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Relations and Functions: Free Response

5 questions in parts, 61 points in total. Work each one out on paper, taking a hint if you get stuck. When you have an answer, reveal the answer to check it, and the full solution only if you still want it. The rubric is there so you can mark your own work.

Free response · work it on paper Question 1 of 5
  1. 1. Two questions hiding inside one set of points . Foundational, 10 points. Question 1 of 5.

    A relation is a set of ordered pairs, and nothing inside such a set marks one coordinate as the input. That choice is declared from outside, and it has to be made before the question 'is this a function' means anything at all. Here is a relation to put that to work: R={(4,6), (1,2), (5,6), (9,0)}R = \{(-4, 6),\ (1, -2),\ (5, 6),\ (9, 0)\}.

    1. Part A.

      Declare the FIRST coordinate to be the input and decide whether RR is a function. Then declare the SECOND coordinate to be the input and decide again. For whichever declaration fails, name the pairs that force the failure.

      Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 3 points

    2. Part B.

      Write down a relation of exactly three ordered pairs that is a function when the second coordinate is declared the input, and not a function when the first coordinate is. Show that your set does both.

      Construct a counterexample Give one specific case, and show it breaks the claim. 3 points

    3. Part C.

      A classmate objects that a set of points either is a function or is not, and that asking 'a function of which variable' is a trick. Say what the objection gets right and exactly where it breaks down.

      Justify your claim State the claim, then give the reason it has to be true. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 3 points

    Treats the two declarations as two separate questions asked of the same four points, rather than issuing one verdict for the set. . Worth 1 point.

    Reports a verdict for each declaration and, for the failing one, cites the two specific pairs that share an input. . Worth 2 points.

    Part B 3 points

    Builds a set whose first coordinates repeat and whose second coordinates are all distinct, rather than searching among familiar curves. . Worth 2 points.

    Checks the set under both declarations, naming the repeated input and its two outputs for the failing one. . Worth 1 point.

    Part C 4 points

    Grants what is correct in the objection: the set of pairs itself is unchanged by which coordinate is declared the input. . Worth 2 points. needs an explanation, not just an answer

    Locates the error precisely, in treating functionhood as belonging to the points rather than to the points together with a declared input. . Worth 2 points. needs an explanation, not just an answer

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    For S={(0,7), (3,1), (8,7)}S = \{(0, 7),\ (3, 1),\ (8, 7)\}, give the verdict under each declaration and name the pairs that decide the failing one. Then change one number in SS so that both declarations give a function.

  2. 2. A pen, a fixed length of fencing, and the widths the situation allows . Application, 15 points. Question 2 of 5.

    A rectangular pen is fenced on all four sides using exactly 3030 metres of fencing, with none left over and none shared with anything else. Write ww for the width in metres. The two widths account for 2w2w metres of fencing and the other two sides share what is left, which makes the enclosed area in square metres A(w)=w(15w)A(w) = w(15 - w).

    1. Part A.

      Show where the factor 15w15 - w comes from, then state the domain the situation itself declares for ww, saying what rules out each value you leave out.

      Model the situation Name your unknown first, then write every other quantity in terms of that one letter. 3 points

    2. Part B.

      Find two different widths, both allowed by the situation, that enclose exactly the same area. Give that area with its units, and say what the two widths have in common.

      Solve and show your work Write each step out, and end with the value and its units. 3 points

    3. Part C.

      The builder now decides that ww shall mean the shorter of the two side lengths, which declares the domain 0<w7.50 < w \le 7.5. The rule is untouched. Decide whether this is the same function as AA on the domain you gave in part A, and support the decision with a property one has and the other lacks.

      Carry your own answer forward Compare against whichever domain you declared in part A; this part is about what the new declaration changes, not about re-deriving that domain.

      Compare the two methods Say what each one costs you, and when you would reach for it. 4 points

    4. Part D.

      Show that every area the pen can enclose at some allowed width is already enclosed at a width of at most 7.57.5 metres. Then explain why that does not make the two functions of part C the same.

      Justify your claim State the claim, then give the reason it has to be true. 5 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 3 points

    Derives the length of the other pair of sides from the fixed total of fencing, rather than assuming it. . Worth 2 points.

    States a domain and attributes each excluded value to a constraint of the situation rather than to a breakdown in the formula. . Worth 1 point.

    Part B 3 points

    Produces two different allowed widths and computes the area at each, rather than asserting that they agree. . Worth 2 points.

    Reports the shared area in square metres and names the relation between the two widths. . Worth 1 point.

    Part C 4 points

    Reaches a verdict on whether the two are the same function and ties it to a property, not to the rule they share. . Worth 2 points. needs an explanation, not just an answer

    Supports that property on both domains: a genuine pair of inputs sharing an area on one, and an argument that no such pair survives on the other. . Worth 2 points.

    Part D 5 points

    Argues in general that each allowed width has a partner at most 7.57.5 enclosing the same area, rather than checking a handful of values. . Worth 3 points. needs an explanation, not just an answer

    Explains why matching collections of outputs still leave the two functions different, in terms of which inputs are paired with which outputs. . Worth 2 points.

  3. 3. A claim that one declaration must rescue the other . Reasoning, 12 points. Question 3 of 5.

    A student writes: 'Every relation is a function of at least one of its two variables. If declaring the first coordinate as the input fails, then some input was used twice, and two pairs sharing an input must carry different second coordinates. So the second coordinates get spread out, and declaring the second coordinate as the input has to succeed.'

    1. Part A.

      Decide whether the student's conclusion holds. Support the decision with a relation of exactly three ordered pairs, tested under both declarations.

      Construct a counterexample Give one specific case, and show it breaks the claim. 4 points

    2. Part B.

      One sentence of the student's argument is true as stated and one does not follow from it. Identify each, and say exactly what the true sentence does and does not control.

      Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 4 points

    3. Part C.

      Say precisely what a verdict under one declaration tells you about the verdict under the other. Support the statement by exhibiting small relations that settle it in both directions.

      Justify your claim State the claim, then give the reason it has to be true. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Reaches a verdict on the student's conclusion and backs it with a specific relation, listing its pairs. . Worth 2 points.

    Tests that relation under both declarations, naming the repeated input and its two outputs each time. . Worth 2 points.

    Part B 4 points

    Separates the argument into its two claims and attaches a verdict to each, rather than judging the argument as a whole. . Worth 2 points.

    Justifies the true claim from the fact that a relation is a set of pairs, and states the exact reach the other step overshoots. . Worth 2 points. needs an explanation, not just an answer

    Part C 4 points

    States the relationship between the two verdicts as an absence of implication in both directions, not merely in the direction the student assumed. . Worth 3 points. needs an explanation, not just an answer

    Exhibits a relation for each of the four combinations, each one checked in both columns. . Worth 1 point.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    Give a relation of exactly four ordered pairs that is a function under neither declaration, and one of exactly four ordered pairs that is a function under both. Check each in both columns.

  4. 4. The domain nobody stated, and what a declaration may do to it . Foundational, 11 points. Question 4 of 5.

    When a function is written down with no domain stated, a convention fills the gap: the domain is taken to be every input at which the rule returns a real number. A domain declared outright replaces that default. This question runs both ideas on the rule v(x)=9x206v(x) = \dfrac{9}{|x - 20| - 6}.

    1. Part A.

      Find the natural domain of vv, showing how each excluded input is found.

      Write the expression An equation or an expression is enough here. Show how you built it. 3 points

    2. Part B.

      Two people propose a domain for vv without touching the rule. One declares the domain 20x2320 \le x \le 23; the other declares it to be all real numbers. Decide whether each declaration produces a genuine function, and give the principle behind the decision.

      Justify your claim State the claim, then give the reason it has to be true. 4 points

    3. Part C.

      Compare vv on the natural domain from part A with vv on the declared domain 20x2320 \le x \le 23. Decide whether they are the same function, and support the decision with a property one has and the other lacks.

      Carry your own answer forward Compare against whichever natural domain you found in part A; this part is about what a declaration changes, not about re-deriving that domain.

      Compare the two methods Say what each one costs you, and when you would reach for it. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 3 points

    Recognises that only a zero denominator can exclude an input from this rule, and sets the denominator equal to zero. . Worth 1 point.

    Solves the absolute value equation to both of its solutions and reports the domain as the real numbers with those removed. . Worth 2 points.

    Part B 4 points

    States the principle that every input of a declared domain must receive an output from the rule, and uses it as the test. . Worth 2 points. needs an explanation, not just an answer

    Applies that test to each proposal separately, checking the rule at the inputs that decide it rather than judging by the size of the set. . Worth 2 points.

    Part C 4 points

    Reaches a verdict and names a property that separates the two, rather than comparing the rules they are written with. . Worth 2 points. needs an explanation, not just an answer

    Supports that property on both domains: a genuine pair of inputs sharing an output on one, and an argument that no such pair survives on the other. . Worth 2 points.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    Find the natural domain of u(x)=7x+95u(x) = \dfrac{7}{|x + 9| - 5}. Then decide whether the declaration 9x6-9 \le x \le -6 produces a genuine function, and whether that function is one-to-one.

  5. 5. What survives when a domain is made smaller . Reasoning, 13 points. Question 5 of 5.

    Let RR be a relation whose first coordinate is declared the input, and suppose RR is a function with domain DD. Take any set EE of inputs contained in DD, and let RER_E be the collection of pairs of RR whose first coordinate lies in EE. Whenever EE leaves out at least one input of DD, RER_E is a strictly smaller collection than RR, while taking E=DE = D leaves RR itself. Cutting a domain down like this is how one function is made from another, so it is worth knowing exactly which properties the cut can and cannot disturb.

    1. Part A.

      Prove that RER_E is a function with domain EE, whatever RR and EE happen to be.

      Complete the derivation Each line should follow from the one above it. Say what lets you take each step. 5 points

    2. Part B.

      Show that one-to-oneness travels in one direction only. Prove that if RR is one-to-one on DD then RER_E is one-to-one on EE, then give a relation, written as a set of ordered pairs, that is one-to-one on some smaller EE while it is not one-to-one on DD.

      Construct a counterexample Give one specific case, and show it breaks the claim. 3 points

    3. Part C.

      Put the two results together to say what cutting a domain down can and cannot do to a function. Then explain why none of it licenses describing the result as the same function, merely looked at over fewer inputs.

      Justify your claim State the claim, then give the reason it has to be true. 5 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 5 points

    Argues from the fact that every pair of the restriction is a pair of the original, for arbitrary RR and EE, rather than from a particular rule or a chosen example. . Worth 3 points. needs an explanation, not just an answer

    Checks both obligations: that no input gains a second output, and that every input of the smaller set keeps one. . Worth 2 points.

    Part B 3 points

    Supplies a relation and a smaller set of inputs that genuinely separate the two directions, with the pair of inputs sharing an output named. . Worth 2 points.

    Proves the direction that does hold from the fact that the smaller set's inputs were already inputs of the larger one. . Worth 1 point.

    Part C 5 points

    States both results with their directions: the function property always survives a cut, and one-to-oneness can be preserved or gained but not lost. . Worth 3 points. needs an explanation, not just an answer

    Rejects the change-of-viewpoint reading by appeal to what a function is made of, rather than by asserting that the domains differ. . Worth 2 points.