LESSON

1.2 Name Class Date

Characteristics of 1.2 Characteristics of

Function Graphs Function Graphs
Essential Question: What are some of the attributes of a function, and how are they related
Resource
to the function’s graph?
Common Core Math Standards Locker

The student is expected to:

COMMON
CORE F-IF.B.4 Explore Identifying Attributes of a Function from Its Graph
For a function that models a relationship between two quantities, You can identify several attributes of a function by analyzing its
1.5
y
graph. For instance, for the graph shown, you can see that the
interpret key features ... and sketch graphs showing key features… . Also 1
function’s domain is {x|0 ≤ x ≤ 11} and its range is {y| −1 ≤ y ≤ 1}.
A-CED.A.2, F-IF.B.6, S-ID.B.6 Use the graph to explore the function’s other attributes.
0.5
x
0
-0.5 1 2 3 4 5 6 7 8 9 10 11 12
Mathematical Practices
A The values of the function on the interval {x|1 < x < 3} -1
COMMON
CORE MP.7 Using Structure are positive/negative. -1.5

Language Objective B The values of the function on the interval {x|8 < x < 9} are positive/negative.

Explain to a partner where the local maximum and minimum values are A function is increasing on an interval if ƒ(x 1) < ƒ(x 2) when x 1 < x 2 for any x-values x 1 and x 2 from the interval.
on a graph of a function, and where the zero of a function is located on The graph of a function that is increasing on an interval rises from left to right on that interval. Similarly, a function
its graph. is decreasing on an interval if ƒ(x 1) > ƒ(x 2) when x 1 < x 2 for any x-values x 1 and x 2 from the interval. The graph
of a function that is decreasing on an interval falls from left to right on that interval.

ENGAGE C The given function is increasing/decreasing on the interval {x|2 < x < 4}.
D The given function is increasing/decreasing on the interval {x|4 < x < 6}.
Essential Question: What are some of For the two points (x 1, ƒ(x 1)) and (x 2, ƒ(x 2)) on the graph of a function, the average rate of change of the function
the attributes of a function, and how is the ratio of the change in the function values, ƒ(x 2) - ƒ(x 1), to the change in the x-values, x 2 - x 1. For a linear
© Houghton Mifflin Harcourt Publishing Company

function, the rate of change is constant and represents the slope of the function’s graph.
are they related to the function’s graph?
Possible answer: A function may have positive or E What is the given function’s average rate of change on the interval {x|0 ≤ x ≤ 2}?
______ = _____ = __
f(2) − f(1) 1 − 0 1
=1
negative values, indicating whether the graph lies 2−1 2 − 1 1

above or below the x-axis. It may increase or A function may change from increasing to decreasing or from decreasing to increasing at turning points. The value
of ƒ(x) at a point where a function changes from increasing to decreasing is a maximum value. A maximum value
decrease on an interval, indicating where the graph occurs at a point that appears higher than all nearby points on the graph of the function. Similarly, the value of ƒ(x)
rises or falls. It may have local maximum or at a point where a function changes from decreasing to increasing is a minimum value. A minimum value occurs at a
point that appears lower than all nearby points on the graph of the function.
minimum values, which are the y coordinates of the
3
graph’s turning points. It may have zeros, which are F At how many points does the given function change from increasing to decreasing?

the x coordinates of the points where the graph

crosses the x-axis.

Module 1 17 Lesson 2
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A2_MNLESE385894_U1M01L2.indd 17 5/14/14 3:29 PM
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
Lesson 2

17

4:06 AM
5/15/14
Module 1

L2 17
4_U1M01
SE38589
A2_MNLE

17 Lesson 1.2
 What is the function’s value at these points? 1

 At how many points does the given function change from decreasing to increasing? 2 EXPLORE
What is the function’s value at these points?
-1 Identifying Attributes of a Function

A zero of a function is a value of x for which ƒ(x) = 0. On a graph of the function, the zeros are the x-intercepts. from its Graph
How many x-intercepts does the given function’s graph have?
6

1, 3, 5, 7, 9, 11
INTEGRATE TECHNOLOGY
 Identify the zeros of the function.
Students have the option of completing the Explore
Reflect
activity either in the book or online.
1. Discussion Identify three different intervals that have the same average rate of change, and state what the
rate of change is.
Possible answers: The intervals {x|0 ≤ x ≤ 2}, {x|4 ≤ x ≤ 6}, and {x|8 ≤ x ≤ 10} all have QUESTIONING STRATEGIES
a rate of change of 1. The intervals {x|2 ≤ x ≤ 4}, {x|6 ≤ x ≤ 8}, and {x|10 ≤ x ≤ 11} all What types of functions have no maximum or
have a rate of change of −1. minimum values? linear functions of the
2. Discussion If a function is increasing on an interval {x|a ≤ x ≤ b}, what can you say about its average form f(x) = mx + b
rate of change on the interval? Explain.
The average rate of change is positive, because the change in function values, f(b) − f(a), What types of functions have either a
must be positive. Since the change in x-values, b − a, is also positive, the ratio of f(b) −f(a) maximum value or a minimum value, but not
to b − a is positive. both? functions whose graphs are U-shaped (or
⋂-shaped), such as quadratic functions
Explain 1 Sketching a Function’s Graph
from a Verbal Description
By understanding the attributes of a function, you can sketch a graph from a verbal description.
EXPLAIN 1
Example 1 Sketch a graph of the following verbal descriptions. © Houghton Mifflin Harcourt Publishing Company

Probability of Transmission
Sketching a Function’s Graph from a
 Lyme disease is a bacterial infection transmitted to humans by
ticks. When an infected tick bites a human, the probability of from Infected Tick Verbal Description
transmission is a function of the time since the tick attached y
100
itself to the skin. During the first 24 hours, the probability 90
is 0%. During the next three 24-hour periods, the rate of 80 QUESTIONING STRATEGIES
Probability (%)

change in the probability is always positive, but it is much 70

greater for the middle period than the other two periods. After 60 How does a graph depict an increase or
96 hours, the probability is almost 100%. Sketch a graph of the 50
function for the probability of transmission.
40 decrease in the rate of change of a function?
30
20 If the rate of change increases, the graph becomes
Identify the axes and scales.
10 x steeper. If it decreases, the graph becomes
The x-axis will be time (in hours) and will run from 0 to at 0 24 48 72 96 120 less steep.
least 96. The y-axis will be the probability of infection (as a
percent) from 0 to 100. Time tick attached (h)

Module 1 18 Lesson 2

PROFESSIONAL DEVELOPMENT
A2_MNLESE385894_U1M01L2 18 10/17/14 3:02 PM

Integrate Mathematical Practices

This lesson provides an opportunity to address Mathematical Practice
MP.7, which calls for students to find different ways of seeing situations
by looking for patterns and making “use of structures.” Students learn
how the attributes of functions are represented graphically. They also
learn how the graph of a set of data can be used to generate a function
that approximates the data and can be used to make predictions about
additional data points. Through these processes, students learn to make
connections between functions and the situations they represent.

Characteristics of Function Graphs 18

 Identify key intervals.
AVOID COMMON ERRORS The intervals are in increments of 24 hours: 0 to 24, 24 to 48, 48 to 72, 72 to 96, and 96 to 120.

When sketching a graph from a verbal description, Sketch the graph of the function.

students may erroneously use the information Draw a horizontal segment at y = 0 for the first 24-hour interval. The function increases over the next
three 24-hour intervals with the middle interval having the greatest increase (the steepest slope). After
provided about the rate of change to label the vertical 96 hours, the graph is nearly horizontal at 100%.
axis of the graph. Help them to see that the rate of
change is neither a value of x nor a value of f(x), but B The incidence of a disease is the rate at which a disease occurs in a population. It is
calculated by dividing the number of new cases of a disease in a given time period (typically
is instead the ratio of the change in f(x) values to the a year) by the size of the population. To avoid small decimal numbers, the rate is often
change in x-values over a given interval, which is expressed in terms of a large number of people rather than a single person. For instance,
the incidence of measles in the United States in 1974 was about 10 cases per 100,000 people.
reflected in the slope of the graph over that interval.
From 1974 to 1980, there were drastic fluctuations in the Incidence of
incidence of measles in the United States. In 1975, there was a
Measles in the U.S.
slight increase in incidence from 1974. The next two years saw a
y
INTEGRATE MATHEMATICAL

Incidence (cases per

substantial increase in the incidence, which reached a maximum
30

100,000 people)
in 1977 of about 26 cases per 100,000 people. From 1977 to
PRACTICES 1979, the incidence fell to about 5 cases per 100,000 people.
25
20
The incidence fell much faster from 1977 to 1978 than from 1978
Focus on Math Connections to 1979. Finally, from 1979 to 1980, the incidence stayed about
15
10
MP.1 Help students to see the relationship between the same. Sketch a graph of the function for the incidence of
measles.
5 x
rate of change and slope of a line. Lead them to 0
1 2 3 4 5 6 7
Identify the axes and scales.
recognize that for linear functions, the rate of change Time (years since 1974)
The x-axis will represent time given by years and will run from
and slope are identical, and that for non-linear 6
0 to . The y-axis will
functions, the rate of change is the slope of the line
represent
incidence of measles , measured in cases per 100,000 people, and will run from 0 to 30.
that approximates the given curve over a certain
interval. Identify key intervals.
The intervals are one-year increments from
0 to
6 .
© Houghton Mifflin Harcourt Publishing Company

Sketch the graph of the function.

The first point on the graph is (0, 10) . The graph slightly rises/falls from x = 0 to x = 1.

From x = 1 to x = 3, the graph rises/falls to a maximum y-value of 26 . The graph rises/falls

steeply from x = 3 to x = 4 and then rises/falls less steeply from x = 4 to x = 5. The graph is horizontal
from x = 5 to x = 6.

Reflect

3. In Part B, the graph is horizontal from 1979 to 1980. What can you say about the rate of change for the
function on this interval?
There is no change in the function’s values, so the rate of change is 0.

Module 1 19 Lesson 2

COLLABORATIVE LEARNING
A2_MNLESE385894_U1M01L2.indd 19 5/14/14 3:29 PM

Peer-to-Peer Activity
Have students work in pairs. Instruct each student to graph a function similar to
that shown in Example 1, keeping the graph hidden from the partner. Have
students describe the graph’s attributes to their partners, and have the partners
attempt to graph the function from the verbal description. Students should then
compare graphs, and use the results to refine their descriptions (if necessary) to
more accurately reflect the attributes of the functions.

19 Lesson 1.2
 Your Turn

4. A grocery store stocks shelves with 100 cartons of strawberries

before the store opens. For the first 3 hours the store is open, the
Strawberries on Shelves EXPLAIN 2
store sells 20 cartons per hour. Over the next 2 hours, no cartons y
100
Modeling with a Linear Function

Cartons of strawberries
of strawberries are sold. The store then restocks 10 cartons each 90
hour for the next 2 hours. In the final hour that the store is open, 80
30 cartons are sold. Sketch a graph of the function. 70
60
50 AVOID COMMON ERRORS
40
30 Students may think that they’ve made an error if their
20
10 regression lines do not pass through many of the
x
0 1 2 3 4 5 6 7 8
points on their graphs. Tell them that this does not
Time since opening (h) indicate an error, and encourage them to think about
the line of regression as a line about which the data
Explain 2 Modeling with a Linear Function clusters, not necessarily a line that connects
When given a set of paired data, you can use a scatter plot to see whether the data show a linear trend. If so, you can
the points.
use a graphing calculator to perform linear regression and obtain a linear function that models the data. You should
treat the least and greatest x-values of the data as the boundaries of the domain of the linear model.

When you perform linear regression, a graphing calculator will report the value of the correlation coefficient r. CONNECT VOCABULARY
This variable can have a value from -1 to 1. It measures the direction and strength of the relationship between the
variables x and y. If the value of r is negative, the y-values tend to decrease as the x-values increase. If the value of r is Relate the prefixes inter and extra in interpolation and
positive, the y-values tend to increase as the x-values increase. The more linear the relationship between x and y is, the
closer the value of r is to -1 or 1 (or the closer the value of r 2 is to 1). extrapolation to their meanings in this context and in
You can use the linear model to make predictions and decisions based on the data. Making a prediction within the general English usage.
domain of the linear model is called interpolation. Making a prediction outside the domain is called extrapolation.

Example 2 Perform a linear regression for the given situation and make predictions.

 A photographer hiked through the Grand Canyon. Each day

Grand Canyon Photos
© Houghton Mifflin Harcourt Publishing Company
she stored photos on a memory card for her digital camera.
When she returned from the trip, she deleted some photos Photos Taken Photos Kept
from each memory card, saving only the best. The table shows 117 25
the number of photos she kept from all those stored on each 128 31
memory card. Use a graphing calculator to create a scatter plot
of the data, find a linear regression model, and graph the 140 39
model. Then use the model to predict the number of photos 157 52
the photographer will keep if she takes 150 photos. 110 21
188 45
170 42

Module 1 20 Lesson 2

DIFFERENTIATE INSTRUCTION
A2_MNLESE385894_U1M01L2.indd 20 5/14/14 3:30 PM

Technology
Encourage students to try performing regression analysis using an online
calculator. Finding online linear calculators is not difficult; a quick browser search
will turn up several. Make sure that students adhere to the format in which
ordered pairs are entered. Most online regression calculators require that data for
points (a, b), (c, d), (e, f), (g, h) be entered as follows:
aceg
bdfh
Programs typically plot the data points, show the line of best fit, and provide an
equation for the line.
Characteristics of Function Graphs 20
 Step 1: Create a scatter plot of the data.
QUESTIONING STRATEGIES Let x represent the number of photos taken, and let y represent the number
of photos kept. Use a viewing window that shows x-values from 100 to 200
When using interpolation to make a and y-values from 0 to 60.
prediction from a linear regression model, the Notice that the trend in the data appears to be roughly linear, with y-values
generally increasing as x-values increase.
function may produce a value for a particular value of
the domain that differs from the actual value given in Step 2: Perform linear regression. Write the linear model and its
domain.
the data set. How can this be justified? The value
The linear regression model is y = 0.33x - 11.33. Its domain is
produced by the model is a more likely value than {x|110 ≤ x ≤ 188}.
the value in the actual data point, but other values Step 3: Graph the model along with the data to obtain a visual check
are possible, as indicated by the points in the on the goodness of fit.

scatterplot. Notice that one of the data points is much farther from the line than the
other data points are. The value of the correlation coefficient r would be
closer to 1 without this data point.

Step 4: Predict the number of photos this photographer will keep if

INTEGRATE TECHNOLOGY she takes 150 photos.

Students can also use the table function on the Evaluate the linear function when x = 150: y = 0.33(150) - 11.33 ≈ 38.
So, she will keep about 38 photos if she takes 150 photos.
graphing calculator to find additional values
of the linear regression model.  As a science project, Shelley is studying the relationship of car mileage (in miles per gallon)
and speed (in miles per hour). The table shows the data Shelley gathered using her family’s
vehicle. Use a graphing calculator to create a scatter plot of the data, find a linear regression
model, and graph the model. Then use the model to predict the gas mileage of the car at a
speed of 20 miles per hour.

Speed (mi/h) 30 40 50 60 70
Mileage (mi/gal) 34.0 33.5 31.5 29.0 27.5

Step 1: Create a scatter plot of the data.

© Houghton Mifflin Harcourt Publishing Company

What do x and y represent?

Let x represent the car’s speed, and let y represent the car’s
gas mileage.

What viewing window will you use?

Sample answer: Use a window that shows x-values from 0 to 80
and y-values from 0 to 40.

What trend do you observe?

Sample answer: The trend in the data appears to be quite linear,
with y-values generally decreasing as x-values increase.

Module 1 21 Lesson 2

LANGUAGE SUPPORT
A2_MNLESE385894_U1M01L2.indd 21 3/27/14 10:09 AM

Connect Vocabulary
Have students work in pairs. Provide each pair with two or three graphs of a
function. Have one student ask, “Where is the local maximum value of this
function?” The other student should indicate the point on the graph where the
function changes from increasing to decreasing. The first student asks, “How do
you know?” The second student should explain why that point is the local
maximum value. If both agree, they should label that point. They switch places,
the second student asks about the local minimum value, and they repeat the
procedure. By the end, each graph should be labeled with the local minimum and
maximum values, and the zero of the function.
21 Lesson 1.2
 Step 2: Perform linear regression. Write the linear model and its domain.
The linear regression model is y = −0.175x + 39.85. Its domain
is {x|30 ≤ x ≤ 70}.

Step 3: Graph the model along with the data to obtain a visual check
on the goodness of fit.
What can you say about the goodness of fit?
Sample answer: As expected from the fact that the value of r from
Step 2 is very close to -1, the line passes through or comes close
to passing through all the data points.

Step 4: Predict the gas mileage of the car at a speed of 20 miles per hour.
Evaluate the linear function when x = 20:
y = −0.175(20) + 39.85 ≈ 36.4. So, the car’s gas
mileage should be about 36.4 mi/gal at a speed of 20 mi/h.

Reflect

5. Identify whether each prediction in Parts A and B is an interpolation or an extrapolation.

In Part A, the prediction is an interpolation. In Part B, the prediction is an extrapolation.

Your Turn

6. Vern created a website for his school’s sports teams. He has a hit counter on his
site that lets him know how many people have visited the site. The table shows the
number of hits the site received each day for the first two weeks. Use a graphing
© Houghton Mifflin Harcourt Publishing Company
calculator to find the linear regression model. Then predict how many hits there will
be on day 15.

Day 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Hits 5 10 21 24 28 36 33 21 27 40 46 50 31 38

The linear regression model is y = 2.4x + 11 where x represents the day and
y represents the number of hits. The model predicts that on day 15 there will be
y = 2.4(15) + 11 = 47 hits.

Module 1 22 Lesson 2

A2_MNLESE385894_U1M01L2.indd 22 3/27/14 10:10 AM

Characteristics of Function Graphs 22

 Elaborate
ELABORATE 7. How are the attributes of increasing and decreasing related to average rate of change? How are the
attributes of maximum and minimum values related to the attributes of increasing and decreasing?
If a function is increasing on an interval, then the average rate of change will be positive.
INTEGRATE MATHEMATICAL If a function is decreasing on an interval, then the average rate of change will be negative.
PRACTICES
A maximum value occurs when the function changes from increasing to decreasing.
Focus on Critical Thinking A minimum value occurs when the function changes from decreasing to increasing.
MP.3 Discuss with students the fact that not all
data is suitable for representation by a linear
regression model. Ask them to tell how they might go
about determining the best type of regression model
8. How can line segments be used to sketch graphs of functions that model real-world situations?
to use for a particular set of data. Line segments can be used to connect known data points. Connecting the points will
provide a rough sketch of the function represented.

QUESTIONING STRATEGIES
When are values found through extrapolation
most accurate? when the values of x are
close in value to the values of the given domain 9. When making predictions based on a linear model, would you expect interpolated or extrapolated values to
be more accurate? Justify your answer.
Interpolated values would be more accurate because they are within the domain of the
model. Extrapolated values assume that the model still applies outside its domain, but
SUMMARIZE THE LESSON that assumption may be incorrect.
What are some of the attributes of a function
that you can determine from its graph? You
can tell whether the function has a maximum value,
© Houghton Mifflin Harcourt Publishing Company

10. Essential Question Check-In What are some of the attributes of a function?
a minimum value, and local maximum and Possible answer: A function may have positive or negative values on specific intervals. It
minimum values. You can tell over which intervals
also may be increasing or decreasing on specific intervals. A function may have maximum
the function increases or decreases. You can find the
or minimum values as well as zeros.
zeros of the function, and also determine the
average rate of change.

Module 1 23 Lesson 2

A2_MNLESE385894_U1M01L2.indd 23 5/14/14 3:30 PM

23 Lesson 1.2
 Evaluate: Homework and Practice EVALUATE
• Online Homework
The graph shows a function that models the value V (in millions of dollars) of a • Hints and Help
stock portfolio as a function of time t (in months) over an 18-month period. • Extra Practice

3 V
Value (millions of dollars)

2
ASSIGNMENT GUIDE
1 Concepts and Skills Practice
Explore Exercise 1–10
t
0 Identifying Attributes of a Function
2 4 6 8 10 12 14 16 18 from its Graph
Time (months)
Example 1 Exercises 11–13
Sketching a Function’s Graph from a
1. On what interval is the function decreasing? {t|3 ≤ t ≤ 13}
Verbal Description
On what intervals is the function increasing? {t|0 ≤ t ≤ 3} and {t|13 ≤ t ≤ 18} Example 2 Exercises 14–18
Modeling with a Linear Function
2. Identify any maximum values and minimum values.
A maximum value of 2.5 occurs at x = 3. A minimum value of 0.75 occurs at x = 13.

3. What are the function’s domain and range?

INTEGRATE MATHEMATICAL
Domain: {t|0 ≤ t ≤ 18}; Range: The least V(t)-value is 0.75 (at t = 13) and the greatest
PRACTICES
V(t)-value is 3 (at t = 18), so the range is {V(t)|0.75 ≤ V(t) ≤ 3}.
Focus on Math Connections
The table of values gives the probability P(n) for
getting all 5’s when rolling a number cube n times.
MP.1 Students should recognize that it is the nature
© Houghton Mifflin Harcourt Publishing Company
n 1 2 3 4 5
of the algebraic expression used to define a function
P(n) 1
_ 1
_ _
1 _1 _1 that determines the nature, and thus the attributes, of
6 36 216 1296 7776
the related graph. Have students use their graphing
4. Is P(n) increasing or decreasing? Explain the significance of this. calculators to explore how different types of functions
As the number of rolls increases, P(n) is always decreasing. This implies that the more times produce graphs with differing attributes.
a number cube is rolled, the less likely it is that every roll is a 5.

5. What is the end behavior of P(n)? Explain the significance of this.

As n increases without bound, P(n) approaches 0. This implies that as n increases without
bound, the probability that every roll is a 5 approaches 0, that is, it becomes an impossible
event.

Module 1 24 Lesson 2

COMMON
Exercise
A2_MNLESE385894_U1M01L2 24
Depth of Knowledge (D.O.K.) CORE Mathematical Practices 6/8/15 11:33 AM

1–5 1 Recall of Information MP.4 Modeling

6 1 Recall of Information MP.6 Precision
7–10 1 Recall of Information MP.2 Reasoning
11–14 2 Skills/Concepts MP.5 Using Tools
15–16 2 Skills/Concepts MP.4 Modeling
17–18 2 Skills/Concepts MP.5 Using Tools
19 3 Strategic Thinking MP.4 Modeling
20 3 Strategic Thinking MP.6 Precision
Characteristics of Function Graphs 24
 6. The table shows some values of a function. On which intervals is the function’s average rate of change
positive? Select all that apply.
AVOID COMMON ERRORS
x 0 1 2 3
Some students may, in error, interpret the phrase
f(x) 50 75 40 65
increasing rate of change as meaning a positive rate of
change, thus drawing a line (or line segment ) with a a. From x = 0 to x = 1 c. From x = 0 to x = 3 e. From x = 1 to x = 3
positive slope. Help them to see that if the rate of f_______
(1) − f (0) _____
= 75 − 50
= 25
f_______
(3) − f (0) _____
= 65 − 50
=5
f_______
(3) − f (1) _____
= 65 − 75
= -5
change is increasing, the slope is increasing, (that is,
1−0 1−0 3−0 3− 0 3−1 3−1
b. From x = 0 to x = 2 d. From x = 1 to x = 2 f. From x = 2 to x = 3
not simply the values of f(x)), and the resulting graph f_______
(2) − f (0) _____
− 50 f_______
(2) − f (1) _____
− 75 f_______
(3) − f (2) _____
− 40
2−0
= 40
2−0
= -5 2−1
= 40
2−1
= -35 3−2
= 65
3−2
= 25
is a curve.
So, choices a, c, and f all have positive average rates of change.

Use the graph of the function ƒ(x) to identify the function’s specified attributes.
CONNECT VOCABULARY 7. Find the function’s average rate of change over each interval.
Have students “match” the graphs of different a. From x = -3 to x = -2 b. From x = -2 to x = 1 y
functions to descriptions of the highlighted f_________
= _______
f________
= ______
(−2) − f (−3) 2−0 (1) − f (−2) −4 − 2 4
−2 − (−3) −2 − (−3)
=2 1 − (−2) 1 − (−2)
= −2
vocabulary for this lesson, such as “This function is f(x)
2
c. From x = 0 to x = 1 d. From x = 1 to x = 2
increasing/decreasing on an interval” or “The local x
f_______
= _______
f_______
= ______
(1) − f (0) −4 − (−3) (2) − f (1) 0 − (−4)
minimum/maximum value of this function is at point 1−0 1−0
= −1 2−1 2−1
=4 -4 -2 0 4
(3, -2)” or “The average rate of change of this e. From x = -1 to x = 0 f. From x = -1 to x = 2
-2

function is ____.” f________ -4

= ______
f________
= ______
(0) − f (−1) −3 − 0 (2) − f (−1) 0−0
0 − (−1) 0 − (−1)
= −3 2 − (−1) 2 − (−1)
=0

8. On what intervals are the function’s values positive? {x|-3 < x < -1} and {x|x > 2}.

9. On what intervals are the function’s values negative? {x|x < -3} and {x|-1 < x < 2}.
© Houghton Mifflin Harcourt Publishing Company

10. What are the zeros of the function? −3, −1, and 2.

11. The following describes the United States nuclear stockpile from y
35

Warheads (1000s)
1944 to 1974. From 1944 to 1958, there was a gradual increase in the
30
number of warheads from 0 to about 5000. From 1958 to 1966, there
25
was a rapid increase in the number of warheads to a maximum of
20
about 32,000. From 1966 to 1970, there was a decrease in the number 15
of warheads to about 26,000. Finally, from 1970 to 1974, there was 10
a small increase to about 28,000 warheads. Sketch a graph of the 5 x
function.
0 4 8 12 16 20 24 28 32
Time (years since 1944)

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25 Lesson 1.2
 12. The following describes the unemployment rate in the

Unemployment rate (%)

y
United States from 2003 to 2013. In 2003, the unemployment 14
rate was at 6.3%. The unemployment rate began to fall over 12 CURRICULUM INTEGRATION
the years and reached a minimum of about 4.4% in 2007. 10
A recession that began in 2007 caused the unemployment rate 8 Students with a particular interest in a topic in
to increase over a two-year period and reach a maximum of 6 science, economics, or social science can be
about 10% in 2009. The unemployment rate then decreased 4
over the next four years to about 7.0% in 2013. Sketch a graph
2 x encouraged to find research papers in which data is
of the function. 0 1 2 3 4 5 6 7 8 9 10 collected and linear regression analysis is performed.
Time (years since 2003) For example, a medical drug trial might show data for
the efficacy of a particular medicine and use linear
13. The following describes the incidence of mumps in the regression to find a relationship between dosage and

(cases per 100,000 people)

United States from 1984 to 2004. From 1984 to 1985, there was y
efficacy, or time and activity.

Incidence of mumps
no change in the incidence of mumps, staying at about 1 case 7
6
per 100,000 people. Then there was a spike in the incidence of 5
mumps, which reached a peak of about 5.5 cases per 100,000 4
in 1987. Over the next year, there was a sharp decline in the 3
incidence of mumps, to about 2 cases per 100,000 people in 2
1988. Then, from 1988 to 1989, there was a small increase to 1 x
about 2.5 cases per 100,000 people. This was followed by a 0 2 4 6 8 10 12 14 16 18 20
gradual decline, which reached a minimum of about 0.1 case per
Time (years since 1984)
100,000 in 1999. For the next five years, there was no change in
the incidence of mumps. Sketch a graph of the function.

14. Aviation The table gives the lengths and wingspans of airplanes in an airline’s fleet.

737 Super 80 757 767 A300 777

130 ft 148 ft 155 ft 178 ft 180 ft 209 ft

113 ft 108 ft 124 ft 147 ft 156 ft 200 ft © Houghton Mifflin Harcourt Publishing Company

a. Make a scatter plot of the data with x representing length and y

y representing wingspan. 220
Wingspan (ft)

180
b. Sketch a line of fit.
140
c. Use the line of fit to predict the wingspan of an airplane with
a length of 220 feet. 100
about 200 feet
60 x
0 120 160 200 240 280
Airplane length (ft)

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Characteristics of Function Graphs 26

 15. Golf The table shows the height (in feet) of a golf ball at various times (in
seconds) after a golfer hits the ball into the air.
KINESTHETIC EXPERIENCE
Time (s) 0 0.5 1 1.5 2 2.5 3 3.5 4
Students may want to test their estimation skills by
Height (ft) 0 28 48 60 64 60 48 28 0
using a piece of uncooked spaghetti to approximate a
line of best fit for a scatterplot of a set of data. They a. Graph the data in the table. Then draw a smooth curve through
can then use a graphing calculator to find the the data points. (Because the golf ball is a projectile, its height h 70
h
at time t can be modeled by a quadratic function whose graph is a 60
regression line, and compare it to the estimate.

Height (ft)
parabola.) 50
40
b. What is the maximum height that the golf ball reaches? 30
20
The ball reaches a maximum height of 64 feet in 2 seconds. 10 t
c. On what interval is the golf ball’s height increasing? 0 1 2 3 4
The height is increasing on the interval {t|0 ≤ t ≤ 2}. Time (s)

d. On what interval is the golf ball’s height decreasing?

The height is decreasing on the interval {t|2 ≤ t ≤ 4}.

16. The model a = 0.25t + 29 represents the median age a of females in the
United States as a function of time t (in years since 1970).
a. Predict the median age of females in 1995.
1995 is 25 years after 1970, so a = 0.25(25) + 29 ≈ 35.3.

b. Predict the median age of females in 2015 to the nearest tenth.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Ocean/

2015 is 45 years after 1970, so a = 0.25(45) + 29 ≈ 40.3.

Corbis; (b) ©Val Lawless/Shutterstock

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27 Lesson 1.2
 H.O.T. Focus on Higher Order Thinking

17. Make a Prediction Anthropologists who study skeletal

PEER-TO-PEER DISCUSSION
remains can predict a woman’s height just from the length of
Ask students to discuss the real-world relevance and
her humerus, the bone between the elbow and the shoulder.
The table gives data for humerus length and overall height importance of knowing the attributes of a function
for various women.
that models a given situation. Have them use some of
the situations provided in the exercises to illustrate
their explanations.

Humerus Length (cm) 35 27 30 33 25 39 27 31

Height (cm) 167 146 154 165 140 180 149 155

Using a graphing calculator, find the linear regression model and state its domain.
Then predict a woman’s height from a humerus that is 32 cm long, and tell whether
the prediction is an interpolation or an extrapolation.
The linear regression model is h = 2.75ℓ + 71.97 where ℓ is the length of a woman’s
humerus (in centimeters) and h is her overall height (in centimeters). The shortest length
of a humerus given in the table is 25 centimeters, and the longest is 39 centimeters, so the
domain of regression model is {ℓ|25 ≤ ℓ ≤ 39}. When ℓ = 32, h = 2.75(32) + 71.97 ≈ 160,
so the woman’s height would be about 160 centimeters. Because 32 is in the domain of the
regression model, the prediction is an interpolation.
18. Make a Prediction Hummingbird wing beat rates are
much higher than those in other birds. The table gives

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t)

data about the mass and the frequency of wing beats for

©decade3d/Shutterstock; (b) ©Frank Leung/Vetta/Getty Images

various species of hummingbirds.

Mass (g) 3.1 2.0 3.2 4.0 3.7 1.9 4.5

Frequency of Wing Beats 60 85 50 45 55 90 40

(beats per second)

a. Using a graphing calculator, find the linear regression model and state its domain.

The linear regression model is f = −19.14m + 121.97 where m is a hummingbird’s mass

(in grams) and f is the frequency of wing beats (in beats per second). The least mass
given in the table is 1.9 grams, and the greatest mass is 4.5 grams, so the domain of the
regression model is {m|1.9 ≤ m ≤ 4.5}.

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Characteristics of Function Graphs 28

 b. Predict the frequency of wing beats for a Giant Hummingbird with a mass of 19 grams.

JOURNAL When m = 19, f = −19.14(19) + 121.97 ≈ −242, so the frequency of the wing beats is

Have students describe how the attributes of about −242 beats per second.

increasing, decreasing, maximum values, and c. Comment on the reasonableness of the prediction and what, if anything, is wrong with the model.
minimum values of a function are related, and how A negative wing beat frequency makes no physical sense, so the prediction isn’t
information about these attributes is helpful in reasonable. There is nothing wrong with the model. The prediction, which is an
drawing the graph of a function. extrapolation, is based on a value of m that is far outside the domain of the model.
The model simply doesn’t account for a hummingbird with such an exteme mass.

19. Explain the Error A student calculates a function’s average rate of change on an interval and finds that
it is 0. The student concludes that the function is constant on the interval. Explain the student’s error, and
give an example to support your explanation.
The average rate of change on an interval uses only the endpoints of the interval in the
calculation. If the endpoints happen to have the same y-coordinate, the average rate of
change will be 0, but that doesn’t mean the function remains constant throughout the
interval. For example, the average rate of change for f(x) = x 2 on the interval
{x|-1 ≤ x ≤ 1} is ________ = ______ =_
f (1) − f (−1)
1−1 0
1 − (−1) 1 − (−1) 2
= 0, but the function is decreasing from (-1, 1)
to (0, 0) and then increasing from (0, 0) to (1, 1), so the function is clearly not constant on
the interval.

20. Communicate Mathematical Ideas Describe a way to obtain a linear model for a set of data without
using a graphing calculator.

After making a scatter plot of the data, draw a line that appears to pass as close to the data
© Houghton Mifflin Harcourt Publishing Company

points as possible. (It may pass through some of them, or it may not pass through any of
them.) Choose two points on the line to calculate its slope m, and then substitute one of
the points and the value of m into y = mx + b to find the value of b, the line’s y-intercept.
Knowing the values m and b, write the model as y = mx + b.

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29 Lesson 1.2
 Lesson Performance Task AVOID COMMON ERRORS
Have students read the labels on the graph to ensure
Since 1980 scientists have used data from satellite sensors to calculate
a daily measure of Arctic sea ice extent. Sea ice extent is calculated
Arctic Sea Ice Extent they understand that the values in the scale of the sea

Sea Ice Extent (million km2)

as the sum of the areas of sea ice covering the ocean where the ice 16 ice extent are to be multiplied by 10 6 (one million)
concentration is greater than 15%. The graph here shows seasonal 14
variations in sea ice extent for 2012, 2013, and the average values for 12 and that the units are kilometers squared, because the
10
the 1980s.
8 sea ice extent is calculated as an area of ice.
a. According to the graph, during which month does sea ice extent 6 1980’s Average
usually reach its maximum? During which month does the 4 2012
minimum extent generally occur? What can you infer about the 2 2013
reason for this pattern? 0 INTEGRATED MATHEMATICAL

Jan
Feb
Mar
Apr
May
Jun
Jul
Aug
Sep
Oct
Nov
Dec
b. Sea ice extent reached its lowest level to date in 2012. About how PRACTICES
much less was the minimum extent in 2012 compared with the Months
average minimum for the 1980s? About what percentage of the Focus on Modeling
1980s average minimum was the 2012 minimum?
MP.4 Note that the graph of the Arctic Sea Ice
c. How does the maximum extent in 2012 compare with the average maximum for the 1980s?
About what percentage of the 1980s average maximum was the 2012 maximum?
Extent shows several sets of data that do not follow
d. What do the patterns in the maximum and minimum values suggest about how climate
smooth curves. It may be helpful to begin analysis by
change may be affecting sea ice extent? placing a straightedge parallel to the x-axis (Months).
e. How do the 2013 maximum and minimum values compare with those for 2012? What The straightedge can be moved up slowly to
possible explanation can you suggest for the differences?
determine the minimums and maximums for each
set of data. A ruler can also be placed along the line
a. The maximum sea ice extent usually occurs in March and the minimum in September. We can
infer that sea ice extent increases during the cold winter months, begins to decrease as ice
that approximates the given curve of data between
melts in the spring, and reaches its minimum at the end of the summer. March and September for each year to help students
b. The 2012 minimum was about 3.4 million km 2 compared with the 1980s average minimum of compare their rates of change.
about 7.3 million km 2. Thus the 2012 minimum was about 3.9 million km 2 less, or about 47%
of the 1980s average. Student answers should be within a reasonable range of these values

© Houghton Mifflin Harcourt Publishing Company

given the scale of the graph.
c. The 2012 maximum is less than the average 1980s maximum, but the difference is less than
with the minimum values. The 2012 maximum is about 92% of the 1980s average maximum.
d. The warmer temperatures associated with global climate change have drastically reduce the
extent of sea ice during the summer but have had a much less significant effect on the extent
during the winter.
e. The 2013 maximum was about the same as in 2012, but the 2013 minimum was actually
about 1.5 million km 2 greater than in 2012. Students may suggest that while the overall
trend is for decreasing minimum values, variations in specific climate conditions from year
to year mean that minimum values may fluctuate.

Module 1 30 Lesson 2

EXTENSION ACTIVITY
A2_MNLESE385894_U1M01L2.indd 30 5/14/14 3:30 PM

Have students research the National Snow and Ice Data Center to learn more
about the cryosphere, sea ice in general, the current condition of arctic sea ice, and
changes that have occurred over the past year. Note that during 2013, summer
weather patterns were very different from previous summers, as it was
considerably cooler in 2013 than in prior years. Ask students to use the
information they find to discuss any pattern of changes that are reflected in the
Scoring Rubric
maximum and minimum extent values. 2 points: Student correctly solves the problem and explains his/her reasoning.
1 point: Student shows good understanding of the problem but does not fully
solve or explain his/her reasoning.
0 points: Student does not demonstrate understanding of the problem.

Characteristics of Function Graphs 30