Math 101 - 24/25 Fall - Worksheet for week 2

Instructions on the back

1. Each of the following sketches represents the graph of a function. Write domain and range of each of them.
y y y
4 4 4

2 2 2

x x x
−4 −2 2 4 −4 −2 2 4 −4 −2 2 4

−2 −2 −2

−4 −4 −4

2. For each of the functions in Problem 1, how many points in their domain have image equal to 2? In other words, in each of the
three cases, how many solutions does the equation f (x) = 2 have?
3. For the function f in the picture (do not try to find a y
6
formula for it), graph the functions
(a) f (x + 1), (f ) 2f (x), 4

−1
(b) f (x − 1), (g) f (x), 2

(c) −f (x), (h) f (x + 1) − 1, x

−6 −4 −2 2 4 6
(d) f (−x), (i) (f (x))2 ,
−2
(e) f (2x), (j) f (f (x)).
4. Sketch the graph of the following functions then find a formula for their inverse and sketch the graph of it.
1
(a) f (x) = 3x + 1, (b) f (x) = x+1 .
5. Challenging: The function f is given below, depending  on a fixed parameter b:
2x x ≤ b,
f (x) =
−x + 3 x > b.
Find the domain and range of f (which of course will depend on the parameter b). For what values of b is f one-to-one?
6. [T/F] Decide if the following statements are true or false. Give an explanation for your answer.
(a) If f and g are two functions, the domain of f ◦ g is always contained in the domain of g.
(b) If f and g are two functions, the domain of f ◦ g is always contained in the domain of f .

Math 101 - 24/25 Fall - Worksheet for week 2

Instructions on the back
1. Each of the following sketches represents the graph of a function. Write domain and range of each of them.
y y y
4 4 4

2 2 2

x x x
−4 −2 2 4 −4 −2 2 4 −4 −2 2 4

−2 −2 −2

−4 −4 −4

2. For each of the functions in Problem 1, how many points in their domain have image equal to 2? In other words, in each of the
three cases, how many solutions does the equation f (x) = 2 have?
3. For the function f in the picture (do not try to find a y
6
formula for it), graph the functions
(a) f (x + 1), (f ) 2f (x), 4

(b) f (x − 1), (g) f −1 (x), 2

(c) −f (x), (h) f (x + 1) − 1, x

2 −6 −4 −2 2 4 6
(d) f (−x), (i) (f (x)) ,
−2
(e) f (2x), (j) f (f (x)).
4. Sketch the graph of the following functions then find a formula for their inverse and sketch the graph of it.
1
(a) f (x) = 3x + 1, (b) f (x) = x+1 .
5. Challenging: The function f is given below, depending  on a fixed parameter b:
2x x ≤ b,
f (x) =
−x + 3 x > b.
Find the domain and range of f (which of course will depend on the parameter b). For what values of b is f one-to-one?
6. [T/F] Decide if the following statements are true or false. Give an explanation for your answer.
(a) If f and g are two functions, the domain of f ◦ g is always contained in the domain of g.
(b) If f and g are two functions, the domain of f ◦ g is always contained in the domain of f .
 General instructions for worksheets:
• If you were hoping to solve the exercises on this side: sorry, occupied. Get yourself a notebook and a pen :)
• These are some problems related to the weekly contents of the lectures, to be solved in collaboration with your colleagues and
with the help of the Assistants. Say hi to the student on your left and/or on your right and start solving the
questions together!
• Do not ask the Assistants for full solutions in the class, try to only ask for directions and hints.
• Start trying a couple of questions per type, focusing on what you understood the least during the week.
• These worksheets are often too long to be completed during the recitation. This is intentional : in recitations, we want to give
you a variety of problems large enough to practice each topic as in depth as you choose.
• Why the challenging question: if you are able to solve the normal problems, you are already on the right way to pass
the course; then, you may wonder why we decided a difficult question is useful. The intention is precisely to challenge your
knowledge. After you have practiced the regular techniques and concepts needed to solve the rest of the worksheet, you can
test your global understanding with this difficult question. If you cannot solve it, still do not worry too much: it just means
that you do not understand those topics deep enough yet, so you may need more time.
• True/False questions: these are usually a quick check of the details of some definitions, or a way for us to force you to pay
attention at some specific tricky aspects of a concept.
• No need to rush: you will find a copy of each worksheet in the Worksheets tab, on SUCourse. Hence, you can always
complete or review the worksheet on your own later, and then ask or compare your solutions with the TAs at the office
hours. This is THE perfect way to check that you got everything right. We plan to start the TAs’ office hours from
the second week, but there will be an announcement about them.

General instructions for worksheets:

• If you were hoping to solve the exercises on this side: sorry, occupied. Get yourself a notebook and a pen :)
• These are some problems related to the weekly contents of the lectures, to be solved in collaboration with your colleagues and
with the help of the Assistants. Say hi to the student on your left and/or on your right and start solving the
questions together!
• Do not ask the Assistants for full solutions in the class, try to only ask for directions and hints.
• Start trying a couple of questions per type, focusing on what you understood the least during the week.
• These worksheets are often too long to be completed during the recitation. This is intentional : in recitations, we want to give
you a variety of problems large enough to practice each topic as in depth as you choose.
• Why the challenging question: if you are able to solve the normal problems, you are already on the right way to pass
the course; then, you may wonder why we decided a difficult question is useful. The intention is precisely to challenge your
knowledge. After you have practiced the regular techniques and concepts needed to solve the rest of the worksheet, you can
test your global understanding with this difficult question. If you cannot solve it, still do not worry too much: it just means
that you do not understand those topics deep enough yet, so you may need more time.
• True/False questions: these are usually a quick check of the details of some definitions, or a way for us to force you to pay
attention at some specific tricky aspects of a concept.
• No need to rush: you will find a copy of each worksheet in the Worksheets tab, on SUCourse. Hence, you can always
complete or review the worksheet on your own later, and then ask or compare your solutions with the TAs at the office
hours. This is THE perfect way to check that you got everything right. We plan to start the TAs’ office hours from
the second week, but there will be an announcement about them.