Grade 10

FUNCTIONS & GRAPHS

FUNCTIONS
A function is defined as a RELATIONSHIP between two variables.

Input: __________________________ (𝑥)

The set of acceptable x values is called __________________________.

Output: __________________________ (𝑦)

The set of acceptable y values is called __________________________.

We will look at four relationships/functions:

- Straight line: 𝑦 = 𝑎𝑥 + 𝑞 or 𝑦 = 𝑚𝑥 + 𝑐
- Exponential 𝑥
𝑦 = 𝑎𝑏 + 𝑞
- Hyperbola 𝑦 = ax + 𝑞
- Parabola 𝑦 = 𝑎𝑥 2 + 𝑞

 RELATIONS AND FUNCTION NOTATION

Eg: 𝑦 = 2𝑥 + 1
The above rule can be written as a flow chart:

x→ 2 → +1 →y

We call the rule (in the flow chart) a RELATION.

f(x) represents y (output) and can be read as:

“the output y when the rule is applied to x the input”.

We can say either say: 𝑦 = 2𝑥 + 1 or 𝑓(𝑥) = 2𝑥 + 1

We can say either say: (𝑥; 𝑦) or (𝑥; 𝑓(𝑥))

Example:
The function 𝑦 = 2𝑥 can be written in function notation as 𝑓(𝑥) = 2𝑥.
𝑓 is the rule (multiply an 𝑥-value by 2) that takes an 𝑥-value, and produces an answer that
is a 𝑦-value.

Note: a function rule can be denoted by any letter (e.g. ℎ, 𝑔, 𝑝 etc), not just 𝑓.
 Page 2 of 30
If the input value (𝑥) is 2, then 𝑓(𝟐) = 2(𝟐) = 4. The 𝑦-value produced is 4,
therefore (𝑥; 𝑦) = (2; 4).

If the 𝑥-values are restricted e.g. 𝑥 ∈ {0; 1; 2; 3}, then the corresponding values of the
range (𝑦-values) are calculated as follows:

𝑓(0) = 2(0) = 0 𝑓(1) = 2(1) = 2 𝑓(2) = 2(2) = 4 𝑓(3) = 2(3) = 6

Therefore the range (𝑦-values) is 𝑦 ∈ {0; 2; 4; 6}

The coordinate pairs for the function are: (0; 0), (1; 2), (2; 4) and (3; 6)

Exercise

1) If 𝑓(𝑥) = 3𝑥 + 2 is a function, determine the range if the domain is {−2; −1; 0}.

2) Given the following functions:

𝑥+5
𝑔(𝑥) = 2𝑥 2 + 1 and ℎ(𝑥) = 𝑥−1

Determine the following:

a) 𝑔(−1) ℎ(3) 𝑥 if 𝑔(𝑥) = 9.

Grade 10 Functions & Graphs Notes 2023

 Page 3 of 30
b) For what value of 𝑥 is ℎ(𝑥) undefined?

c) What value of 𝑥 is a zero of ℎ?

d) Determine expressions for the following:

𝑔(4𝑏) 𝑔(𝑥 + 1) −2𝑔(𝑥) + 3

Complete: Mindbourne: Chapter 6, Exercise 6.1, page 165

✓ IF A RELATION HAS ONLY _____ OUTPUT PER INPUT IT IS A

__________________.
one to one function
Eg: y = 2x + 1
–1 I s of
1 4
3
2 3
5

domain X E IR
z z 10 1 23
x c o I
g
rang ye R
D Cyc o

Grade 10 Functions & Graphs Notes 2023

 Page 4 of 30

Eg: y = x2 sub x = 3
y = (___)2
y= –3

Input 3 → output ____ 3

In
y = x2 sub x = –3
y = (___)2

i
y= domain X E IR

Input –3 → output ____

range y 70

✓ IF A RELATION HAS MORE THAN 1 OUTPUT PER INPUT IT IS A ____–

___________. not a fun choul
one to many
Eg: y= x sub x = 4
y= 4
y= 4
I
Input 4 → output ___ or ___

dah x 70

We can conclude that a function is a RULE, while a graph is the PICTORAL

REPRESENTATION of the rule.

 DOMAIN AND RANGE

Domain: all the independent variable (x) values.

Range: all the dependent variable (y) values.

Range depends on Domain.

For domain: Slide a vertical ruler across the graph from right to left. Where the edge
starts cutting the graph, the domain starts and where the edge stops
cutting the graph, the domain ends.

An infinite number of 𝑥-values (as indicated by arrows) is represented as:

𝑥 ∈ (−∞; ∞) or 𝑥 ∈ ℝ.

Grade 10 Functions & Graphs Notes 2023

 Page 5 of 30

For range: Slide a horizontal ruler across the graph from bottom to top. Where the
edge starts cutting the graph, the range starts and where the edge stops
cutting the graph, the range ends.

An infinite number of 𝑦-values (as indicated by arrows) is represented as:

𝑦 ∈ (−∞; ∞) or 𝑦 ∈ ℝ

Examples:
9 22 2
Determine the domain and range for the following graphs: 2 is
always
I
OO
got positive

y 2

K t
O To D KE IR
Domain see Nex ca
ye 9
Range y y y 2
yet 9 D
yer
 ASYMPTOTES
w
yea
limit
These are DOTTED lines that show the ______________________ of graphs.
I.e. these are lines which show the x and y values we cannot accept.
cannot be
crossed
 INCREASING AND DECREASING FUNCTIONS

A function is increasing if the 𝑦-values increase as the 𝑥-values increase.

A function is decreasing if the 𝑦-values decrease as the 𝑥-values increase.

getsbigger
d g
Y p

iggy quin
É
i
s
x I z
ages bigger
Grade 10 Functions & Graphs Notes 2023 y gets smaller
 Page 6 of 30
LINEAR FUNCTIONS (STRAIGHT LINE GRAPHS)

 DISCRETE AND CONTINUOUS FUNCTIONS graaenC1i

Eg: Plot 𝑦 = 2𝑥 + 1 for 2 l o 43m y intercept
y
x –2 –1 0 1 2
y 3 I 1 3 5
est
a) x  Z
I 4
b) x  R
s n ÉÉ
just plot
points when gradient
z I
plotting
integers 3 829123
2
É 8 z y o
2

00 3
start to
E rowmeans
DISCRETE DATA counting _________________________
continuous DATA

A
When representing integers,

_______________________________
T
When representing real numbers,
___________________________

Now plot the graph for all real values of x. (𝑥 ∈ (−∞; ∞))

The general equation of a straight line is y = ax + q or y = mx + c

O 0
The value of q / c is __________________________.
y intercept

Grade 10 Functions & Graphs Notes 2023

Mathematics Grade 10 Core
Revision of the slope of a line

𝐜𝐡𝐚𝐧𝐠𝐞 𝐢𝐧 𝒚−𝐯𝐚𝐥𝐮𝐞𝐬
Gradient =
𝐜𝐡𝐚𝐧𝐠𝐞 𝐢𝐧 𝒙=𝐯𝐚𝐥𝐮𝐞𝐬

Given the following functions:

𝑓(𝑥) = 3𝑥 m 3 crosses
y axis at
O ℎ(𝑥) = − 𝑥
1
3
me t
If 𝑥 = −1, 𝑓( I ) = 36 1 3 If 𝑥 = −3, ℎ( 3) =
51 3
The coordinate pair is:( 1 3) The coordinate pair is ( 3 I)

If 𝑥 = 3, 𝑓( )=9 If 𝑥 = 6, ℎ( 6 ) = 1316 2
The coordinate pair is:( 3 g) The coordinate pair is ( 6 2)
Plot the coordinate pairs

KIK
910
8
for
f x
3K 8
6
II
IF 4
i'gas
20246
ash
I I
Gradient = Gradient =
3

If the gradient is ___________ If the gradient is ______________

positive negative
the function is _________________. the function is _____________________.
decreasing
increasing
What do you notice about the coefficient of 𝑥 and the value of the gradient?
coefficient of a is the value of the gradient

Complete: Mindbourne: Chapter 6, Exercise 6.2, page 168

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 Mathematics Grade 10 Core
Plotting linear functions

There are three methods for plotting a straight line graph:

- TABLE METHOD
Choose random x–values.
Use the function (rule) to calculate the corresponding y–values

- DUAL INTERCEPT METHOD

Let x = 0 to find the y–intercept
Let y = 0 to find the x–intercept

- GRADIENT INTERCEPT METHOD (NB: the function must be in

Start with the y–intercept which is the c–value STANDARD form before you
can do this method!) y = mx + c
Use the gradient  rise  to find other points.
 run 

Plotting lines in the format 𝑦 = 𝑎𝑥 + 𝑞 / 𝑚𝑥 + 𝑐

calculator x 2 I 0 I 23
1. Table method: y = –x + 2:
4 3 2 I 0
pro 4 the Y
labelweep's
you
andg

ti
arrows

that the .
raphgoes
2 xt2
vom y
to Thame the graph
4

Functions & Graphs Page 8

Mathematics Grade 10 Core
2. Dual intercept method: y = 2x – 3: and y
show only the x intercepts

i got
t
y 210 3

0 12 14 0 s s 10

Yi
4 z 4

30
2x 3 0
14 0

en

3. Gradient intercept method: y = – 32 x – 2 Start by plotting the y intercept

n
i momtromize Integrative
ne and run

run
ca

1 3
fig
o

The __________ the value of 𝑎 / 𝑚, the ___________________________

the line
bigger steeper
If the value of 𝑎/𝑚 is ___________
positive the line slopes ____________ f
If the value of 𝑎/𝑚 is ___________ the line slopes ____________
𝑎
negative I
If the value of > 1, the parent function will have a ________________

warn
𝑚
𝑎
If the value of 0 < 𝑚 < 1, the parent function will have a ________________
𝑎
If the value of 𝑚 < 0, the parent function will have a ________________

The value of 𝑞 / 𝑐 causes _________________________________.

the
stagnice
The value of 𝑞 / 𝑐 also represents _______________________.

Complete: Mindbourne: Chapter 6, Exercise 6.3, page 172

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 Mathematics Grade 10 Core
 PARALLEL GRAPHS
4 2 1
The gradients of parallel graphs are __________________ T
 PERPENDICULAR GRAPHS Samegradient
M X m
If two graphs are perpendicular then the __________________ of the gradients equals
____

 SPECIAL GRAPHS
𝑦 𝑦 Mzt 4g
M 2 6

𝑥 𝑥
. 6

.
If perpendicular line
M9 4
10
3
–4
ftp.gm I
g
MF undefined
horizontal
he O
This vertical function has the equation: This horizontal function has the equation:

2 6 4
y
The gradient of the line is ____________
undefined The gradient of the line is __________.
0

Note: a line must be in the format 𝑦 = 𝑎𝑥 + 𝑞 / 𝑚𝑥 + 𝑐 before the gradient and 𝑦-intercept
can be determined.

Example:
Given the equation: 2𝑥 − 3𝑦 = 6
I
Determine the 𝑥- and 𝑦-intercepts and the gradient.

Sketch the graph using any method.

2 É
y 3 2
I
y Ex
Lent z
me
Z 54 x o

É
y int 2 l

III
c int
0 2 0
3
2
331 2
Complete:
y
Mindbourne: Chapter 6, Exercise 6.4, page 175
1
4
Functions & Graphs
22
Page 10
6
2
2 3
J
Mathematics Grade 10 Core
THE QUADRATIC FUNCTION – THE PARABOLA y = ax2 + q
Note: The PARENT graph of the parabola is 𝒚 = 𝒙𝟐
 EFFECT OF a
Eg: Plot the following graphs on the same set of axes:

x –3 –2 –1 0 1 2 3
1. y = x2
2. y = 3x2
3. y = 12 x2
4. y = –x2

 FEATURES
y = x2
y = 3x2 y = –x2
y = 12 x2
y – intercept:
x – intercept:
Axis of symmetry:
Turning point:
Domain:
Range:
Maximum /
minimum y-value
Increasing /
decreasing when
𝑥<0
Increasing or
decreasing when
𝑥>0
Transformation

Remarks:
• The coefficient “a” affects the steepness and the direction of the parabola.
• There are NO ASYMPTOTES.

• a>0
_____________________________________________________________
a<0
_____________________________________________________________
a = fraction
_____________________________________________________________
Functions & Graphs Page 11
Mathematics Grade 10 Core
 EFFECT OF q
Eg: Plot the following graphs.

x –3 –2 –1 0 1 2 3
1. y = x2 – 4
2. y = x2 + 1

 FEATURES
y = x2 – 4 y = x2 + 1
y – intercept:
x – intercept:
Axis of symmetry:
Turning point:
Domain:
Range:
Maximum /
minimum y-value
Transformation

Remarks:
• The q–value has causes a ________________ __________.

• q>0

_____________________________________________________________

q<0
_____________________________________________________________

To find the x and y–intercepts:

y–intercepts x–intercepts
Let x = Let y =

_______________________________ _______________________________

_______________________________ _______________________________

_______________________________ _______________________________

Complete: Mindbourne: Chapter 6, Exercise 6.5, page 183

Functions & Graphs Page 12

Mathematics Grade 10 Core
Worked example

In the diagram below, the graphs of 𝑓(𝑥) = 4 − 𝑥 2 , 𝑔(𝑥) = 𝑥 2 + 6 and ℎ(𝑥) = 3𝑥 2 are shown.
The graph of 𝑓 cuts the axes at A, B and C. The graph of 𝑔 cuts the y-axis at D.
𝑦
𝑔

D ℎ
B
E F
𝑥
A C

Determine:

a) the coordinates of A and C.

b) The coordinates of B and D.

c) The coordinates of E and F.

d) The maximum or minimum value of 𝑓 and 𝑔.

Complete: Mindbourne: Chapter 6, Exercise 6.6, page 185

Functions & Graphs Page 13

Mathematics Grade 10 Core
HYPERBOLA
The general equation of a hyperbola is y = a
x
+ q where a, q  R.

 EFFECT OF a
Eg: Plot the following:
When choosing x–
values, choose
x 0
6
1. y = __________________
x
of the a–value.
6
2. y = –
x

 FEATURES

6 6
y= y=–
x x
y – intercept:
x – intercept:
Asymptote(s)
Lines of symmetry:
Turning point:
Domain:
Range:
Increasing /
decreasing

 ASYMPTOTES
Hyperbolas will ALWAYS have two asymptotes: a vertical and horizontal asymptote.

 LINES OF SYMMETRY y = mx + c
• There are always TWO lines of symmetry: the gradient m = _____.

• The y – intercept of the lines of symmetry is the same as the _____________.

• The point that the line of symmetry cuts on the hyperbola is (_____;_____)

Remarks:
• The coefficient “a” affects the position of the hyperbola.

• It causes a reflection about the ___________

• a>0 _______________ a<0 _______________

Functions & Graphs Page 14

• The method of plotting your hyperbola: Table method.

 EFFECT OF q
Eg: Plot the following:

x 0
6
1. y = + 1
x
6
2. y = –2
x

 FEATURES

6 6
y= +1 y= –2
x x
y – intercept: (x=0)
x – intercept: (y=0)

Asymptote(s)

Quadrants
Equation of the
lines of symmetry
Point of
intersection of
function and line
of symmetry
Domain:
Range:
Increasing /
decreasing
Transformation

Remarks:
• The constant “q” affects the position of the hyperbola.

It causes a ________________ ____________ in the graph. Notice that the

asymptotes are also affected by the __________.

• q>0 _______________ q<0 _______________

Complete: Mindbourne: Chapter 6, Exercise 6.7, page 193, Exercise 6.8, page 195
Mathematics Grade 10 Core
EXPONENTIAL FUNCTION
The general equation of an exponential graph is y = abx + q where a, q  R but b  0; b  1.
 EFFECT OF b
Eg: Plot the following:

x –3 –2 –1 0 1 2 3
1. y = 2 x
2. y= 3𝑥
1 𝑥
3. y = (2)
1 𝑥
4. y = ( )
3

 FEATURES

1 𝑥 1 𝑥
y = 2x y = 3𝑥 Y=(2) y = (3)
y – intercept:

x – intercept:

Asymptote(s)

Domain:

Range:
Increasing /
decreasing
function
Transformation

 ASYMPTOTES

There are _______restrictions on the input values:

Exponential graphs will ALWAYS have a horizontal asymptote.

Remarks:
• The base “b” affects the direction of the exponential graph.

It causes the graph to be reflected about the __________________.

• We can also think about the change in b as a change in x: (1b )x = (b −1 )x = b −x

Functions & Graphs Page 16

Mathematics Grade 10 Core
 EFFECT OF a

Eg: Plot the following:

x –3 –2 –1 0 1 2 3
1. y = 3 2 x
2. y = +1 2 x
3. y = –1 2 x

 FEATURES

y = 3 2 x y = +1 2 x y = –1 2 x
y – intercept:
x – intercept:
Asymptote(s)
Domain:
Range:
Increasing /
decreasing
Transformation

Remarks:
• The coefficient “a” affects the ________________ and the ________________ of
the exponential graph.
It can cause the graph to be reflected about the __________________.

• If a  0 _______________ If a  0 _______________

Functions & Graphs Page 17

 EFFECT OF q

Eg: Plot the following:

x –3 –2 –1 0 1 2 3
1. y = 2 x
2. y = 2 x + 2
3. y = 2 x – 4

 FEATURES

y = 2x y = 2x + 2 y = 2x – 4
y – intercept:
x – intercept:
Asymptote(s)
Domain:
Range:
Increasing /
decreasing
Transformation

Remarks:
• The “q” value affects the _________________ ____________ of the exponential

graph.

• The “q” value is also the _________________ _________________ i.e. the equation

of the horizontal asymptote is ____________.

• If q  0 _______________ If q  0 _______________

Complete: Mindbourne: Chapter 6, Exercise 6.9, page 203, Exercise 6.10, page 205
Mathematics Grade 10 Core

FINDING THE EQUATION OF THE GRAPH OF A FUNCTION

 FINDING THE EQUATION OF A LINEAR FUNCTION

Linear functions have the format 𝑦 = 𝑎𝑥 + 𝑞 or 𝑓(𝑥) = 𝑚𝑥 + 𝑐 (note: 𝒚 = 𝒇(𝒙))

Where:
- 𝑎 or 𝑚 represent the gradient.
- 𝑞 or 𝑐 represent the y-intercept (where the line crosses the y-axis).

Example
The function 𝑓(𝑥) = 2𝑥 + 3 is shown below:

3
𝑥

The gradient of the line is:________

The y-intercept of the line is: ___________

Calculate the value of 𝑓(1).

The coordinate pair is (1; )

Calculate the value of 𝑓(−1).

The coordinate pair is (−1; )

Use these two pairs of coordinates to calculate the gradient. What do you notice about
your answer and the coefficient of 𝑥?

Functions & Graphs Page 19

Mathematics Grade 10 Core
What to do if the y-intercept is not know:

In the function above, the gradient of the function equals 2.

Therefore 𝑦 = 2𝑥 + 𝑐 where 𝑐 is the y-intercept.

- If the y-intercept is not given do the following:

𝑦2 −𝑦1
o Calculate the gradient (The gradient is calculated using ) if necessary.
𝑥2 −𝑥1
o Substitute the 𝑥- and 𝑦-values of a given point into the equation.

e.g. substitute the point (−1; 1) into the equation 𝑦 = 2𝑥 + 𝑐

𝑦 = 1 and 𝑥 = −1

o What do you notice about your answer for 𝑐 and the y-intercept given in the
original function?

N.B. If lines are parallel, their _________________ are _________________.

If lines are perpendicular, then _____________ the ____________ is equal to __

Functions & Graphs Page 20

Mathematics Grade 10 Core

g
(0;5)

h
1 (3; 1)

(2; –3)

Determine the equation of the functions 𝑓, 𝑔 and ℎ shown above.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Complete: Mindbourne: Chapter 6, Exercise 6.11, page 209

Functions & Graphs Page 21

Mathematics Grade 10 Core

 FINDING THE EQUATION OF A QUADRATIC FUNCTION

The quadratic function can be in the form:

𝑓(𝑥) = 𝑎𝑥 2 + 𝑞 or 𝑓(𝑥) = 𝑎(𝑥 − 𝑥1 )(𝑥 − 𝑥2 ) where:

𝑞 is the y-intercept 𝑥1 and 𝑥2 are the x-intercepts

Method: Method:

Substitute 𝑞 = 3, 𝑥 = 2, 𝑦 = 7 Substitute 𝑥1 = −2, 𝑥2 = 2, 𝑥 = 1, 𝑦 = 6

into the equation to find 𝑎. into the equation to find 𝑎.

Complete: Mindbourne: Chapter 6, Exercise 6.12, page 210

Functions & Graphs Page 22

Mathematics Grade 10 Core

 FINDING THE EQUATION OF A HYPERBOLA

The hyperbola is in the form:

𝑎
𝑓(𝑥) = 𝑥 + 𝑞 where 𝑞 is the horizontal asymptote.

Example:

The horizontal asymptote is the line __________

Therefore, substitute 𝑞 = −3, 𝑥 = 3, 𝑦 = −4

into the equation to find 𝑎.

−𝟑

Complete: Mindbourne: Chapter 6, Exercise 6.13, page 211

 FINDING THE EQUATION OF AN EXPONENTIAL FUNCTION

The exponential function is in the form:

𝑓(𝑥) = 𝑎. 𝑏 𝑥 + 𝑞 where 𝑞 is the horizontal asymptote.

If 𝑎 and 𝑏 are BOTH unknown, you can substitute the coordinates of the y-intercept as
values for 𝑥 and 𝑦 as well as the value of 𝑞 (the horizontal asymptote) into the equation to
find 𝑎.

Functions & Graphs Page 23

Mathematics Grade 10 Core
Example 1: Example 2:
Given 𝑔(𝑥) = −𝑏 𝑥 + 𝑞

y-intercept (𝑥; 𝑦) = point given (𝑥; 𝑦) =

horizontal asymptote: horizontal asymptote:

Complete: Mindbourne: Chapter 6, Exercise 6.14, page 213

GRAPH INTERPRETATION

 FINDING THE LENGTH OF A LINE SEGMENT ON A GRAPH

Lengths of line segments are ALWAYS positive.

Vertical distances are distances in y Horizontal distances are distances in x

CD = top 𝑦-value – bottom 𝑦-value AB = right 𝑥-value – left 𝑥-value

The length of CD= 1 − (−1) = 2 units The length of AB = 1 − (−1) = 2 units

Functions & Graphs Page 24

Mathematics Grade 10 Core

Finding the vertical and horizontal distances between two graphs:

Note:
➢ a VERTICAL distance, therefore the TOP y-value – BOTTOM y-value
➢ a HORIZONTAL distance, therefore the RIGHT x-value – LEFT x-value
➢

Example:

The graphs of 𝑓(𝑥) = 2𝑥 − 1 and 𝑔(𝑥) = −𝑥 + 8 are shown below:

𝑦
𝑔 A

B
𝑥
C 4 D
𝑓

To calculate the vertical length of AB, find the 𝑦-value at A and the 𝑦-value at B by
substituting 𝑥 = 4 into 𝑓 and 𝑔.

𝑦𝐴 = 𝑓(4) =

𝑦𝐵 = 𝑔(4) =

∴ AB= 𝑦𝐴 − 𝑦𝐵

To calculate the horizontal length of CD, find the 𝑥-value at C and the 𝑥-value at D by
substituting 𝑦 = 0 for both 𝑓 and 𝑔.

At C, 2𝑥 − 1 = 0 and at D, −𝑥 + 8 = 0

𝑥𝐶 =

𝑥𝐷 =

CD = 𝑥𝐷 − 𝑥𝐶 .

Functions & Graphs Page 25

Mathematics Grade 10 Core
Finding the vertical distance between the point of intersection two graphs and the
x-axis:

The graphs of 𝑓(𝑥) = 2𝑥 − 1 and 𝑔(𝑥) = −𝑥 + 8 are shown below:

𝑦
𝑔

𝑥
B D
𝑓

At A, 𝑓 and 𝑔 have the same x- and y-values. Therefore we say that 𝒇(𝒙) = 𝒈(𝒙).

Therefore, at A, 𝟐𝒙 − 𝟏 = −𝒙 + 𝟖

Solving this equation allows you to find the x-value at A. Substituting this value into either
𝑓 or 𝑔 will allow you to calculate the y-value at A.

𝑦𝐴 =

At B, the y-value (𝑦𝐵 ) is equal to ___________.

Therefore, AB =

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Mathematics Grade 10 Core

Example:

Sketched are the graphs of:

𝑦 = −𝑥 2 + 1 and 𝑦 = 𝑥 − 1.

Calculate:
a) The coordinates of A, B, C, D and E.
b) The distance AB.
c) The distance GH if OF= 3 units.
d) The coordinates of J and K is the
distance JK= 4 units.

Complete: Mindbourne: Chapter 6, Exercise 6.15, page 218

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Mathematics Grade 10 Core

 USING GRAPHS TO SOLVE INEQUALITIES

Note:
➢ 𝑓(𝑥) is a y-value. e.g. 𝑓(𝑥) = 4 or 𝑓(𝑥) = −1
➢ 𝑓(𝑥) < 𝑔(𝑥): where graph of 𝑓 is lying BELOW the graph of 𝑔.

➢ 𝑓(𝑥) = 𝑔(𝑥): where is the graph of 𝑓 is equal to the graph of 𝑔

i.e. the graphs are intersecting each other.
➢ 𝑓(𝑥) ≥ 𝑔(𝑥): where is the graph of 𝑓 is lying ABOVE the graph of 𝑔,
OR the graphs are intersecting each other.
➢ 𝑓(𝑥). 𝑔(𝑥) ≥ 0 This is a multiplication of two numbers and the answer is either
positive or is equal to zero. Think of INTEGER rules. EITHER:
both 𝑓 and 𝑔 are positive, OR both 𝑓 and 𝑔 are negative, OR
𝑓 or 𝑔 are equal to zero.
➢ 𝑓(𝑥). 𝑔(𝑥) < 0 This is a multiplication of two numbers and the answer is
negative. Think of INTEGER rules. EITHER:
𝑓 is negative and 𝑔 is positive, OR 𝑓 is positive and 𝑔 is negative.
➢ The answer to the inequality is a range of x-values.

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Mathematics Grade 10 Core
Example:

The graphs of 𝑓(𝑥) = −𝑥 2 + 1 and 𝑔(𝑥) = −𝑥 − 1 are shown below. The graphs intersect at
𝑥 = −1 and 𝑥 = 2. Both 𝑓 and 𝑔 cut the x-axis at −1. The parabola cuts the x-axis at 𝑥 = 1.

POSITIVE
y-VALUES

𝑦=0

NEGATIVE
y-VALUES

Method:
1. Draw a vertical line on your graph where any graph crosses the x-axis.
e.g. at 𝑥 = −1 and at 𝑥 = 1.
2. Write the sign the y-value of the graph (+ or −) next to each line in each section
created by the vertical lines drawn in 1).
3. Answer the following questions:

Complete: Mindbourne: Chapter 6, Exercise 6.16, page 222

Examination focus exercise, page 222

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Mathematics Grade 10 Core

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