UNIT 1 Surds, algebra, functions and probability

TOPIC 3 Functions and relations

Introduction to functions
4 and relations
LESSON SEQUENCE
4.1 Overview ................................................................................................................................................................. 154
4.2 Functions and relations ..................................................................................................................................... 155
4.3 Function notation .................................................................................................................................................166
4.4 Piece-wise functions .......................................................................................................................................... 176
4.5 Review ..................................................................................................................................................................... 189
Answers .......................................................................................................................................................................... 194

Fully worked solutions for this chapter are available online.

EXAM PREPARATION
Access exam-style questions in every lesson, available online.

Resources
Resourceseses
Solutions Solutions — Chapter 4 (sol-1271)
Exam questions Exam question booklet — Chapter 4 (eqb-0292)

Digital documents Learning matrix — Chapter 4 (doc-41786)

Chapter summary — Chapter 4 (doc-41799)
LESSON
4.1 Overview
Hey students! Bring these pages to life online
Engage with Answer questions Track your
interactivities and check results progress

Find all this and MORE in jacPLUS

4.1.1 Introduction
Functions are one of the most fundamental ideas in modern
mathematics. Concepts related to functions have been developed over
centuries by many famous mathematicians, including Leibniz, Euler
and Fourier. Defining a function on a basic level allows for analysis of
situations that appear to be complex but can often be modelled by an
equation or set of equations. More thorough investigation can occur
by looking at derivatives and integrals of functions using methods
of calculus, allowing for a deeper understanding of the model or
optimisation of processes.
These concepts and skills are particularly important in numerous careers including many engineering disciplines,
medical research and computer science. In these careers, functions are used to develop safer structures, evaluate
drug efficacy and design, and optimise programs, among many other uses. Functions are also used extensively
in astrophysics to calculate trajectories for space travel! Calculating timing and direction is vital for successful
launches and re-entries of space shuttles. When exploring further away from Earth, functions can be used to
model gravitational slingshot manoeuvres around stars, planets and moons, allowing us to reach further into
the cosmos.

4.1.2 Syllabus links

Lesson Lesson title Syllabus links

4.2 Functions and ● Understand the concept of a relation as a mapping between sets, a graph
relations and as a rule or a formula that defines one variable quantity in terms of
another.
● Recognise the distinction between functions and relations and use the
vertical line test to determine whether a relation is a function.
● Recognise and use function notation, domain and range, and independent
and dependent variables.
4.3 Function notation ● Recognise and use function notation, domain and range, and independent
and dependent variables.
4.4 Piece-wise ● Recognise and use piece-wise functions as a combination of multiple sub-
functions functions with restricted domains.
● Model and solve problems that involve piece-wise functions with and
without technology.
Source: Mathematical Methods Senior Syllabus 2024 © State of Queensland (QCAA) 2024; licensed under CC BY 4.0.

154 Jacaranda Maths Quest 11 Mathematical Methods Units 1 & 2 for Queensland Second Edition
LESSON
4.2 Functions and relations
SYLLABUS LINKS
• Understand the concept of a relation as a mapping between sets, a graph and as a rule or a formula that
defines one variable quantity in terms of another.
• Recognise the distinction between functions and relations and use the vertical line test to determine whether
a relation is a function.
• Recognise and use function notation, domain and range, and independent and dependent variables.
Source: Mathematical Methods Senior Syllabus 2024 © State of Queensland (QCAA) 2024; licensed under CC BY 4.0.

4.2.1 Set and interval notation

Set notation
A set is a collection of things, and in mathematics sets are usually used to represent a group of numbers. Each
number within a set is called an element, and these elements can be listed individually or described by a rule.
Elements within a set are separated by commas. Some important symbols and pre-defined common sets are

{...} refers to a set of something. {a, b, c} is a set of three letters.

listed below.

∈ means ‘is an element of’. {(a, b), (c, d), ...} is an infinite set of ordered pairs.
∉ means ‘is not an element of’.
⊂ means ‘is a subset of’.
N refers to the set of natural numbers.

⊂ means ‘is not a subset (or is not contained in)’.

Z refers to the set of integers.

∩ means ‘intersection with’.

✚ Q refers to the set of rational numbers.

∪ means ‘union with’.

R refers to the set of real numbers.
R+ refers to the set of positive real numbers.
\ means ‘excluding’. R− refers to the set of negative real numbers.
∅ refers to ‘the null set or empty set’.

Interval notation
Interval notation is a convenient way to represent an interval using only the end values and indicating whether
those end values are included or excluded. When using interval notation, a rounded bracket is used to indicate
a value that is excluded and a square bracket is used to indicate a value that is included in the interval. Recall
that on a number line and on a Cartesian plane, excluded values are represented by an open circle and included
values by a closed circle.
If a and b are real numbers and a < b, then the following intervals are defined with accompanying number lines.
(a, b) implies a < x < b or (a, b] implies a < x ≤ b or

(a, ∞) implies x > a or [a, ∞) implies x ≥ a or

a b x x
a b

(−∞, b) implies x < b or (−∞, b] implies x ≤ b or

x a x
a

[a, b) implies a ≤ x < b or [a, b] implies a ≤ x ≤ b or

x b x
b

x a b x
a b
CHAPTER 4 Introduction to functions and relations 155
 WORKED EXAMPLE 1 Identifying subsets of the real numbers

Identify each of the following subsets of the real numbers using interval notation.
a. b. c.
x x
–4 0 2 –3 0 5 x 0 1 3 5

a. The interval is x < 2 (2 is not included).

THINK WRITE

b. The interval is −3 ≤ x < 5 (−3 is included).

a. (−∞, 2)

c. The interval is both 1 ≤ x < 3 (1 is included, c. [1, 3) ∪ [5, ∞)

b. [−3, 5)

3 is not included) and x ≥ 5 (5 is included).

The symbol ∪ indicates the combination of
the two intervals.

WORKED EXAMPLE 2 Constructing intervals

b. [1, ∞)
Construct a number line to represent each of the following intervals.
a. (−2, 10]

a. The interval is −2 < x ≤ 10 (−2 is not

THINK WRITE
a.
included, 10 is).
b. The interval is x ≥ 1 (1 is included).
–2 0 10 x
b.

0 1 x

4.2.2 Relations
A mathematical relation may be described by:
• a set of ordered pairs
• a graph
• a rule or formula that defines one variable quantity in terms of another
• a mapping between sets.

A = {(−2, 4) , (1, 5) , (3, 4)}, where the ordered pairs have been listed; B = {(x, y) ∶ y = 2x}, where the ordered
The ordered pairs may be listed or described by a rule or presented as a graph. Examples of relations include

pairs are described by a linear equation; and C = {(x, y) ∶ y ≤ 2x}, where the ordered pairs are described by a
linear inequation. These relations could be presented visually by being graphed on coordinate axes. The graph
of A would consist of three points, the graph of B would be a straight line and the graph of C would be a closed
half-plane. Relations can be continuous, where all values of a variable are possible within a specified interval, or
discrete, where only fixed values are permitted.
In a set of ordered pairs, the first value, or x-value, is referred to as the independent variable and the second
value, or y-value, is called the dependent variable. The possible x-values are defined first, then the resulting
y-values are found through substitution of these x-values into the rule that describes the relation. As such, the
values of y are dependent on the given x-values.

156 Jacaranda Maths Quest 11 Mathematical Methods Units 1 & 2 for Queensland Second Edition
WORKED EXAMPLE 3 Constructing and identifying relations

Construct the graph representing each of the following relations and identify whether each is discrete

a. y = x2 , where x ∈ {1, 2, 3, 4}
or continuous.

b. y = 2x + 1, where x ∈ R

a. When x = 1, y = 12
THINK WRITE

pairs by letting x = 1, 2, 3 and 4. =1

a. 1. Use the rule to calculate y and state the ordered

x = 2, y = 2
(1, 1)

=4
2

x = 3, y = 3
(2, 4)

=9
2

x = 4, y = 4
(3, 9)

= 16 (4, 16)
2

2. Plot the points (1, 1), (2, 4), (3, 9) and (4, 16) on y
a set of axes. 16
12
8
4

0 1 2 3 4 x

3. Do not join the points, as x is a discrete variable It is a discrete relation as x can only have

b. When x = 0, y = 2 (0) + 1
(x could only have the values 1, 2, 3 and 4). the values 1, 2, 3 and 4.

x = 0, 1 and 2 (or determine the intercepts). State =1

b. 1. Use the rule to calculate y. Select values of x, say

x = 1, y = 2 (1) + 1
(0, 1)

=3
the ordered pairs.

x = 2, y = 2 (2) + 1
(1, 3)

=5 (2, 5)

2. Plot the points (0, 1), (1, 3) and (2, 5) on a set of y y = 2x + 1

axes. 5 (2, 5)
4
3 (1, 3)
2
1 (0, 1)
x
–2 –1 –10 1 2
–2
–3
3. Join the points with a straight line, continuing in It is a continuous relation as x can be any
both directions as x is a continuous variable (any real number.
real number).

CHAPTER 4 Introduction to functions and relations 157

TI | THINK WRITE CASIO | THINK WRITE
a. 1. In a Lists & a. 1. On a Graph &
Spreadsheet page, Table screen,
label the first complete the
column as x and entry line for

Y1 = x2
the second column Y1 as:
as y.
Enter the values then press EXE.
1–4 in the first
column.
2. In the function cell 2. Select SET by
below the label y, pressing F5,
complete the entry then complete

= x2
line as: the fields as:
Start: 1
then press ENTER. End: 4
Select the Variable Step: 1
Reference for x then press EXE.
when prompted. Select TABLE
by pressing F6.

3. In a Data & 3. Select GPH-

Statistics page, PLT by pressing
click on the label F6.
of the horizontal
axis and select x.
Click on the label
of the vertical axis
and select y. This relation is discrete.
The graph appears
on the screen. This relation is discrete.
b. 1. On a Graphs page, b. 1. On a Graph
complete the entry screen,
line for function 1 complete the

f 1(x) = 2x + 1
as: entry line for

Y1 = 2x + 1
Y1 as:
then press ENTER.
The graph appears then press EXE.
on the screen.

This relation is continuous.

2. Select DRAW
by pressing F6.

This relation is continuous.

158 Jacaranda Maths Quest 11 Mathematical Methods Units 1 & 2 for Queensland Second Edition
Types of relations
Relations are classified according to the correspondence between the coordinates of their ordered pairs. Note
that the word many in this context means more than one, and the precise number is not considered.
One-to-one relations
A one-to-one relation exists if for any x-value there is only one corresponding y-value and vice versa.

a. {(1, 1), (2, 2), (3, 3), (4, 4)}

Examples are:
b. y

0 x

One-to-many relations
A one-to-many relation exists if for any x-value there is more than one y-value, but for any y-value there is only
one x-value.

a. {(1, 1), (1, 2), (2, 3), (3, 4)}

Examples are:
b. y

0 x

Many-to-one relations
A many-to-one relation exists if there is more than one x-value for any y-value but for any x-value there is only
one y-value.

a. {(−1, 1), (0, 1), (1, 2)}

Examples are:
b. y

0 x

Many-to-many relations
A many-to-many relation exists if there is more than one x-value for any y-value and vice versa.

a. {(0, −1), (0, 1), (1, 0), (−1, 0)}

Examples are:
b. y y

0 x 0 x

CHAPTER 4 Introduction to functions and relations 159

4.2.3 Functions
Relations that are one-to-one or many-to-one are called functions. That is, a function is a relation where for any
x-value there is only one y-value.
This means that all functions are relations, but not all relations are functions.

The vertical line test

Line tests can be used to help classify functions and relations from a graph. A vertical line test is used to identify
a function and can be applied by placing a vertical line (parallel to the y-axis) through the graph. If there is only
one intersection between this line and the graph for each possible x-value, then the graph is a function. If the line
can be placed such that it intersects the graph more than once while remaining parallel to the y-axis, then the
graph does not represent a function.

y y

0 x 0 x

function function

y y

0 x 0 x

not a function not a function

Notice that the first two graphs above pass the vertical line test (shown in pink), but the bottom two graphs do
not. All four graphs are relations, but only the top two are functions.

Resources
Resourceseses
Interactivity Vertical and horizontal line test (int-2570)

160 Jacaranda Maths Quest 11 Mathematical Methods Units 1 & 2 for Queensland Second Edition
WORKED EXAMPLE 4 Determining functions

a. y = (x + 3) (x − 1) (x − 6)
Determine whether each relation is a function or not.

b. {(1, 3), (2, 4), (1, 5)}

a. y = (x + 3) (x − 1) (x − 6)
THINK WRITE
a. 1. Draw the graph.
x-intercepts: (−3, 0), (1, 0), (6, 0)
y-intercept: (0, 18)
The graph is a positive cubic.
y
y = (x + 3)(x – 1)(x – 6)

(0, 18)
(–3, 0) (1, 0) (6, 0)
0 x

2. Apply the vertical line test. A vertical line cuts the graph exactly once.
3. State whether the relation is y = (x + 3) (x − 1) (x − 6) is a function.
a function.

x = 1 is paired to both y = 3 and y = 5. This is a

b. 1. Look to see if there are b. {(1, 3), (2, 4), (1, 5)}
points with the same x- or
y-coordinates. relation. It is not a function.
2. Alternatively, or as a check, y
plot the points and apply the 5
vertical line test. 4
3
2
1

0 x
1 2 3 4 5

A vertical line cuts the graph in more than one

place. This is a relation but not a function.

CHAPTER 4 Introduction to functions and relations 161

Exercise 4.2 Functions and relations
4.2 Exercise 4.2 Exam practice These questions are
even better in jacPLUS!
• Receive immediate feedback
Simple familiar Complex familiar Complex unfamiliar • Access sample responses
• Track results and progress
1, 2, 3, 4, 5, 6, 7, 17, 18, 19, 20 N/A Find all this and MORE in jacPLUS
8, 9, 10, 11, 12, 13,
14, 15, 16

Simple familiar

1. WE1 Identify each of the following subsets of the real numbers using interval notation.
a. b.

–2 0 1 0 5
c. d.

–3 0 4 –1 0
e. f.

–5 –2 0 3 –3 0 1 2 4

b. (−9, −3)
2. WE2 Construct a number line to represent each of the following intervals.
a. [−6, 2)

e. (−∞, −2) ∪ [1, 3) f. [−8, 0) ∪ (2, 6]

c. (−∞, 2] d. (1, 10]

a. {x ∶ −4 ≤ x < 2} b. {y ∶ −1 < y <

3. Identify each of the following sets using interval notation.

c. {x ∶ x > 3} d. {x ∶ x ≤ −3}
√
3}

e. R f. R \ {0}

Questions 4, 5 and 6 relate to the following information.

A particular relation is described by the following ordered pairs:
{(0, 4), (1, 3), (2, 2), (3, 1)} .

4. MC The graph of this relation is represented by:

A. y B. y
4 4

3 3

2 2

1 1

0 1 2 3 4 x
0 1 2 3 4 x

C. y D. y
4 4
3 3
2 2
1 1

0 1 2 3 4 x 0 1 2 3 4 x

162 Jacaranda Maths Quest 11 Mathematical Methods Units 1 & 2 for Queensland Second Edition
 A. {1, 2, 3, 4} B. {1, 2, 3}
5. MC The elements of the dependent variable are:

C. {0, 1, 2, 3, 4} D. {0, 1, 2, 3}

A. y = 4 − x, x ∈ R B. y = x − 4, x ∈ N
6. MC The rule for the relation is correctly described by:

C. y = 4 − x, x ∈ N D. y = 4 − x, x ∈ {0, 1, 2, 3}

7. WE3 Sketch the graph representing each of the following relations, and state whether each is discrete or

continuous.
a. Day Mon Tues Wed Thur Fri Sat Sun
Cost of petrol (c/L) 168 167.1 166.5 164.9 167 168.5 170

b. {(0, 0), (1, 1), (2, 4), (3, 9)}

c. y = −x2 , where x ∈ {−2, −1, 0, 1, 2}

d. y = x − 2, where x ∈ R

e. y = 2x + 3, where x ∈ J

f. y = x2 + 2, where −2 ≤ x ≤ 2 and x ∈ R

8. WE4 Identify whether each relation is a function or not.

a. y b. y c. y

0 x
0 x 0 x

d. y e. y

0 x
0 x

9. Identify whether each relation is a function or not.

a. y b. y c. y

0 x 0 x
0 x

d. y e. y f. y

0 x
0 x 0 x

CHAPTER 4 Introduction to functions and relations 163

10. Consider the relations below and identify which are functions.
a. y b. y

0 x 0 x

c. y d. y

0 x 0 x

11. Consider the relations below and identify which are functions.
a. y b. y c. y

0 x
0 x 0 x

d. y e. y

0 x
0 x

A. y = B. y = 2 − 7x
12. MC Identify which of the following rules does not describe a function.
x

C. x = 5 D. y = 10x2 + 3
5

A. {(5, 8), (6, 9), (7, 9), (8, 10), (9, 12)}
13. MC Identify which of the following relations is not a function.
B. y

0 x

C. y2 = x D. y

0 x

164 Jacaranda Maths Quest 11 Mathematical Methods Units 1 & 2 for Queensland Second Edition
14. MC During one week, the number of people travelling on a particular train at a certain time progressively

increases from Monday through to Friday. Identify which graph below best represents this information.
A. B.

Number of people

Number of people
0 M T W T F 0 M T W T F
C. D.
Number of people

Number of people
0 M T W T F 0 M T W T F

T °C, t minutes after it is poured.

15. The table below shows the temperature of a cup of coffee,

t (min) 0 2 4 6 8
T (°C) 80 64 54 48 44

a. Plot the points on a graph.

b. Join the points with a smooth curve.
c. Explain why this can be done.
d. Use the graph to determine how long it takes the coffee to
reach half of its initial temperature.
16. A salesperson in a computer store is paid a base salary of $300 per week plus $40 commission for each
computer she sells. If n is the number of computers she sells per week and P dollars is the total amount she
earns per week:
a. copy and complete the following table

n 0 1 2 3 4 5 6
P
b. plot the information on a graph
c. explain why the points cannot be joined together
d. write an equation in terms of P and n to represent this situation.

Complex familiar

17. Consider the relation y = 2.

Identify whether the relation is a function. Justify your decision.
18. Consider the relation x + 5 = 0.
Identify whether the relation is a function. Justify your decision.
19. Consider the relation y = (x + 5) + 2.
2

Identify whether the relation is a function. Justify your decision.

20. Consider the relation y = (x − 2) (x + 5) .
2

Identify whether the relation is a function. Justify your decision.

Fully worked solutions for this chapter are available online.

CHAPTER 4 Introduction to functions and relations 165

LESSON
4.3 Function notation
SYLLABUS LINKS
• Recognise the distinction between functions and relations and use the vertical line test to determine whether
a relation is a function.
• Recognise and use function notation, domain and range, and independent and dependent variables.
Source: Mathematical Methods Senior Syllabus 2024 © State of Queensland (QCAA) 2024; licensed under CC BY 4.0.

4.3.1 Domain and range

Special terminology and mathematical language relating to this topic is listed below.
• A relation is any set of ordered pairs (x, y).
• The domain is the set of all x-values of the ordered pairs.
• The range is the set of all y-values of the ordered pairs.
• A function is a set of ordered pairs in which every x-value is paired to a unique y-value.
• An implied domain (or maximal domain) is the set of x-values for which the rule has meaning.
• A restricted domain occurs when restrictions are placed on values of variables in some practical situations
and models. A restricted domain usually affects the range.
Consider the following examples of sets of ordered pairs.

A = {(−2, 4), (1, 5), (3, 4)} B = {(x, y) ∶ y = 2x} C = {(x, y) ∶ y ≤ 2x}
This is a set of ordered pairs. This set describes a linear This set describes a linear
equation. inequation.
y y y
5
4
3
2 2 2
1
x x x
–2 –1 0 1 2 3 0 1 0 1

The domain is x ∈ {−2, 1, 3}. The domain is x ∈ R. The domain is x ∈ R.

The range is y ∈ {4, 5}. The range is y ∈ R. The range is y ∈ R.
The relation A is a function The relation B is a function The relation C is not a function
as every x-value has a unique as every x-value has a unique as every x-value does not have a

(1, 0) , (1, −1) and (1, −2) are

y-value. y-value. unique y-value.

ordered pairs in the region with

the same x-value.

These examples illustrate that functions can be recognised from their graphs by applying the vertical line test.
Set notation or interval notation should be used for domains and ranges.

166 Jacaranda Maths Quest 11 Mathematical Methods Units 1 & 2 for Queensland Second Edition
WORKED EXAMPLE 5 Identifying domain and range

For each of the following, identify the domain and range, and whether the relation is a function or

a. {(1, 4), (2, 0), (2, 3), (5, − 1)}

not.
b. y
3
2
1
x
–4 –3 –2 –1 0 1 2 3 4 5 6
–1
–2
(3, –2)
–3

(x , y) ∶ y = 4 − x3
{ }
c. y d.
3
2
1
x
–4 –3 –2 –1 0 1 2 3 4
–1
–2
–3

a. {(1, 4), (2, 0), (2, 3), (5, −1)}

THINK WRITE
a. 1. State the domain.
The domain is the set of x-values: {1, 2, 5}.
2. State the range. The range is the set of y-values: {−1, 0, 3, 4}.
3. Are there any ordered pairs that have the The relation is not a function, since there
same x-coordinate? are two different points with the same
x-coordinate: (2, 0) and (2, 3).
b. 1. Reading from left to right horizontally in b.
the direction of the x-axis, the graph uses

The domain is (−∞, ∞) or R.

every possible x-value.
State the domain.
2. Reading from bottom to top vertically in

y-values start at −2 and increase

the direction of the y-axis, the graph’s

The range is [−2, ∞) or {y ∶ y ≥ −2}.

from there.
State the range.
3. Use the vertical line test. This is a function since any vertical line cuts
the graph exactly once.
c. 1. State the domain and range. c. The domain is [−1, 3]; the range is [−2, 2].
2. Use the vertical line test. y
3
2
1
x
–4 –3 –2 –1 0 1 2 3 4
–1
–2
–3

This is not a function, as a vertical line can cut

the graph more than once.

CHAPTER 4 Introduction to functions and relations 167

 d. 1. State the domain. d. y = 4 − x3
y
6

x
–2 –1 0 1 2
–2

This is the equation of a polynomial, so its

domain is R.
2. It is the equation of a cubic polynomial with

as x → ± ∞, y → ∓ ∞.
a negative coefficient of its leading term, so

State the range. The range is R or (−∞, ∞).

3. Is the relation a function? This is a function because all polynomial
relations are functions, and it passes the
vertical line test.

WORKED EXAMPLE 6 Identifying domain and range using interval notation

For each relation given, sketch its graph and identify the domain and range using interval notation.
a. (x, y) ∶ y = x − 1 b. (x, y) ∶ y = x2 − 4, x ∈ [0, 4]
{ √ } { }

√ meaning for x ≥ 1 because if

THINK WRITE

x < 1, y =
a. 1. The rule has a.
negative number.

When x = 1, y= 0
x = 1, 2, 3, 4 and 5, and state the =0
√
2. Therefore, calculate the value of y when

x = 2, y= 1
(1, 0)

=1
coordinate points.
√

x = 3, y= 2
(2, 1)

x = 4, y= 3
√ √
(3, 2)

x = 5, y= 4
√ √
(4, 3)

=2
√

(5, 2)
3. Plot the points on a set of axes. y

from x = 1, extending it beyond the last

y= x–1
4. Join the points with a smooth curve starting
2

assume x ∈ R (continuous).
point. Since no domain is given, we can
1

5. Place a closed circle on the point (1, 0)

0 x
and put an arrow on the other end of the 1 2 3 4 5
curve. –1

168 Jacaranda Maths Quest 11 Mathematical Methods Units 1 & 2 for Queensland Second Edition
 6. The domain is the set of values covered Domain = [1, ∞)
horizontally by the graph or implied by

Range = [0, ∞)
the rule.
7. The range is the set of values covered
vertically by the graph.
b. 1. Calculate the value of y when x = 0, 1, b. When x = 0, y = 02 − 4
= −4 (0, −4)
x = 1, y = 1 −4
2, 3 and 4, as the domain is [0, 4]. State

= −3 (1, −3)
the coordinate points. 2

x = 2, y = 22 − 4
=0
x = 3, y = 3 −4
(2, 0)

=5
2

x = 4, y = 42 − 4
(3, 5)

= 12 (4, 12)
2. Plot these points on a set of axes. y
y = x2 – 4, x ∈[0, 4]

x = 0 to x = 4.
12
3. Join the dots with a smooth curve from

4. Place a closed circle on the points (0, −4)

10
8
6
and (4, 12). 4
2
0 x
–2 1 2 3 4

Domain = [0, 4]
–4
5. The domain is the set of values covered by

Range = [−4, 12]

the graph horizontally.
6. The range is the set of values covered by
the graph vertically.
Technology can be used to check the graphs.

TI | THINK WRITE CASIO | THINK WRITE

b. 1. On a Graphs page, b. 1. On a Graph &
complete the entry Table screen,
line for function 1 complete the entry

f 1(x) = x2 − 4 | Y1 = x2 − 4 |
as: line for Y1 as:

0≤x≤4 0≤x≤4
then press ENTER. then press EXE.
The graph appears Select DRAW by
on the screen. pressing F6.

CHAPTER 4 Introduction to functions and relations 169

 2. To calculate the end 2. To calculate the
points of the graph, end points of the
press MENU, then graph, select Trace
select: by pressing F1. Type
5: Trace ‘0’ then press EXE
1: Graph Trace. twice. Type ‘4’ then
Type ‘0’ then press press EXE twice.
ENTER twice. Type
‘4’ then press ENTER
twice.
[ ] [ ]
3. The domain and range The domain
[ is 0, ] 4 and the 3. The domain and The domain
[ is 0, ] 4 and the
can be read from the range is –4, 12 . range can be read range is –4, 12 .
graph. from the graph.

4.3.2 Function notation

The rule for a function such as y = x2 will often be written as f (x) = x2 . This is read as ‘f of x equals x2 ’. We shall
also refer to a function as y = f (x), particularly when graphing a function as the set of ordered pairs (x, y) with x
as the independent variable and y as the dependent variable.
f (x) is called the image of x under the function mapping, which means that if, for example, x = 2, then f (2) is
the y-value that x = 2 is paired with (mapped to), according to the function rule.
For f (x) = x2 , f (2) = 22 = 4. The image of 2 under the mapping f is 4; the ordered pair (2, 4) lies on the graph of
y = f (x); 2 is mapped to 4 under f: these are all variations of the mathematical language that could be used for
this function.
The ordered pairs that form the function can be illustrated on a mapping diagram. The mapping diagram shown
uses two number lines, one for the x-values and one for the y-values, but there are varied ways to show mapping
diagrams.
Below are two mapping diagrams that correspond to the functions y = 2x and y = x2 .
f(x) = 2x Ordered pairs f(x) = x2 Ordered pairs
5 5 5 5
4 4 (2, 4) 4 4 (2, 4), (–2, 4)
3 3 3 3
2 2 (1, 2) 2 2
1 1 1 1 (1, 1), (–1, 1)
0 0 (0, 0) 0 0 (0, 0)
–1 –1 –1 –1
–2 –2 (–1, –2) –2 –2
–3 –3 –3 –3
–4 –4 (–2, –4) –4 –4
–5 –5 –5 –5

x → 2x x → x2

170 Jacaranda Maths Quest 11 Mathematical Methods Units 1 & 2 for Queensland Second Edition
 WORKED EXAMPLE 7 Using function notation

If f (x) = x2 − 3, determine:
a. f (−2) b. f (a) c. f (2a) d. f (a + 1).

a. f (x) = x2 − 3
THINK WRITE

2. Substitute x = −2 into the rule. f(−2) = (−2)2 − 3

a. 1. Write the rule.

= 4−3
= 1
3. Simplify the expression if possible.

b. f (x) = x2 − 3
2. Substitute x = a into the rule. f (a) = a2 − 3
b. 1. Write the rule.

c. f (x) = x2 − 3
2. Substitute x = 2a into the rule. f (2a) = (2a)2 − 3
c. 1. Write the rule.

= 22 a2 − 3
= 4a2 − 3
3. Simplify the expression if possible.

d. f(x) = x2 − 3
2. Substitute x = a + 1 into the rule. f (a + 1) = (a + 1)2 − 3
d. 1. Write the rule.

f(a + 1) = a2 + 2a + 1 − 3
= a2 + 2a − 2
3. Simplify the expression if possible.

4.3.3 Formal mapping notation

The set of all the available y-values, whether used in the mapping or not, is called the codomain. Only the set of
those y-values that are used for the mapping form the range.
The mapping x → x2 is written formally as:
f∶ R → R, f(x) = x2
↓ ↓ ↓ ↓
name
domain rule for, or
of codomain
of f equation of, f
function
The domain of the function must always be specified when writing functions formally.
We will always use R as the codomain. Mappings will be written as f ∶ D → R, where D is the domain. Usually a
graph of the function is required in order to determine its range.
Note that f is a symbol for the name of the function or mapping, whereas f (x) is an element of the range of the
function: f (x) gives the image of x under the mapping f. Although f is the commonly used symbol for a function,
other symbols may be used.

WORKED EXAMPLE 8 Evaluating and using function notation

Consider f ∶ R → R, f(x) = a + bx, where f (1) = 4 and f (−1) = 6.

a. Calculate the values of a and b and determine the function rule.

c. Calculate the value of x for which f (x) = 0.

b. Evaluate f (0).

d. Determine the image of −5.

e. Determine the mapping for a function g that has the same rule as f but a domain restricted to R+ .

CHAPTER 4 Introduction to functions and relations 171

 f(x) = a + bx
THINK WRITE

f(1) = 4 ⇒ 4 = a + b × 1
a. 1. Use the given information to set up a a.

∴ a + b = 4...............(1)
system of simultaneous equations.

f(−1) = 6 ⇒ 6 = a + b × −1
∴ a − b = 6...............(2)
Equation (1) + equation (2):
2a = 10
2. Solve the system of simultaneous equations

a=5
to obtain the values of a and b.

Substitute a = 5 into equation (1) ∴ b = −1

a = 5, b = −1
f(x) = 5 − x
3. State the answer.

b. f(x) = 5 − x
f(0) = 5 − 0
b. Substitute the given value of x.

=5
f (x) = 0
5−x = 0
c. Substitute the rule for f (x) and solve the c.

∴x = 5
equation for x.

d. The image of −5 is f (−5).

f(x) = 5 − x
d. Write the expression for the image and then

f(−5) = 5 − (−5)
evaluate it.

= 10

e. g ∶ R+ → R, g(x) = 5 − x
The image is 10.
e. Change the name of the function and change
the domain.

Exercise 4.3 Function notation

4.3 Exercise 4.3 Exam practice These questions are
even better in jacPLUS!
• Receive immediate feedback
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• Track results and progress
1, 2, 3, 4, 5, 6, 7, 19, 20 N/A Find all this and MORE in jacPLUS
8, 9, 10, 11, 12, 13,
14, 15, 16, 17, 18

Simple familiar

1. MC The domain of the relation shown in the diagram is: y

4
A. [−4, 4]
B. (−4, 7)
C. [−1, 7]
–1 0 3 7 x
D. (−4, 4)
–4

172 Jacaranda Maths Quest 11 Mathematical Methods Units 1 & 2 for Queensland Second Edition
 The range of the relation {(x, y) ∶ y = 2x + 5, x ∈ [−1, 4]} is:
C. [3, ∞)
2. MC

A. [7, 13] B. [3, 13] D. R

A relation has the y = x + 3, where x ∈ R+ . The range of this relation is:

B. [3, ∞) D. (3, ∞)
3. MC

A. R+ C. R

The function f ∶ {x ∶ x = 0, 1, 2} → R, where f(x) = x − 4, may be expressed as:

A. {(0, −4), (1, −3), (2, −2)} B. {0, 1, 2}
4. MC

C. {(0, 4), (1, 3), (2, 2)} D. {(−1, −5), (1, −3), (2, −2)}

a. {(4, 4), (3, 0), (2, 3), (0, −1)} b. {(x · y) ∶ y = 4 − x2 }

5. WE5 For each of the following, identify the domain and range, and whether the relation is a function or not.

c. y d. y
(1, 4) 5
4
(0, 3) 3
2
(–2, 0) 1
(3, 0)
0 x x
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1
–2
–3
–4
–5

6. Identify the domain and range for each of the following relations.
a. y b. y
15 10

10 5

5 x
–5 –4 –3 –2 –1 0 1 2 3 4 5
–5
0 x
1 2 3 4 5
–10

c. y d. y
(1, 8)
8 4

6 2 (2, 2)

4
0 x
–2 –1 1 2
2 (–2, –2) –2

x –4
–3 –2 –1 0 1 2 3 4 5 6
–2

CHAPTER 4 Introduction to functions and relations 173

 e. y f. y

10

5
0 3 x
x
–6 –5 –4 –3 –2 –1 0 1 2 3 4
–5

–10

7. Consider each of the graphs in question 6.

Identify any of the relations that are not functions.

a. {(3, 8), (4, 10), (5, 12), (6, 14), (7, 16)}
8. Determine the domain and range of each of the following relations.

b. {(1.1, 2), (1.3, 1.8), (1.5, 1.6), (1.7, 1.4)}

c. Time (min) 3 4 5 6
Distance (m) 110 130 150 170

d. Day Monday Tuesday Wednesday Thursday Friday

Cost ($) 25 35 30 35 30

e. y = 5x − 2, where x is an integer greater than 2 and less than 6

f. y = x2 − 1, x ∈ R

9. a. Sketch the graph of y = (x − 2) , identifying its domain and range.

b. Restrict the domain of the function defined by y = (x − 2) so that it will be an increasing function.
2
2

10. WE7 a. If f(x) = 3x + 1, determine:

b. If g(x) = x + 4, determine:
i. f(0) ii. f(2) iii. f(−2) iv. f(5)
√

c. If g(x) = 4 − , determine:
i. g(0) ii. g(−3) iii. g(5) iv. g(−4)
1
x

− −
1 1 1
( ) ( ) ( )
i. g(1) ii. g iii. g iv. g

d. If f(x) = (x + 3) , determine:
2 2 5
2

i. f(0) ii. f(−2) iii. f(1) iv. f(a)

11. If f (x) = x2 + 2x − 3, determine the following.

ii. f (1 − a)
a. i. f (−2) ii. f (9)

c. f (x + h) − f (x)
b. i. f (2a)

d. {x ∶ f (x) > 0}
e. The values of x for which f (x) = 12
f. The values of x for which f (x) = 1 − x

174 Jacaranda Maths Quest 11 Mathematical Methods Units 1 & 2 for Queensland Second Edition
12. Determine the value (or values) of x for which each function has the value given.

a. f(x) = 3x − 4, f(x) = 5 b. g(x) = x2 − 2, g(x) = 7 c. f(x) = , f(x) = 3

1

d. h(x) = x2 − 5x + 6, h(x) = 0 e. g(x) = x2 + 3x, g(x) = 4 f. f(x) = 8 − x, f(x) = 3

x
√

13. WE8 Consider f ∶ R → R, f (x) = ax + b, where f (2) = 7 and f (3) = 9.

Calculate the value of x for which f (x) = 0.

Calculate the values of a and b and determine the function rule.
a.

Determine the image of −3.

b.
c.
Determine the mapping for a function g that has the same rule as f but a domain restricted to (−∞, 0].
d.

14. MC The range of the function f(x) = 2 4 − x is:

C. [0, ∞) D. (2, ∞)
√

A. R+ B. R−

15. Express y = x2 − 6x + 10, 0 ≤ x < 7 in mapping notation and identify its domain and range.

16. The maximum side length of the rectangle shown is 10 metres.

(x + 4) m

(x – 1) m

a. Construct a function which gives the perimeter, P metres, of the rectangle.

b. Identify the domain and range of this function.

a. {(x, y) ∶ y = 2 − x2 } b. {(x, y) ∶ y = x3 + 1, x ∈ [−2, 2]}

17. WE6 For each relation given, sketch its graph, and identify the domain and range using interval notation.

c. {(x, y) ∶ y = x2 + 3x + 2} d. {(x, y) ∶ y = x2 − 4, x ∈ [−2, 1]}

e. {(x, y) ∶ y = 2x − 5, x ∈ [−1, 4)} f. {(x, y) ∶ y = 2x2 − x − 6}

a. y = 10 − x b. y = 3 c. y = − 16 − x2
18. Identify the implied domain for each relation defined by the following rules.
√

d. y = x2 + 3 e. y = f. y = 10 − 7x2
√
x
1
x

Complex familiar

given by the function N(t) = 15 +

19. The number of koalas remaining in a parkland t weeks after a virus strikes is

t+3
96
koalas per hectare.

a. Calculate how many koalas per hectare there were before the virus struck.
b. Calculate how many koalas per hectare there were 13 weeks after the
virus strikes.
c. Calculate how soon after the virus strikes there are 23 koalas per hectare.
d. Determine whether the virus will kill off all the koalas. Explain your
answer.

20. Consider the functions f and g where f(x) = a + bx + cx2 and g(x) = f(x − 1).
a. Given f (−2) = 0, f (5) = 0 and f (2) = 3, determine the rule for the function f.

Calculate any values of x for which f (x) = g (x).

b. Express the rule for g as a polynomial in x.

On the same axes, sketch the graphs of y = f (x) and y = g (x), and describe the relationship between the
c.
d.
two graphs.

Fully worked solutions for this chapter are available online.

CHAPTER 4 Introduction to functions and relations 175

LESSON
4.4 Piece-wise functions
SYLLABUS LINKS
• Recognise and use piece-wise functions as a combination of multiple sub-functions with restricted domains.
• Model and solve problems that involve piece-wise functions with and without technology.
Source: Mathematical Methods Senior Syllabus 2024 © State of Queensland (QCAA) 2024; licensed under CC BY 4.0.

4.4.1 Piece-wise functions

A piece-wise function is one in which the rule may take a different form over different sections of the domain.
An example of a simple piece-wise function is given below.
Consider the function defined by the rule: y

x≥0
y={
y = –x, x < 0 y = x, x ≥ 0

−x, x<0
x,

Graphing this function gives a line with positive gradient to the

right of the y-axis and a line with a negative gradient to the left
of the y-axis.
The function is said to be continuous at x = 0.
(0, 0) x

As for any function, each x-value can only be paired to exactly one y-value. To calculate the corresponding
y-value for a given value of x, the choice of which branch of the rule to use depends to which section of the
domain the x-value belongs.

WORKED EXAMPLE 9 Constructing a continuous piece-wise graph

A continuous piece-wise linear graph is constructed from the following linear graphs.

y = 2x + 1, x ≤ a
y = 4x − 1, x > a

a. By solving the equations simultaneously, determine the point of intersection and hence determine
the value of a.
b. Sketch the piece-wise linear graph.

a. y = 2x + 1
THINK WRITE/DRAW

y = 4x − 1
a. 1. Calculate the intersection point of the
two graphs by solving the equations

2x + 1 = 4x − 1
simultaneously. Solve by substitution:

1 = 4x − 2x − 1
1 = 2x − 1
1 + 1 = 2x
2 = 2x
x=1

176 Jacaranda Maths Quest 11 Mathematical Methods Units 1 & 2 for Queensland Second Edition
 Substitute x = 1 to calculate y:
y = 2 (1) + 1
=3

x = 1 and y = 3
The point of intersection is (1, 3).

2. The x-value of the point of intersection x = 1; therefore, a = 1.

determines the x-values for where the
linear graphs meet.
b. 1. Sketch the two graphs without taking b. y
y = 2x + 1
into account the intervals. 6
5
4
3 (1, 3)
2
1 y = 4x – 1
x
–8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8
–1
–2
–3
–4
–5
–6

y = 2x + 1 exists for x ≤ 1.
y = 4x − 1 exists for x > 1.
2. Identify which graph exists within the
stated x-intervals to sketch the piece-wise
linear graph. Remove the sections of each graph that do not
exist for these values of x.
y
6
5
4
3 (1, 3)
2
(– 1 , 0) 1 (0, 1)
2
x
–8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8
–1
–2
–3
–4
–5
–6

CHAPTER 4 Introduction to functions and relations 177

TI | THINK WRITE CASIO | THINK WRITE
a. 1. On a Calculator a. 1. On an Equation
page, press MENU screen, select
then select: Simultaneous by
3: Algebra pressing F1.
7: Solve System of
Equations
2: Solve System of
Linear Equations Select 2 unknowns
Complete the fields by pressing F1.
as:
Number of
equations: 2
Variables: x, y
then select OK.
Complete the entry
line as:

y = 2x + 1
{ , {x, y}
linSolve

y = 4x − 1
(

then press ENTER.

y = 2x + 1 ⇒ 2x − y = −1
(1, 3), so a = 1. y = 4x − 1 ⇒ 4x − y = 1
2. The answer appears The point of intersection is 2. Rearrange the
on the screen. given equations

ax + by = c.
into the form

Enter the
coefficients for
x and y, and the
constant term, into
the matrix on the
screen.
3. Select SOLVE by
pressing F1.

(1, 3), so a = 1.
4. The answer appears The point of intersection is
on the screen.
b. 1. On a Graphs page, b. 1. On a Graph screen,
complete the entry complete the entry
line for function 1 lines for Y1 and Y2

f 1(x) = Y1 = 2x + 1, , 1
as: as:

2x + 1, x ≤ 1 Y2 = 4x − 1, [1, ]
[ ]

{
4x − 1, x > 1 then press EXE.
then press ENTER. Select DRAW by
Note: The piece- pressing F6.
wise function Note: When
template can be restricting the
found by pressing domain of a
the button. function, use
interval notation,
leaving the upper
or lower bound

± ∞.
blank to represent

178 Jacaranda Maths Quest 11 Mathematical Methods Units 1 & 2 for Queensland Second Edition
 2. To mark the point 2. To mark the point
where the branches where the branches
join, press MENU, join, select Trace
then select by pressing F1.
5: Trace Type ‘1 ’ then press
1: Graph Trace. EXE twice.
Type ‘1’ then press
ENTER twice.

3. To determine the 3. To find the x-

x-intercept, press intercept, select
MENU then select: G-Solv by pressing
6: Analyze Graph F5, then select
1: Zero. ROOT by pressing
Move the cursor F1.
to the left of the Use the up/down
x-intercept when arrows to select the
prompted for the graph of Y1, then
lower bound, then press EXE twice.
press ENTER.
Move the cursor
to the right of the
x-intercept when
prompted for the
upper bound, then
press ENTER.
4. To determine the 4. To find the y-
y-intercept, press intercept, select
MENU then select: G-Solv by pressing
5: Trace F5, then select
1: Graph Trace. Y-ICEPT by
Type ‘0’ then press pressing F4. Use
ENTER twice. the up/down arrows
to select the graph
of Y1, then press
EXE twice.

4.4.2 Discontinuous piece-wise functions

Not all branches of piece-wise functions will join. This means the function is discontinuous at that point of
its domain. Care needs to be taken at the point of discontinuity, as only one end point can be included for a
function. This is indicated with open and closed dots.
An example of a simple discontinuous piece-wise function is given below.
Consider the function defined by the rule:
x + 1, x ≥ 0
y= {
x + 2, x < 0
y
2 (0, 2)
The first graph is linear with a positive gradient starting at the point (0, 1) and
including this point. 1
(0, 1)
The second graph is linear with a positive gradient finishing at the point (0, 2)
and not including this point. 0 x

The function is said to be discontinuous at x = 0.

–2 –1 1 2
–1

CHAPTER 4 Introduction to functions and relations 179

 WORKED EXAMPLE 10 Evaluating and sketching piece-wise functions

Consider the function:

x2 , x<1
f(x) =
−x, x≥1
{

a. Evaluate:

b. Sketch the graph of y = f(x) and identify the domain and range.
i. f (−2) ii. f (1) iii. f(2).

c. Identify any value of x for which the function is not continuous.

THINK WRITE

x2 , x<1
a. f(x) =
−x, x≥1
{
a. Decide for each x-value which

f (−2): Since x = −2 lies in the domain section x < 1,

section of the domain it is in

use the rule f(x) = x2 .

and calculate its image using the i.

f(−2) = (−2)2
branch of the piece-wise

∴ f(−2) = 4
function’s rule that is applicable to
that section of the domain.

f (1): Since x = 1 lies in the domain section x ≥ 1, use

the rule f(x) = −x.
ii.

∴ f(1) = −1
iii. f (2): Since x = 2 lies in the domain section x ≥ 1, use
the rule f(x) = −x.
∴ f(2) = −2

b. 1. Sketch each branch over b. Sketch y = x2 , x < 1.

Sketch y = −x, x ≥ 1.
its restricted domain to Parabola, turning point (0, 0) open end point (1, 1).

Line, closed end point (1, −1) Point x = 2 ⇒ (2, −2).

form the graph of the
piece-wise function.
y

y = f(x)

0 x
–1 1 (1, –1)
–1

2. State the domain and The domain is R. The range is (−∞, −1] ∪ [0, ∞).
range.

c. State any value of x where the c. The function is not continuous at x = 1 because there
branches of the graph do is a break in the graph.
not join.

180 Jacaranda Maths Quest 11 Mathematical Methods Units 1 & 2 for Queensland Second Edition
TI | THINK WRITE CASIO | THINK WRITE
a. 1. On a Calculator a. 1. On a Graph screen,
page, press MENU, complete the entry
then select: lines for Y1 and Y2

Y1 = x2 , , 1
1: Actions as:

Y2 = −x, [1, ]
[ ]
1: Define.
Complete the entry

Define f 1(x) =
line as: then press EXE.

x2 , x < 1
Select DRAW by
{
−x, x ≥ 1
pressing F6.
Note: When
then press ENTER. restricting the
domain of a
function, use
interval notation,
leaving the upper
or lower bound

± ∞.
blank to represent

2. Complete the next 2. Select Trace by

entry line as: pressing F1, then,
f 1 (–2) with the cursor on
then press ENTER. the graph of Y1,
type ‘−2’ and press
EXE twice.

3. Complete the next 3. Select Trace by

entry line as: pressing F1, then
f 1 (1) use the up/down
then press ENTER. arrows to move the
Complete the next cursor to the graph
entry line as: of Y2. Type ‘1’
f 1 (2) then press EXE
then press ENTER. twice.
Type ‘2’ then press

f (−2) = 4, f (1) = −1 and f (−2) = 4, f (1) = −1 and

EXE twice.

f (2) = −2. f (2) = −2.

4. The answers appear 4. The answers appear
on the screen. on the screen.
b. 1. On a Graphs page, b. 1. See a.1.
the entry line for
function 1 already
contains the piece-
wise function
defined as f1(x)
on the Calculator
page.
Click the tick box
then press ENTER
to view the graph.
2. Draw the graph. When copying the graph from 2. Draw the graph. When copying the graph from
the screen, remember to use an the screen, remember to use an

and a closed circle at (1, −1). and a closed circle at (1, −1).
open circle at the point (1, 1) open circle at the point (1, 1)

(−∞, −1] ∪ [0, ∞). (−∞, −1] ∪ [0, ∞).

3. The domain and The domain is R and the range is 3. The domain and The domain is R and the range is
range can be read range can be read
from the graph. from the graph.

CHAPTER 4 Introduction to functions and relations 181

4.4.3 Modelling with piece-wise functions
Mathematical modelling is the process by which a real-life situation or system is represented using
mathematical concepts, often in the form of a rule or equation. Sometimes scenarios must be simplified in order
to apply a rule at this level of study. In these scenarios, if the values of one variable are influenced by the values
of another variable, then the former is the dependent variable. An independent variable is a factor that influences
the dependent variable.
When applying modelling techniques to practical problems, the following process should be considered:
1. Consider if it is suitable to apply a mathematical model to the problem.
2. Identify the key variables and:
i. identify which is independent and which is dependent
ii. consider the natural restrictions that are placed on both in the situation given (e.g. time cannot be
negative in most cases).
3. Determine the formula or formulas that govern the relationship between key variables.
4. Sketch a graph if possible, considering any natural restrictions on the variables.
5. Use the known information to directly answer the questions being asked. Reflect the language from the
question in your worded responses where possible.
When using piece-wise functions to model practical problems, the domain of each function branch must be
stated, remembering that each x-value may only have one associated y-value across the whole piece-wise
function.

WORKED EXAMPLE 11 Solving problems involving piece-wise functions

The following two equations represent the distance travelled by

a group of students over 5 hours. Equation 1 represents the first
section of the hike, when the students are walking at a pace of
4 km/h. Equation 2 represents the second section of the hike, when
the students change their walking pace.

Equation 1: d = 4t, 0 ≤ t ≤ 2
Equation 2: d = 2t + 4, 2 < t ≤ 5

The variable d is the distance in km from the campsite, and t is

the time in hours.
a. Identify the dependent variable.
b. Determine the time, in hours, for which the group travelled
in the first section of the hike.
c. i. Determine their walking pace in the second section of their
hike.
ii. Determine for how long, in hours, they walked at this pace.
d. Sketch a piece-wise linear graph to represent the distance travelled by the group of students over
the 5-hour hike.
THINK WRITE
a. The distance travelled depends on the time. a. Distance is the dependent variable.

0≤t≤2
b. 1. Determine which equation the question applies to. b. This question applies to Equation 1.
2. Look at the time interval for this equation.
3. Interpret the information. The group travelled for 2 hours.
c. i. 1. Determine which equation the question applies to. c. i. This question applies to equation 2.

182 Jacaranda Maths Quest 11 Mathematical Methods Units 1 & 2 for Queensland Second Edition
 2. Interpret the equation. The walking pace is found d = 2t + 4, 2 < t ≤ 5
by the coefficient of t, as this represents the The coefficient of t is 2.
gradient.

ii. 2 < t ≤ 5
3. Answer the question. The walking pace is 2 km/h.
ii. 1. Look at the time interval shown.
2. Interpret the information and answer the They walked at this pace for 3 hours.

d. Change after t = 2 hours:

question.

d = 4t
d. 1. Calculate the distance travelled before the

d = 4×2
change of pace.

d = 8 km
2. Sketch the graph d = 4t between t = 0 and
t = 2.
d
14
13
12
11
10
9
8 (2, 8)
7
6
5
4
3
2
1
(0, 0)
0 1 2 3 4 5 6 7 8 9 10 t

4t = 2t + 4
4t − 2t = 2t − 2t + 4
3. Solve the simultaneous equations to calculate the

2t = 4
point of intersection.

t=2
Substitute t = 2 into d = 4t:
d = 4×2
=8
4. Sketch the graph of d = 2t + 4 between t = 2 and
t = 5.
d

For t = 2, d = 2(2) + 4 = 8.
14 (5, 14)

For t = 5, d = 2(5) + 4 = 14.

13
12
11
Ensure all points of interest including end points,
10
intercepts and intersections are labelled with their
9
coordinates. 8 (2, 8)
7
6
5
4
3
2
1
(0, 0)
0 t
1 2 3 4 5 6 7 8 9 10

CHAPTER 4 Introduction to functions and relations 183

Exercise 4.4 Piece-wise functions
4.4 Exercise 4.4 Exam practice These questions are
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Simple familiar

1. MC Consider the following piece-wise function:

−x x<1
f(x) = {
x, x≥1

a. The graph that correctly represents this function is:

A. y B. y

1 1

0 1 x 0 x
2 1 2
–1 –1

C. y D. y

1
1
0 x
1
0 x –1
1
–1

B. [−1, ∞) C. (−1, ∞) D. [0, ∞)

b. The range of this piece-wise function is:
A. R

2. WE 9 A continuous piece-wise linear graph is constructed from the following linear graphs.

y = −3x − 3, x ≤ a
y = x + 1, x > a

a. By solving the equations simultaneously, determine the point of intersection and hence determine the
value of a.
b. Sketch the piece-wise linear graph.

3. Consider the following linear graphs that make up a piece-wise linear graph.

y = 2x − 3, x ≤ a
y = 3x − 4, a < x ≤ b
y = 5x − 12, x > b

a. Sketch the three linear graphs for x ∈ R.

b. Determine the two points of intersection.
c. Using the points of intersection, determine the values of a and b.
d. Sketch the piece-wise linear graph.

184 Jacaranda Maths Quest 11 Mathematical Methods Units 1 & 2 for Queensland Second Edition
 x2 + 1, x≥0
4. a. Sketch the graph of the function g(x) = {
2 − x, x<0
b. Identify the range of g.
c. Evaluate:
i. g(−1) ii. g(0) iii. g(1).

x − 2, x < −2
5. a. Sketch the graph of the function f(x) = {x − 4, −2 ≤ x ≤ 2
x + 2, x>2
2

b. Identify any value of x for which the function is not continuous.

c. Identify the range of f.
d. Evaluate:
i. f(−3) ii. f(−2) iii. f(1) iv. f(2) v. f(5).

4x + a, x<1
6. Consider the function defined by f(x) = {
, 1≤x≤4
2

a. Determine the value of a so the function will be continuous at x = 1.

x

b. Explain whether the function is continuous at x = 0.

7. A step graph is a special type of piece-wise function consisting of a series of horizontal line segments.
Determine the equations that make up the step graph shown.
y
6
5
4
3
2
1
x
–7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7
–1
–2
–3
–4

8. WE 11 The following two equations represent water being added to a water tank over 15 hours, where w is

Equation 1: w = 25t, 0 ≤ t ≤ 5
the water in litres and t is the time in hours.

Equation 2: w = 30t − 25, 5 < t ≤ 15

a. Identify the dependent variable.
b. Determine how many litres of water are in the tank after 5 hours.
c. i. Determine the rate at which the water is being added to the tank after 5 hours.
ii. Determine for how long the water is added to the tank at this rate.
d. Sketch a piece-wise graph to represent the water in the tank at any time, t, over the 15-hour period.

9. Determine the points of intersection for the following four linear graphs, and hence complete the intervals
for x by determining the values of a, b and c.
i. y = x + 4, x ≤ a ii. y = 2x + 3, a ≤ x ≤ b
iii. y = x + 6, b ≤ x ≤ c iv. y = 3x + 1, x ≥ c
a.

b. Describe the problem that you encounter when trying to sketch a piece-wise linear graph formed by these
four linear graphs.

CHAPTER 4 Introduction to functions and relations 185

 x3 , x<1
Consider the function for which f(x) = {
x≥1
10. WE10
2,
a. Evaluate the following.
i. f (−2) ii. f (1) iii. f (2)

b. Sketch the graph of y = f (x) and identify the domain and range.

, x<0
11. a. Sketch the graph of the function f(x) = { x
1

x + 1, x≥0
.

b. Identify the range of f.

12. Specify the rule for the function represented by the graph shown.
y
3 f (x)
2

0 x
–2 –1 1
–1

–2

13. Form the rule in piece-wise graph form for the graph shown.
y

(−2, 6)

(0, 4)

(−8, 0)
0 x

14. The postage costs to send parcels from the Northern Territory to Sydney
are shown in the table. Weight of parcel (kg) Cost ($)
Where a parcel weight appears next to more than one cost, the higher price 0 − 0.5 6.60
is applied.
0.5 − 1 16.15
a. Represent this information in a graph.
b. Pammie has two parcels to post to Sydney from the Northen Territory. 1−2 21.35
One parcel weighs 450 g and the other weighs 525 g. Determine
2−3 26.55
whether it is cheaper to send the parcels individually or together. Justify
your answer using calculations. 3−4 31.75

4−5 36.95

186 Jacaranda Maths Quest 11 Mathematical Methods Units 1 & 2 for Queensland Second Edition
 Complex familiar

15. A car hire company charges a flat rate of $50 plus 75 cents per kilometre up to and including 150 kilometres.
An equation to represent this cost, C, in dollars is given as C = 50 + ak, 0 ≤ k ≤ b, where k is the distance

The cost charged for distances over 150 kilometres is given by the equation C = 87.50 + 0.5k.
travelled in kilometres.

Sketch both equations on the same set of axes.

16. Airline passengers are charged an excess for any luggage that weighs 20 kg or over. The following graph
shows these charges for luggage weighing over 20 kg.
y
100
90
80
70
Charge ($)

60
50
40
30
20
10

0 x
5 10 15 20 25 30 35 40 45 50

a. Nerada checks in her luggage and is charged $40. Determine the maximum excess luggage she could have
Luggage weight (kg)

without having to pay any more.

b. Hilda and Hanz have two pieces of luggage between them. One piece weighs 32 kg and the other piece
weighs 25 kg. Explain how they could minimise their excess luggage charges.
17. The growth of a small tree was recorded over 6 months. It was found that the tree’s growth could be
represented by three linear equations, where h is the height in centimetres and t is the time in months.

Equation 1: h = 2t + 20, 0 ≤ t ≤ a
Equation 2: h = t + 22, a < t ≤ b
Equation 3: h = 3t + 12, b < t ≤ c

Sketch the piece-wise linear graph that shows the height of the tree over the 6-month period.
18. The temperature of a wood-fired oven, T °C, steadily increases until
it reaches 200 °C. Initially the oven has a temperature of 18 °C and it
reaches the temperature of 200 °C in 10 minutes.
Once the oven has heated up for 10 minutes, a loaf of bread is placed in
the oven to cook for 20 minutes.
After 20 minutes of cooking, the oven’s temperature is lowered.

temperature reaches 60 °C.

The temperature decreases steadily, and after 30 minutes the oven’s

Sketch the graph that shows the changing temperature of the wood-fired
oven during the 60-minute interval.

CHAPTER 4 Introduction to functions and relations 187

 Complex unfamiliar

19. The speed, v km/h, at which a car is driven for a 25-minute time interval is described by the function with
the rule

5t2 , 0≤t≤4
v = {a, 4 < t < 24
b − 80t, 24 ≤ t ≤ 25

The time t is in minutes, and a and b are constants.

Determine at what time the car was being driven at 45 km/h.
20. Stamp duty is a government tax on the purchase of items such as cars and houses. The table shows the range
of stamp duty charges for purchasing a used car in South Australia.

Used car price ($P) Stamp duty (S)

0−1000 1%

1000−2000 $10 + 2%(P − 1000)

2000−3000 $30 + 3%(P − 2000)

3000+ $60 + 4%(P − 3000)

The stamp duty charge for a car purchased for $1000 or less can be expressed by the equation S = 0.01P,
where S is the stamp duty charge and P is the purchase price of the car for 0 ≤ P ≤ 1000.
Similar equations can be used to express the charges for cars with higher prices.

Equation 1: S = 0.01P, 0 ≤ P ≤ 1000

Equation 2: S = 0.02P − 10, a < P ≤ b
Equation 3: S = 0.03P − c, 2000 < P ≤ d
Equation 4: S = fP − e, P > 3000

Suki and Boris purchase a car and pay $45 in stamp duty. Determine the price they paid for their car.

Fully worked solutions for this chapter are available online.

188 Jacaranda Maths Quest 11 Mathematical Methods Units 1 & 2 for Queensland Second Edition
LESSON
4.5 Review
4.5.1 Summary
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9, 10, 11, 12

Simple familiar

1. MC The interval shown below is:

x
–5 –1 0 1 4

A. [−5, −1] ∪ [0, 4] B. [−5, −1) ∪ [0, 4] C. (−5, −1) ∪ (1, 4] D. [−5, −1) ∪ (1, 4]

A. y = 2x
2. MC The rule describing the relation shown in the graph is: y

B. y = 2x, x ∈ {1, 2, 3, 4}
8

C. y = 2x, x ∈ N
6

D. y =
4
x
2 2

0 1 2 3 4 x

a. {(−4, 4), (−3, 2), (−2, 0), (−1, −2), (0, 0), (1, 2), (2, 4)}
3. Identify whether each of the following relations are continuous or not.

b. y c. y

0 x 0 x

CHAPTER 4 Introduction to functions and relations 189

 4. Identify which of the following relations are functions. Identify the domain and range for each function.

a. {(0, 2), (0, 3), (1, 3), (2, 4), (3, 5)} b. {(−3, −2), (−1, −1), (0, 1), (1, 3), (2, −2)}
Hint: It may be helpful to view the graphs of the relations in parts e and f using technology.

c. {(x, y) ∶ y = 2, x ∈ R} d. {(x, y) ∶ x = −3, y ∈ J}

e. y = x3 + x f. x = y2 + 1

5. Identify the domain and range of each of the following relations.

a. y b. y c. y
y= x–1
2
2
0 1 x

0 x –2 0 2x

d. y e. y f. y

4 y = 1–x
0 x
0 x
–3

0 x

6. Identify the implied domains of the rational functions with the following rules.

2−x
Hint: It may be helpful to view the graphs of these functions using technology.
a. y = b. y =
16 − x x2 + 3
1
2

7. A function f is defined as follows: f ∶ [−2, a] → R, where f (x) = (x − 1) − 4.

2

If f (a) = 12, determine the value of a.

a. Determine f(−2), f(−1), f(0), f(1), f(3).
b.
c. Sketch the function f, labelling the graph appropriately.
d. From the graph or otherwise, identify the:
i. domain of f (x) ii. range of f (x).

8. Consider f ∶ R → R, f (x) = x3 − x2 .

b. Use technology to sketch the graph of y = f (x).

a. Determine the image of 2.

c. Identify the domain and range of the function f.

9. MC For the function f ∶ [−2, 4] → R, f(x) = ax + b, f(0) = 1 and f(1) = 0. The image of −2 under the

A. −2 B. −1
mapping is:
C. 1 D. 3

10. a. Form a rule for the graph of the piece-wise function shown.
y

(0, 1)
(–1, 0) (1, 0)
0 x

190 Jacaranda Maths Quest 11 Mathematical Methods Units 1 & 2 for Queensland Second Edition
 b. Form the rule for the graph of the piece-wise function shown.
y
(4, 6)

(0, 3)

0 x
(2, 0)

11. Determine the values of a and b so that the function with the rule

x ∈ (−∞, −3]
f(x) = {x + 2, x ∈ (−3, 3)
a,

b, x ∈ [3, ∞)

is continuous for x ∈ R. For these values, sketch the graph of y = f (x).

−x − 1, x < −1
12. Consider f ∶ R → R, f(x) = { 1 − x2 , −1 ≤ x ≤ 1
x + 1, x > 1.
√

a. Calculate the value of:

b. Demonstrate the function is not continuous at x = 1.

i. f (0) ii. f (3) iii. f (−2) iv. f (1)

c. Use technology to sketch the graph of y = f (x).

d. Determine the value of a such that f (a) = a.

Complex familiar

13. Define f (x) = x3 + lx2 + mx + n. Given f(3) = −25, f(5) = 49 and f(7) = 243, use technology to determine
the image of 1.2.
14. Determine the piece-wise function for the graph shown and identify its domain and range.
y (3, 18)
18

–2 0 4 x

CHAPTER 4 Introduction to functions and relations 191

15. In an effort to reduce the time her children spend
in the shower, a mother introduced a penalty
scheme with fines to be paid from the children’s
pocket money according to the following:
If someone spends more than 5 minutes in the
shower, the fine in dollars is equal to the shower
time in minutes; if someone spends up to and
including 5 minutes in the shower, there is
no fine.

fine of $2 because that child won’t be nice to

If someone chooses not to shower at all, there is a

be near.
Defining appropriate symbols, express the penalty
scheme as a mathematical rule in piece-wise form
and sketch the graph that represents it.

16. The amount of money in a bank account over 12 months is shown in the piece-wise graph, where A is the
amount of money in dollars and t is the time in months.
A
2000
1750
1500
A ($)

1250
1000
750
500
250

0 t
1 2 3 4 5 6 7 8 9 10 11 12
t (months)

Originally, the account balance was $2000, but after 4 months it was $1400, after 10 months it was $1100
and after 12 months the balance was $500.
Determine the rule for this piece-wise function that illustrates the amount of money in the bank account
for the 12-month period.

Complex unfamiliar

17. The country bus leaves Alexander at 6:30 a.m.

for Collinsville, maintaining an average speed
of 80 km/h for 3 hours, stopping at Beauty Point
for a rest break of 30 minutes. It then continues
travelling the next 3 hours at an average speed of
70 km/h to reach Collinsville on time.
A motorhome leaves Collinsville for Alexander
at the same time, travelling at an average speed of
50 km/h. The vehicles pass each other on the road.
Determine the time and the distance from
Alexander when they pass. Express your answers
to the nearest minute and kilometre.

192 Jacaranda Maths Quest 11 Mathematical Methods Units 1 & 2 for Queensland Second Edition
 The distance travelled by Jerri can be modelled by the linear equation d = 6t − 0.1, where d is the distance
18. Jerri and Samantha have both entered a 10-km fun run for charity.

in km from the starting point and t is time in hours.

The distance Samantha is from the starting point at any time, t hours, can be modelled by the piece-wise
linear graph:

⎧4t, 0≤t<
1
d= 2,
⎨8t − 2, ≤t≤a
⎩
1
2

where a is a constant.
Determine when and where Samantha and Jerri will meet on the course, and determine the winner and
their winning margin over the other runner.
19. The speed, v km/h, at which a motorbike is ridden for a 50-minute time interval is described by the
function with the rule

0≤t≤5
v = {60, 5 < t < 30
at,

b(50 − t)2 , 30 ≤ t ≤ 50

The time t is in minutes, and a and b are constants. The function is continuous over the time interval.
Determine at what time the motorbike is travelling at 15 km/h.
20. A ray of light comes in along the line x + y = 2 above the x-axis and is reflected off the axis so that the
angle of departure (the angle of reflection) is equal to the angle of arrival (the angle of incidence).

Angle of arrival Angle of departure

x

Calculate the magnitude of the angle of departure and express the path of the incoming and departing rays
in terms of a piece-wise function.
Fully worked solutions for this chapter are available online.

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CHAPTER 4 Introduction to functions and relations 193

Answers c.
y
Discrete

Chapter 4 Introduction to –2 –1 0 1 2
x
functions and relations –1

4.2 Functions and relations –2

–3
4.2 Exercise
[−2, ∞)
(−∞, −1]
–4
1. a. b. (−∞, 5)

e. (−5, −2] ∪ [3, ∞) f. (−3, 1) ∪ (2, 4

c.(−3, 4] d. d. Continuous
y

(−9, −3)
]
y=x–2

2. a. [−6, 2) b.
0 x
2
–6 0 2 –9 ]–3 0
c. (−∞, 2] d. (1, 10
–2

(−∞, −2) ∪ 1, 3) [−8, 0) ∪ (2, 6

0 2 01 10 ]
[ e. Discrete
e. f. y
7

{x ∶ −4
[ ≤ x < 2}
–2 0 1 3 –8 0 2 6 6
5

= −4, 2)
3. a. 4
3

b. {y ∶ −1 < y < 3}
2
√ 1

−1, 3
x
( √ ) –2 –1 0 1 2

{x ∶ x > 3}
–2

(3, ∞)
c. f. Continuous
y

{x ∶ x ≤ −3}
6

(−∞, −3]
d.

e. R or (−∞, ∞)
4

f. (−∞, 0) ∪ (0, ∞)
2

4. B x
–2 –1 0 1 2
5. A 8. a. Not a function
6. D b. Function
7. a. Discrete c. Function
170
d. Function
e. Function
Cost (c/L)

9. a. Not a function
b. Function
c. Function
160
M TWT F S S d. Function
Day
e. Not a function
b. Discrete
y f. Function
9 10. The functions are a, b, c, d.
11. The functions are b, c, d, e.
4 12. C
1 13. C
0 x
1 2 3 14. C

194 Jacaranda Maths Quest 11 Mathematical Methods Units 1 & 2 for Queensland Second Edition
15. a. T (°C) Domain {3}, range R
e.
80 f. Domain R, range R

8. a. Domain = {3, 4, 5, 6, 7}
70
7. The graphs of d and e are not of functions.
60

Range = {8, 10, 12, 14, 16}

50

b. Domain = {1.1, 1.3, 1.5, 1.7}

40

Range = {2, 1.8, 1.6, 1.4}

30
20

or = {1.4, 1.6, 1.8, 2}

10

c. Domain = {3, 4, 5, 6}
0 2 4 6 8 t (minutes)

Range = {110, 130, 150, 170}

b.

d. Domain = {M, Tu, W, Th, Fr}

Discrete
y

Range = {25, 30, 35}

9

e. Domain = {3, 4, 5}
Range = {13, 18, 23}
4

f. Domain = R
1

Range = [−1, ∞)
0 x
1 2 3
c. Because the variables are continuous, measurements can
be taken in between the given values. 9. a.

d. Half of the initial temperature is 40°C. It takes

approximately 11 minutes. y = (x – 2)2
16. a.
n 0 1 2 3 4 5 6
p 300 340 380 420 460 500 540 (0, 4)

b. P ($)
550
500 0 (2, 0) x

Domain R, range R+ ∪ {0}

450

b. An answer is [2, ∞).

400
350

10. a. i. f(0) = 1 ii. f(2) = 7

300

iii. f(−2) = −5 iv. f(5) = 16

250

b. i. g(0) = 2 g(−3) = 1
200
0 1 2 3 4 5 6 n

iii. g(5) = 3 g(−4) = 0

ii.
c. The variables are discrete. iv.

d. P = 300 + 40n g(1) = 3 =2

Only whole numbers of computers can be sold.
1
( )
c. i. ii. g
2

iii. g − =6 iv. g − =9
17. Function
1 1
( ) ( )
18. Relation
2 5
f(0) = 9 f(−2) = 1
19. Function

f(1) = 16 f(a) = a2 + 6a + 9
20. Function d. i. ii.

f(x) = x2 + 2x − 3
iii. iv.

a. i. f(−2) = −3 f(9) = 96
4.3 Function notation 11.

f(2a) = 4a + 4a − 3 f(1 − a) = a2 − 4a
ii.
4.3 Exercise 2

f(x + h) − f(x) = 2xh + h2 + 2h

b. i. ii.
1. C

{x ∶ x < −3} ∪ {x ∶ x > 1}

c.
2. B

x = −5, x = 3
d.
3. D

x = −4, x = 1
e.

Domain is {0, 2, 3, 4}, range is {−1, 0, 3, 4}. This is a

4. A

x=3 b. x = ± 3
f.
5. a.
function. 12. a.

x= d. x = 3 or x = 2
b. Domain is R and range is (−∞, 4]. It is a function. 1
c.

x = −4 or x = 1 f. x = −1
3
Domain is [−2, ∞), range is R. This is not a function.
c. Domain is [0, 3], range is [0, 4]. This is a function.

a=2
e.
d.

Domain [−4, 2) ∪ (2, ∞), range (−∞, 10) b=3

6. a. Domain [0, 5], range [0, 15] 13. a.

⇒ f(x) = 2x + 3
b.
c. Domain [−3, 6], range [0, 8]
d. Domain [−2, 2], range [−4, 4]

CHAPTER 4 Introduction to functions and relations 195

 x=−
3 f.
b. y

c. f(−3) = −3
2 y = 2x2 – x – 6

d. g ∶ (−∞, 0] → R, g(x) = 2x + 3 –2 –1 0 1 2 x

15. f ∶ [0, 7) → R, f(x) = x − 6x + 10

14. C
2

Domain =[ (−∞, ∞))

–6

16. a. P = 4x + 6
Domain is [0, 7), range is [1, 17).

Range = − , ∞
49
b. Domain (1, 6], range (10, 30] 8
or = −6 , ∞
17. a. 1
[ )
y

18. a. Domain = R b. Domain = [0, ∞)

2 8

c. Domain = [−4, 4] d. Domain = R

e. Domain = R\ {0} f. Domain = R
– 2 0 2 x

Domain = (−∞, ∞)
19. a. 47

Range = (−∞, 2]
b. 21
c. 9 weeks
b.

t+3
y 96

N(t) → 15, so no.

9 y = x3 + 1
d. As t increases gets smaller and approaches zero.

20. a. f(x) = + x − x
x ∈ [–2, 2]
1 5 3 1 2
–2 0 2 x
2 4 4

b. g(x) = + x − x
Domain = [−2, 2]
–7
3 5 1 2

Range = [−7, 9] c. x = 2
2 4 4

c. y d.

( ) 5
0, –
y
( )
3 , 49
– —
2
y = x2 + 3x + 2 2 2 16

(2, 3)
( )
–5 , 49
2 16
—

x
( ) 3
0, –
2
f g

–2 –1 0 x

Domain = (−∞, ∞)
0
(–2, 0)
(6, 0)

Range = [− , ∞)
(–1, 0)
1 (5, 0)
4 y = f(x) y = g(x)
d. y The graph of function g has the same shape as the graph
of function f but g has horizontally translated 1 unit to the
–2 –1 0 1 x right.
y = x2 – 4, x ∈ [–2, 1]
–3 4.4 Piece-wise functions

Domain = [−2, 1]
–4
4.4 Exercise
Range = [−4, 0]
Point of intersection = (−1, 0); therefore, a = −1.
1. a. B b. C
e. y y = 2x – 5, x ∈ [–1, 4) 2. a.
3
b. y
x 9
–10 1 2 3 4
8
–5 7

Domain = [−1, 4)
–7 6

Range = [−7, 3)
5
4
3
2
1

–5 –4 –3 –2 –1 0 1 2 3 4 5 x
–1

196 Jacaranda Maths Quest 11 Mathematical Methods Units 1 & 2 for Queensland Second Edition
3. a. y 8. a. Water
10 b. 125 L
8
c. i. 30 L/h ii. 10 hours
6
4 d. w
2 450
400 (15, 425)
–3 –2 –1 0 1 2 3 4 5 6 7 x 350
–2
–4 300
–6 250
–8 200
–10 150

b. (1, −1) and (4, 8)

100 (5, 125)

c. a = 1 and b = 4
50
(0, 0)
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 t

a = 1, b = 3, c = 2.5
d. y 9. a. (1, 5), (3, 9) and (2.5, 8.5)

b. b > c, which means that graph iii is not valid and the
14
12
10

10. a. i. f(−2) = −8 ii. f(1) = 2 iii. f(2) = 2

8 (4, 8) piece-wise linear graph cannot be sketched.
6
4
b. y
2
(1, 2)
–5 –4 –3 –2 –1 0 1 2 3 4 5 x
–2
–4 1
(1, –1)
–6
(0, 0)
4. a. y 0 x
1
g(x)
3

Domain R; range (−∞, 1) ∪ {2}

2
1
x

Range [1, ∞)
–2 –1 0 1 2 11. a. y f (x)

c. i. g(−1) = 3
b. 2
1

ii. g(0) = 1
01 2 x

iii. g(1) = 2
–2 –1

Range of f = (−∞, 0) ∪ [1, ∞)

5. a.

x+2 x≤0
y
b.

12. f(x) = {
2x + 1 x > 0
5
4
3
2
1 13. Samantha and Jerri meet on the course after 57 minutes,
–3 –2 –1 0 1 2 3 x 5.6 km from the starting line. Samantha is the winner by
11 minutes.
–4 14. a. y

x = −2 and x = 2
–5 40

(−∞, 0] ∪ (4, ∞)
b.
35

d. i. f(−3) = −5
c.

ii. f(−2) = 0
30

iii. f(1) = −3
25

iv. f(2) = 0
Cost ($)

v. f(5) = 7
20

6. a. a = −2
15

b. x = 0 lies in the domain for which the rule is the linear

function y = 4x + a, so the graph will be continuous at
10

7. y = 1, 1≤x≤1
5
this point.

y = 2.5, 1<x<2
y = 3, 2≤x≤4
0 x
1 2 3 4 5
Weight (kg)

CHAPTER 4 Introduction to functions and relations 197

 Individually: 450 g costs $6.60, 525 g costs $16.15, total
cost = $22.75. Together: total weight = 450 + 525 = 975,
b. 3. a. Not continuous

costs $16.15 to send.

b. Continuous
c. Not continuous

versus $22.75 individually).

It is cheaper to post them together ($16.15 together
4. a. Not a function

Domain = {−3, −1, 0, 1, 2}

b. Function
15. C ($)

Range = {−2, −1, 1, 3}

240
220

Domain = R
200 c. Function

Range = {2}
180 (150, 162.5)
160
140
120 d. Not a function

Domain = R
100 e. Function

Range = R
80
60
40

Domain = R
f. Not a function

±
20

Range = (0, ∞) or R
5. a.

Domain =
0 40 80 120 160 200 240 280 k (km)

32-kg charge = $65, 25-kg charge = $40, total = $105. Range = 0, 2

16. a. 10 kg b. ] 2]
[ [−2,

Domain = [1, ∞)
b.

32 − 3 = 29 kg. 25 + 3 = 28 kg, charge for each is Range = R

Place 2–3 kg from the 32-kg bag in the 25-kg bag, c.

$40, total = $80. Domain = R ]

Range = (0, 4
d.

Domain = R
17. h

Range = (−∞, −3
30
e.

Domain = R\ {0}
]
25 (2, 24) (5, 27)

Range = R\{0}
f.

R\ { ± 4}
Height (cm)

20
6. a.
15

f (−2) = 5
b. R

f (−1) = 0
10 7. a.

f(0) = −3
f(1) = −4
5

f(3) = 0
a=5
0 t
1 2 3 4 5 6
Time (months) b.
18. c. f (x)
T (10, 200) (30, 200)
200 12 (5, 12)
180
Temperature (°C)

160
140
(– 2, 5)
120
100
(–1, 0) (3, 0)
80
–2 0 1 5 x
60
40 (60, 60)
20 (0, 18) (0, –3)
t
–4 (1, – 4)
0 5 10 15 20 25 30 35 40 45 50 55 60
Time (min) d. i. Domain [−2, 5]

$2500
19. 3 minutes and 24.375 minutes Range [−4, 12]
ii.
20. 8. a. The image of 2 is 4.

4.5 Review
4.5 Exercise
1. D
2. B

198 Jacaranda Maths Quest 11 Mathematical Methods Units 1 & 2 for Queensland Second Edition
 t=0
The rule is C = {0, 0<t≤5 .
b. 2,

t>5
15.
t,
(2, 4) C
8
6
f (6, 6)
4 (5, 5)
2 (0, 2)
(0, 0) (5, 0)
0 (1, 0) x
t

200 − 150t, 0 ≤ t < 4

0 2 4 6

A = {1600 − 50t, 4 ≤ t < 10

4100 − 300t, 10 ≤ t ≤ 12
16.
c. Domain R, range R

x + 1, x≤0
9. D
y= {
−x + 1, x>0
17. The vehicles pass each other at 10:18 am, 260 km from
10. a. Alexander.

x<2
y= {
Samantha and Jerri meet on the course after 57 minutes,
3x − 6, x≥2
18.
3,
b. 5.6 km from the starting line.

a = −1
19. The times are 1.25 minutes and 40 minutes.
b=5
11.

y=x−2
20. 45°

2 − x, x < 2
y= {
x − 2, x ≥ 2
y (3, 5)

y = f (x)
(0, 2)
(–2, 0)
0 x
(–3, –1)

Let the time in the showers be t minutes and the dollar

12. a. i. f(0) = 1 ii. f(3) = 4

amount of the fine be C.

iii. f(−2) = 1 iv. f(1) = 0

b. For y = 1 − x2 , there is a closed end point (1, 0), but

for y = x + 1, there is an open end point (1, 2). The
√

continuous at x = 1 as there will be a break in its graph.

two branches do not join. Hence, the function is not

c. y

(2, 3)
(1, 2)
(–2, 1) 1

(–1, 0) 0 (1, 0) x

The function is many-to-one.

d. a =
√
2

13. f(1.2) = −28.672

2

14. Domain = x ∈ (−∞, 4 \ {−2}

Range = 0, 18
]

x ∈ (−∞, −2)
[ ]

⎧
⎪−2x, x ∈ (−2, 0]
4,

f(x) =
⎨2x2 , x ∈ [0, 3]
⎪
⎩−18x + 72, x ∈ [3, 4]

CHAPTER 4 Introduction to functions and relations 199