UNIT 1 – INTRODUCTION TO QUADRATIC FUNCTIONS

Date Lesson Text TOPIC Homework

Review of Prerequisites Skills Diagnostic Evaluation

1.0 Fill in Info sheet and get permission
Feb. 1 sheet signed. Bring in $2 for lesson
shells & $7 if you need a calculator

1.1 Characteristics of a Function Pg. 13 # 1 – 7, 9, 10, 13, 15, 16

Feb. 2 1.1

1.2 Function Notation Pg. 32 # 1 – 8, 10 v,vi, 12, 16, 17

Feb. 3 1.3

1.3 Comparing Rates of Change in Linear Pg. 24 # 1 – 4, 6, 8, 9

Feb. 6 1.2 and Quadratic Functions

1.4 Mid-Chapter Review Pg. 37 # 1 - 6

Feb. 7

Exploring Transformations in Quadratic Pg. 40 # 1

1.5
Feb. 8 1.4 Functions

QUIZ (1.1 – 1.3)

1.6 Graphing Quadratics using Multiple Pg. 47 # 1 – 7, 9, 10

Feb. 9 1.5 Transformations

Feb. 1.7 MORE Graphing Quadratics Pg. 56 # 3 – 8, 10

1.6
10

1.8 Domain and Range of Quadratic Pg. 63 # 1 – 5, 7*, 9, 10*, 12

Feb.
1.7 Functions *use TI-83
13

Feb. Review for Unit 1 Test Pg. 68 # 1 – 9, 10b, 12

1.9
14 Pg. 70 # 1 - 6

Feb.
1.10
16 UNIT 1 TEST
MCF 3M Lesson 1.1 Characteristics of a Function

Mapping Diagram - a drawing with arrows to show the relationship between each value of x and the
corresponding values of y.

Table of Values A Mapping Diagram A

The relation A above is NOT a function.

Table of Values B Mapping Diagram B

The relation B above IS a function.

What is the difference in the 2 relations that make B a function but A not a function?

Ex. 1 Based on our deductions above, are the following relations also functions?

a)

b) c)
Function - a relation in which there is only one value of the dependent variable for each value of
the independent variable (i.e., for every x-value, there is only one y-value).

From the previous example:

a) was not a function because

b) was a function because

c) was not a function because

Ex. 2 For each relation, state the domain, range, and determine whether or not it is a function.

a)
b) c)

d) {( 2, 3), (2,  4), (0, 3), (3,  4)}

Pg. 13 # 1 – 7, 9, 10, 13, 15, 16

MCF 3M Lesson 1.2 Function Notation

Function Notation: Notation used to represent the value of the dependent variable (the output) for a given
value of the independent variable (the input).
Symbols such as f (x) and g(x) are used to represent the dependent variable y for a given value of the independent
variable x. For this reason, y and f (x) are interchangeable in the equation of a function, so y = f (x).
y y
6
Function f. Function g.
6 4

4 2

2 x
2 4 6 8
–2

2 4 6 x
–4

f (x) is read as “f at x” or “f of x” –6

Ex. 1 Consider the function f ( x)  2 x  3 .

a) Graph this function. b) Determine each value:

y
i) f (1)
6

 2 f 12   f (3)
–6 –5 –4 –3 –2 –1 1 2 3 4 5 6 x
–1 ii)
–2

–3

–4

–5

–6

iii) f 4  5 x 
Ex. 2 If f ( x)  3x 2  2 x  1, determine:

a) f (3) b) f (2m)

c) f (m  2)

Ex. 3 Given f(x) = 2x – 3 and g(x) = x – 4x + 5, find the value(s) of a for which f(a) = g(-1).
2

Pg. 32 # 1 – 8, 10 v,vi, 12, 16, 17

MCF 3M Lesson 1.3 Comparing Rates of Change in Linear and Quadratic Functions

The rate of change or slope of a LINEAR FUNCTION is .

The rate of change or slope of a QUADRATIC FUNCTION is .

Compare the relationship between speed and reaction distance.

the relationship between speed and reaction distance is .

 Compare the relationship between speed and braking distance.

the relationship between speed and braking distance is .

The chart below summarizes the sequence of steps used to decide whether a function is linear, quadratic or
neither. Complete the chart.
Degree of a Function - the degree of a polynomial with a single variable, say, x, is the value of the highest
exponent of the variable. For example, for the polynomial 5x 3  4 x 2  8x  9 the
highest power or exponent is 3;  the degree of the polynomial is 3.

Ex. State the degree of each function, and identify which functions are linear and which are quadratic.

a) f ( x)  x(2 x  1) b) f ( x)  (2 x  1) 2  4 x 2

Pg. 24 # 1 – 4, 6, 8, 9
MCF 3M Lesson 1.4 Mid-Chapter Review

Pg. 37 # 1 - 7
MCF 3M INV 1.5 Transformations of Quadratic Functions

Transformations - transformations are operations performed on functions to change the position or shape of
the associated curves or lines
Pg. 40 # 1
MCF 3M Lesson 1.6 Graphing Quadratic Functions with Multiple Transformations

All quadratic functions can be written in the form f ( x)  a( x  h) 2  k and result from transformations applied
to the parent function f ( x)  x 2 . The transformations are represented by the parameters a, h, and k.

a : vertical stretch – when a > 1, the graph of the function f (x) is stretched vertically
– when 0 < a < 1, the graph of the function f (x) is compressed vertically
vertical reflection – when a < 0, the graph of the function f (x) is reflected in the x-axis.

h : horizontal translation – all points on the graph move to the right when h > 0
and to the left when h < 0.

k : vertical translation – all points on the graph move up when k > 0 and down when k < 0.

transformed function - the resulting function when the shape and/or position of the original
graph of f(x) are changed

Ex. 1 Describe the transformation(s) performed on the function f ( x)  x 2 to obtain the following.

a) f ( x)  3x 2 b) f ( x)  ( x  2) 2

c) f ( x)  x 2  7 d) f ( x)   x 2  1

1
e) f ( x)  ( x  4) 2  3 f) f ( x)  2( x  1) 2
2

Ex. 2 Determine the equation of the function that undergoes the following transformation to f ( x)  x 2 .

a) a reflection in the x-axis and b) a vertical stretch of factor 2 and a

a horizontal translation of -3 vertical translation of +4.
 When sketching the graph of a transformed quadratic function, you could sketch f ( x)  x 2 .
This takes too long.

It is much easier to use the translations to move the vertex to its new location from (0, 0) for f ( x)  x 2 ,
then apply the vertical stretch/reflection to get the remainder of the points necessary to sketch the curve.

y
y = x^2
Notice that the y-values increase from 0 to 1 to 4 to 9 to 16 as the 18
x-values increase from 0 to 4 or decrease from 0 to -4. 17
 the y-values increase by 1, then 3, then 5, then 7 ... as the x -values 16
increase or decrease from zero. 15

14
We call this the step pattern. 13

12
Starting at (0, 0) we go over 1 and up 1, then over 1 and up 3, then over 1 11
and up 5, then over one and up 7 and so on. This is when the value of a is 1. 10

9
If the value of a changes so does the step pattern. 8

In general, the step pattern is a, 3a, 5a, 7a, 9a, ... 6

–5 –4 –3 –2 –1 1 2 3 4 5 x

For example, to sketch f ( x)  2( x  1) 2  4

 Find the new vertex by applying the transformations to the original vertex (0, 0)

horizontal translation of +1 and vertical translation of -4.

New vertex = (1, -4)

 Determine the step pattern. a, 3a, 5a ... = (2), 3(2), 5(2), ...
a=2 = 2, 6, 10, ...
 Graph by starting at (1, -4) and then applying the step pattern;
over 1 and up 2, then over 1 and up 6, then over 1 and up 10 ...
 Ex. 3. Sketch the following quadratics. (You should always use at least 5 points.)

a) f ( x)  2( x  1) 2  4 b) f ( x)   x 2  3

y y
6 6

5 5

4 4

3 3

2 2

1 1

–6 –5 –4 –3 –2 –1 1 2 3 4 5 6 x –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 x
–1 –1

–2 –2

–3 –3

–4 –4

–5 –5

–6 –6

1
c) f ( x)  ( x  3) 2  1 d) f ( x)   ( x  2) 2
2

y y
6 6

5 5

4 4

3 3

2 2

1 1

–6 –5 –4 –3 –2 –1 1 2 3 4 5 6 x –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 x
–1 –1

–2 –2

–3 –3

–4 –4

–5 –5

–6 –6

Pg. 47 # 1 – 7, 9, 10
MCF 3M Lesson 1.7 MORE Graphing Quadratic Functions

Ex. 1 Graph the following function by starting with f ( x)  x 2 and applying the transformations one at a time.

1
f ( x)   ( x  2) 2  3
2

y
5

4.5

3.5

2.5

1.5

0.5

–6 –5.5 –5 –4.5 –4 –3.5 –3 –2.5 –2 –1.5 –1 –0.5 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6 x
–0.5

–1

–1.5

–2

–2.5

–3

–3.5

–4

–4.5

–5

–5.5

–6

–6.5

–7

–7.5

–8

–8.5

–9
 Ex. 3. Sketch the following quadratics. (Use the easy way.)

a) f ( x)  2( x  3) 2  1 b) f ( x)  ( x  1.5) 2  3

y y
6 6

5 5

4 4

3 3

2 2

1 1

–6 –5 –4 –3 –2 –1 1 2 3 4 5 6 x –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 x
–1 –1

–2 –2

–3 –3

–4 –4

–5 –5

–6 –6

c) f ( x)  3( x  1) 2  2 d) f ( x)  1  ( x  3) 2

y y
6 6

5 5

4 4

3 3

2 2

1 1

–6 –5 –4 –3 –2 –1 1 2 3 4 5 6 x –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 x
–1 –1

–2 –2

–3 –3

–4 –4

–5 –5

–6 –6

Pg. 56 # 3 – 8, 10
MCF 3M Lesson 1.8 Domain and Range of a Quadratic Function

In most cases it is easiest to find the domain and the range of a quadratic function by graphing it first, either
by using a TI-83 or by hand.

Ex. 1 A flare is shot vertically upward. A motion sensor records its height above ground every 0.2 s.
The results are shown in the table.

Find the domain and range of the function.

Ex. 2 Find the domain and range of y  ( x  2) 2  3 .

–5 –4 –3 –2 –1 1 2 3 4 5 x
–1

–2

–3

–4

–5
 Ex. 3 Find the domain and range of each linear function.

a) y  3x  4 b) y  2

y y

5 5

4 4

3 3

2 2

1 1

–5 –4 –3 –2 –1 1 2 3 4 5 x –5 –4 –3 –2 –1 1 2 3 4 5 x
–1 –1

–2 –2

–3 –3

–4 –4

–5 –5

Ex. 4 A baseball thrown from the top of a building falls to the ground below. The path of the ball is modelled by
the function h(t )  5t 2  5t  30 , where h(t) is the height of the ball above ground, in metres, and t is the
elapsed time in seconds. What are the domain and range of this function?

Use the TI-83 to graph Examine the table of values

Pg. 63 # 1 – 5, 7*, 9, 10*, 12 *use TI-83