# 12 Basic Functions Worksheet Answers

12 Basic Functions Worksheet Answers – This section describes the seven basic functions used in this course. Each function is represented by a plot of points. f(x)=y Therefore f(x) a

Is any real number and any function of the form f(x) = c is called a constant function. where c is a real number. A constant function is linear and can be written as f(x)=0x+c. In this shape, the slope is 0 and

## 12 Basic Functions Worksheet Answers

The graph of a constant function is a horizontal line. The domain consists of all real numbers ℝ and the range is one value {

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They have the same value. For example, f(0)=0 and f(2)=2. Linear identity function, f(x)=1x+0, slope m=1 a

Quadratic function defined by the quadratic function f(x)=x2. defined as f(x)=x2 is the function obtained by exponentiation of the values ​​in the domain. For example, f(2)=(2)2=4 and f(-2)=(-2)2=4. The square of a non-zero value in the domain is always positive.

The resulting curved graph is called a parabola. A curved graph is formed by a quadratic function. .domain consists of all real numbers ℝ and range consists of all real numbers

A cubic function defined by the cubic function f(x)=x3. defined as f(x)=x3 and the cube of all values ​​in the domain. The result can be positive, zero or negative. For example, f(1)=(1)3=1, f(0)=(0)3=0, f(-1)=(-1)3=-1.

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Note that the constant, unit, square, and cube functions are examples of basic polynomial functions. The following three basic functions are not polynomials.

The function defined by the absolute value function f(x)=|x|. defined by f(x)=|x| is a function whose output is the distance from the origin on the number line. The result of evaluating the absolute value function for non-zero values

The domain of the absolute value function includes all real numbers ℝ and their entire range

The function defined by the square root function f(x)=x. defined by f(x)=x is not defined as real if:

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The function defined by the reciprocal function f(x)=1x. Defined by f(x)=1x as a rational function with one limit in the domain: x≠0. reciprocal of

As the value approaches zero, the reciprocal tends to be infinitely positive or negative. It represents a vertical line whose vertical asymptote graph approaches infinity. a

The values ​​tend to approach zero. It represents a horizontal asymptote where the graph approaches infinity, where the x-value tends to ±∞. a

The definition and range of reciprocal functions includes all real numbers except 0. 0 can be represented using interval notation: (−∞, 0)∪(0, ∞).

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A function whose definition changes depending on the value in the piecewise scope. or term used when referring to piecemeal. , is a function whose definition changes depending on the value in the domain. For example, we can write the absolute value function f(x)=|x| How in parts:

Note that the open circle is used at the beginning of the square function and the black circle is used for the square root function. It is determined by an inequality that defines the domain of each part of the function. All functions consist of parts drawn in the same coordinate plane.

In this case, the graph of the cubic function on the interval (−∞, 0). Draw the graph of the identity function on the interval [0, 4]. Finally, draw the graph of the constant function f(x)=6 on the interval (4, ∞). Also use the open circle at (4, 6) because f(x)=6 (x>4). For x=4, we use f(x)=x, so (4, 4) is the point on the graph marked with a black dot.

Largest integer function A function that maps a real number x to the largest integer less than or equal to x, denoted f(x)=[[x]]. , denoted f(x)=[[x]], gives the largest integer less than real in its domain. For example,

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This function concatenates a real number with the largest integer that is smaller. Don’t confuse it with a circle.

The domain of the maximum integer function consists of all real numbers ℝ, and its range consists of the set of integers ℤ. This function is often called the floor function, a term used in conjunction with the maximum integer function. This blog post contains affiliate links to Amazon. As an Amazon Associate, you will receive a small commission on qualified purchases. It is free. Math = love, thank you!

I learned about base 12 functions a few weeks ago and it was the best pre-calculus lesson of the year. My students were more actively involved than before and were very competitive in the activities, I asked them more questions.

When I came to class the next day, I was so happy that I asked him to do what he had done the day before. Yes, students ask about math. That makes my heart smile.

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When the students entered the room, they found 12 lime green posters scattered around the room. We created one poster for each of the 12 core functions.

Each of these posters illustrates one of the 12 basic functions identified in the Deman and Waits Pre-Calculus text.

Each of my 12 Basic Functions posters includes the name of the function identified in our book, the graph of the function, the equation of the function, and fun facts about the function.

My goal for this activity was to get the students up and moving around the room discussing the different roles of parents, but the copier I used to do this broke down and the plan was abandoned.

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Another resource we created for this activity is the issue tracker. Each group has a chance to get up to 16 emotes by completing 16 different challenges.

If you do activities like this, or your group can’t manage their time wisely, or you try to repeat the same problem over and over again, you know you need a tracking sheet. , so students know exactly what has been done and what still needs to be done.

After distributing the problem tracker to each group, each group received a ziplock bag with 12 laminated cards that corresponded to the 12 Essentials posters in the room.

When I discussed this activity idea with my husband, he suggested that I make double-sided cards and add text to the back to make the activity easier to identify. This has proven to be a lifesaver.

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The idea for this activity started when I opened my textbook and saw some exercises. The question asks students to determine which of the 12 basic characteristics best fits each description.

For example, identify 4 odd functions, 3 nonzero functions, or 6 increasing functions in the domain.

I thought it was a great question, but I didn’t want to hand it out like a textbook assignment. This led to the idea for this challenging activity.

Not familiar with this textbook? Fortunately, Pearson has a free PDF of this part of the book on their website.

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I especially liked this question for killing two birds with one stone. They give students much-needed practice with the new vocabulary we’re learning (odd-convenience, domain, range, continuity, discontinuity, limit, increase, decrease, zero, final action, etc.) and bring many parenting functions together. .

Some of these are familiar parent functions in Algebra 1 and Algebra 2. Others (logistic, sine, cosine, maximum integer function, etc.) are completely new.

I wrote assignment 2 on 2 pages, printed and laminated. I only printed one set of jobs, but in retrospect I should have had at least two sets printed so that both groups could be on the same job at the same time.

Some tasks are particularly difficult for students. This means we have to wait a long time for other groups to be able to work on the challenge because we only have one copy.

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Since we set it up to compete to see which group could complete the most challenges in 50 minutes, some students were still unhappy with the group using the required tasks.

To start the challenge, each group was given a challenge tracking sheet, a bag of parenting function cards and one of the challenge cards (randomly chosen by me).

Each group gets to work immediately after viewing the 12 basic posters.

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