Unit

1  
FUNCTIONS

Overview

The topic of functions is the foundation to all other topics in this Course. Much of the
information provided in subsequent Units will involve to use of functions. It is important
that you understand the essential concept of a function so that you are able to relate to
future information you are given.

Unit 1 Learning Objectives

By the end of this unit you will be able to:

1. Identify a function;
2. Evaluate a function;
3. Use function notation;
4. Apply main mathematical operations of (addition, subtraction, multiplication and
division) to functions;
5. Find the inverse of a function;
6. Form composite functions;
7. Distinguish among the ten classes of functions;
8. Use the remainder and factor theorem;
9. Sketch graphs of functions;
10. Identify special characteristics of the linear, quadratic and cubic function graphs;
11. Apply the knowledge of functions to problems involving, supply, demand, production,
revenue and cost.

 
ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 1
 
  
 

This unit comprises ten sessions as follows:

Session 1.1: Definition of a Function

Session 1.2: Functional Notation
Session 1.3: Evaluation of a Function
Session 1.4: Operations involving Functions
Session 1.5: Inverse Functions
Session 1.6: Composite Functions
Session 1.7: Using the Remainder and Factor Theorem to Factorize Functions
Session 1.8: Graphs of Special Functions
Session 1.9: Features of Graphs of Functions
Session 1.10: Applications of Functions to Mathematical Modeling

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 2
 
 Readings & Resources

Abramson, J., Falduto V., Gross, R., Lippman, D., Rasmussen, M., Norwood, R.,... Fernandez, C.
(2015). College Algebra. Retrieved from http://openstaxcollege.org/textbooks/college-
algebra

Lippman, D. & Rasmussen, M. (2015). Precalculus: An Investigation of Functions. Retrieved from

http://www.opentextbookstore.com/precalc/

Scottsdale Community College (2015). Introductory Algebra Open Educational Resource Project. CC-BY-NC-SA-
3.0 license. Retrieved from https://sccmath.wordpress.com/mat09x-fall-2014-2/

Scottsdale Community College (2015). MAT12x – Intermediate Algebra Spring 2015 Open Educational Resource
Project CC-BY-NC-SA-3.0 license. Retrieved from https://sccmath.wordpress.com/mat12x-
fall-2014/

Scottsdale Community College (2015). MAT150 – College Algebra Spring 2015 Open Educational Resource
Project CC-BY-NC-SA-3.0 license. Retrieved from https://sccmath.wordpress.com/mat150-fall-
2014/.

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 3
 
 Session 1.1

Definition of a Function

Introduction
We sometimes hear that a person’s height is related to his or her weight and that the time taken to travel
from point A to point B is related to the speed of travel. We may document the height and weight of
different individuals or the speed and time to traverse a certain distance. These are but a few of the
relationships that we can identify in real life. Relations like these can be better understood if we observe
them carefully to determine whether they form any distinct pattern. The study of functions will help us to
understand many other relations, such as those between inputs used in a production process and the
output or between the money supply and the rate of inflation.

Before we understand what is a function we must first acknowledge that it involves a relation and more
specifically a relation between objects in different sets. Recall, that a set is a well-defined collection of
items, that all share a common characteristic. Each member of a set is called an element.

Relation Between Two Sets

Given two sets A and B, a relation between A and B is any set of ordered pairs of the form
(a, b) such that:
• a ∈ A and b ∈ B (means a is a member of set A and b a member of set B)
• a common relationship is shared between the first and second elements of each pair.
Relations need not involve numbers, there could be a relationship between words.

For example if the sets A and B defined were defined as follows:

A = {Jamaica, Cuba, Japan, China, Egypt, Nigeria, Ecuador}
B = {Kingston, Havana, Tokyo, Beijing, Cairo, Abuja, Quito}
Then C = {(Jamaica, Kingston), (Cuba, Havana), (Japan, Tokyo), (China, Beijing),
(Egypt, Cairo), (Nigeria, Abuja), (Ecuador, Quito)} represents a relation between a
member of set A and one of set B.

By close observation you should be able to recognize the relationship between the first
element and second elements of each pair in the set C.

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 4
 
 Domain and Range of a Relation
The domain of a relation is the set of all first elements in the relation. The range of a relation is
the set of all second elements in the relation.
 
In the Box, above the domain consists of the elements Jamaica, Cuba, Japan, China, Egypt,
Nigeria, and Ecuador while the range consists of the elements Kingston, Havana, Tokyo,
Beijing, Cairo, Abuja and Quito.

Mapping Diagram  
It is common to represent relationships by way of mapping diagrams.    A mapping diagram for a
relation between two sets consists of:
• Pictorial representation of the two sets.
• Arrows linking each element in the domain with its corresponding element in the range.
 

 
Let A = {1,2,3,4,5} and B = {1,4,9,16,25} Then C= {(1,1), (2,4), (3,9), (4,16),
  (5,25)} is a relation. The mapping diagram of this relation will be:

 
 
  Can you recognize the relation each element of the domain has to its partner element
in the range?  
 
 
 
 

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 5
 
 Definition of a Function  
A function is a relation in which each element of the domain is mapped to one and only one
unique element of the range. It is important to note, that all functions are relations but not every
relation is a function. Let us see what this means.

In both boxes above one member of set A is mapped to one member of set B. These are examples
of one to one relations and these are always functions. Another possible relation is the many to
one relation, where more than one element in the domain are mapped to a single element of the
range.

Tip:  

 ONE-­‐TO-­‐ONE  relations  are  FUNCTIONS  

Example 1.1

Let set E be the set of all integers between-2 and 2, inclusive. Let set F contain members that are
the absolute value of the members of set E. The relation between E and F will be as follows:
{(-2,2), (-1,1), (0,0), (1,1), (2,2)}.

This is an example of a many to one relation where many different elements in the domain are
mapped to one unique element in the range i.e. -1 and 1 are both mapped to 1. Such relations are
always functions.

Tip:  

 ONE-­‐TO-­‐ONE  relations    

OR  

 MANY-­‐TO-­‐ONE  relations    

are  FUNCTIONS  

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 6
 
 Yet another possible relation is the one to many relation, where at least one element in the
domain is mapped to more than one elements in the range.

Examples 1.2
Let G = {9,4,1,0} and H = {-3,-2,-1,0,1,2,3}. If set H consists of the square root of elements
in G, then {(9,3), (4,2), (1,1), (0,0), (1,-1),(4,-2),(9,-3)} is a one to many relation.
Such relations are NEVER functions.

Tip:  

 ONE-­‐TO-­‐MANY  relations  ARE  NEVER  FUNCTIONS  

It   is   also   common   to   represent   relations   using   a   graph.   If   a   relation   is   a   function,   no   line  

drawn  parallel  to  the  y-­‐axis,      should  cross  the  graph  of  a  function  more  than  once.  
 Figure  1.1  depicts  a  function  while  Figure  1.2  does  not.  

Figure 1.1 Relation between set E and F Figure 1.2 Relation between set G and H

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 7
 
 Learning Activity 1.1:

1.    Say  which  of  the  following  sets  are  functions.  

a.  A  =  {(1,  3),  (2,  5),  (3,  7),  (4,  9)}      

b.  B  =  {(0,  0),  (1,  5),  (2,  10),  (3,  15),  (4,  20)}  
c.  C  =  {(1,  4),  (2,  6),  (2,  8),  (3,  10)}  
 
         Learning Activity 1.2 of
2. Which (Reflection)
the following(15 minutes)
graphs are functions.
 

 
 

 
                                                                           
 
 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 8
 
  

Useful Links/Resources

Link to Reading: Intermediate Algebra Student Workbook –

Lesson 1: Section 1.1 and 1.2

• Scottsdale  Community  College  (2015).  Introductory  Algebra  Open  Educational  Resource  
Project.  CC-­‐BY-­‐NC-­‐SA-­‐3.0  license.  Retrieved  from  
https://sccmath.files.wordpress.com/2014/06/12x_lesson1_ml4ed.pdf

Link to Videos: Intermediate Algebra Student Workbook

• Media  Example  1  –  Gaudet,  D.  (2013).   Intermediate Algebra - Does the Data
Represent a Function.  Retreived  from http://www.quietyoutube.com/watch?v=i-
LbUFlPtNg&feature=youtu.be

• Media Example 4 - Gaudet, D. (2013). Intermediate Algebra - Determine

Functional Relationships using Multiple Representations. Retrieved from
http://www.quietyoutube.com/watch?v=sKuXvPEODK0&feature=youtu.be

• Media Example 7 - Intermediate Algebra - Does the Statement Describe a

Function? Retrieved form
http://www.quietyoutube.com/watch?v=Zk3FnNbd30E&feature=youtu.be

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 9
 
 Session 1.2

Functional Notation
We could write f(x), pronounced as “eff of x”. Other letters such as g, h, r, q, P, M are
sometimes used to represent a function. So h(x), g(x), q(p), P(t) and M(t) are examples
of function notation. Sometimes a single letter such as y can be used to represent the value that a
function may possibly attain.

In the function y = f (x) it is common for x to be called the argument of the function or the
independent variable, or the input.

In the function y = f (x) it is common for y to be called the dependent variable, the value of the
function, the endogenous variable or the target variable or the output.
 

 
Useful Links/Resources
 
Link to Reading: Intermediate Algebra Student Workbook – Section 1.3
 
Lesson 1: Section 1.1 and 1.2
• Scottsdale Community College (2015). Introductory Algebra Open Educational Resource
Project. CC-BY-NC-SA-3.0 license. Retrieved from
https://sccmath.files.wordpress.com/2014/06/12x_lesson1_ml4ed.pdf

Link to Videos: Intermediate Algebra Student Workbook

• Media  Example  13  –  Gaudet,  D.  (2013).   Intermediate Algebra – Working with Function
Notation Using a Set of Ordered Pairs.  Retreived  from
http://www.quietyoutube.com/watch?v=Ro-r_aD-qvA&feature=youtu.be

• Media Example 14 – Gaudet, D. (2013). Working with Function Notation Using a Table.
Retrieved from http://www.quietyoutube.com/watch?v=7g1tRuUZrgQ&feature=youtu.be

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 10
 
 Session 1.3

Evaluation of a Function
   

How do we evaluate a function?

We evaluate a function by putting a value into it (an input) and observing the value it gives us (an
output). When we evaluate a function we are trying to determine the value the function will take
if a specific value in its domain is substituted into the function. This similar to letting a computer
calculate a unique answer or result which is needed for every input value that you give to it but
in order for it to calculate a value for you, you must give the computer a formula to use each time
it is to calculate the value for you.

Example 1.3  

If , what is the value f(-1) and f(3) ?

To find f(-1), we take f(x) and substitute the value "-1"everywhere there is an x in the
function f(x).

 
 
 
 
 
To find f(3), we take f(x) and substitute the value "3" everywhere there is an x
in the function f(x).
 
 
 
 
 
 

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 11
 
  

Even when a function takes on abstract values it can also be evaluated. The procedure is the same
as with actual values. This is demonstrated in Example 1.4 below.

Example 1.4

If , what is the expression of g(t) and g(a+k) ?

To find g(t), we take g(x) and substitute the value ‘t’ everywhere there is an x in g(x).

 
 

To find g(a+k), we take g(x) and substitute the value ‘a+k’ everywhere there is an x in
g(x).

 
 

Learning Activity 1.2: Reflection

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 12
 
 Learning Activity 1.2:

x! − 1
For  f(x) = ,          find  the  following:
x+4

i. f(0)                      ii. f(1)                          iii. −f(2)                  iv. f(−x)                        v. f(2x)                                  vi. f(a + k)

Useful Link/Resource

Link to Reading: Intermediate Algebra Student Workbook Lesson 1: Section 1.3

• Scottsdale Community College (2015). Introductory Algebra Open Educational Resource

Project. CC-BY-NC-SA-3.0 license. Retrieved from
https://sccmath.files.wordpress.com/2014/06/12x_lesson1_ml4ed.pdf

• Media Example 9 – Gaudet, D. (2013). Function Evaluation. Retrieved from

https://www.youtube.com/watch?v=n76U--CBpuw&feature=youtu.be

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 13
 
 Session 1.4

Operations Involving Functions

 

You may wish to know the real life situation to which we may have to combine functions. Say
we are trying to find the profit of a firm; we have to subtract its total cost from its total revenue.
Both total cost and total revenue are functions of the amount of output sold so the profit function
is the difference of two functions. This is an example from Microeconomics of combining
functions.

Say we have a fictional country made up of two individuals, A and B. Each individual’s
consumption is a function of his or her disposable income. If we try to get the aggregate (overall)
consumption for that country, we see that it is itself a function that sums the consumption of A
and B. If we were interested in obtaining each individual’s share of total consumption, this
would take the form of a function that is the ratio of the consumption of that individual over total
consumption. This is an example from Macroeconomics of combining functions. Since we can
have functions that combine other functions by addition, subtraction, multiplication or division
we should be in a position to derive expressions for these combined functions.

When combining functions we observe the normal rules in algebra relating to association and
distribution. We are allowed to combine like terms.

Algebraic Rules When Dealing With Combined Functions

For two function f and g, defined for all real numbers (that is the domain ranges from negative to
positive infinity, the sum (f+g), the difference (f-g), the quotient (f/g) and the product (fg) are
defined in the following manner:

1. (f + g)(x) = f(x) + g(x)

2. (f - g)(x) = f(x) - g(x)

3. (f/g)x = f(x)/g(x) where g(x)≠0

4. (fg)(x) = f(x).g(x)

Note that the full stop in f(x).g(x) represents multiplication.

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 14
 
 Example 1.5
 
 

 
 
   
   
   
   
   
 
 
 
 
 
 
 
   
 
 
 
 
 
Learning Activity 1.3:  
 
 
 
 
1. Given  f x = 2x ! + 5x      and    g x = 3x − 7,        find  the  following:  
 
f
   a.         f − g 4                            b.       g + f 2                            c.         1                                  b.      (gf)(3)  
g
 
 

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 15
 
 Useful Links/Resources

Link to Reading: Intermediate Algebra Student Workbook – Lesson 2: Section 2.1

• Scottsdale Community College (2015). Introductory Algebra Open Educational
Resource Project. CC-BY-NC-SA-3.0 license. Retrieved from
https://sccmath.files.wordpress.com/2014/06/12x_lesson2_ml4ed.pdf

Link to Video: Intermediate Algebra Student Workbook

 
• Gaudet,  (2013).  Media  Example  2-­‐  Adding  &  Subtracting  Function.  Retrieved  from  
  http://www.quietyoutube.com/watch?v=ugxAepS_VKs&feature=youtu.be    
•   Gaudet,  (2013).  Media  Example  5-­‐  Function  Multiplication.  Retrieved  from  
http://www.quietyoutube.com/watch?v=GYebTA3MGrI&feature=youtu.be  
• Gaudet,  (2013).  Media  Example    8-­‐  Function  Division.  Retrieved  from    
http://www.quietyoutube.com/watch?v=zMJEpckgdHI&feature=youtu.be  

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 16
 
 Session 1.5

Inverse Functions
 

 
 In terms of notation, the inverse of the function f(x) is represented as Inversing a
function means to try to write the domain in terms of the range. If we take for example, a demand
function, it gives us quantity demanded as a function for price. What the inverse function will do
is to write price as a function of quantity demanded. We are therefore able to determine the price
of a good if we know what the quantity demanded is likely to be.

You should know that a function only has an inverse if it has a one to one relationship.

Useful Links/Resources

Please click on and watch the following videos:

• Witte, B. (2012).Finding The Inverse Of A Function [Video file]. Retrieved

from http://www.quietyoutube.com/watch?v=JPPitlVKjWQ

• Math Meeting. (2012). Inverse of a Function [Video file]. Retrieved from  

http://www.quietyoutube.com/watch?v=gXIRspXL6oc
 

When finding the inverse of a function the following four steps are involved in this process:

1. Write the function as an equation. "This mean to replace f(x) in the problem by y."
2. Interchange for x and y.
3. Solve for y. "This means to make y the subject of the equation."
4. Rewrite equation as a function  

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 17
 
  
 
Example 1.6 Example 1.7  
   
   
   
   
   
   
 
 
 
   
 
Example 1.8   Example 1. 9

 
   
 

   
 

   
 
 
 
 
 
 
 

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 18
 
 Le
Learning Activity 1.4:  

1.    If    g x = 3x − 7,      find              i.    g !! x , ii.    g !! (8)      

5
2.    If  h x = ,      i. find  h!! x ,              ii.      h!! (3)    
x+8

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 19
 
 Session 1.6

Composite Functions
 

 
Sometimes the input value for a function may be a function itself. For function f(x) and g(x),
one may be required to find f[g(x)], otherwise written fog(x) or to find g[f(x)], otherwise written
gof(x). For the former we substitute the entire function g(x) everywhere we have an x in f(x).
For the latter we substitute the entire function f(x) everywhere we have an x in g(x). How does
this apply to the real world you may ask? Well, take for example a simple economy (no
government and no foreign trade), we may hear that total expenditure is a function of household
expenditure and investment. Household expenditure is a function of disposable income (which is
itself a function of income and the rate of income taxation), and of wealth. Investment is a
function of income and of interest rate. So we see that total expenditure is a function of functions.
In the same way that disposable income can be said to be a function of functions. Whenever, we
have a function of a function, it means that we take one function and use it as the input variable of
another function.

Useful Links/Resources

Please click on and watch the following videos before moving on:

• Fort Bend Tutoring. (2014).Composition of functions. [Video file]. Retrieved from

http://www.quietyoutube.com/watch?v=6je5ra3CbLs

• Witte, B (2012). Function Compositions. Retrieved from

http://www.quietyoutube.com/watch?v=PCHkzAxiJwU

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 20
 
 Example 1. 10

 
 
a. How do we find f(g(x))? b. How do we find g(f(x))?

To find f(g(x)), we take f(x) and substitute To find g(f(x)), we take g(x) and substitute
the expression g(x) everywhere there is an the expression f(x) everywhere there is an
x in f(x). x in g(x).
   
   
   
   
 
 

c. How do we find r[f(g(x))]? d. How do we find r[g(f(x))]?

To find r[f(g(x))], we take r(x) and To find r[g(f(x))], we take r(x) and
substitute the expression f(g(x)) everywhere substitute the expression g(f(x)) everywhere
there is an x in r(x).   there is an x in r(x).
 
   

   

   

   
 
 
 
 

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 21
 
 Learning Activity 1.5:  

 
 
2x − 6 5
1.    If    f x = 3x + 7,        g x =      and  r x = ,      find
4 x  

i.    f g x ,                        ii.    g f x ,                      iii.    f r x ,                          iv.    r f x    

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 22
 
 Session 1.7

Using the Remainder and Factor Theorem to

Factorize Functions
At times one is required to divide a polynomial expression of order two or
more (http://www.quietyoutube.com/watch?v=nMeKGHJP1Tg), the dividend, by a linear factor
(x + a), called the divisor. One reason for wanting to do so may be to simplify the expression
before going on to doing further calculations. Say for example we had to find consumer surplus
(the area below the demand curve above the equilibrium price) but the demand curve was
expressed as a rational function of a higher ordered polynomial divided by a linear factor. Before
going to do the calculation, it would help to simply the rational expression.

Another example would be if we were given a total cost function of a small efficient firm and
were required find the point at which it would start-up its production, and, having found this level
to show that it is unique. This problem may result in us having to divide a polynomial expression
of order two or more by a linear factor. The division of a higher ordered polynomial by a linear
factor can be done using long division or synthetic division (a modified approach to long
division). The result we get contains two parts the quotient and the remainder.

Using Long Division to Find the Remainder  

 
 
 
 
 
 
 
 

The results show that the remainder is 0, but it could easily have been any other number. Let us
look at another example in the following video recording.

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 23
 
 Useful Link/Resource:

Video Link:

UWI  Open  Campus.  (2015).  Math  Resource  1  [Courseware].  Retrieved  from  

https://ca-sas.bbcollab.com/site/external/jwsdetect/playback.jnlp?psid=2015-08-
07.1711.M.90B8261D5DE924F8EA17D23C4FF9AC.vcr&sid=2010102

 
Example 1.11

 
 
 
 
 
 
 
 
 
 
The result shows that the remainder is -8

Useful Link/Resource:

Video Link:
 
Link
  to Video: Please look for the following resource online:

PatrickJMT. (2015). Long Division of Polynomials [Video file].

     
 

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 24
 
 Example 1.12  

Using Synthetic Division to Find Remainder

-­‐2   1   -­‐5   4   -­‐8   -­‐96  

   
       -­‐2    14    -­‐36      88  
  1   -­‐7   18   -­‐44   -­‐8  
   

What do we have in the first row? Since x+2 is the divisor, on the left of the vertical partition we
put -2 (in purple). In general for the factor ‘x+a’, the value in this place is -a. On the right of the
vertical partition we put the coefficients of the dividend. The 1 is the coefficient of x4, -5 the
coefficient of x3, 4 the coefficient of x2, -8 the coefficient of x and -96 is the constant term. To
start process we bring the 1 down and write it below the horizontal line. Then we multiple it be -2
(in purple), we get -2. The answer we write below the -5. Adding -5 and -2 we get -7. Then we
multiply -7 by -2 (in purple), we get 14, write the 14 below the 4. Adding 4 and 14 we get 18.
Next we multiply 18 by -2 (in purple), we get -36, write the -36 below the -8. Adding -8 and -36
we get -44. Then we multiply -44 by -2 (in purple), we get 88, write the 88 below the -96. Adding
88 and -96 we get -8. This -8 is the remainder. This can also be seen in the following video.

Useful Link/Resource:

Video Link:

Link to Video: Please look for the following resource online:

• UWI  Open  Campus.  (2015).  Math  Resource  2[eCourseware].  Retrieved  from      

https://ca-sas.bbcollab.com/site/external/jwsdetect/playback.jnlp?psid=2015-
08-08.0542.M.88B721BFD609B8A971054729D6F3E0.vcr&sid=2010102

Notice that it is the same as in the long division.

For a visual step by step guide of the process of synthetic division visit the following
website and enter the search criteria for synthentic division: www.purplemath.com/

 
 

 
ECON 1003 Mathematics
  for the Social Sciences I - Unit 1 Version 1 Page 25
 
 The Remainder Theorem
The remainder theorem shows that if f(x) were to be divided by a linear factor (x+a), if all we
required was the remainder, this could be easily obtained by evaluating f(x) at x = -a, i.e by
finding f(-a). The closely related factor theorem states that if the value of the remainder turns out
to be zero, then (x+a) is a factor of the polynomial, which is the same as saying x = -a is a root of
the polynomial. If all we were interested in is the value of the remainder, the factor theorem is
more efficient than either long or synthetic division. This means it would provide the answer
more easily, thus the real benefit to using the remainder theorem is the time saved if one had to
use long division, especially when many different factors must be tested.

Using the Remainder Theorem to Find Remainder

Example 1.13  
What is the remainder when x4 - 5x3 + 4x2 - 8x - 96 What is the remainder when x5 + 2x4 - 20x +
divided by x+2 14 is divided by x -1?
   
   
   
   
   
   

Using the Remainder Theorem to determine if (x+a) is a factor

Example 1.15  

Determine whether (x-1) and (x+1) are factor of x3-4x2+x+6?

 
 
 
   
   
   
   
   
 

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 26
 
 Other examples can be found here.

• Bourne M. (2015). Interactive Maths: The Remainder Theorem and the Factor
Theorem. Retrieved from http://www.intmath.com/equations-of-higher-degree/2-
factor-remainder-theorems.php

Synthetic Division to Find ALL Other Factors given a Factor

If we need to know the other factor(s), knowing that (x+a) is one factor, then we should use
long or synthetic division. Using the factor or remainder theorem only establishes that the factor
given is a factor, but that information is taken as a given.

Example 1.16  

 
 
 
-­‐1   1   -­‐4   1   6  
   
   -­‐1    5  
     -­‐6  
  1  
-­‐5   6   0  
 
The zero remainder confirms that (x+1) is a factor (a point that was not in contention), the other
factor is the quadratic (x2 - 5x+6) which could be further factorized into (x-2)(x-3). Generally this
is a trial and error process but as a guide (x+a) may be a factor if ‘a’ is itself a factor of the
constant in the polynomial. We could use factor theorem to show (x-2) is a factor, since f(2) = 0,
likewise (x-3) is a factor, since f(3) = 0.
 

Example 1.17  

What are the other factors of the expression x4 - 6x3 + 12x2 - 9x+2, given that (x-1) is a factor.
Using synthetic division we get the following result  
           

   
       
           

           

Again, this shows that (x-1) is a factor it also shows that (x3 - 5x2 + 7x - 2) another factor. This
cubic factor may be further broken down using remainder theorem to probe for other factors.
First, I will test to see whether (x-2) is a factor.

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 27
 
          

   
     
         

 
The zero remainder confirms that (x-2) was a factor, it also shows that (x2 - 3x+1). Since this
       

quadratic factor cannot be factored further (verify, using factor theorem) the other factors of x4 -
6x3 +12x2 - 9x + 2 are therefore (x-2) and (x2 - 3x + 1).  

Learning Activity 1.6

 
1.      What  is  the  remainder  when      
 
a.       − 3x ! + 2x ! − 5x + 8      is  divided  by     x − 4  
  b.        4x ! − x ! + 12x ! + 24      is  divided  by     x + 3  
2. Which  of  the  following  are  factors  of  – x ! − 5x ! − 3x + 9  
  a. x − 1                                  b. x − 3                              c. x + 1                                          d. (x + 3)  

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 28
 
 Session 1.8

Graphs of Special Functions

Based   on   your   earlier   involvement   with   Math,   you   may   recall   the   rectangular   coordinate  
system  where  a  point  on  a  graph  is  given  in  relation  to  another  point  called  the  origin.  We  
recall  the  vertical  axis  or  y-­‐axis  and  the  horizontal  or  x  -­‐axis,  meeting  each  other  at  the  point  
where  x=0  and  y=0,  the  origin  (0,0).    When  the  coordinate  of  a  point  P  is  given  in  the  form  
(a,b),   the   first   value   is   that   of   x   and   the   second   will   be   that   of   y.     It   says   if   we   start   at  the  
origin  and  went  “a"  units  along  the  x-­‐  axis  and  then  b  unit  parallel  to  the  y-­‐axis  we  will  find  
the  point  P.  

When  sketching  a  graph    it  is  not  necessary  to  draw  to  scale  but  you  should  ensure  that    you  
capture  correctly  the  point  where  the  graph  crosses  either  axis,  where  it  attains  stationarity  
or   in   cases   where   it     never   touches   an   axis,   where   it   gets   closer   and   closer   to   it.   Some  
functions  may  not  be  defined  everywhere  along  the  x-­‐axis,      so  you  will  want  to  show  any  
breaks  where  they  exist.  

   

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 29
 
 Graphical Representations of Functions
A constant function has the form f(x) = k, where k A linear function has the form f(x) = ax+b.
is a constant (a fixed value).  

 
 

A quadratic function has the form f(x)=ax2+bx+c, A cubic function has the form f(x)=ax3+bx2+cx+d,
where a≠0. where a≠0.  

 
 
 
 

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 30
 
The square root function takes the form f(x)=√x . The absolute value function the takes the form
f(x)=|x| .

   
   

A compound function takes no specific form but is The rational function the takes the form
defined differently at different parts of its domain. f(x)=h(x)/g(x) , where g(x) ≠0.  

 
 
 

   

The exponential function takes the form f(x) = ax The logarithmic function takes the form f(x) =
where a>0, a≠1 and x is real. loga(x) where a>0

   
   

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 31
 
  

An nth degree polynomial function takes the form f(x)= a0 + a1x + a2x+….+anxn where an≠0.

 
 
 
 
 

Did you know?

Quadratic – comes from the Latin word quadratum which means square. It describes a functions
who highest power is 2 (that is the square of the variable)

Cubic - means something having three dimensions. It describes a functions who highest power is
3 (that is the variable cubed)

Rational – an expression of the ratio of one thing to another. A rational function is a ratio of one
function to another. Non-linear demand functions, isocosts and isoquants take a rational form.

Compound functions – function which are defined differently in different parts of their domain.
A common example is a step function showing the tax liability of an individual or the fee
structure of a commercial utility bill.

Absolute value – measures the distance of a number from the origin. It is never negative.

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 32
 
 Session 1.9

Features of Graphs of Functions

 

Sketching Specific Functions

You should be able do a rough sketch on your notebook or to plot accurately on graph paper: a
constant function; a linear function; a quadratic function; a square root function; an absolute value
function and a compound function.

For the constant function it should be parallel to your x-axis, passing through a specific value of
y. For linear function you pay attention to where it crosses both the x and y axes. For a
quadratic you pay attention to where it crossed both the x and y axes and where it is maximum
or minimum.

Both the square root function and absolute value function have particular shape with which you
must become familiar. Again you want to know where these make contact with the x and y axes.
For compound functions ensure you capture them accurately across its domain.

On a graph, there are certain features you must be able to identify. The x-intercept is the point
where a graph crosses the x-axis. The y-intercept is the point where a graph crosses the y-axis.
The slope is a measure of the change in values of y to a change in the values of x. In the straight
line in Figure 1.16 below if we move from the y intercept along the linear function towards the x
intercept we see values of y falling while those of x increases. In fact, y will fall by 6 units while
x increase by 2 units, increase the slope will be -6/2 or -3. The slope is negative. When the value
of y increases at the same time that of x increases, the slope will be positive.

 
 

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 33
 
 If  we  look  the  quadratic  function  in  Figure  1.17,  in  addition  to  being  able  to  identify  points  
of  intercept  and  slope  as  we  move  along  the  function,  we  are  also  able  to  identify  the  axis  of  
symmetry.  The  axis  of  symmetry  always  passes  through  the  minimum  or  maximum  point  on  
a   quadratic,   dividing   the   function   evenly   or   in   a   symmetric   manner.       The   maximum   or  
minimum   point   is   usually   called   a   turning   point.   At   a   turning   point   the   slope   along   the  
function  changes  sign.    

If   we   look   the   cubic   function   in   Figure   1.18   we   are   able   to   identify   even   additional  
features   of   a   function.   One   such   feature   is   the   point   of   inflection.   This   is   the   point   which  
separate   the   convex   region   of   a   function   (u-­‐shaped)   from   the   concave   region   which   is  
(inverse   u-­‐shaped).   The   function   displays   convexity   if   every   straight   line   connecting   two  
points  on  the  function  lies  entirely  above  the  function.  It  displays  concavity  if  every  straight  
line  connecting  two  points  on  the  function  lies  entirely  below  the  function.        

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 34
 
 Session 1.10

Applications of Functions to Mathematical

Modeling
 

Demand  and  Supply  Functions  

The  demand  function  expresses  the  quantity  of  a  commodity  demanded  as  a  function  of  its  
price,   Qd=f(P).   So   the   demand   function   for   tomatoes   will   tell   us   the   quantity   of   tomatoes  
consumers   will   demand,   in   a   specific   time   period,   at   specific   price   levels.   Since   price   and  
quantity  demanded  are  negatively  related,  we  expect  that  for  a  linear  demand  function,  Qd  
=a+bP,   the   value   of   b   will   be   negative   and   the   value   of   a   will   be   positive.     If   we   were   to  
evaluate  such  a  function  for  at  least  two  values  of  p  we  can  get  the  corresponding  values  of  
q.  This  would  be  sufficient  for  us  to  plot  the  demand  function  by  connecting  the  coordinates  
of  these  points.          

 Figure   1.19   shows   linear   demand   function   with   two   relating   (price,   quantity)  
combinations.  

The   supply   function   expresses   the   quantity   of   a   commodity   supplied   as   a   function   of   its  
price,   Qs=f(P).   For   example   the   supply   function   for   the   Samsung   Galaxy   S6   will   tell   how  
many   phones   sellers   will   be   willing   to   sell   in   a   specific   period,   given   specific   amount   that  
buyers  are  willing  to  pay.  Since  price  and  quantity  supplied  are  positively  related  we  expect  
ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 35
 
 that  for  a  linear  supply  function,  Qs  =  a  +  bP,  the  value  of  b  will  be  positive  and  the  value  of  
a   will   be   either   negative   or   positive.     If   we   were   evaluate   such   a   function   for   at   least   two  
values  of  p  we  can  get  the  corresponding  values  of  q.  This  would  be  sufficient  for  us  to  plot  
the   supply   function   by   connecting   the   coordinates   of   these   points.           Figure   1.20   shows  
linear  supply  function  with  two  relating  (price,  quantity)  combinations  

`  

 Given either demand or supply functions one should be able to evaluate them for value of q
given p. It is important to note that the demand and supply functions are NOT the same as the
demand or supply curve. The demand curve expresses price as a function of quantity demanded
while the supply curve expresses price as a function of quantity supplied. In fact, the demand
curve is the inverse of the demand function pd = f-1(p) or pd = g(q). We have learnt to combine
functions in earlier in this Unit. The revenue function is a product of price and quantity.
Therefore if we multiply the demand curve, p by quantity, q we will derive the revenue function.

The production function expresses quantity of items produced as a function of the inputs used in
the production process. One should be able to calculate the value of production for a given level
of input.

The cost function expresses the cost of items given to the amount produced. Given the input value
for these functions we should be able to derive the value of the ouput, whether that value reflects
a production level or a cost.

Examples 1.18  

If the daily demand function for pigeon peas is given as follows f(p) =230-6p, where p is price
per kg and q is the quantity demanded (in kgs).

a. At what price will exactly 170 kgs be demanded?

b. Derive the demand curve for pigeon peas.

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 36
 
 c. Derive a function to calculate the revevue made from sales of pigeon peas.

d. Would revenue be a function of price or of quantity?

a. When q = 170

170=230-5p

6p=60

p=10

Price will be $10 per kg.

b.

Since q=f(p) is the demand function, to find the demand curve we make p the subject,
i.e p=f(q)
 
 

c. Revenue=Price x Quantity = p x q

 
d. Revenue is a function of both price and quantity.

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 37
 
 Learning Activity 1.7

(Applying Functions to Mathematical Modeling)

1.        Suppose  the  sales  of  a  company  are  given  by    S = 200x + 8000      where  x  is  measured  
in  years  and  x = 0  corresponds  to  the  year  2005.    
i.        Find  S  when  x = 0.      
ii.      Find  S  when  x = 3.      
iii.    Find  the  predicted  sales  in  2009,      assuming  the  trend  continues.    
 
2.    If    a  contractor ! s  daily  demand  function  for  labourers  is    given  a  q = 8000/p, state  the  
average    price    that  labourers    must  be  willing  to  accept  per  day    for  50  of  them  to  be    
demanded.      
 
3.      The  price  p  and  the  quantity  q  sold  of  a  certain  product  obey  the  demand  function    
q = −20p + 500,      0 ≤ p ≤ 25            
i.      Express  the  revenue  R  as  a  function  of  x.      
ii.    What  is  the  revenue  if  20  units  are  sold  ?  

 
 
 
 
 
 
 
 
 
 

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 38
 
  

Useful Links/Resources

Link to Reading: Intermediate Algebra Student Workbook – Lesson 2: Section 2.2 and 2.4
• Scottsdale Community College (2015). Introductory Algebra Open Educational Resource Project.
CC-BY-NC-SA-3.0 license. Retrieved from
5.1 (Reflection) (2 hours)
https://sccmath.files.wordpress.com/2014/06/12x_lesson2_ml4ed.pdf
 
Link to Videos: Intermediate Algebra Student Workbook
• Media  Example  12  –  Gaudet,  D.  (2013).  Part  1  –  Cost,  Revenue,  Profit.  Retrieved  from  
http://www.quietyoutube.com/watch?v=3KJJh0b5Jfg&feature=youtu.be      
 
• Media  Example  13  –  Gaudet,  D.  (2013).    Part  2  –  Cost,  Revenue,  Profit.  Retrieved  from  
http://www.quietyoutube.com/watch?v=q7pT8Jr8Otg&feature=youtu.be    
 
• Media  Example  20  –  Gaudet,  D.  (2013).  Applications  of  Function  Composition.  Retrieved  
from  http://www.quietyoutube.com/watch?v=7lgy5vqVkd8&feature=youtu.be      
 
• Media  Example  20-­‐  Gaudet,  D.  (2013).  Understanding  Applications  of  Functions.  
Retrieved  from  
http://www.quietyoutube.com/watch?v=yUcWOmGLEWA&feature=youtu.be  

UNIT SUMMARY

In this unit we looked and the concept of a function. We learnt how to identify functions in
different representations. This was followed by evaluation of function and arithmetic operations
on functions. We looked at find the inverse of a function and composition of functions. After
looking at the graphs of special functions we ended with applications involving functions. Please
ensure that you followed the links to the online workbook and videos, for a more extensive
coverage of the topic.

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 39
 
 References

Bourne M. (2015). Interactive Maths: The Remainder Theorem and the Factor Theorem.
Retrieved from http://www.intmath.com/equations-of-higher-degree/2-factor-
remainder-theorems.php

Bourne M. (2015). Interactive Maths: The Remainder Theorem and the Factor Theorem.
Retrieved from http://www.intmath.com/equations-of-higher-degree/2-factor-
remainder-theorems.php

Fort Bend Tutoring. (2014).Composition of functions. [Video file]. Retrieved from

http://www.quietyoutube.com/watch?v=6je5ra3CbLs

Gaudet, (2013). Media Example 8- Function Division. Retrieved from

http://www.quietyoutube.com/watch?v=zMJEpckgdHI&feature=youtu.be

Gaudet, (2013). Media Example 2- Adding & Subtracting Function. Retrieved from
http://www.quietyoutube.com/watch?v=ugxAepS_VKs&feature=youtu.be

Gaudet, (2013). Media Example 5- Function Multiplication. Retrieved from

http://www.quietyoutube.com/watch?v=GYebTA3MGrI&feature=youtu.be

Gaudet, D. (2013). Media Example 13 – Part 2 – Cost, Revenue, Profit. Retrieved from
http://www.quietyoutube.com/watch?v=q7pT8Jr8Otg&feature=youtu.be

Gaudet, D. (2013). Media Example 4 - Intermediate Algebra - Determine Functional

Relationships using Multiple Representations. Retrieved from
http://www.quietyoutube.com/watch?v=sKuXvPEODK0&feature=youtu.be

Gaudet, D. (2013). Media Example 7 - Intermediate Algebra - Does the Statement Describe a
Function? Retrieved form
http://www.quietyoutube.com/watch?v=Zk3FnNbd30E&feature=youtu.be

Gaudet, D. (2013). Media Example 1–Intermediate Algebra - Does the Data Represent a
Function. Retreived from http://www.quietyoutube.com/watch?v=i-
LbUFlPtNg&feature=youtu.be

Gaudet, D. (2013). Media Example 12 – Part 1 – Cost, Revenue, Profit. Retrieved from
http://www.quietyoutube.com/watch?v=3KJJh0b5Jfg&feature=youtu.be

Gaudet, D. (2013). Media Example 13 – Intermediate Algebra – Working with Function

Notation Using a Set of Ordered Pairs. Retreived from
http://www.quietyoutube.com/watch?v=Ro-r_aD-qvA&feature=youtu.be

Gaudet, D. (2013). Media Example 14 – Working with Function Notation Using a Table.
Retrieved from
http://www.quietyoutube.com/watch?v=7g1tRuUZrgQ&feature=youtu.be

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 40
 
 Gaudet, D. (2013). Media Example 20 – Applications of Function Composition. Retrieved from
http://www.quietyoutube.com/watch?v=7lgy5vqVkd8&feature=youtu.be

Gaudet, D. (2013). Media Example 20- Understanding Applications of Functions. Retrieved

from
http://www.quietyoutube.com/watch?v=yUcWOmGLEWA&feature=youtu.be

Gaudet, D. (2013). Media Example 9 – Function Evaluation. Retrieved from

https://www.youtube.com/watch?v=n76U--CBpuw&feature=youtu.be

Haeussler, E., R. Paul R. and R. Wood (2005) Introductory Mathematical Analysis for Business,
Economics and the Life and Social Sciences, Eleventh Edition Prentice Hall.

Math Meeting. (2012). Inverse of a Function [Video file]. Retrieved from

http://www.quietyoutube.com/watch?v=gXIRspXL6oc

Scottsdale Community College (2015). Introductory Algebra Open Educational Resource

Project. CC-BY-NC-SA-3.0 license. Retrieved from
https://sccmath.files.wordpress.com/2014/06/12x_lesson1_ml4ed.pdf

Stapel. E. (2015). Purplemath. Retrieved from www.purplemath.com/

Tutortag. (2011). Polynomial Expressions 1 - Explaining Polynomial Expressions [Video file] .

Retrieved from https://www.youtube.com/watch?v=nMeKGHJP1Tg

UWI Open Campus. (2015). Math Resource [eCourseware]. Retrieved from https://ca-
sas.bbcollab.com/site/external/jwsdetect/playback.jnlp?psid=2015-08-
07.1711.M.90B8261D5DE924F8EA17D23C4FF9AC.vcr&sid=2010102

UWI Open Campus. (2015). Math Resource 2[eCourseware]. Retrieved from https://ca-
sas.bbcollab.com/site/external/jwsdetect/playback.jnlp?psid=2015-08-
08.0542.M.88B721BFD609B8A971054729D6F3E0.vcr&sid=2010102

Witte, B (2012). Function Compositions. Retrieved from

http://www.quietyoutube.com/watch?v=PCHkzAxiJwU

Witte, B. (2012).Finding The Inverse Of A Function [Video file]. Retrieved from

http://www.quietyoutube.com/watch?v=JPPitlVKjWQ

ECON 1003 Mathematics for the Social Sciences I - Unit 1 Version 1 Page 41