Scribd
Upload
46 views5 pages

A's Blog Post Example

This document summarizes key concepts about graphing functions that were covered in class this week. It discusses how the graph of basic parent functions like f(x)=x^2 can be transformed through operations like shifts, stretches, and compressions based on changes to the function. Specific examples are provided to illustrate vertical and horizontal stretches and compressions that result from functions like 2f(x) and f(2x). Real-world analogies using a "fun store" are used to help build understanding of how these transformations affect the graph. Students practiced identifying and describing these transformations through example problems.

Uploaded by

api-283003237
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
46 views5 pages

A's Blog Post Example

This document summarizes key concepts about graphing functions that were covered in class this week. It discusses how the graph of basic parent functions like f(x)=x^2 can be transformed through operations like shifts, stretches, and compressions based on changes to the function. Specific examples are provided to illustrate vertical and horizontal stretches and compressions that result from functions like 2f(x) and f(2x). Real-world analogies using a "fun store" are used to help build understanding of how these transformations affect the graph. Students practiced identifying and describing these transformations through example problems.

Uploaded by

api-283003237
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 5

Wednesday, March 11, 2015

Graphs of Functions
By: Anneka Williams
This week we focused on the graphing of functions. The CMI
that goes with this is "The behaviors of a graph can be
predicted based on the operations in the numbers of the
functions." In other words we can predict what a graph will
look like by seeing what is being done to the parent function,
which is the original function.

This picture shows some basic functions we've talked about


that would be known as "parent" functions. Before vacation
and after we've been talking about what the graph of f(x)=
x2 would do if you changed the equation to f(x) = x2 - 4. By
now I think we all know this would shift the graph down 4

because you are taking 4 funs (y-axis) away. If you do f(x)


= (x - 4) 2
the parent function is still f(x)= x2
But the new graph will be shifted 4 units to the right because
if they take $4 away from you as you walk into the fun store
you need 4 additional dollars to get the same amount of fun.
This concept was a major stuck point (MHOM) for me at first
but we talked about it a few times in class and when I think
of it in terms of the fun store it makes sense.

This image also gives an example of the two different kinds


of shifts, one vertical and one horizontal.
The new concept we started to talk about this week was
what happens to the graph of f(x)= x2
when we do 2f(x) and f(2x), in the fun store these were in
terms of 2-for-1 day and 1/2-off day. Are they the same? A
lot of people in our class thought they were the same, but

really they weren't so we tried to figure out why (MHOM:


Explore Mistakes). We did two problems in class as a warmup.

Both f(x) and g(x) had the parent function as the square root
function, but f(x) was 2f(x) and g(x) was g(2x). After graphing
both equations our class found that the equations were not
the same. f(x) is a vertical stretch meaning that the
coefficient before x is multiplied by all the y-values on the
graph.

As you can see the red graph is much steeper because it is


a vertical stretch.
g(x), from our warm-up problem demonstrated horizontal
compression. All the x-values were divided by the coefficient,
in our problem 2. I liked what Mason said about "At first I
thought that hale-off day would be f(1/2x) but this would
mean my money was worth half as much. Instead I want my
money to be worth twice as much." That definitely cleared up
some of my stuck points as well.

One observation we made in class was that the graph of


g(2x) was also steeper, so don't assume that only vertical
stretches are steeper.
The example problems used pretty simple, easy-to-work-with
numbers, but we also looked at some functions with fractions
as coefficients so make sure you understand these concepts
enough to be able to use harder numbers.

Practice in the book is 254 11-18, 47-65, 80, and 86 and all
the problems around those if you're looking for extra
practice.

You might also like