P1 Chapter 4 :: Graphs &

Transformations
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Chapter Overview
There are a few new bits and pieces since GCSE!

1a:: Cubic Graphs 1b:: Quartic Graphs 1c:: Reciprocal Graphs

Sketch the graph with Sketch the graph with Sketch the graph with
equation: 3
equation: equation 𝑦 = − 𝑥 2
𝑦=𝑥 𝑥−3 2 𝑦 = 𝑥−1 2 𝑥+1 2

NEW! to A Level 2017+ NEW! to A Level 2017+

The old A Level only included In addition to graphs of the form
𝑎
cubic graphs, not quartics. 𝑦 = , you now need to
𝑥
𝑎
recognise the sketch of 𝑦 =
𝑥2

2:: Points of Intersection 3:: Graph Transformations

4
Sketch the curves 𝑦 = 𝑥 2 and If 𝑓 𝑥 = 𝑥 2 (𝑥 + 1), sketch
the graph of 𝑦 = 𝑓(𝑥 + 𝑎),
𝑦 = 𝑥 2 𝑥 − 1 on the same
indicating any intercepts with
axes. Using your sketch, state,
the axes.
with a reason, the number of
real solutions to the equation NEW! since GCSE
The GCSE 2015+ syllabus included
𝑥 4 𝑥 − 1 − 4 = 0.
translations of graphs but not stretches.
Polynomial Graphs
In Chapter 2 we briefly saw that a polynomial expression is of the form:
𝑎 + 𝑏𝑥 + 𝑐𝑥 2 + 𝑑𝑥 3 + 𝑒𝑥 3 + ⋯
where 𝑎, 𝑏, 𝑐, 𝑑, 𝑒, … are constants (which could be 0).

The order of a polynomial is its highest power.

These are covered in

Order Name Chapter 5.
0 Constant (e.g. “4”)
Chapter 2 explored
1 Linear (e.g. “2𝑥 − 1”) the graphs for these.
2 Quadratic (e.g. “𝑥 2 + 3”)
3 Cubic
We will cover
4 Quartic these now.

5 Quintic
While these are technically
beyond the A Level syllabus,
we will look at how to sketch
polynomials in general.
 Polynomial Graphs
What property connects the order of
the polynomial and the shape?
Order: The number of ‘turns’ is one less than
the order, e.g. a cubic has 2 ‘turns’, a
quartic 3 ‘turns’. Bro Note: …Actually4 this is not strictly true,
e.g. consider 𝑦 = 𝑥 , which has a U shape.
2 But this is because multiple turns are being
squashed into a single point.

In Chapter 2 how did we tell what way up

a quadratic is, and why does this work?

For a quadratic 𝒚 = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄, i.f.

3 𝒂 > 𝟎, we had a ‘valley’ shape. This is
because if 𝒙 was a large positive value,
𝒂𝒙𝟐 would be large and positive, thus
the graph’s 𝒚 value tends towards
infinity.

We would write:
4 “As 𝒙 → ∞, 𝒚 → ∞” where “→” means
“tends towards”.
 Polynomial Graphs
e.g. If 𝑦 = 2𝑥 2 + 3, try a large positive value like 𝑥 = 1000. We can see
we’d get a large positive 𝑦 value. Thus as 𝑥 → ∞, 𝑦 → ∞

Resulting Resulting
Equation If 𝑎 > 0 Shape If 𝑎 < 0 Shape

As 𝑥 → ∞, 𝑦 → ∞ As 𝑥 → ∞, 𝑦 → −∞
𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 As 𝑥 → −∞, 𝑦 → ∞ As 𝑥 → −∞, 𝑦 → −∞

𝑦 = 𝑎𝑥 3 + 𝑏𝑥 2 As 𝑥 → ∞, 𝑦 → ∞ As 𝑥 → ∞, 𝑦 → −∞
+𝑐𝑥 + 𝑑 As 𝑥 → −∞, 𝑦 → −∞ As 𝑥 → −∞, 𝑦 → ∞

𝑦 = 𝑎𝑥 4 + 𝑏𝑥 3 As 𝑥 → ∞, 𝑦 → ∞ As 𝑥 → ∞, 𝑦 → −∞
+𝑐𝑥 2 + 𝑑𝑥 + 𝑒 As 𝑥 → −∞, 𝑦 → ∞ As 𝑥 → −∞, 𝑦 → −∞

As 𝑥 → ∞, 𝑦 → −∞
𝑦= 𝑎𝑥 5 + 𝑏𝑥 4 +⋯ As 𝑥 → ∞, 𝑦 → ∞ As 𝑥 → −∞, 𝑦 → ∞
As 𝑥 → −∞, 𝑦 → −∞

If 𝑎 > 0, what therefore can we say about the shape if:

(And we have the
• The order is odd: It goes uphill (from left to right) opposite if 𝑎 < 0)
• The order is even: The tails go upwards.
 Cubics
Sketch the curve with equation Sketch the curve with equation
𝑦 = (𝑥 − 2)(1 − 𝑥)(1 + 𝑥) 𝑦 = 𝑥 2 (𝑥 − 1)

Features you must consider:

Fro Tip: No need to Shape? 𝑥 3 term is positive so
Shape? If we expanded, 𝑥 3 term expand out the
whole thing. Just
‘uphill’ shape.
would be negative, so mentally consider
‘downhill’ shape. the 𝑥 terms Roots? 𝑥 = 0 𝑜𝑟 𝑥 = 1
multiplied together.
However as root of 0 is repeated
Roots? If 𝑦 = 0, 𝑥 = 2, 1 𝑜𝑟 − 1 This is sort of because
the curve crosses at 0
(because the factor of 𝑥 appears
then immediately twice), the curve touches at 𝑥 = 0.
𝒚-intercept? If 𝑥 = 0, 𝑦 = −2 crosses at 0 again!

𝒚-intercept? If 𝑥 = 0, 𝑦 = 0
𝑦 𝑦

𝑥 𝑥
-1 1 2 1
-2
Fro Tip: It’s incredibly
easy to forget to write in
one of the intercepts. So
don’t!
 Cubics
Sketch the curve with equation Sketch the curve with equation
𝑦 = 2−𝑥 𝑥+1 2 𝑦 = 𝑥−4 3

Shape? Downhill. Shape? Uphill.

Roots? 𝑥 = 2, 𝑜𝑟 𝑥 = −1 𝑥=4
Roots?
Curve crosses as 2, but But root is triple repeated.
touches at -1 (again, We have a point of
because of repeated root) inflection at 𝑥 = 4.
𝒚-intercept? 2 𝒚-intercept? -64

Fro Exam Notes: The term ‘point of

𝑦 inflection’ has been removed from the
𝑦
new A Level syllabus (bad idea!!).
2 You might be able to see we get this shape
at 𝑥 = 4 because as the root is triple
repeated, the curve crosses at 4, then
𝑥 crosses again, then crosses again, hence
-1 2 4
𝑥 ending up in the same direction and the
line becoming momentarily horizontal.

A point of inflection is where the curve

-64 goes from ‘convex’ to ‘concave’ (or vice
versa), i.e. curves in one direction before
and curves in another direction after. You
might have encountered these terms in
Physics.
 Cubics with Limited Roots
Sketch the curve with equation
𝑦 = 𝑥 + 1 𝑥2 + 𝑥 + 1

Shape? Uphill.
Roots? Either 𝑥 + 1 = 0 (giving root of -1) or 𝑥 2 + 𝑥 + 1 = 0.
This does not have any solutions as the discriminant is -3.
Thus -1 is the only root.

𝒚-intercept? 1

We don’t have enough information to

determine the exact shape. It could for
𝑦 example have been:
However, in Chapter 12,
𝑦 we’ll be able to work
1 turning points using
‘differentiation’, and
𝑥 hence conclude that it
-1 1 doesn’t have any!
𝑥
-1
Finding the equation yourself
Edexcel C1 May 2013(R) Q9

Figure 1 shows a sketch of the curve 𝐶 with equation 𝑦 = 𝑓(𝑥).

The curve 𝐶 passes through the point (–1, 0) and touches the 𝑥-axis at the point (2, 0).
The curve 𝐶 has a maximum at the point (0, 4).
The equation of the curve 𝐶 can be written in the form.
𝑦 = 𝑥 3 + 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
where 𝑎, 𝑏 and 𝑐 are integers.
(a) Calculate the values of 𝑎, 𝑏, 𝑐.

If it crosses at −1,0 we must have (𝑥 + 1).

If it touches at 2,0 we must have 𝑥 − 2 2
∴ 𝑦 = 𝑥−2 2 𝑥+1
= 𝑥 2 − 4𝑥 + 4 𝑥 + 1
= 𝑥 3 + 𝑥 2 − 4𝑥 2 − 4𝑥 + 4𝑥 + 4
= 𝑥 3 − 3𝑥 2 + 4
∴ 𝑎 = −3, 𝑏 = 0, 𝑐 = 4
Test Your Understanding
3 A curve has this shape, touches the
1 Sketch the curve with equation 𝑥 axis at 3 and crosses the 𝑥 axis at
𝑦=𝑥 𝑥−3 2 -2. Give a suitable equation for this
graph.
𝑦

2
𝑦 = 𝑥−3 𝑥+2

N Sketch the curve with equation

𝑥
3 𝑦 = 2𝑥 2 𝑥 − 1 𝑥 + 1 3

Point of Touches Crosses

inflection 𝑥-axis 𝑥-axis

2 Sketch the curve with equation

𝑦=− 𝑥+2 3
𝑦

𝑥
-2 (I took this question from my Riemann Zeta Club materials:
-8 www.drfrostmaths.com/rzc )
[end shameless plug]
Exercise 4A
Pearson Pure Mathematics Year 1/AS
Pages 62-63

Extension 2 [MAT 2011 1A] A sketch of the graph

[MAT 2012 1E] Which one of the 𝑦 = 𝑥 3 − 𝑥 2 − 𝑥 + 1 appears on
1
following equations could possibly which of the following axis?
have the graph given below?

(a) (b)

A) 𝑦 = 3−𝑥 2 3+𝑥 2 1−𝑥 (c) (d)

B) 𝑦 = −𝑥 2 𝑥 − 9 𝑥 2 − 3
C) 𝑦 = 𝑥−6 𝑥−2 2 𝑥+2 2
Cubics can sometimes be factorised by pairing
D) 𝑦 = 𝑥2 − 1 2 3 − 𝑥
the terms: 𝒙𝟐 𝒙 − 𝟏 − 𝟏 𝒙 − 𝟏 =
𝒙𝟐 − 𝟏 𝒙 − 𝟏 = 𝒙 + 𝟏 𝒙 − 𝟏 𝟐 ∴ (c)
Solution: D
Recap

If we sketched 𝑦 = 𝑥 − 𝑎 𝑥 − 𝑏 2 𝑥−𝑐 3 what happens

on the 𝑥-axis at:

𝑥 = 𝑎: The line crosses the axis. 𝑎

𝑥

𝑥 = 𝑏: The line touches the axis. 𝑏

𝑥

𝑥 = 𝑐: Point of inflection on the axis. 𝑥

𝑐
Quartics
If you understand the principle of sketching polynomials in general, then sketching
quartics shouldn’t feel like anything new.
Recall that if the 𝑥 4 term is positive, the ‘tails’ both go upwards, otherwise downwards.

Sketch the curve with equation Sketch the curve with equation
𝑦 = 𝑥(𝑥 + 1)(𝑥 − 2)(𝑥 − 3) 𝑦 = 𝑥 − 2 2 (𝑥 + 1)(3 − 𝑥)
Shape: Tails upwards Shape: Tails downwards
Roots: -1, 0, 2, 3 Roots: -1, 2, 3
𝑦-intercept: 0 2 is repeated.
𝑦-intercept: 𝟒 × 𝟏 × 𝟑 = 𝟏𝟐
𝑦
𝑦

𝑥
-1 2 3 𝑥
-1 2 3
Quartics
Sketch the curve with equation Sketch the curve with equation
𝑦 = 𝑥+1 𝑥−1 3 𝑦 = 𝑥−2 4

2 is a quadruple repeated root!

-1 root only appears once so line
Because the line effectively crosses the
crosses at 𝑥 = −1
axis 4 times all at -2, it ends up in the
+1 root triple repeated so point of
opposite direction, and hence looks like
inflection at 𝑥 = 1
a ‘touch’ point.

𝑦
16

𝑥
2
𝑥
-1 1
-1
Test Your Understanding
Sketch the curve with equation Sketch the curve with equation
𝑦 = 𝑥2 𝑥 + 1 𝑥 − 1 𝑦 = −(𝑥 + 1) 𝑥 − 3 3

𝑦 𝑦

27

𝑥 𝑥
-1 1 -1 3
Exercise 4B
Pearson Pure Mathematics Year 1/AS
Pages 65-66

Extension
1 [STEP I 2012 Q2a]4
a. Sketch 𝑦 = 𝑥 − 6𝑥 2 + 9
b. For what values of 𝑏 does the equation y = 𝑥 4 − 6𝑥 2 + 𝑏 have the following
number of distinct roots (i) 0, (ii) 1, (iii) 2, (iv) 3, (v) 4.
a) By factorising, 𝑦 = 𝑥 2 − 3 2 . This is a b) By changing 𝑏, we shift the
quartic, where 𝑦 is always positive, and has graph up and down. Then we
repeated roots at 𝑥 = ± 3: can see that:

i) 0 roots: When 𝑏 > 9

ii) 1 root: Not possible.
iii) 2 roots: When b =
9 or 𝑏 < 0
iv) 3 roots: 𝑏 = 0
v) 4 roots: 0 < 𝑏 < 9
GCSE RECAP :: Reciprocal Graphs
1 3
Sketch 𝑦 = 𝑥 Sketch 𝑦 = −
𝑥

𝑦 𝑦 Fro Note: The scaling caused by the 3

isn’t observable for this graph in
isolation because the axes have no
scale. This will only be observation for
multiple graphs on the same axes.

𝑥 𝑥

Notice the distance between this line and the 𝑥-axis

(i.e. the line 𝑦 = 0) gradually decreases as the lines
go off towards infinity. The line 𝑦 = 0 is known as an
asymptote of the graph.

𝑎
! An asymptote is a line Asymptotes of 𝑦 = 𝑥 :
which the graph approaches 𝑦 = 0,
but never reaches. 𝑥=0
Reciprocal Graphs
This is new to
3 the A Level 2017 4
Sketch 𝑦 = syllabus. Sketch 𝑦 = − 𝑥 2
𝑥2

𝑦 𝑦

𝑥 𝑥

Hint: Note that anything squared

will always be at least 0.
Reciprocal Graphs
1 3
On the same axes, sketch 𝑦 = 𝑥 and 𝑦 = 𝑥

𝑦
3
𝑦=
𝑥
3
The 𝑦 value for 𝑦 = will be
𝑥
1
3 times greater than 𝑦 =
𝑥

𝑥
1
𝑦=
𝑥
Exercise 4C
Pearson Pure Mathematics Year 1/AS
Page 67
Points of Intersection
In the previous chapter we saw why the points of intersection of two graphs gave
the solutions to the simultaneous equations corresponding to these graphs.

If 𝑦 = 𝑓(𝑥) and 𝑦 = 𝑔(𝑥), then the 𝑥 values of the points of intersection can be
found when 𝑓 𝑥 = 𝑔(𝑥).

Example: On the same diagram sketch the curves with equations 𝑦 = 𝑥(𝑥 − 3) and
𝑦 = 𝑥 2 1 − 𝑥 . Find the coordinates of their points of intersection.

𝑦
𝑥 𝑥 − 3 = 𝑥2 1 − 𝑥 Froflections: Cubics
𝑥 2 − 3𝑥 = 𝑥 2 − 𝑥 3 generally have 3
solutions. And this
𝑥 3 − 3𝑥 = 0
seems good news as
𝒚 = 𝒙𝟐 𝟏 − 𝒙 𝑥 𝑥2 − 3 = 0 we have 3 points of
𝑥 = 0 or 𝑥 = − 3 or 𝑥 = + 3 intersection.
Substituting these values back
𝑥 Fro Tip: A classic
1 3 into either equation, we obtain mistake is to divide by
points: 𝑥 to get 𝑥 2 − 3 = 0.
NEVER divide an
− 3, 3 + 3 3 , equation by a
0,0 , variable, because you
lose a solution. Always
3, 3 − 3 3 factorise.
Further example involving unknown constants
𝑏
On the same diagram sketch the curves with equations 𝑦 = 𝑥 2 3𝑥 − 𝑎 and 𝑦 = 𝑥,
where 𝑎, 𝑏 are positive constants. State, giving a reason, the number of real solutions
𝑏
to the equation 𝑥 2 3𝑥 − 𝑎 − 𝑥 = 0

𝑦
If the points of intersection are given by:
𝑏
𝑥 2 3𝑥 − 𝑎 =
𝑥
then clearly:
2
𝑏
𝑥 3𝑥 − 𝑎 − = 0
𝑥
𝑥 There are 2 points of intersection, thus 2
𝑎 solutions to this equation.
3

Fro Note: Note that the question is

asking for the number of solutions,
𝑎 not the solutions themselves. We’d
If 𝑥 2 3𝑥 − 𝑎 = 0 then 𝑥 = 0 or 𝑥 = have to solve a quartic, with roots in
3
We were told that 𝑎 is positive, thus this terms of 𝑎 and 𝑏. While there is a
latter root is positive. ‘quartic formula’ (like the quadratic
formula), it is absolutely horrific.
Test Your Understanding
On the same diagram sketch the curves with equations 𝑦 = 𝑥(𝑥 − 4) and
𝑦 = 𝑥 𝑥 − 2 2 , and hence find the coordinates of any points of intersection.

𝑦
Looking at the diagram we expect that 0,0
will be the only point of intersection (as the
cubic will rise more rapidly than the quadratic).
𝒚=𝒙 𝒙−𝟐 𝟐 But we need to show this algebraically.

𝑥 𝑥−2 2 =𝑥 𝑥−4
2 4
𝑥 𝑥 𝑥 2 − 4𝑥 + 4 = 𝑥 2 − 4𝑥
𝑥 3 − 4𝑥 2 + 4𝑥 = 𝑥 2 − 4𝑥
𝒚=𝒙 𝒙−𝟒 𝑥 3 − 5𝑥 2 + 8𝑥 = 0
𝑥 𝑥 2 − 5𝑥 + 8 = 0
Thus 𝑥 = 0 giving (0,0).
But the discriminant of 𝑥 2 − 5𝑥 + 8 is -7, thus
there are no further solutions to this equation.

Hint: Remember you can use

the discriminant to reason
about the number of
solutions of a quadratic.
 Exercise 4D
[MAT 2010 1A] The values of 𝑘 for which the line
Pearson Pure Mathematics 2
𝑦 = 𝑘𝑥 intersects the parabola 𝑦 = 𝑥 − 1 2 are
Year 1/AS, Pages 69-71 precisely
A) 𝑘 ≤ 0 B) 𝑘 ≥ −4
C) 𝑘 ≥ 0 or 𝑘 ≤ −4 D) −4 ≤ 𝑘 ≤ 0
Extension Equating:
𝒙 − 𝟏 𝟐 = 𝒌𝒙
1 [MAT 2005 1B] 2 𝒙𝟐 − 𝟐𝒙 + 𝟏 = 𝒌𝒙
The equation 𝑥 + 1 10 = 2𝑥 − 𝑥 2 − 2 𝒙𝟐 + −𝟐 − 𝒌 𝒙 + 𝟏 = 𝟎
A) has 𝑥 = 2 as a solution; Discriminant:
B) has no real solutions; 𝒂 = 𝟏, 𝒃 = −𝟐 − 𝒌, 𝒄 = 𝟏 → 𝒌𝟐 + 𝟒𝒌 + 𝟒 − 𝟒 ≥ 𝟎
C) has an odd number of real solutions; 𝒌 𝒌+𝟒 ≥𝟎
D) has twenty real solutions. 𝒌 ≤ −𝟒 𝒐𝒓 𝒌 ≥ 𝟎
To sketch 𝑦 =
𝑥 2 + 1 10 , sketch 3 [MAT 2013 1D]
𝑦 = 𝑥 2 + 1, then Which of the following sketches is a graph
realise that as 𝑥 2 + 1 of 𝑥 4 − 𝑦 2 = 2𝑦 + 1?
is always at least 1,
raising it to a positive
power (>1) makes it
go up more steeply.
2𝑥 − 𝑥 2 − 2 we can 𝑥 4 = 𝑦 2 + 2𝑦 + 1
sketch by completing = 𝑦+1 2
the square, where ∴ 𝑥 2 = ±(𝑦 + 1)
we realise it is always i.e. 𝑦 = 𝑥 2 − 1
negative. 𝑜𝑟 𝑦 = −𝑥 2 − 1
The answer is B. Answer is (b).
 Transformations of Functions
Suppose 𝑓 𝑥 = 𝑥 2 Then 𝑓 𝑥 + 2 = 𝑥 + 2 2

Sketch 𝑦 = 𝑓 𝑥 : Sketch 𝑦 = 𝑓(𝑥 + 2)

We know 𝑦 = 𝑥 + 2 2
y 𝑦 has a root of -2 where
the graph touches.

x 𝑥
-2

The graph has been translated

What do you notice about the relationship between −𝟐
by , i.e. we have
the graphs of 𝑦 = 𝑓 𝑥 and 𝑦 = 𝑓 𝑥 + 2 ? 𝟎
subtracted 2 from each 𝒙 value.
 Transformations of Functions
This is all you need to remember when considering how transforming your
function transforms your graph...

!
Affects which axis? What we expect or opposite?
Change inside 𝑓( ) 𝑥 Opposite
Change outside 𝑓( ) 𝑦 What we expect

Therefore...

3
𝑦 =𝑓 𝑥−3 Translation by
0
𝑦 =𝑓 𝑥 +4 0
Translation by
4 1
𝑦 = 𝑓 5𝑥 Stretch in 𝑥-direction by scale factor
5
𝑦 = 2𝑓 𝑥 Stretch in 𝑥-direction by scale factor 2
Sketching transformed graphs
2
Sketch 𝑦 = 𝑥 2 + 3 Sketch 𝑦 = 𝑥+1

If 𝑦 = 𝑥 2 , the +3 is ‘outside’ the This looks like a reciprocal function 𝑦 = 𝑥.

2
0
squared function, so translation of . The change of +1 is inside the reciprocal
3
Imagine a sketch of 𝑦 = 𝑥 2 and then function, so we have a translation to the
do the translation, ensuring you adjust left by 1.
any intercepts with the axes.
𝑦 The transformation
might result in new

𝑥 = −1
intercepts or roots. You
y can find these in the
usual way. Do not
forget them!

2
𝑥
3 The asymptotes were
previously 𝑥 = 0 and
𝑦 = 0. The latter is
x unaffected but the
former is now 𝑥 = −1.
Draw asymptotes using a dotted
line and write its equation on it.
More Examples
Sketch 𝑦 = 𝑥(𝑥 + 2). On the same Sketch 𝑦 = 𝑥 2 𝑥 − 4 . On the same axes,
axes, sketch 𝑦 = 𝑥 − 𝑎 𝑥 − 𝑎 + 2 , sketch the graph with equation
where 𝑎 > 2. 𝑦 = 2𝑥 2 2𝑥 − 4
The input 𝑥 has been replaced with 𝑥 − 𝑎, i.e. a The input 𝑥 has been doubled to 2𝑥, again a
change inside the function. We translate right by change inside the function, so we do the opposite
𝑎. The significance of 𝑎 > 2 is that the original and halve the 𝑥 values.
root of -2 will now be positive. Ensure that 0 remains 0 and you halve any roots.
𝑦 𝑦

−𝑎 −𝑎 + 2

𝑎
𝑥 𝑥
-2 𝑎−2 2 4

Note that our

intercepts are in
terms of 𝑎.
Reflections of Graphs
If 𝑦 = 𝑥(𝑥 + 2), sketch 𝑦 = 𝑓(𝑥) and 𝑦 = −𝑓(𝑥) on the same axes.

You did this at GCSE. The minus is outside the

function, so affects the output, i.e. the 𝑦 value.
The 𝑦 values are negated, resulting in a reflection
in the 𝑥-axis.

𝒚 = −𝒇 𝒙

𝑥
-2
Test Your Understanding
2
If 𝑦 = (𝑥 + 1)(𝑥 − 2), sketch 𝑦 = 𝑓(𝑥) Sketch the graph of 𝑦 = 𝑥 + 1,
𝑥
and 𝑦 = 𝑓(3) on the same axes. ensuring you indicate any intercepts
with the axes.

𝑦=1

-1 6 𝑥 -2 𝑥
-3 2

-2 To get this new root:

2
+1=0
𝑥
2 2
= −1 → 𝑥 = = −2
𝑥 −1
Exercise 4E/4F
Pearson Pure Mathematics Year 1/AS
Pages 74-75 (translations), 78 (stretches/reflections)
Effect of transformation on specific points
Sometimes you will not be given the original function, but will be given a
sketch with specific points and features you need to transform.
Where would each of these points end up?

𝒚=𝑓 𝑥 𝟒, 𝟑 𝟏, 𝟎 𝟔, −𝟒
𝑦 =𝑓 𝑥+1 3,3 0,0 5, −4
𝑦 = 𝑓 2𝑥 2,3 0.5, 0 3, −4
𝑦 = 3𝑓 𝑥 4,9 1,0 6, −12
𝑦=𝑓 𝑥 −1 4,2 1, −1 6, −5
𝑥 12,3 4,0 24, −4
𝑦=𝑓
4
𝑦 = 𝑓 −𝑥 −4,3 −1,0 −6, −4
𝑦 = −𝑓 𝑥 4, −3 1,0 6,4
Test Your Understanding
Edexcel C1 May 2012 Q10
Exercise 4G
Pearson Pure Mathematics Year 1/AS
Pages 80-81