1. The document discusses functions and their key properties. It provides examples of functions represented using tables, ordered pairs, arrow diagrams, graphs and formulas.
2. A function is defined as a relation where each element of the domain (set A) is mapped to only one element of the co-domain (set B). The domain is the set of inputs, the range is the set of outputs, and the co-domain is the entire set of possible outputs.
3. Examples show how to identify if a relation is a function, find the domain, range and co-domain of functions, and represent functions in different formats. Key aspects like pre-images and functional values are also explained.
This is your introduction to domain, range, and functions. You will learn more about domain, range, functions, relations, x-values, and y-values. There are definitions and explanations of each concepts. There are questions to help quiz yourself. Test your abilities. Enjoy.
This is your introduction to domain, range, and functions. You will learn more about domain, range, functions, relations, x-values, and y-values. There are definitions and explanations of each concepts. There are questions to help quiz yourself. Test your abilities. Enjoy.
MODULE 5 QuizQuestion1. Find the domain of the function. E.docxmoirarandell
MODULE 5 Quiz
Question
1.
Find the domain of the function. Express your answer in interval notation.
a.
b.
c.
d.
2.
Indicate whether the graph is the graph of a function.
a. Function
b. Not a function
3.
Graph f(x) = |x – 1|.
a.
b.
c.
d.
4.
Determine whether the function is even, odd, or neither. f(x) = x5 + 4
a. Even
b. Odd
c. Neither
5.
Find the value of f(3) if f(x) = 4x2 + x.
a. 38
b. 39
c. 40
d. 41
6.
Use the graph of the function to estimate: (a) f(–6), (b) f(1), (c) All x such that f(x) = 3
a. (a) 4 (b) 3 (c) –5, 1
b. (a) 5 (b) 4 (c) –3, 1
c. (a) 1 (b) 2 (c) –5, 2
d. (a) 7 (b) 5 (c) –5, 6
7.
The graph of the function g is formed by applying the indicated sequence of transformations to the given function f. Find an equation for the function g. The graph of is horizontally stretched by a factor of 0.1, reflected in the y axis, and shifted four units to the left.
a.
b.
c.
d.
8.
Evaluate f(–1).
a. –1
b. 8
c. 0
d. –2
9.
Determine whether the function is even, odd, or neither. f(x) = x3 – 10x
a. Even
b. Odd
c. Neither
10.
Indicate whether the graph is the graph of a function.
a. Function
b. Not a function
11.
Determine whether the equation defines a function with independent variable x. If it does, find the domain. If it does not, find a value of x to which there corresponds more than one value of y. x|y| = x + 5
a. A function with domain all real numbers
b. A function with domain all real numbers except 0
c. Not a function: when x = 0, y = ±5
d. Not a function: when x = 1, y = ±6
12.
Graph y = (x – 2)2 + 1
a.
b.
c.
d.
13.
Find the y-intercept(s).
a. –2
b. 1, –3
c. –3
d. None
14.
Determine whether the correspondence defines a function. Let F be the set of all faculty teaching Chemistry 101 at a university, and let S be the set of all students taking that course. Students from set S correspond to their Chemistry 101 instructors.
a. A function
b. Not a function
15.
Determine whether the function is even, odd, or neither. f(x) = –4x2 + 5x + 3
a. Even
b. Odd
c. Neither
16.
Indicate whether the table defines a function.
a. Function
b. Not a function
17.
Use the graph of the function to estimate: (a) f(1), (b) f(–5),and (c) All x such that f(x) = 3
a. (a) –3 (b) –9 (c) 7
b. (a) –3 (b) –9 (c) –1
c. (a) 5 (b) –1 (c) 7
d. (a) 5 (b) –1 (c) –1
18.
Find the intervals over which f is increasing.
a. (–∞, –2], [1, ∞)
b. (–3, ∞)
c. (–∞, –3], [1, ∞)
d. None
19.
Evaluate f(4).
a. 4
b. 10
c. 5
d. –2
20.
Indicate whether the graph is the graph of a function.
a. Function
b. Not a function
21.
Sketch the graph of the function f(x) = –2x + 3.
a.
b.
22.
Find the intervals over which f is decreasing.
a. (–∞, –2), [1, ∞)
b. (–∞, –2], [1, ∞)
c. (–∞, –3), [1, ∞)
d. (–∞, –3], [1, ∞)
23.
Indicate whether the table defines a function.
a. Function
b. Not a function
24.
Indicate whether the graph is the graph of a function.
a. ...
#Triangle : Experimental verification of properties of triangle Janak Singh saud
Verify experimentally that the sum of sum of interior angles of a triangle is 180 degree
Verify experimentally that Base angles of an isosceles triangle are always equal
Verify that the Interior angles of an equilateral triangle are always 60 degree
Verify experimentally that the Base angles of an isosceles right angled triangle are 45 degree
Verify experimentally that The line joining from vertex of an isosceles triangle to join the mid-point of the base is perpendicular to the base
In slide No. 29, In figure ABCD is an equilateral triangle is wrong. Please change into ABD is an equilateral triangle.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
3. -3
3
-2
2
-1
1
4
9
4
1
16
A B
f
A = {-3, - 2, - 1 ,1, 2, 3,4 }
f(x) = x2
https://www.geogebra.org/m/mzxvxe44
B = {9, 4 ,1, 16 }
Click here
INPUT
OUTPUT
6/28/2020 JANAK SINGH SAUD 3
4. In arrow diagram
In ordered pair form
f = { (- 3, 9), (- 2, 4), (- 1, 1), (1, 1), (2, 4), (3, 9), (4, 16) }
6/28/2020 JANAK SINGH SAUD 4
5. Find out again by looking at the matching diagram below and discussing
the answers to the questions asked in the group.
2
3
4
5
6
7
A B
R1
1
2
3
4
2
3
4
5
A B
R2
Does each member of set
A have a relation with
only one member of set
B? Is there no reflection
of any member of A to B?
1
2
3
4
2
3
4
5
6
A B
Does each member of
set A have a relation
with only one member
of set B? Are there any
members in set B
without relationship ?
R3
-1
1
-2
2
1
4
5
A B
R4
Does each member of
set A have a relation
with only one
member of set B
6/28/2020 JANAK SINGH SAUD 5
Does each member of
set A have a relation
with only one
member of set B
6. 2
3
4
5
6
7
A B
R1
1
2
3
4
2
3
4
5
A B
R2
1
2
3
4
2
3
4
5
6
A B
R3
-1
1
-2
2
1
4
5
A B
R4
In R1 , R3and R4 of the above relations, each member of group A has relation
with only one member of group B and there is no any member in group B
without relation. These relations are functions.
6/28/2020 JANAK SINGH SAUD 6
7. Let us consider a following example
Person
A
6/28/2020 JANAK SINGH SAUD 7
8. Let A and B are two no-empty sets.
A relation from set A to a set B is said to
be a function if every elements of set A
has one and only one image in set B
Conclusion.:
6/28/2020 JANAK SINGH SAUD 8
A function from set A to set B is denoted as f : A → B, g : A → B, h : A → B, etc.
9. Domain, Co-domain and range of a function
• https://www.geogebra.org/m/mzxvxe44
INPUT Num.
OUTPUT Num.
(INPUT, OUTPUT)
(3, 9), (4, 16)
Pre- image
image
6/28/2020 JANAK SINGH SAUD 9
Click here
f(x) = x2
Every input as a
unique output
10. -3
3
-2
2
-1
1
4
9
4
1
16
A B
f In arrow diagramA = {-3, - 2, - 1 ,1, 2, 3,4 }
f(x) = x2
https://www.geogebra.org/m/mzxvxe44
B = {9, 4 ,1, 16 }
Click here
Pre-image
Image
6/28/2020 JANAK SINGH SAUD 10
11. -3
3
-2
2
-1
1
4
9
4
1
16
2
A
B
fIn arrow diagram
In ordered pair form
f = { (- 3, 9), (- 2, 4), (- 1, 1), (1, 1), (2, 4), (3, 9), (4, 16) }
Domain
9
4
1
16
Range
Co-domain
6/28/2020 JANAK SINGH SAUD 11
f(- 3) = 9
f( 3) = 9
f(- 2) = 4
f (2) = 4
f( - 1) = 1
f( 1)= 1
f(x) = x2
12. 6/28/2020 JANAK SINGH SAUD 12
A f
Domain
Range
Co-domain
f(- 3) = 9
f( 3) = 9
f(- 2) = 4
f (2) = 4
f( - 1) = 1
f( 1)= 1
f( 4)= 16
f(x) = x2
9 is image of – 3 & 3
4 is image of – 2 & 2
1 is image of – 1 & 1
16 is image of & 4
- 3 & 3 are pre-images of 9
- 2 & 2 are pre images of 4
- 1 & 1 are pre-images of 1
4 is pre-image of 16
Range is subset of co-domain
13. • Set of pre-image is domain
• Set of image of the function is Range
6/28/2020 JANAK SINGH SAUD 13
A f
Domain
Range
Co-domain
• If function f :A→B , then the set
A is DOMAIN of f and
• set B is CO-DOMAIN of f
• Set of elements of B which are
the images of elements of A is
RANGE
15. 6/23/2020 JANAK SINGH SAUD 15
Range
Domain
Function (f)
Another
function
Domain
Range
https://tasyaluftwascher.blogspot.com/2017/01/newest-for-images-
drawing-cute-water.htmlSource
16. EXAMPLE 1: In the give arrow diagram check whether f and g are function
or not. If function, find the domain range and co-domain of the function
• In first arrow diagram, f is a function because every element of set A has unique image in set B
Thus, domain = {1, 2, 3}, range = {1, 2, 3} and co-domain = {1, 2, 3, 4, 5}
6/28/2020 JANAK SINGH SAUD 16
1
2
3
1
2
3
4
5
A f
1
2
3
1
2
3
4
6
A g
In second arrow diagram, g is not a function because element 1 and 2 of set A have more than one
images in set B.
17. EXAMPLE 2 :Identify whether {(1, 2), (3, 6), (- 2, - 4)} is a function or not ?
• Since, every element of set A has only
one image in set B.
• Hence it is a function
6/28/2020 JANAK SINGH SAUD 17
Representing in arrow diagram
1
3
-2
2
6
- 4
A
18. Representation of the function
a) A table
b) A set of ordered pair form
c) An arrow diagram
d) A graph
e) A formula ( or an equation)
6/28/2020 JANAK SINGH SAUD 18
19. EXAMPLE 3: Let A = {2, 3, 4} and B= {4, 6, 8} such that f(2 ) = 4, f(3) = 6
and f(4) = 8. Represent the function f by all methods
6/28/2020 JANAK SINGH SAUD 19
• Here, A ={2, 3, 4} and B= {4, 6, 8}
a) In a tabular form
f(2)= 4 i.e. when x = 2, then y = 4
f(3)= 6 i.e. when x = 3 then y = 6
f(4) = 8 i.e. when x = 4 then y = 8
X
Y
3
6
2
4
4
8
(b) A set of ordered pair form:
∴ f = {(2, 4), (3, 6), (4, 8)}
20. (c) In an arrow diagram: f(2 ) = 4, f(3) = 6 and f(4) = 8.
2 corresponds with f(2) = 4
3 corresponds with f(3) = 6
4 corresponds with f(4) = 8
6/28/2020 JANAK SINGH SAUD 20
2
3
4
4
6
8
A B
21. e) In an equation:
When x= 2, then y = f(2) = 4 = 2 x 2
when x = 3, then y = f(3) = 6 = 2 x 3
when x = 4, then y = f(4) = 8 = 2 x 4
Hence, the function f can be expressed as y = 2x
or, f(x) = 2x
6/28/2020 JANAK SINGH SAUD 21
d) In a graph :
The points with ordered pairs: (2, 4),
(3, 6), (4, 8)
22. EXAMPLE 4: What will be the functional value
of 4 in the function f(x) = x2 ?
Here, f(x) = x2
f(4) = ?
f(4) = (4)2 = 16
6/28/2020 JANAK SINGH SAUD 22
Functional value means we
need to simply put the value of
x in the given function
23. EXAMPLE 5:If f(x) = {(x, y): y = 2x + 3} and x 𝜖 {2, 4, 6}, find the
range and represent the function in arrow diagram.
Here, f(x) = 3x – 2 and image of f(x) = 10
So, f(x) = 10
or, 3x – 2 = 10
or, 3x = 10 + 2
or, 3x = 12
or,
3𝑥
3
=
12
3
or, x = 4
Hence, the element in domain is 4 has image 10
6/28/2020 JANAK SINGH SAUD 23
24. EXAMPLE 6:What element in the domain has the
image 10 under the function f(x) = 3x – 2 ?
Here, f(x) = 3x – 2 and image of f(x) = 10
So, f(x) = 10
or, 3x – 2 = 10
or, 3x = 10 + 2
or, 3x = 12
or,
3𝑥
3
=
12
3
or, x = 4
Hence, the element in domain is 4 has image 10
6/28/2020 JANAK SINGH SAUD 24
25. EXAMPLE 7:If the range of the function f(x) = 3x – 4 is {- 1, 5}, find its
domain. Also represent the function in arrow diagram.
Here, f(x) = 3x – 4 and Range = {- 1,
5}
So, y = f(x) = 3x - 4
When, y = - 1
or, 3x – 4 = - 1
or, 3x = - 1 + 4
or, 3x = 3
or x = 1
Again when , y = 5
or, 3x – 4 = 5
6/28/2020 JANAK SINGH SAUD 25
or, 3x = 5 + 4
or, 3x = 9
or, x = 3
Hence, Domain = {1, 3}
Representing the function f in arrow
diagram
- 1
- 5
1
- 3
A B
f
27. 1. Which of the following are the function of not?
Give reason.
6/28/2020 JANAK SINGH SAUD 27
28. 2. Represent the following relations in arrow diagram. Identify whether they are
function of not .Find the domain, range and co-domain of the functions
6/28/2020 JANAK SINGH SAUD 28
29. 3. Find the image of the functions
a) Find the image of 2 in the function f(x) = 5x
b) Find the image of - 2 in the function f(x) = - 6x
c) Find the image of 10 in the function f(x) =
𝑥+2
3
d) Find the image of 3 in the function g(x) = 4x - 5
6/28/2020 JANAK SINGH SAUD 29
30. 4. Find range:
a) f(x) = 2x2- 3; Domain = {- 1, 0 , 1, 2}. Find its range and represent the
function in graph.
b) f(x) = 2x – 3; Domain= {4, 5, 6}. Find its range and represent the
function
c) If f(x) = 4x + 5 and domain D = {1, 2, 3}, find the range and list the
set of ordered pairs of f.
d) If f(x) = {(x, y): y = 2x + 3} and x 𝜖 {2, 4, 6}, find the range and
represent the function in arrow diagram.
6/28/2020 JANAK SINGH SAUD 30
31. 4 (d). If f(x) = {(x, y): y = 2x + 3} and x 𝜖 {2, 4, 6}, find the range and represent the
function in arrow diagram.
• f(x) = {(x, y) y = 2x + 3, domain = {2, 4, 6}
When x = 2, y = 2x2 + 3 = 7
When x = 4, then y = 2x 4 + 3 = 11
When, x = 6, y = 2. 6 + 3 = 15
Hence, range = {7, 11, 15}
or, y ∈ {7, 11, 15}
Now, representing the function f in arrow diagram.
6/28/2020 JANAK SINGH SAUD 31
2
4
6
7
11
15
A B
f
32. 5. Find the pre-image:
a) Find the pre-image of 16 of the function f(x) = 4x
b) Find the pre image of 5 in the function g(x) = 5x .
c) Find the pre- image of 8 in the function f(x) = 2x + 6.
d) What will be the pre- image of 4 in the function f(x) = 𝑥 ?
e) What element in the domain has image 7 under the function f(x) =
2𝑥 − 3
5
?
f) What will be the pre image of 8 in f(x) = 3
𝑥?
6/28/2020 JANAK SINGH SAUD 32
33. 6. Find the domain:
a) If the range of the function f(x) = 4x – 5 is {- 1, 7}, find its domain.
Also represent the function in arrow diagram.
b) If range of a function f:x→ 3x + 5 is {2, 8}, find its domain . Also
represent in the graph .
c) If range R = {1, 7, 11}, find the domain in the function f :x → 4x – 5
d) Find the domain of the function f(x) = 4x + 2, if range R = {2, 6}. Also
represent the function in table.
6/28/2020 JANAK SINGH SAUD 33