MAC 1105 MATH GYM FALL 2021 W EEK 1

Goals for week 1

Check if you understand:

□ What it means to be a function

□ What the domain of a function means
□ What the range of a function means

Check if you are able to:

□ Find the domain of a function

□ The range of a function

1. Sometimes we make mistakes out of carelessness or moving too quickly, but sometimes it is
because we are not really sure what we are doing and are simply trying to “match” a similar looking
example. This means that we do not understand the mathematical meaning in the problem.

Write down an example of a mistake you made on the homework /quizzes:

Evaluate −3(x−3) when x=−6

I replaced x with -6 and then proceeded to multiply -3 times -6 and -3.
I was supposed to first replace x with – 6 and then proceed to simplify -6-3 which equals to -9 and then
multiply -9 times -3.

What do you need to know/understand so that you will not make this mistake again? ________I
need to make sure I understand the order of the steps for the problem to be solved.
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2. Your younger cousin saw you working on “My Labs Plus” and saw the word “function”. Curious they
ask you, “What is a function?” explain to them, in detail, what is a function.

__ A function is a special kind of relationship between two sets of things. Imagine you have a
machine that takes an input, does something to it, and gives you an output. This is similar to
what a function does!
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After your explanation your cousin says, “Wow you have a lot of questions on functions! Why
are functions so important anyway?” Explain the importance of functions to your cousin.
___________ Functions are really important for several reasons! Here’s why:

Organizing Information: Functions help us organize and relate information in a clear way. They
allow us to see how one thing affects another. In short, functions help us understand and
interact with the world around us, making them a vital part of both mathematics and everyday
life!

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3. What does it mean for when someone asks where a function is not defined? Give an example

____ When someone asks where a function is not defined, they are referring to the values of the
input (or domain) for which the function does not produce a valid output. In other words, these
are the points where the function cannot be
evaluated.______________________________________________________________________
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____

Explain what the domain of a function is

__The domain of a function is simply the set of all possible inputs (or values) that you can use in
the function.

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4. Someone claims that the fuel efficiency (miles per gallon of a car) is an example of a function.
 a) Make a reasonable argument why fuel efficiency is a function
______ So, if you know the type of car, you can always find out its fuel efficiency! This
relationship fits the definition of a function.
________________________________________________________________________
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b) Make a reasonable argument why fuel efficiency is not a function
____________ because of variations and the potential for multiple outcomes, fuel efficiency
does not strictly meet the definition of a
function._______________________________________________________________________
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c) Which side of the argument do you agree with?

while fuel efficiency does have variability, the general relationship between a specific car
model and its average fuel efficiency makes it reasonable to consider it a function in many
contexts.

5. Let f(x)=(3x)2 and g(x)=9x2

a) Find f (1) and g (1)

(3x1)2 = 3
9(1)2 = 9

b) Find f (-4) and g (-4)

(3x-4)2 = 144
9(-4)2 = 144

c) Are f and g equivalent functions? Why or why not?

__Since both produce the same output for every input x , they are equivalent functions.
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d) Let f(s) =s+6 and g (t) =t+6. Are f and g equivalent functions? Why or why not?

_______ Although both perform the same operation, they are not equivalent functions due
to their different input
variables.____________________________________________________________________

6. In administrating rescue breathing on an adult; the rescuer firstly gives two regular sized breaths
followed by a circle of ten breaths every minute (National Safety Council 2001).
a. Create a function where n represents the number of breaths you would need to administer
to a victim over t number of minutes.
The function n(t)=2+10t
gives the total number of breaths administered to a victim over t minutes.

b. In terms of this question, describe in words what are the input and the output of the
function you created

- Input: The input represents the number of minutes the rescuer has
been administering rescue breathing.

- Output: The output n(t) represents the total number of breaths

administered to the victim over the specified minutes.

c. What type of function did you create?

____________Linear______________________________________________________
_____

d. What would be the domain of the function you created? (Remember to think in terms of
this question)
_____In the context of this question, time (t) cannot be negative; it starts from zero (the
moment breathing begins) and can extend to any positive value representing the
number of minutes of rescue breathing.
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e. Using the function, you created, complete the table below

Input: Output: _n(t)_(breaths)_________

____t_(minutes)_______
 0 2

1 12

2 22

3 32

4 42

5 52

f. In terms of the question, describe what values should be on the horizontal axis of the graph.
Why?
______ The values on the horizontal axis of the graph should represent the number of
minutes during which rescue breathing is administered. This is because time is the
independent variable in the function, reflecting the duration of the rescue effort. It
allows us to see how the total number of breaths changes over
time.____________________________________________________________________
______________________________________________________________________

g. In terms of the question, describe what values should be on the vertical axis of the graph.
Why?
______ The values on the vertical axis of the graph should represent the total number of
breaths n(t) administered to the victim. This is the dependent variable, as it depends on
the input t. Displaying the total breaths on the vertical axis helps visualize the
relationship between the time spent administering breaths and the cumulative number
of breaths
given.___________________________________________________________________
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Concept Map During every class meeting your professor will cover key concepts that are important for
your course. It is critical that you identify these concepts and actively work toward understanding their
connections to other previous mathematical topics and ideas. A concept map is a great way to make and
organize these connections, and is very useful when you want to review for an exam.
Every week before your math gym, you will be required to create a concept map based on the topics
already covered in your College Algebra class during that same week. You may select any of the key
concepts covered that week to produce your map; some weeks, however, there will be only one key
concept covered. You may use the schedule of topics that is included for you here in the packet (the
same topics that are in your syllabus) as a guide to the key concepts that will be covered every week. For
the first few weeks we will provide you the concepts that were taught, and you can use these to design
your concept map. Going forward, you will need to know how to recognize and locate concepts on your
own. If you are struggling identifying concepts, talk with your professor or any of the LAs in the lab.
During math gym, compare your maps with your math gym classmates and correct the map when you
find any misconceptions. Write your work in the provided boxes as neatly as possible (pencil works
best). Note you will not receive credit if your work is not presented in a clear manner.
Here is an example of a concept map from a week one topic. Note that the key concept is at the center
of the map:

Definition (in your own words): A single term or more than one term containing variables
or constants or operations between values. There is no equal sign.

Examples: Non-Examples:
x−13=4
Expressions
2
x 2
7 z−25 h +h=0
k −√ 2
3

Facts/Characteristics: Expressions may consist of multiple terms. We can add or subtract

expressions by combining like terms. We can also multiply and divide expressions using properties of
exponents or factoring to simplify completely.
 Using the provided list, create a concept map for two of the topics taught in week 1.

List: Functions, Functional Notation, Domain, and Range. Don’t forget to compare your maps and make
corrections in order to receive full credit.

Definition (in your own words) Facts/Characteristics

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Examples Counter Examples

 Definition (in your own words) Facts/Characteristics

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Examples Counter Examples