Dear Functions, why do you look so complicated?
Well, save to god, they are not! They are much easier than you think. Why? They’re basically giving their children a name, just like us! It’s to tell the difference and to initiate who they are. For example, your mother would call you Sabrina, because she has another daughter! Isn’t that enough attention to give out? That’s funny that the function have their output right next to the equal sign, while the input is the (x) that would be replaced in the output upon solving them. We could name that any letters in front of (x) are usually the letter F that stands for function, our child! However, if they have a sibling who lives with them, they could be G, C, Y, and beyond your naming skills.
For the family, that was given if f(x) is to 2x + 3, they have given that the variable of x would be 11. How would you show your work through that? It looks much easier than you think, I’ll promise!
The first step is to put in your output for 2(11)+3, which signatures for the solving skill of 2 multiply by 11.
It would give us to 22, then you want to add that number to 3. It made it equal as 25 that’s our answer!
We would then make them as our coordinate for graphing, like (11, 25) and so on for the other outputs that would be given.
This is an example for how the graphing should look like. What’s important in this post is that the table of charts is different from what we usually do in our recent lessons that have been taught. We have replaced the Y column to f(x), because it is similar to the Y-input that had to stand for their range values. However, we could view that the graph is more like what relations graph should look like. The change of Y axis has been referring to the name of f(x) when taught in this unit.
My little note is to always remember that when it occurs to 0 to 10 in the number of boxes, we couldn’t always count them starting from one. Sometimes, they have to go by two and whatever, they would differ. This would go to the other numbers that could end in their graph. The other possibility is when they don’t have any numbers on the graph, we would view them as going each coordinate by ones. It would help us find the correct coordinates to submit in.
The second way that had gone through the family is using your linear equation, when the equation would be given in your table of charts. What do you mean? How would you solve that if there’s no input value? For example, f(x) would be 7. Then follow the steps that are given to you:
We could input in our equation that our children would be 2x+3 is equal to 7, as to cancel out the 3 on both sides.
It would lead us to our process of 2x = (4) that we want to cancel out our x. The best way to do is to divide both sides by 2.
This would give us the answer that x is equal to 2. It’s not that hard, either, but they could be predictable depending on the function.
This is all about the idea of partnering them up. You could find many domain values that are the same number to relate.