damaging it.
− The range or codomain is the set of output values that would come out the machine if you introduce all
the elements of the domain into the machine.

Exercises: 1 and 2

II) GRAPH OF A FUNCTION

Example 2: Draw the graph of f(x)=x2 by means of a table of values.

x …. -5 -4 -3 -2 -1 0 1 2 3 4 5 ….

f(x)=x2 …. ….

Definition: « The graph of a function y=f(x) is the set of the  points (x,y) that
verify the given expression, that is to say, that make y=f(x) true».

Observations:
1st) We can find the Dom(f) graphically going over the x-axis (from left to right)
and checking whether there exists image, that is to say, whether its graph can be observed.

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Mathematics for Academic Studies 4th ESO
ALFONSO GONZÁLEZ. I.E.S. FERNANDO DE MENA. DEPARTMENT of MATHEMATICS

Likewise, we can find the R(f) graphically going through the y-axis (from bottom to top) and checking
whether there exists preimage, that is to say, whether its graph can be observed.

2nd) The fact that a particular x cannot have more than one image y implies the VERTICAL LINE TEST: «An
imaginary vertical line that moves through the coordinate plane from left to right can only cut the graph of
a function no more than once2».

Example 3: Given f(x) = x , a) Draw its graph.

b) Hence, deduce its Dom(f) and Im(f).

x
f(x)=x

Dom (f)=

Im (f)=

Exercises: 3 to 6

III) Dom(f) OF THE MOST COMMON FUNCTIONS

In this section we will learn a list of procedures to work out the domain of the most commonly used functions
from its analytical expression exclusively, without previously drawing its graph.

III.1) Polynomial function: « D o m [ f ( x ) polynomial ] =  »

In fact, remember that the domain is the set of all x so that there exists an image, and it is obvious that a
polynomial function has always an image  x  .

III.2) Rational function: A rational function is any function such that both the numerator and the
g(x)
denominator are functions, that is to say, f(x) = .
h(x)

It is obvious that in a rational function the denominator h(x) cannot equal zero because it would be undefined.
Therefore, «the Dom(f) of a rational function consists of all the real numbers x except those for which
the denominator is 0». It can be expressed in mathematical notation:

 g(x) 
Dom  f(x) =
 h(x) 

= x / h(x)  0 
In practice, we need to find the values x that make the denominator zero, that is to say, we will solve an
equation and exclude these roots of the denominator from the domain:

Example 4: Work out the Dom(f) of the rational fractions below:

2 However, a horizontal /hɒrɪˈzɒntəl/ line moving from top to bottom can touch the graph in several points, according to
the fact that a particular f(x) can have several preimages … (as in the example 2)

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Mathematics for Academic Studies 4th ESO
ALFONSO GONZÁLEZ. I.E.S. FERNANDO DE MENA. DEPARTMENT of MATHEMATICS

2
a) f(x) = (Sol: Dom(f)=IR-{4})
x−4

2
b) f(x) = (Sol: Dom(f)=IR-{±2})
x2 − 4

2
c) f(x) = (Sol: Dom(f)=IR)
x +4
2

III.3) Irrational function: An irrational function is a function which has the x under the root symbol.

Remember that if the index is an odd number then the radicand can be negative, so that domain is all real
numbers. However, if the index is an even number then a negative radicand is not permitted. Thus,
«the Dom(f) of a radical function whose index is even is any x value for which the radicand  0». It can
be denoted as follows:


Dom  f(x) = even g(x)  = x / g(x)  0
  
In practice, we have to solve an inequation:

Example 5: Find the Dom(f) of the following irrational functions:

a) f(x) = x − 9 (Sol: Dom(f)=[9,))

b) f(x) = x2 − 9 (Sol: Dom(f)=(-,-3]U[3,))

c) f(x) = 4 x2 − 4x + 3 (Sol: Dom(f)=(-,1]U[3,))

d) f(x) = x2 + 9 (Sol: Dom(f)=IR)

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Mathematics for Academic Studies 4th ESO
ALFONSO GONZÁLEZ. I.E.S. FERNANDO DE MENA. DEPARTMENT of MATHEMATICS

e) f(x) = 3 x − 9 (Sol: Dom(f)=IR)

f) f(x) = x 2 + x + 1 (Sol: Dom(f)=IR)

Exercise: 7

IV) PROPERTIES DEDUCED FROM THE GRAPH OF A FUNCTION

IV.1) Continuity: Intuitively, «a function is continuous when its plot can be drawn without lifting the
pencil from the paper3. Otherwise, the function is said to be discontinuous»

NOTE: The continuity must always be expressed with respect to the x-axis.

Exercise: 8

IV.2) Symmetry /ˈsɪmɪtri/:

f(-1)=f(1)=1
a) f(x) EVEN FUNCTION: f(-2)=f(2)=4
.
f(x)=x2 .
.
In general:

f(-x)=f(x)  f(x) symmetrical with respect to the y-axis [f(x) EVEN FUNCTION]

-x x

b) f(x) ODD FUNCTION:

f(x)=x3 f(-1)=-1; f(1)=1

f(-2)=-8; f(2)=8
.
f(x) .
.
In general:
-x
x f(-x)=-f(x)  f(x) symmetrical with respect to the origin [f(x) ODD FUNCTION]

f(-x)

3 Evidently, this definition is not precise, but we will see a more formal definition in the next course, that will allow us to
study the continuity of a function without drawing its graph. For the moment, in this course we will use this intuitive
definition from the graph.

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Mathematics for Academic Studies 4th ESO
ALFONSO GONZÁLEZ. I.E.S. FERNANDO DE MENA. DEPARTMENT of MATHEMATICS

Notes:
1st) In practice, to determine whether a function is symmetrical algebraically, that is to say, without drawing its
graph, we have to find f(-x), that is, plugging –x in for x (use brackets when necessary!), and then simplify.
The final expression of f(-x) may correspond to one of the following three cases:

 f(x)  EVEN function


f( − x) =  − f(x)  ODD function
 otherwise  neither odd nor even function


2nd) Of course, there are more kinds of symmetry. However, in this course we will only see these two types.

3rd) A function may not necesssarily be symmetrical. Actually, most of the functions are neither even nor odd.
4th) What is the utility of determining without drawing its graph if a function is symmetrical?: if the
function is symmetrical we can only focus on the positive half of the x-axis, and then easily draw the other
negative part knowing that it is symmetrical...
For instance, if an even function has a maximum at M(2,5), it will necessarily have another maximum
at M(-2,5). However, if the function is odd, there would be a minimum at m(-2,-5).

5th) We use the adjective "even" because the more common even function is y=x2, that is, with an even
exponent (Notice that y=x4, y=x2-2x6, etc. will also be even). Similarly, the more common odd function is y=x3.

Exercises: 8

IV.3) Increasing and decreasing intervals. M and m:

Intuitive idea:

f(x’)
f(x)
f(x)
f(x’)

x x’ x x’

INCREASING FUNCTION DECREASING FUNCTION

Def: « A function is increasing () at a point if in a small neighbourhood4 at this point there holds that the
corresponding images f(x) increase when the x variable increases».

« A function is decreasing () at a point if in a small neighbourhood at this point there holds that the
corresponding images f(x) decrease when the x variable increases».

In a more formal way:

f(x) is increasing at a point if in a small neighbourhood at this point we have that: x  x'  f(x)  f(x')

f(x) is decreasing at a point if in a small neighbourhood at this point we have that: x  x'  f(x)  f(x')

4
In Mathematics it means a set of points. The Spanish term is “entorno”.

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Mathematics for Academic Studies 4th ESO
ALFONSO GONZÁLEZ. I.E.S. FERNANDO DE MENA. DEPARTMENT of MATHEMATICS

Notes:
1st) We indicate that a function is increasing by means of the symbol , whereas  if decreasing.
2nd) In the case of a constant function, the definition is: x  x'  f(x) = f(x')

◼ In general, functions have increasing () and decreasing () intervals, separated by maximums 5 (M) and
minimums (m):

  

Def: « A function has a relative or local maximum (M) at a point if in a small neighbourhood at this point the
function changes direction from increasing () to decreasing ()».

« A function has a relative or local minimum (m) at a point if in a small neighbourhood at this point the
function changes direction from decreasing () to increasing ()».

In other words:
f(x) has a relative or local M at x=a if near to it, the values f(x) that the function takes verify f(x)<f(a)
f(x) has a relative or local m at x=a if near to it, the values f(x) that the function takes verify f(x)>f(a)

Notes:
1st) The intervals of increase and decrease are always expressed according to x-axis.
2nd) These M and m thus defined are called relative or local extrema /ɛksˈtriːmə/6.
3rd) The next course we will see an easier way to obtain the intervals of increase and decrease and the relative
extrema, not graphically but analytically, by means of what is known as derivative.
4th) There can be one or several M or m, or there can be neither of M nor m, or infinite.
5th) It is obvious that if f(x) is continuous, there are always a m between two M, and viceversa.

Exercises: 8

IV.4) Intersection points with the axes:

Consider the following example graph:

5
The plural of “maximum” is maxima (US “maximums”). The same applies to “minimum”, pl. “minima” (US “minimums”).
6 The next course we will define in a more formal way these extrema by means of the derivative, and we will also see the
absolute extrema…

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Mathematics for Academic Studies 4th ESO
ALFONSO GONZÁLEZ. I.E.S. FERNANDO DE MENA. DEPARTMENT of MATHEMATICS

It is easy to see how we y=x3-2x2-5x+6

can work out analytically
–that is to say, without
(0,6)
drawing its graph- the
intercept points with the
axes:

This question can be

summed up by the (-2,0) (3,0)
following chart: (1,0)

HOW MANY INTERCEPTS

INTERCEPT: HOW IS IT CALCULATED?:
CAN THERE BE?
Imposing y=0
x-intercept Several, 1 or 0 (or even )
(It supposes solving an equation)

y-intercept Substituing x=0 0 or 1

Exercises: 9 and 10 (Axes intercepts)

11, 12 and 13 (Complete study of a function)
14, 15 and 16 (Interpreting graphs)

V) STRAIGHT LINES REVIEW

V.1) Constant function y=m

Its graph, logically, is a horizontal /hɒrɪˈzɒntəl/ line that

cuts the y-axis at m units. We can see some examples
in the graphic alongside.

Similarly, x=K represents a vertical line which cuts the

x-axis at k units. In the image above there are a couple
of examples of this case. Can you state the equation of
both coordinate axes?

V.2) Direct proportionality function y=mx

We know that the graph of a first-degree function is always a straight line. Remember: 1st) We only need two
points for drawing the graph of a straight line! 2nd) The equation of a line is an equation which connects the
x and y values for every point on the line.

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Mathematics for Academic Studies 4th ESO
ALFONSO GONZÁLEZ. I.E.S. FERNANDO DE MENA. DEPARTMENT of MATHEMATICS

Example 6: Represent y = 2x on the same axes.

y = −3x

Consequences: 1st) y = m x is a straight line which passes through

the origin.
2nd) m (the coefficient of x) is the gradient or slope,
and it indicates the steepness of the line:

m > 0  INCREASING line

m < 0  DECREASING line

(If m=0 then y = m x becomes the straight line y=0, that is to say, the x-axis. This is a
horizontal line, that is, a constant function, according to section V.1)

3rd) y = m x is called direct proportionality function because “the bigger the x, the bigger the
y”, as we learnt in previous courses. m is the proprtionality constant.

Therefore, depending on the sign of m, there are two possibilities:

y=-3x
y=2x

y=2
y=-3
x=1

x=1

y=4
y=-6

x=2
x=2

For each increase of 1 unit in x, y If x increases by 1 unit, y decreases

increases by 2 units  m = 2 by 3 units  m = - 3

vertical step y 2 4 y − step y −3 −6

m= = = = = ... = 2 m= = = = = ... = −3
horizontal step x 1 2 x − step x 1 2

In the first case, both steps are positive and so the gradient is >0. The line is forward sloping. In the second
case, the steps are opposite in sign and so the gradient is <0. The line is backward sloping.

Exercises: 17 to 24

V.3) Linear function y=mx+n

As we have said above, this expression is an equation on the first degree, that is, a straight line. Hence, we
know that two values are enough to draw its graph, usually x=0 and y=0, that is to say, the axes intercepts:

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Mathematics for Academic Studies 4th ESO
ALFONSO GONZÁLEZ. I.E.S. FERNANDO DE MENA. DEPARTMENT of MATHEMATICS

y = 2x + 3
Example 7: Represent y = 2x − 5 on the same axes.
y = −3x − 5

Consequences: 1st) (As in the case of y = m x ) m (the coefficient of x) is called slope, and it indicates the
steepness of the line:

m > 0  INCREASING line

m < 0  DECREASING line

(If m=0 -that is, if the line lacks the coefficient of x- then y = m x + n becomes the straight
line y=n, that is to say, a horizontal line or constant function, according to V.2 section)

y = m x + n is the explicit equation or gradient-intercept form. In the next subsection

we will see two additional forms of expressing a line.

2nd) n (the constant term) is the y-intercept, that is to say, it indicates the point where the
line crosses the ordinate axis.
(If n=0 –that is, if the line lacks the constant term- then y = m x + n becomes the straight
line y = m x , that is to say, the line will pass through the origin; in other words, it is a
direct proportionality function).

y=2x+3 y=-3x-5

n=3 y=2

y=-3 y=2
x=1

x=1 2

y=4
y=-6

x=2 n=-5

x=2

For every 1-unit increase of x, y When x increases 1 unit, y decreases CONSTANT FUNCTION
increases by 2 units  m = 2 3 units  m = - 3 (y never changes)

m=0 [since the vertical step

y rise 2 4 y −3 −6
m= = = = = ... = 2 m= = = = ... = −3 (the numerator) is 0]
x run 1 2 x 1 2

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Mathematics for Academic Studies 4th ESO
ALFONSO GONZÁLEZ. I.E.S. FERNANDO DE MENA. DEPARTMENT of MATHEMATICS

To sum up, there are 4 cases depending on the sign of m and n:

n
n

n
n

m>0 m>0 m<0 m<0

n>0 n<0 n>0 n<0

Exercises: 25 to 38

V.4) Other forms of expressing lines: general form & point-slope form
In addition to the gradient-intercept form, y = m x + n , also called explicit form, studied in the previous
section, there are two other forms of expressing the equation of a line: general or implicit form, and point-
slope form. The diagram below summarizes how to pass from one form to another:

pass y to the right

hand side
y = mx + n Isolate y

EXPLICIT FORM gradient or

Isolate y (or gradient-intercept slope
form)

Ax + By + C = 0 y − b = m ( x − a)
pass all terms to one side
GENERAL or
IMPLICIT FORM POINT-SLOPE FORM

point (a,b)

Notes:
1st) Just as the explicit form, the general or implicit equation is unique (except in case of simplification of
coefficients A, B and C…), which is an advantage.
2nd) However, a single line has infinite point-slope equations. Why?
3rd) The next course we will study other forms of expressing the equation of a straight line.
4th) We can use straight lines to easily solve several problems: first-degree inequalities in 2 variables, systems
of first-degree inequalities in 2 variables, and systems of first-degree equations in 2 variables.

Exercises: 39 to 44 (Explicit, implicit and point-slope form)

44 to 49 (Real life problems involving linear functions)
50 to 52 (Graphical resolution of inequations and systems of inequations)

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Mathematics for Academic Studies 4th ESO
ALFONSO GONZÁLEZ. I.E.S. FERNANDO DE MENA. DEPARTMENT of MATHEMATICS

VI) PARABOLA y=ax 2 +bx+c

VI.1) Parabola y=ax2

Example 8: Sketch y = 2 x2 on the same axes, and draw conclusions.

y = −5x 2

x - … -4 -3 -2 -1 0 1 2 3 4 … 

y = 2x2

x - … -3 -2 -1 0 1 2 3 … 

y = −5 x 2

Conclusions: 1st) y = a x 2 is a parabola which has a turning point or vertex at ( 0 , 0 ) .

2nd) The curve is symmetrical about the y-axis.

3rd)
a > 0   (it opens or points upwards)
a < 0   (it opens downwards)

4th) The bigger |a| is, the thinner the parabola.

All these conclusions (except the 2nd one) are equally applicable to the general case, as we
will see in the following subsection.

Exercises: 53

VI.2) General case: y=ax 2 + bx+ c

The plot of a second-degree function is always a parabola. Remember from the previous course that the
easiest way to draw its graph is obtaining the following elements instead of building a table of values:

b
1st) Vertex: Its abscissa is given by x v = − . The y-coordinate yv can be found by substituting xv into
the equation of the parabola. 2a

2nd) Axes intercepts: The x-intercepts can be found by letting y=0, that is, solving the 2nd degree
equation a x 2 + b x + c = 0 . Notice that the parabola does not necessarily have to
cut the x-axis.

The y-intercept can be simply found by substituting x=0 into the equation of the
parabola. So, the y-intercept is always the constant term, that is, y=c. Contrary
to the x-intercepts, there always exists y-intercept.

3rd) Usually, further values are required to complete the graph and can be obtained by giving values to
x in the equation of the parabola.

Notes: ◼ The sign of the quadratic coefficient, a, shows the shape of the parabola:

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Mathematics for Academic Studies 4th ESO
ALFONSO GONZÁLEZ. I.E.S. FERNANDO DE MENA. DEPARTMENT of MATHEMATICS

a>0
a<0

it opens or points upwards it opens or points downwards

(U-shaped or open up parabola) (n-shaped or open down parabola)

◼ Both branches or arms are symmetrical about a vertical line which passes through the
vertex, called axis of symmetry.

◼ If the graph has two x-intercepts then the axis of symmetry must be mid-way between
them.

Example 9: Sketch the graph of the parabola y=x2-4x+3 by finding all its important features.

Exercises: 54 to 71

VII) HYPERBOLAS /haɪˈpɜːbələs/

ax + b
A hyperbola is a curve whose expression is y = , where c  0 .
cx + d

Exercise: 72

We notice that it is a symmetrical curve formed by two branches separated by two perpendicular asymptotes.
Bearing in mind the previous exercise, we needn’t build a table of values to represent a hyperbola but following
the steps below:

a
1st) ASYMPTOTES: Vertical: y=
c
d
Horizontal: Make the denominator zero: cx+d=0  x = −
c

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ALFONSO GONZÁLEZ. I.E.S. FERNANDO DE MENA. DEPARTMENT of MATHEMATICS

2nd) AXES INTERCEPTS: x-intercept: y=0  ax + b = 0  x = −

b
cx + d a

b
y-intercept: Letting x=0  y =
d

k
Particular case: Inverse proportionality function y =
x
ax +k k
If we let a=d=0 and c=1 in the equation y = , we obtain y = , that is, the «inverse proportionality
cx +d x
function», already studied in the previous course. Remember its graph, in terms of the sign of k:
(Check both graphs by means of table of values)

3
2 y =−
y= x
x

k>0 k<0

k > 0  INCREASING k < 0  DECREASING

Exercises: 73 to 78

VIII) PIECEWISE FUNCTIONS

A piecewise-defined function (also called a piecewise function7) is a function defined not by a single
expression, but by two or more, each one applying to a certain interval.
These kind of functions usually have discontinuities ("jumps"), and we use a small circle in the graph to
indicate that the endpoint of a curve is not included in the graph and solid dots to indicate endpoints that are
included.
To sketch the graph of a piecewise-defined function, we have to graph each piece on its corresponding sub-
domain. Do not graph two functions over the same interval because it would violate the well-defined
function concept!

Exercises: 79

NOTE: A table shows the graphs of the most representative functions at the end of this unit.

7
In Spanish, “función definida a trozos” o “función definida por ramas”.

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ALFONSO GONZÁLEZ. I.E.S. FERNANDO DE MENA. DEPARTMENT of MATHEMATICS

Historical overview:

The term "function" was literally introduced by the German mathematician and philosopher Gottfried Leibniz (1646-
1716), in a 1673 letter, to describe a quantity related to points of a curve, such as a coordinate or curve's slope. The Swiss
mathematician Johann Bernoulli (1667-1748) started calling expressions made of a single variable "functions." In 1698, he
agreed with Leibniz that any quantity formed "in an algebraic and transcendental manner" may be called a function of x. By
1718, he came to regard as a function "any expression made up of a variable and some constants.

In approximately 1734 the Swiss mathematician Leonhard Euler (1707-1783) introduced the familiar notation f(x). In
the first volume of his fundamental text Introductio in Analysin Infinitorum, published in 1748, Euler gave essentially the
same definition of a function as his teacher Bernoulli, as an expression or formula involving variables and constants.
Euler's own definition reads:

«A function of a variable quantity is an analytic expression composed in any way whatsoever of the variable quantity
and numbers or constant quantities».

During the 19th century, mathematicians started to formalize all the different branches of mathematics. One of the
first to do so was the French mathematician Augustin-Louis Cauchy (1789-1857); his somewhat imprecise results were
later made completely rigorous by the German mathematician Karl Weierstrass (1815-1897), who advocated building
calculus on arithmetic rather than on geometry, which favoured Euler's definition over Leibniz's.

Vocabulary about functions:

to construct a table of values: hacer una tabla de valores
curve /ˈk3ːrv/: curva, gráfica
plot, graph: gráfica
to graph f(x) = to draw / plot / sketch the graph of f(x) : hacer la gráfica de f(x)=… … from a table of values
to sketch f(x)…=: esbozar la gráfica de f(x)=…
Graph the function f ( x ) = Draw a graph of f(x)= Graph the function … Represent the plot of the function …
Represent the function that relates … Represent the following … (on the same coordinated axes)
Write the equation for … Represent its curve
graph paper: papel milimetrado
join the points in a soft way

angle bisector /baɪˈsɛktə/ bisectriz → to bisect an angle

axis /ˈæksɪs/: eje → axes /ˈæksiːz/: ejes
daily life situations
parallel (to): paralelo (a)
steep: adj. inclinado, empinado → steepness: n. inclinación, pendiente
turning point or vertex /ˈvɜːtɛks/: vértice → vertices /ˈvɜːtɪˌsiːz/: vértices

as a function of … , in terms of … , depending on … , according to … = en función de

the function which relates _____ to _____
… that relates both magnitudes

to intercept, to touch, to meet, to cut the y-axis at: cortar en

axes intercepts: puntos de corte con los ejes
find x-intercept and y-intercept for the function f ( x ) = 9 x 2

giving f ( x ) =… , a) … b) …

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ALFONSO GONZÁLEZ. I.E.S. FERNANDO DE MENA. DEPARTMENT of MATHEMATICS

to plug a value for x into a function = sustituir un valor de x en una función

to input “ “ “ “ “ “ “
to substitute x into f(x)

the point (2,3) lies on the line = the line passes by/through the point ( 2 , 3 )
(2,3) satisfies y=x+1 and lies on its graph

let y = 0 → by letting y = 0
let f ( x ) = 2 x + 1 = sea f ( x ) = 2 x + 1 BUT let f ( x ) be a … = sea f ( x ) un …
… the values of x for which f ( x ) = 6 .

So we can evaluate _____ fairly easily.

lim f(x) = L  The limit of f(x) as x approaches/tends to a equals / is L

x→a

The higher x (becomes), the higher f(x) (becomes)

The bigger |x| (is), the narrower the parabola

parallel

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 79 EXERCISES of FUNCTIONS 4th ESO Acad.

Concept of function:
1. Given f ( x )  x , a) Justify that this is a well-defined function.
b) Evaluate f(4), f(1), f(0), f(-9), f(1/4), f(2) and f(2).
c) Find the inverse image or preimage /’pri:’ɪmɪdʒ/ of 3, 25 and -4.
d) Justify what is its Dom(f) and Im(f).

2. Do the same for f(x)=2x+1

Graph of a function:
3. Which of the following graphs represent a function? (Justify your answer on this worksheet):

a) b) c) d)

4. Find Dom(f) and R(f) of each of the following functions (on this worksheet):

a) b) c)

1
-1
2 -1 1

5. Given f(x)  3
x 2 , a) Draw its graph.
b) According to its graph, find Dom(f) and Im(f).

6. For each of the following functions,

i) Build a fitting table of values and draw its graph.
ii) Use the graph to find Dom(f) and R(f).
iii) Work out lim f(x) and lim f(x)
x  x  

a) f(x)=3x+6 c) f(x)=x3
b) f(x)=x2-4x+3 Vertex? d) f(x)=x4

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ALFONSO GONZÁLEZ. I.E.S. FERNANDO DE MENA. DEPARTMENT of MATHEMATICS

e) f(x)=2 h) f(x)  1 Asymptotes? lim f(x) and lim f(x)

x  x  
f) f(x)  x  9 x

g) f(x)  1 Asymptotes? i) f(x)  x  2 Asymptotes? lim f(x) and lim f(x)

x 2 x2
x2  1 x 2

Domain of a function:
7. Without drawing its graph, analytically /ænәˈlɪtɪkli/ find the Dom(f) of each of the following functions:

a) f(x)  8x i) f(x)  4  x q) f(x)  3x

x5 x2  4
j) f(x)  x2  9
1 r) f(x)  14
b) f(x)= 2
x  2x  8 k) f(x)  x  2x  8
2 x  2x  1
2

2 s) f(x)  3 x 2  5x  4
c) f(x)  l) f(x)  1  x  5x  4
2
4x  x 2
2x  x t) f(x)  x  1  x 2  2x  1
d) f(x)  2 EXAM m) f(x) 
x  16 STYLE
x  16
2
u) f(x)  x  4x  3
2x x 1
e) f(x)  n) f(x)  v) f(x)  x2  5
x 2  16  2x  3 
2

f) f(x)  x5
x3
o) f(x) 
g) f(x)  1 x x6
2

x5 1
p) f(x) 
h) f(x)  2x  5 3x  12

(Sol: a) -[-5}; b) -{-2,4}; c) -{0,4}; d) -{4}; e) ; f) [-5,); g) (-5,); h) [5/2,); i) (-,4]; j) (- ,-3]U[3,);
k) (-,-4]U[2,); l) (-,-4]U[-1,); m) (-4,0]U(4,); n) -{3/2}; o) -{-2,3}; p) (4,); q) ; r) -{-1}; s) ; t) ;
u) [3/4,); v) )

Properties deduced from the graph of a function:

8. Bearing in mind their graphs, find the continuity, possible symmetry /ˈsɪmɪtri/, intervals of increase/decrease
and possible M and m of each of the functions of the exercise 6.

9. Analytically find the intersection points with the axes /ˈæksiːz/ of the functions of the exercise 6, and check
your answers with their graphs.

10. Find the intercepts of the functions below. In the case of the sections marked with (G), also draw a sketch of its
graph:

(G) a) y  2x  6 g) f(x)  2x  4 k) y  x2  9
(G) b) f(x)  x  2x  3
2

c) f(x)  x 2  x  1 h) y  x  4 (G) l) f(x)  x 3  6x 2  11x  6

2x  2
d) f(x)  x 3  x 2
m) y  x  4
2

i) y  x 3
2
x2
e) y  x  4
2
x2 1
x2 n) f(x)  4
j) f(x)  x2  x  2 x4
f) f(x)  2x  4
o) f(x)  x 4  1

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ALFONSO GONZÁLEZ. I.E.S. FERNANDO DE MENA. DEPARTMENT of MATHEMATICS

(Sol: a) (3,0),(0,-6); b) (-3,0),(1,0),(0,-3); c) (0,1); d) (0,0),(1,0); e) (-2,0),(2,0),(0,-2); f) (-2,0),(0,2); g) (0,4);

h) (-4,0),(0,2); i) (3,0),(-3,0),(0,3); j) (-2,0),(1,0); k) (0,3); l) (1,0),(2,0),(3,0),(0,-6); m) (0,2);
n) (0,-1); o) (-1,0),(1,0),(0,-1))

11. Given f(x)=2x3-3x2, i) Algebraically find its Dom(f). ii) Intercepts on axes (algebraically). iii) Justify its
possible even or odd symmetry. iv) Table of values and graph. v) Continuity vi) According to its graph, write
its Im(f). vii) Intervals of increase. Possible M and m. viii) Equation of its asymptotes. ix) lim f(x) and
x 
lim f(x) x) Find the inverse image or preimage of y=-1, except as may be expressly stated.
………….
x 

2x
12. Do the same for: a) f(x)=x3-3x b) y = x + 2 c) y=x4-2x2 d) y = 2
e) f(x)=x3-3x2
x -1 x +1
preimage of y=2

x2 4x
f) y=2x3-9x2 g) y = h) f(x)=x3-6x2+9x i) f(x)  x 2  5x  6 j) y 
x -1 2
x 4
preimage of y=2

x2
k) y=x4-4x l) y=2x3-3x2 m) y=x3-12x n) y  x 2  9 o) y 
x 1 2

preimage of y= -3 preimage of y= 4

x2 1 x2 x2 1
p) f ( x )  q) y  x 2  16 r) f(x)  s) f(x)  t) y  9  x 2
x2 x2 x2 1
preimage of y=1

u) y  x  x  4  x  4  v) f(x)  x  4
2
preimage of y=1 lim f(x) lim f(x)
x 0  x 0 
x

13. Use your calculator to draw the graph of the functions below:
a) y  sin x c) y  2x e) y  ex g) y  Ln x
EXAM
STYLE
b) y  cos x d) y  0 .5 x f) y  log x

Interpreting graphs:
14. We have measured the growth of a baby according to the month of pregnancy. Results are shown in the
following table of values:
Age (months) 2 3 4 5 6 7 8 9
Length (cm) 4 8 15 24 29 34 38 42

Represent the function that relates length to baby’s age. Describe it.
space (m)
15. The following chart displays a race
of 1000 m disputed by three friends.
Can you explain the race (on this
worksheet)?

Dick Will Tom

time (s)

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 FUNCTIONS EXERCISES
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ALFONSO GONZÁLEZ. I.E.S. FERNANDO DE MENA. DEPARTMENT of MATHEMATICS

16. The following chart shows the evolution of Katie's temperature over several months:

Could you explain its development (on this worksheet)? When has she been sick? On which day did she
have the highest fever?

Direct proportionality function (y=mx)

17. a) Find the equation of a function of proportionality which passes through the point P(1,7).
b) Do the same with P(-1,3)
c) Do the same with P(2,5)
Draw their graphs and check their slopes graphically.

18. A linear function passes through the point P(1,2). Work out its equation, and then find its value for x=3, x=5
and x=-8. Check your answers graphically. (Sol: y=2x; 6, 10, -16)

19. Find the gradient and then write the equations for these straight lines (on this worksheet):

u r
s

t
(Sol: r: y=2x
v
s: y=x
t: y=x/2
u: y=-3x
v: y=-x/3)

20. The price of 1 kg of potatoes is 0.55 €. Obtain and then represent the function that relates the cost of potatoes
(y) and the amount of kg (x) we have bought. What is its Dom(f)? How much do 3.5 kg cost? How many kg of
potatoes can we buy if we only have a bill of 5 €? (Sol: 1.93 €; 9.09 kg)

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ALFONSO GONZÁLEZ. I.E.S. FERNANDO DE MENA. DEPARTMENT of MATHEMATICS

21. We want to fill a pool with a tap from which water flows out at a rate of 25 litres /ˈliːtәrs/ per minute. Draw a
chart that expresses the volume of water as a function of the time elapsed. How long does it take to fill a pool
of 50 m3? (Sol: 33 h 20 min)

22. After Christmas, a shop offers a discount of 20% on all merchandise.

a) Draw a table that relates the new price of a product as a function of the original one.
b) Find the corresponding algebraic expression. What kind of function is it? (Sol: y=0.8x)
c) How much do trainers cost if their original price was 45 €? What about a jumper that cost 60 €?

23. Express the volume (V) of water that a cylinder shaped well with a diameter /daɪˈæmɪtәr/ of 2 m is able to
contain, depending on its depth (h). What kind of function is it?

24. We need 0.5 l of milk to make 1 kg of cake. What is the function that describes the amount of milk (in litres)
and the weight of the cake?

Linear function (y=mx+n)

25. i) Find the explicit or gradient-intercept form of the straight line passing by points A(1,3) and B(3,7). ii) Check
your solution. iii) Represent it graphically. iv) Check its slope and y-intercept graphically. v) Find a third point
on the line, graphically and analytically. (Sol: y=2x+1)

26. Do the same for: a) A(1,-1) and B(4,8) b) A(-2,4) and B(1,1) c) A(-4,-1) and B(2,-4) d) A(-1,-1) and B(2,-7)
e) A(3,1) and B(-6,-2) f) A(1,1) and B(3,7) g) A(2,3) and B(5,3) h) A(2,5) and B(4,-1)
(Sol: a) y=3x-4; b) y=-x+2; c) y=-x/2-3; d) y=-2x-3; e) y=x/3; f) y=3x-2; g) y=3; h) y=-3x+11)

27. Find the gradient-intercept form equation of the straight line which passes by P(-1,-2) and has a slope of 5.
Check your solution analytically. (Sol: y=5x+3)

28. Write the explicit equation of the straight line parallel to y=2x+5, and which passes through the point P(2,1).
What is its gradient? (Remember: if two lines are parallel, then they have equal gradient, and viceversa) (Sol: y=2x-3)

29. a) Write the explicit equation of the straight line parallel to y=-3x+7, and which cuts the y-axis at the same
point as y=5x+3. b) Write the explicit equation of the straight line parallel to y=-3x+17, and which cuts the y-
axis at the same point as y=25x+3.

30. a) Find the gradient-intercept form of the line that passes by (1,-2) and (3,4), analytically. b) Additionally, find a
straight line parallel to the previous one, knowing it passes through the point (-2,3). (Sol: y=3x-5; y=3x+9)

31. Find the gradient of the line through ( 3 , - 2 ) and ( 6 , 4 ) . (Sol: m=2)

32. In each section, represent the straight lines on the same coordinate axes:
1
a) y=3x b) y=-3x c) y = x d) y=0
3
y=3x+2 y=-3x+2 y=x
1
y=3x-7 y=-3x-7 y= x+2 y=-x
3
1
y= x-7
3

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33. Match (on this worksheet) each graph (a, b, c, d) with its corresponding equation:
y=2x-3 y=-3x+2 y=-3x-2 y=2x+3

a) b) c) d)

34. Find the equation of the line: a) parallel to the x axis and which passes by P(1,3). Draw its graph.
b) " " " " " " " " “ Q(-1,4). " " “
c) " " “ y " " " " " " " ” ”
d) Write the equation of the x axis.
e) “ “ “ “ “ y “

35. Find (on this worksheet) the explicit equations of the lines below. Explain your answers:

a) b)

c) d)

(Sol: a) y=2x+4; b) y=-2x+3; c) y=3x-1; d) y=-3x+7)

36. Check whether the following points are collinear, that is to say, they lie on the same line (analytically, not
graphically!):

a) A(-1,-5), B(2,1) and C(6,9) b) A(-1,2), B(4,-3) and C(10,-8) (Sol: a) YES; b) NO)

37. Consider the straight line of this image:

a) Find (on this worksheet) its algebraic expression. (Sol: y=-2x+7)
b) What is its slope? Check it graphically.
c) Work out its intersection points with the axes, analytically.

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 FUNCTIONS EXERCISES
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ALFONSO GONZÁLEZ. I.E.S. FERNANDO DE MENA. DEPARTMENT of MATHEMATICS

38. Find the equation of the straight line r parallel to s : y  3x  2 and which passes through the point P(3,1).
(Sol: y = 3 x - 8 )

Explicit form, implicit or general form, & point-slope form

39. Find a point-slope equation and the general or implicit equation for each one of the lines of exercise 26.

40. a) Work out the explicit or gradient-intercept form of the line that passes by the points A(-1,-7) and B(3,1).
(Sol: y=2x-5)
b) Convert it into the general or implicit form. (Sol: 2x-y-5=0)

c) Find a possible point-slope equation for it.

41. Rearrange each line in the other two forms, and check your answers:

a) y  2x  3 c) y  4  2  x  1 e) x  5y  0
b) 3x  2y  4  0 x f) y  7  5x
d) y  4
3

42. Given the line 3x+y-1=0:

a) Rearrange it in the gradient-intercept form. (Sol: y=-3x+1)

b) Find its slope and any point of it, and then work out a possible point-slope equation.

43. a) Write the point-slope equation of the straight line // to y=4x-3, and which passes through the point P(1,3).

b) Find the explicit and implicit or general form of the previous line. (Sol: y=4x-1; 4x-y-1=0)

44. a) Find the explicit equation of the straight line passing by (1,5) and its y-intercept is 3. (Sol: y=3x+2)

b) Find the point-slope equation of the straight line parallel to the previous one that passes through the
point ( - 2 , - 3 ) . (Sol: y+3=2(x+2))
c) Find the general or implicit equation of the straight line that passes through the origin and has a slope of
-2. (Sol: 2x+y=0)

Real life problems involving linear functions:

45. A spring is 5 cm long. We have hung several weights from it and measured the corresponding increase in
length in each case. The following chart shows the results (according to Hooke’s law):

weight (kg) 0 1 2 3 4

length (cm) 5 7 9 11 13

Draw its graph and answer the following questions:

a) What is its independent variable? And the dependent one?

b) Is it a linear function? Why?
c) Find its gradient. What is its algebraic expression? (Sol: y=2x+5)
d) What does the y-intercept represent in this case?

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 FUNCTIONS EXERCISES
Mathematics for Academic Studies 4th ESO
ALFONSO GONZÁLEZ. I.E.S. FERNANDO DE MENA. DEPARTMENT of MATHEMATICS

46. The following table describes a linear function:

x 0 10 20 30 40 50
f(x) -3 97

Complete it and obtain the algebraic expression of f(x). (Sol: f(x)=2x-3)

47. The temperature depending on different heights is given by the following table:

Height (m) 0 360 720 990

Temperature (ºC) 10 8 6 4.5

a) Represent the plot of the function.

b) Find its algebraic expression. (Sol: y=-x/180+10)
c) At what altitude will the temperature be less than 0ºC? (Sol: x=1800 m)

48. A taxi company charges a fixed fare of € 4, plus € 2 per kilometer travelled. Write the information as a function
of the form m(x)=ax+b, where m(x) represents the fare and x represents the length of the journey in
kilometres. Hence calculate the following (on this worksheet):
a) How much will a journey of 15 kilometres cost?
b) If the fare for a journey was €14, how far did the taxi travel?

49. The benefits of a company from the beginning of its activity are expressed in the following chart:

ELAPSED MONTHS 0 3 6 9
BENEFITS (millions of €) 4 3 1

a) Represent the benefits depending on the time. What kind of function have you obtained?
b) Find its slope and y-intercept graphically, and then write its algebraic expression. (Sol: y=-x/3+4)

c) Find the missing datum /ˈdeɪtәm/ analytically. (Sol: 2)

d) From what month will there not be profits? (Do it analytically) (Sol: x=12)

Graphical resolution of inequations and systems of inequations:

50. Obtain the graphical solution of each of the following first-degree inequalities in two variables:

a) x+2y≥3 c) 2x-y≤4-x e) y<x+2 g) 2x-y<6

b) x+2y<3 d) 3x+2y>7-3y f) x+y≥5 h) 6x+5y≤30

51. Graphically solve the following systems of linear inequalities in two variables:

x  3y  3  2x  y  6 
a)  b) y  2  x 2x  y  6 
3x + y  5   c)  d) 
3 x  5y  10  y  x  2 3x  5y  10

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 FUNCTIONS EXERCISES
Mathematics for Academic Studies 4th ESO
ALFONSO GONZÁLEZ. I.E.S. FERNANDO DE MENA. DEPARTMENT of MATHEMATICS

e) 3x  2y  6 
 h) x  6  x  y  5  y  -x  2 

 6x  4y  -12 y  4  m)
x 5
k) x  y  3 
y  
x  y  10  2 2
x  y  5 i) 2x  y  6

3
y
2
x
>
6
f)  2x  y  10 
 2x  3y  6  

2
x
+
y
≤
1
0
y < 3x n) 
x  y  5
l) 
y > -x
g)  j) 2x  y  6
2x  2y  10  2x  y  10

52. Graphically solve the following simultaneous equations. Then, solve them analytically (use in each case the most
appropriate method), and check that you obtain the same result:

x  y  12  x  2y  0 
a)  (Sol: x=7, y=5) d)  (Sol: x=2, y=-1)
xy2  2x  y  5 

x  3y  6  x  2y  5 
b)  (Sol: x=0, y=2) e)  (Sol: x=3, y=1)
2x  y  2  2x  y  7 

x  3y  4  x  3y  1 
c)  (Sol: x=1, y=1) f)  (Sol: x=1, y=0)
2x  y  1  2x  y  2 

Exercises of parabolas:
53. Draw the graph of the following parabolas on the same axes. What do you observe?:

a) y=x2 b) y=2x2 c) y=x2/2 d) y=-x2 e) y=-4x2

54. Given the following parabolas, find: i) Vertex.

ii) Intersection points with the axes.
iii) Graphic representation showing all important features and the axis of
symmetry.

(Tips: c, g, i, o, q, u and z are open down parabolas; in k, l and q the axis of symmetry is the y-axis; do not miscancel in
h, p, y, z or δ; e passes through the origin)

a) y=x2-6x+8 k) y=x2-4 u) y=-2(x-1)2+8 1 2

γ) y = x +x-2
2
b) y=x -2x-3 2
l) y=x +4 1 4
v) y  (x  2)2  5
c) y=-x -4x-32 2
m) y=x +4x+5 2 δ) y=2x2-10x+8
d) y=x2-4x+7 n) y=x2+4x+3 w) y=x2-2x+1 1 2 3
ε) y  x x
e) y=x2-6x o) y=-x2-8x-4 x) y=x2-4x+2 2 2

f) y=x2+x+1 p) y=2x2+4x+6 y) y=2x2-8x+6 ) y=x2-8x+7

g) y=-x2+5x-6 q) y=-x2-1 z) y=-3x2-6x+12 3

η) y  (2x  4) 2  1
α) y=x2-2x+3 2
h) y=3x2+15x+18 r) y=(x+5)2-8
β) y=x2-6x+5 θ) y  (2x  3) 2
i) y=-x2-2x-2 s) y=2(x-1)2-8
j) y=x2+2x-1 t) y=(x-5)2+8

(Sol: a) V(3,-1); (2,0) and (4,0); (0,8) b) V(1,-4); (-1,0) and (3,0); (0,-3) c) V(-2,1); (-3,0) and (-1,0); (0,-3)
d) V(2,3);  x-intercept; (0,7) e) V(3,-9); (0,0) and (6,0) f) V(-1/2,3/4); 
 x-intercept; (0,1)

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 FUNCTIONS EXERCISES
Mathematics for Academic Studies 4th ESO
ALFONSO GONZÁLEZ. I.E.S. FERNANDO DE MENA. DEPARTMENT of MATHEMATICS

h) V(-5/2,-3/4); (-3,0) and (-2,0); (0,18) i) V(-1,-1);   x-intercept; (0,-2) j) V(-1,-2); (-1+√2,0) and (-1-√2,0); (0,-1)
k) V(0,-4); (-2,0) and (2,0); (0,-4) l) V(0,4); (-5+√32/2,0) and (-5-√32/2,0); (0,4) m) V(-2,1);   x-intercept; (0,5)
n) V(-2,-1); (-3,0) and (-1,0); (0,3) o) V(-4;12); (-4+2√3,0) and (-4-2√3,0); (0,-4) p) V(-1,4);   x-intercept; (0,6)
q) V(0,-1);   x-intercept; (0,-1) r) V(-5, -8); 
 x-intercept; (0,17) u) V(1,8); (-1,0) and (3,0); (0,6)
v) V(-2,-5); (-2+√10,0) and (-2-√10,0); (0,-3) b) V(3,-4); (1,0) and (5,0); (0,5) ) V(4,-9); (1,0) and (7,0); (0,7)
η) V(2,1);  x-intercept; (0,25) )
θ) V(3/2,0); (0,9)

55. The inverse case: Find the equation of the parabola with V ( 2 , - 1 8 ) and x-intercepts ( - 1 , 0 ) and ( 5 , 0 ) .
(Sol: y = 2 x 2 - 8 x - 10 )

56. Use the graphs of the previous exercise to solve the following second-degree inequalities graphically:

a) x2-6x+80 f) x2+x+10 k) x2+40 p) -x2-1<0

b) x2-2x-3<0 g) 3x2+15x+18>0 l) x2+4x+5<0
c) -x2-4x-30 h) -x2-2x-2>0 m) x2+4x+3<0
d) x2-4x+7>0 i) x2+2x-10 n) -x2-8x-40
e) x2-6x0 j) x2-4<0 o) 2x2+4x+60

57. Solve the following second-degree inequalities graphically

a) x2-3x-4>0 b) 2x2+x-30 c) -x2+x+60 d) x2+x+5<0 e) 2x2+x+1≥0 f) -x2+6x-5<0

58. a) The graph of y=ax2+bx+c passes through the points (1,1), (0,0) and (-1,1). Find a, b and c. (Sol: y=x2)
b) Do the same for (1,4), (0,-1) and (2,15) (Sol: y=3x2+2x-1)

59. A quadratic function y=ax2+ax+a passes by P(1,9). Calculate a. What is its vertex?

60. Calculate b so that the parabola y=x2+bx+3 passes through the point P(2,-1). What is its vertex?

61. Calculate m so that the parabola y=x2+mx+10 has its vertex at point V(3,1). What are its intersection points
with the axes?

62. Find k so that the parabola y=4x2-20x+k has only one intersection point with the abscissa axis? For what
values of k does the parabola not intercept the x-axis?

63. The parabola y=ax2+bx+c passes through the origin. What is the value of c? If we also know that it passes
through the points (1,3) and (4,6), what is the value of a and b? Represent this parabola.

64. A parabola passes through the abscissa axis at x=1 and x=5. The y-coordinate of its vertex is y=-2. What is its
equation?

65. Find the algebraic expression of a quadratic function which cuts the horizontal axis at points (2,0) and (3,0).

66. a) A parabola has its vertex at point V(1,1) and it passes through P(0,2). Find its equation. (Sol: y=x2-2x+2)
b) Do the same for the parabola that passes through the vertex V(-2,3) and the point P(1,-3).
(Sol : y =  23 x 2

8
3
x
1
3
)
67. In each section, draw the set of parabolas on the same coordinate axes:

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 FUNCTIONS EXERCISES
Mathematics for Academic Studies 4th ESO
ALFONSO GONZÁLEZ. I.E.S. FERNANDO DE MENA. DEPARTMENT of MATHEMATICS

a) y=x2 b) y=x2 c) According to the previous section, how is the

2
y=(x-4) y=x2+4 parabola y=(x-4)2+5? What is its vertex?
y=(x+5)2 y=x2-5

Real life problems involving parabolas:

68. The circumference /sәrˈkʌmfrәns/ of a circle and the area of a circle are expressed as a function of its radius.
What kind of function are they? Represent their curves on the same coordinate axes. For what value of radius
are the circumference and the area numerically equal?

69. We want to make a frame for a window with a four-meter-long strip of wood.
a) Find the analytical expression of the function that relates its surface /ˈs3ːrfɪs/ and the length of the base, x.
b) Graph this function. State its Dom(f).
c) According to its graph, what value of the base produces the maximum surface? What is this surface?
Interpret the result.

70. We want to make a frame for a window with a four-meter-long strip of wood.

We have a one-hundred-meter-long fence to close a rectangular

x enclosure taking advantage of a sixty-meter-long wall, as shown
in the figure.

a) Let x be one of the sides next to the wall (see figure). Express the other sides in terms of x
b) Obtain the function which relates the surface of the enclosure to x.
c) Represent the plot of this function. Write its Dom(f)
d) When does the surface reach its maximum value? What is this value?

71. A farmer has a fence that is 72 m long to make a rectangular enclosure for chickens. How is the area of this
enclosure related to the length x of one of its sides? Graph this function.

Hyperbolas. Inverse proportionality function

72. Graph the following hyperbolas /haɪˈpɜːbәlәs/ (NOTE: One of them is not actually a hyperbola):

2x  4 3x  3 x 1 x 1
a) y b) y  c) y  d) y  e) y 
x2 x 1 x 1 x 1 x

73. A painter takes 120 minutes to paint a wall on his own. Therefore two painters will take 60 minutes working
together, and so on.
a) Complete the following chart:

number of painters 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

time spent painting

120 60
the wall (minutes

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 FUNCTIONS EXERCISES
Mathematics for Academic Studies 4th ESO
ALFONSO GONZÁLEZ. I.E.S. FERNANDO DE MENA. DEPARTMENT of MATHEMATICS

b) Find an algebraical expression for this situation.

c) Draw its graph. What happens while the numbers of painters go up? What is this kind of function called?
d) Write another three examples of everyday situations related to inverse proportionality.

74. a) Find the equation of the inverse proportionality function that passes by the point (1,5). b) Do the same for
(3,4) c) Do the same for (-5,1) d) Do the same for (2,-1) (Sol: a) y=5/x; b) y=12/x; c) y=-5/x; d) y=-2/x)

75. We have carried out an experiment and obtained the values that are shown in the following chart:

a) Draw its graph.

x 1 2 3 4 5 6 7 8
b) Is it an inverse proportionality function? Justify
y 28 14 9,3 7 5,6 4,6 4 3,5 your answer.
c) If so, write its algebraic equation. (Sol: y=28/x)

76. The following chart shows the results of a study performed by a construction company concerning the number
of days required to complete a project in relation to the number of workers employed:
a) Is it an inverse proportionality function. Why?
number of
10 16 20 25 40 b) If so, find its algebraic expression and graph it. (Sol: y=800/x)
workers
days c) How many workers will be required to complete the
80 50 40 32 20
elapsed job in two weeks? (Sol: 58 workers)

77. A 1000 l tank can be filled up with a single tap in 10 hours. How long does it take with two similar taps? And
four? And ten? Build a table and draw the graph. What is its formula? (Sol: t=10 / number of taps)

78. Consider all the rectangles with an area of 20 cm2. Let b be its base and h its height. Find:
a) The relation between b and h.
b) Draw its graph.

Piecewise-defined functions:
79. Graph the following piecewise functions and hence state the following elements: Dom(f) and Im(f), continuity,
intervals of increase, hypothetical relative or local M and m, and the equation of their hypothetical asymptotes:

 2
if x  (  ,2) 5x  2 if x  1 
a) f(x)   x  3x  2 if x  0
 e)  h) 
 x if x  [2, ) f(x)    2 if x  2 f(x)    2 if x  0
  4
 x/2 if x  2  if x  0
  x  2 if x   ,2 x  2
b) f(x)  
 x  4x if x  (2, )
2

 3 if  5  x  0  5
f) f(x)   x 2 if 0  x  2  x-5 if x  0
 3 if x  1  i) 
 x  2 if x2 f(x)   x  1 if 0  x  3
c)  
f(x)  1  2x if  1  x  1  10
 if x  3
  x  2
3x  1 if x  1  x/2 if x   ,1
g) 
f(x)   1
 if x  (1,)
x2  4 x 1  0 if x  0
if x  (  ,2) 
c)  j)  3x  x
2
if 0  x  3
 f(x)  
f(x)   x  2 if x   2,4  x4 if 3  x  6
  0
 5 if x  6
if x  (4, )


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 FUNCTIONS EXERCISES
Mathematics for Academic Studies 4th ESO
ALFONSO GONZÁLEZ. I.E.S. FERNANDO DE MENA. DEPARTMENT of MATHEMATICS

  1
   if x0
ex if x  0 x
 
k) f(x)    x  1 l) f(x)   Ln x if 0  x  3
if 0  x  4
  x  3  Ln 3
 2 
if x3
 1 
 x4 if x  4


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 LINES, PARABOLAS & HYPERBOLAS FORMULARY
Mathematics for Academic Studies 4th ESO
ALFONSO GONZÁLEZ. I.E.S. FERNANDO DE MENA. DEPARTMENT of MATHEMATICS

STRAIGHT LINES SUMMARY:

y=m x=k
k
m

CONSTANT FUNCTION VERTICAL LINE

y=m x=k
1 2

Direct proportionality function y=m x

y=m x

m y=m x

1
1

3 4

m>0 m<0

Linear function y=m x+n

y
n x

y
m
x

n
n

n
n
5 6 7 8

m>0 m>0 m<0 m<0

n>0 n<0 n>0 n<0

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 LINES, PARABOLAS & HYPERBOLAS FORMULARY
Mathematics for Academic Studies 4th ESO
ALFONSO GONZÁLEZ. I.E.S. FERNANDO DE MENA. DEPARTMENT of MATHEMATICS

PARABOLAS & HYPERBOLAS SUMMARY:

Parabola y=a x2

9 10

a>0 a<0

Parabola y=a x2 + b x + c

b
1st) Vertex: x v    yv is obtained plugging the previous xv into the equation of the parabola
2a

2nd) x-intercepts: y=0  solve the equation a x2 + b x + c = 0 (There can be 2, 1 or no intersection point)

3rd) y-intercept: x=0  y=c 11

k
Inverse proportionality function y=
x

12 13

k>0 k<0

ax + b
Hyperbola y=
cx + d

a
1st) Horizontal asymptote: y
c
d
Vertical asymptote: Make denominator zero: cx+d=0  x
c
ax  b b
2nd) x-intercepts: y=0  0  x
cx  d a

b
y-intercepts: Substitute x=0  y 14
d

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 MOST REPRESENTATIVE GRAPHS
Mathematics for Academic Studies 4th ESO
ALFONSO GONZÁLEZ. I.E.S. FERNANDO DE MENA. DEPARTMENT of MATHEMATICS

MOST COMMONLY USED FUNCTIONS and their GRAPHS

In general, the functions y = x n , being

n positive even number, have this
y=x2 y=x4 plot.
(The greater the n, the more
pronounced the curvature is)

PARABOLA
1 2

In general, the functions y = x n , being

y=x3 y=x5 n positive odd number (  1 ) , have this
plot.
(The greater the n, the more
CUBIC FUNCTION pronounced the curvature is)

3 4

y=x In general, the graph of y = | f ( x ) | is

y=|x| obtained by reflecting that of f ( x ) with
respect to the OX axis in the upper
half plane.
1st QUADRANT BISECTOR

ABSOLUT VALUE
5 6

x 1 In general,
y
y=1/x x 1 ax  b
y
cx  d
HYPERBOLA TRANSLATED HYPERBOLA whith c  0 , is an hyperbola.

7 8

y3 x
3
y x2
y x
90º ROTATED CUBIC

90º ROTATED HALF PARABOLA

9 10 11

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 MOST REPRESENTATIVE GRAPHS
Mathematics for Academic Studies 4th ESO
ALFONSO GONZÁLEZ. I.E.S. FERNANDO DE MENA. DEPARTMENT of MATHEMATICS

y=ex y=ln x

y=1/x2
NATURAL LOGARITHM FUCTION

NATURAL EXPONENTIAL FUNCTION

12 13 14

y  1  x2 y x2 1

1
y
x2 1

15 16 SEMICIRCUMFERENCE 17
WITCH OF AGNESI1

y=sin x y=1 /2 5/2 2

2 -/2 -/2 /2 3/2
-  /2 3/2 5/2  2
- -
-/2 y=-1 3/2 y=cos x 
y=tan x
18 19 COSINE
20
SINE

TANGENT

1 In honour of Maria Agnesi, an Italian female mathematician, (1718-1799), who studied the properties of these kind of curves.

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