Open Middle Linear Functions Exercise
Using the digits 0-9 at most 1 time each, fill in the missing boxes to make all these statements true. How many solutions can you find?
Building Functions Graphically
[size=100][size=150]In each app below, functions[b][i][color=#ff7700] f [/color][/i][/b]and [b][color=#1e84cc][i]g [/i][/color][/b]are shown as graphs. [br][br]For each exercise:[br][list=1][*]Plot several points that lie on the graph you're asked to construct. To do this, you can use the POINT tool [icon]/images/ggb/toolbar/mode_point.png[/icon] or simply use the Input... line (at bottom) [/*][*]Use the PEN tool [icon]/images/ggb/toolbar/mode_pen.png[/icon] to hand-sketch the graph as best you can. [/*][/list][/size][/size]
Sketch the graph of (f + g).
Sketch the graph of (g - f).
Sketch the graph of f(g(x)).
Sketch the graph of g(f(x)).
AQR Section 21: Arithmetic or Geometric?
Is the sequence an [b]arithmetic sequence[/b] or a [b]geometric sequence[/b]?[br]Classify the sequence correctly.[br]You will then be prompted for the common difference or common ratio.
Function Transformations
[left][color=#000000]This applet accompanies the [/color][i][color=#1e84cc][b]Transformations of Functions[/b][/color][/i][color=#000000] packet you received at the beginning of class. [/color][/left]
Building Functions with Inverses
Interact with this app for a few minutes. LARGE POINTS are moveable. Then answer the questions that follow.
What do you notice? What do you wonder?
What does it mean for a relation to be a [b]function[/b]? Describe. [i]Make sure to use the terms "input" and "output" in your description.[/i]
In the app above, reposition the [b]3 LARGE POINTS[/b] of the [b]function[/b] so that the [b][color=#0000ff]graph of the inverse relation[/color] [/b]also becomes a function.
Explain what you did to the [b]original function[/b] to cause the [b][color=#0000ff]graph of the inverse relation[/color][/b] to be a function.
Use this app to help you answer the questions that follow.
In the app above, reposition the [b]3 LARGE POINTS[/b] of the [b]function[/b] so that the [b][color=#0000ff]graph of the inverse relation[/color] [i]is not[/i] [/b]a function.
Explain what you did to the [b]original function[/b] to cause the [b][color=#0000ff]graph of the inverse relation[/color][/b] to [b][i]not be[/i][/b] a function.
Click on the [b][color=#0000ff]TEST INVERSE[/color][/b] checkbox. Drag the point that appears. How does this help illustrate the graph of the inverse relation is not a function? Explain. ([i]In your explanation, avoid using the phrase "vertical line test". Rather, describe using the terms "input" and "output".[/i])
Quick silent demo
What is a Logarithm?
Move the LARGE POINT on the xAxis as far as it will go. You can drag the LARGE POINT that appears behind it anywhere you'd like.
What exactly [i]is[/i] a [b][color=#9900ff]logarithm[/color][/b]? How does/do your observation(s) support your response? Explain.
Move the LARGE POINT on the xAxis as far as it will go. You can drag the LARGE POINT that appears behind it anywhere you'd like.
What exactly [i]is[/i] a [color=#9900ff][b]natural logarithm[/b][/color]? How does/do your observation(s) support your response? Explain.
Functions Resources
[list][*][b][url=https://www.geogebra.org/m/k6Dvu9f3]Interpreting Functions[/url][/b][/*][*][b][url=https://www.geogebra.org/m/uTddJKRC]Building Functions[/url][/b][/*][*][b][url=https://www.geogebra.org/m/GMvvpwrm]Linear, Quadratic, and Exponential Functions[/url][/b][/*][*][b][url=https://www.geogebra.org/m/aWuJMDas]Trigonometric Functions[/url][/b][/*][/list]