Lesson 16: Function Composition

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 M3 PRECALCULUS AND ADVANCED TOPICS

Student Outcome . Students compose functions and describe the domain and range of the compositions.

Lesson Notes In previous courses, students have been introduced to functions as relationships between sets of numbers where each input in the domain is assigned a unique output in the range. In this lesson, students explore functions and their compositions, including situations where the sets representing the inputs and outputs may not be numerical. They determine whether or not compositions are defined, and find the composition of functions in real-world contexts.

Classwork Opening (7 minutes) Students should be familiar with the term function and its characteristics in a mathematical context. This lesson broadens students’ understanding of functions to include functions on nonnumerical sets, and it expands on students’ understanding of performing operations on functions to include composing functions. An example addressing competitive free diving exposes students to a real-world situation where composing functions could be used to solve problems. Explain to students that free diving is a process by which divers descend a given distance in the water and then swim to the surface, all without any breathing aid, which can be dangerous to competitors because the rapid change in pressure the divers experience as they descend can cause nitrogen bubbles to form in their capillaries, inhibiting blood flow. Pressure is measured in units of atmospheres (atm); one atmosphere is the mean atmospheric pressure at sea level, which is 101,325 newtons per square meter. Students should analyze the tables provided and respond to the prompt. Several students can share their reflections briefly in a whole-class setting:

Depth of Free Diver During Descent Scaffolding: 풔 . Call out times of descent time of descent, 0 20 40 60 80 100 120 140 160 180 from the first table, and in seconds have students call out the 풅 corresponding depths. depth of diver, 0 15 32 44 65 79 90 106 120 133 . Call out depths from the in meters second table, and have

students call out the Atmospheric Pressure and Ocean Depth corresponding pressures. 풅 depth of diver, 0 10 20 30 40 50 60 70 80 90 in meters 풑 pressure on diver, 1 2 3 4 5 6 7 8 9 10 in atmospheres

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 M3 PRECALCULUS AND ADVANCED TOPICS

. Based on the information you have been presented about free diving and the data in the tables, how might medical researchers use the concept of functions to predict the atmospheric pressure on a free diver during his descent?

Example 1 (10 minutes)

This example provides students with the opportunity to determine whether the tables from the opening scenario have the characteristics of functions and to interpret the domain and range in context. Students also explore the composition of two functions, which prepares them to compose functions and evaluate compositions of functions later in the lesson. The example should be completed as part of a teacher-led discussion. . What do you recall about functions between numerical sets?  Answers should address that for each input in the domain, there is exactly one output in the range; there may be restrictions on the domain and/or range. . In what contexts have you analyzed sets of numbers to determine whether the relationship between them represents a function?  Answers may vary but might include the following: mapping diagrams to determine if each input in the domain is assigned to only one output in the range; writing all the inputs and corresponding outputs as ordered pairs and determining if all the 푥-values are unique; plotting these ordered pairs on a coordinate plane; determining whether the graph passes the vertical line test. . Do the conditions for functions appear to hold for the table relating a free diver’s descent time and depth? How about for the table relating depth and pressure? Explain.  Yes for both tables. In the first table, each time entered corresponds to exactly one depth. For the second table, each depth corresponds to exactly one pressure. . The first table represents depth of the diver, in meters, as a function of the time of descent, in seconds. The independent variable (the input) is time, and the dependent variable (the output) is depth. . The second table represents the pressure on the diver, in atmospheres, as a function of the depth of the diver, in meters. The independent variable (the input) is depth, and the dependent variable (the output) is pressure. . In the first table, what do the domain and range represent?  Domain is time spent descending, in seconds, and range is depth of descent, in meters. . Why can’t these values be negative?  It would not make sense for a diver to descend for a negative number of seconds or to a depth that is above the ocean’s surface. . What other restrictions could we place on the domain and range for this function?  There is some reasonable upper limit that represents the amount of time a diver can spend descending and a maximum depth the diver can reach. . Define and discuss the domain and range of the function represented by the second table.  The domain is the depth of the descending diver in meters, which cannot be negative and has some real-number maximum value that corresponds with the greatest depth a diver can reach. The range is the pressure applied to the diver. This cannot be less than 1 atmosphere (atm), the pressure at sea level, and has a maximum value that corresponds to the maximum depth of the descending diver.

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. How can we use the tables to determine the depth of a diver who has descended for 80 seconds? What is that depth?  Find the column in the first table where 푠 = 80, and find the corresponding value of 푑, which is 65. . How can we represent this relationship using function notation?  푓(80) = 65 . So, what would 푓(20) = 15 represent in context? MP.2  The depth of a diver who has descended for 20 seconds is 15 meters. . How can we use the tables to determine the pressure applied to a diver who has descended 40 meters, and what is it?  Find the column in the second table where 푑 = 40, and find the corresponding value of 푝, which is 5. . How can we represent this relationship using function notation, and what does it represent in context?  푝(40) = 5; a diver has a pressure of 5 atmospheres applied to her at a depth of 40 meters. . Now how could we use the tables to find the pressure applied to a diver 120 seconds into the descent?  Use the first table to find the depth of the diver at 120 seconds, which is 90 meters, and then use the second table to find the pressure at 90 meters, which is 10 atmospheres. . How can we explain this process in terms of functions?  Evaluate 푓(120) and use this as the input for the function 푝 = 푔(푑). . And how can the overall process be represented using function notation?  푝 = 푔(푓(120)) . Students may struggle with this new concept. Practice with many different examples. . Pause to explain that students have composed the functions in the tables to create a new function of pressure on the diver as a function of time of descent.

Example 1

Consider the tables from the opening scenario.

Depth of Free Diver During Descent 풔 ퟐퟎ ퟒퟎ ퟔퟎ ퟖퟎ ퟏퟎퟎ ퟏퟐퟎ ퟏퟒퟎ ퟏퟔퟎ ퟏퟖퟎ time of descent, in seconds 풅 ퟏퟓ ퟑퟐ ퟒퟒ ퟔퟓ ퟕퟗ ퟗퟎ ퟏퟎퟔ ퟏퟐퟎ ퟏퟑퟑ depth of diver, in meters

Atmospheric Pressure and Ocean Depth

풅 ퟏퟎ ퟐퟎ ퟑퟎ ퟒퟎ ퟓퟎ ퟔퟎ ퟕퟎ ퟖퟎ ퟗퟎ depth of diver, in meters

풑 ퟐ ퟑ ퟒ ퟓ ퟔ ퟕ ퟖ ퟗ ퟏퟎ pressure on diver, in atm

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a. Do the tables appear to represent functions? If so, define the function represented in each table using a verbal description. Scaffolding:

Both tables appear to represent functions because for each input in the domain, there Have advanced students is exactly one output. answer parts (d)–(f) only.

In the first table, the depth of the diver is a function of the time spent descending.

In the second table, the pressure on the diver is a function of the diver’s depth.

b. What are the domain and range of the functions?

For the first table, the domain and range are nonnegative real numbers.

For the second table, the domain is nonnegative real numbers, and the range is real numbers greater than or equal to ퟏ.

c. Let’s define the function in the first table as 풅 = 풇(풔) and the function in the second table as 풑 = 품(풅). Use function notation to represent each output, and use the appropriate table to find its value. i. Depth of the diver at ퟖퟎ seconds

풅 = 풇(ퟖퟎ) = ퟔퟓ. After ퟖퟎ seconds, the diver has descended ퟔퟓ meters.

ii. Pressure on the diver at a depth of ퟔퟎ meters

풑 = 품(ퟔퟎ) = ퟕ. At a depth of ퟔퟎ meters, there are ퟕ atmospheres of pressure on the diver.

d. Explain how we could determine the pressure applied to a diver after ퟏퟐퟎ seconds of descent.

We could use the first table to determine the depth that corresponds to a descent time of ퟏퟐퟎ seconds and then use the second table to find the pressure that corresponds to this depth.

e. Use function notation to represent part (d), and use the tables to evaluate the function.

품(풇(ퟏퟐퟎ)) = 품(ퟗퟎ) = ퟏퟎ

f. Describe the output from part (e) in context.

The pressure applied to a diver ퟏퟐퟎ seconds into a descent is ퟏퟎ atmospheres.

Discussion (7 minutes): Composing Functions . So, now we have reviewed the necessary conditions for a relationship between sets to be considered a function and examined a composition of two functions. Let’s explore a composition in more depth. Suppose that we have two functions 푓 and 푔. Function 푓 has domain of all people, range days of the year, and assigns each person to the month and year of her birthday. For example, 푓(Abraham Lincoln) = Feb. 12. Function 푔 has domain of days of the year and range of four-digit numbers, including those that begin with 0. Function 푔 assigns each day of the year to the four-digit representation MMDD, representing the two-digit month (01 for January, 12 for December) and two-digit day. For example, 푔(Feb. 12) = 0212. If we imagine that function 푓 represents a box with an “in” chute and an “out” chute, inputs from the domain would enter through the “in” chute, and the corresponding outputs from the range would exit from the “out” chute.

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. Describe what is occurring in the diagram.  The function rule, 푓 is being applied to the input, Olivia, to produce the output, March 21. . And how do we generally notate inputs and outputs for function rule 푓?  The input is 푥, and the output is 푓(푥). . Now if we want to compose the two functions, we can imagine placing another box 푔 where the outputs of 푓 are fed into the “in” chute of 푔, and the function rule for 푔 is applied, producing an output 푔(푓(푥)):

. Explain the process illustrated by the diagram.  Answers might vary but should address that “Olivia” was the input into function 푓, which produced output “March 21”; “March 21”, in turn, became the input into function 푔, which produced the output "0321." . So, for our function composition, what is the relationship between the inputs and outputs for 푓 and 푔?  The output of 푓 must be a valid input of 푔. . And what is the overall effect of the process on the initial input 푥?  The function rule 푓 is applied to 푥, and then 푔 is applied to 푓(푥). . Let’s formalize our description of a function composition:

If 푓 and 푔 are two functions so that the range of 푓 lies within the domain of 푔, that is, 푓: 푋 → 푌 and 푔: 푌 → 푍 for sets 푋, 푌, and 푍, then the composite function of 푓 and 푔, denoted by 푔 ∘ 푓, is the combined function 푓 followed by 푔.

. What other notation can we use to represent the composition (푔 ∘ 푓)(푥)?  푔(푓(푥)) . How would we interpret (푔 ∘ 푓)(푥) in our people and birthdays example?  The value of (푔 ∘ 푓)(푥) is the four-digit number that corresponds to the birthday of person 푥.

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. And in what order are the functions applied?  From right to left; first, the person is assigned to his birthday and then, the birthday is assigned to the four-digit number.

Example 2 (5 minutes)

Example 2 below provides students with the opportunity to examine composition of two functions. Students compose functions and interpret them in context, including determining whether compositions are defined. . How do we perform the composition 푓 ∘ 푔? Interpret the process in the context of the example.  First, we apply the function rule 푔 to an element of the domain, and then, we apply 푓 to the result. For this situation, that means we assign a person to her favorite animal, and then we assign that animal to its number of legs. . So, what process would be applied to compute 푔 ∘ 푓?  We would apply the function rules from right to left. This means that we would assign an animal to its number of legs, but then the resulting number is not a valid input into the function 푔. The range of 푓 is not contained within the domain of 푔. . What conclusions can we draw about performing compositions on functions?  The function rules should be applied from right to left (inside to outside), with the output of each function rule representing the input of the next function applied; not all compositions make sense in context. . So, if 푓(푥) = 2푥 and 푔(푥) = 푥 + 4, how would you find 푓(푔(3))? (푔 ∘ 푓)(푥)?  To find 푓(푔(3)), evaluate 푔(3), and apply 푓 to the result, so 푓(푔(3)) = 푓(3 + 4) = 푓(7) = 2(7) = 14; to find (푔 ∘ 푓)(푥), evaluate 푓(푥), and apply 푔 to the result, so (푔 ∘ 푓)(푥) = 푔(2푥) = 2푥 + 4.

Example 2

Consider these functions:

풇: Animals → Counting numbers

Assign to each animal the number of legs it has.

품: People → Animals

Assign to each person his favorite animal.

Determine which composite functions are defined. If defined, describe the action of each composite function. a. 풇 ∘ 품 Assign a person to her favorite animal, then assign the animal to its number of legs: The composite function is defined, and assign each person to the number of legs of her favorite animal MP.2

b. 풇 ∘ 풇 This composition is not defined. Function 풇 assigns a number to an animal, but it cannot accept the number that it outputs as an input. The range of 풇 is not contained within the domain of 풇.

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c. 품 ∘ 풇 This composition is not defined. Function 풇 assigns each animal to a number. Function 품 accepts only people as inputs, so it cannot accept the number output by function 풇. The range of 풇 is not contained within the domain of 품. MP.2

d. 풇 ∘ 품 ∘ 품 The composition 품 ∘ 품 is not defined. Function 품 assigns each person to an animal, but it cannot accept the animal that it outputs as an input. The range of 품 is not contained within the domain of 품.

Exercises (8 minutes)

These exercises should be completed individually. After a few minutes, students could Scaffolding: verify their responses with a partner. Then, selected students could share their responses Work through an example with the class. Be sure that students understand the implications of Exercises 1(a) and using different colors for the 1(b) and that function composition is not a commutative operation. expressions representing 푓 and 푔 to help students visualize Exercises how the output of the first 1. Let 풇(풙) = 풙ퟐ and 품(풙) = 풙 + ퟓ. Write an expression that represents each composition: applied function represents the a. 품(풇(ퟒ)) input for the second function.

품(풇(ퟒ)) = 품(ퟒퟐ) = 품(ퟏퟔ) = (ퟏퟔ + ퟓ) = ퟐퟏ

b. 풇(품(ퟒ))

풇(품(ퟒ)) = 풇(ퟒ + ퟓ) = 풇(ퟗ) = ퟗퟐ = ퟖퟏ

c. (풇 ∘ 품)(풙)

(풇 ∘ 품)(풙) = 풇(풙 + ퟓ) = (풙 + ퟓ)ퟐ = 풙ퟐ + ퟏퟎ풙 + ퟐퟓ

d. (풇 ∘ 품)(√풙 + ퟓ)

ퟐ (풇 ∘ 품)(√풙 + ퟓ) = 풇(√풙 + ퟓ + ퟓ) = (√풙 + ퟓ + ퟓ) = 풙 + ퟏퟎ√풙 + ퟓ + ퟑퟎ

2. Suppose a sports medicine specialist is investigating the atmospheric pressure placed on competitive free divers during their descent. The following table shows the depth, 풅, in meters of a free diver 풔 seconds into his descent. The depth of the diver is a function of the number of seconds the free diver has descended, 풅 = 풇(풔).

풔 ퟏퟎ ퟑퟓ ퟓퟓ ퟕퟎ ퟗퟓ ퟏퟏퟓ ퟏퟑퟖ ퟏퟔퟎ ퟏퟕퟓ time of descent, s 풅 ퟖ. ퟏ ퟐퟖ ퟒퟓ ퟓퟓ ퟕퟔ. ퟎ ퟗퟏ. ퟓ ퟏퟏퟎ ퟏퟑퟎ ퟏퟒퟓ depth, m

The pressure, in atmospheres, felt on a free diver, 풅, is a function of his depth, 풑 = 품(풅).

풅 ퟐퟓ ퟑퟓ ퟓퟓ ퟕퟓ ퟗퟓ ퟏퟏퟓ ퟏퟑퟓ ퟏퟓퟓ ퟏퟕퟓ depth, m 풑 ퟐ. ퟒ ퟑ. ퟓ ퟓ. ퟓ ퟕ. ퟔ ퟗ. ퟔ ퟏퟏ. ퟓ ퟏퟑ. ퟕ ퟏퟓ. ퟓ ퟏퟕ. ퟔ pressure, atm

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a. How can the researcher use function composition to examine the relationship between the time a diver spends descending and the pressure he experiences? Use function notation to explain your response.

The function 품(풇(풔)) represents the pressure experienced by a diver who has been descending for 풔 seconds. The function 풇 assigns a depth in meters to each time 풔, and the function 품 assigns a pressure to each depth. Then 품 ∘ 풇 assigns a pressure to each time.

b. Explain the meaning of 품(풇(ퟎ)) in context.

The value of 품(풇(ퟎ)) is the pressure on a free diver at his depth ퟎ seconds into the descent.

c. Use the charts to approximate these values, if possible. Explain your answers in context. i. 품(풇(ퟕퟎ)) MP.2 ퟓ. ퟓ atmospheres; this is the pressure on the free diver at his depth ퟕퟎ seconds into his dive (풅 = ퟓퟓ meters).

ii. 품(풇(ퟏퟔퟎ))

Approximately ퟏퟑ atmospheres; this is the pressure on the free diver at his depth ퟏퟔퟎ seconds into his dive (풅 = ퟏퟑퟎ meters).

Closing (3 minutes) Have students paraphrase what they understand about composing functions using bulleted statements. If time permits, have students share their statements, and encourage them to add to their own set of statements based on what is shared. . To perform the composition 푔 ∘ 푓, apply the function rule 푓 to an element of the domain of 푓, and apply 푔 to the result. . The composition of functions is not a commutative operation. In other words, 푔 ∘ 푓 ≠ 푓 ∘ 푔, except in rare cases when functions are inverses. . Not all function compositions are defined.

Exit Ticket (5 minutes)

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Name Date

Lesson 16: Function Composition

Exit Ticket

1. Let 푓(푥) = 푥2 and 푔(푥) = 2푥 + 3. Write an expression that represents each composition: a. (푔 ∘ 푓)(푥)

b. 푓(푓(−2))

1 c. (푓 ∘ 푔) ( ) 푥

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2. A consumer advocacy company conducted a study to research the pricing of fruits and vegetables. They collected data on the size and price of produce items, including navel oranges. They found that, for a given chain of stores, the price of oranges was a function of the weight of the oranges, 푝 = 푓(푤).

풘 0.2 0.25 0.3 0.4 0.5 0.6 0.7 weight in pounds 풑 0.26 0.32 0.39 0.52 0.65 0.78 0.91 price in dollars

The company also determined that the weight of the oranges measured was a function of the radius of the oranges, 푤 = 푔(푟).

풓 1.5 1.65 1.7 1.9 2 2.1 radius in inches 풘 0.38 0.42 0.43 0.48 0.5 0.53 weight in pounds

a. How can the researcher use function composition to examine the relationship between the radius of an orange and its price? Use function notation to explain your response.

b. Use the table to evaluate 푓(푔(2)), and interpret this value in context.

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Exit Ticket Sample Solutions

1. Let 풇(풙) = 풙ퟐ and 품(풙) = ퟐ풙 + ퟑ. Write an expression that represents each composition: a. (품 ∘ 풇)(풙) (품 ∘ 풇)(풙) = 품(풙ퟐ) = ퟐ(풙ퟐ) + ퟑ = ퟐ풙ퟐ + ퟑ

b. 풇(풇(−ퟐ))

풇(풇(−ퟐ)) = 풇(ퟒ) = ퟒퟐ = ퟏퟔ

ퟏ (풇 ∘ 품) ( ) c. 풙 ퟏ ퟏ ퟐ ퟐ ퟒ ퟏퟐ (풇 ∘ 품) ( ) = 풇 (ퟐ ( ) + ퟑ) = ( + ퟑ) = + + ퟗ 풙 풙 풙 풙ퟐ 풙

풘 ퟎ. ퟐ ퟎ. ퟐퟓ ퟎ. ퟑ ퟎ. ퟒ ퟎ. ퟓ ퟎ. ퟔ ퟎ. ퟕ weight in pounds

풑 ퟎ. ퟐퟔ ퟎ. ퟑퟐ ퟎ. ퟑퟗ ퟎ. ퟓퟐ ퟎ. ퟔퟓ ퟎ. ퟕퟖ ퟎ. ퟗퟏ price in dollars

The company also determined that the weight of the oranges measured was a function of the radius of the oranges, 풘 = 품(풓).

풓 ퟏ. ퟓ ퟏ. ퟔퟓ ퟏ. ퟕ ퟏ. ퟗ ퟐ ퟐ. ퟏ radius in inches 풘 ퟎ. ퟑퟖ ퟎ. ퟒퟐ ퟎ. ퟒퟑ ퟎ. ퟒퟖ ퟎ. ퟓ ퟎ. ퟓퟑ weight in pounds

b. How can the researcher use function composition to examine the relationship between the radius of an orange and its price? Use function notation to explain your response.

The function 풇(품(풓)) represents the price of oranges as a function of the radius of the oranges.

c. Use the table to evaluate 풇(품(ퟐ)), and interpret this value in context.

풇(품(ퟐ)) = 풇(ퟎ. ퟓ) = ퟎ. ퟔퟓ

The price of oranges with a radius of ퟐ inches is $ퟎ. ퟔퟓ.

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Problem Set Sample Solutions

1. Determine whether each rule described represents a function. If the rule represents a function, write the rule using function notation, and describe the domain and range. a. Assign to each person her age in years.

Yes. 풇: People → Numbers

Domain: set of all living people. Range: {ퟎ, ퟏ, ퟐ, ퟑ, … , ퟏퟑퟎ}

b. Assign to each person his height in centimeters.

Yes. 풇: People → Numbers

Domain: set of all living people. Range: {ퟓퟎ, ퟓퟏ, … ퟐퟖퟎ}

c. Assign to each piece of merchandise in a store a bar code.

Yes. 풇: Products → Bar codes

Domain: each piece of merchandise in the store. Range: {unique bar codes}

d. Assign each deli customer a numbered ticket.

Yes. 풇: People → Numbered tickets

Domain: set of people that are waiting in the deli. Range: {Numbered tickets}

e. Assign a woman to her child.

No. There are many women who have more than one child and many who have no children.

f. Assign to each number its first digit.

Yes. 풇: Counting numbers → Counting numbers

Domain: set of all counting numbers. Range: {ퟏ, ퟐ, ퟑ, ퟒ, ퟓ, ퟔ, ퟕ, ퟖ, ퟗ}

g. Assign each person to the city where he was born.

Yes. 풇: People → Cities

Domain: set of all counting numbers. Range: {Cities} .

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2. Let 푳: Animal → Counting numbers Assign each animal to its number of legs. 푭: People → Animals Assign each person to his favorite animal. 푵: People → Alphabet Assign each person to the first letter of her name. 푨: Alphabet → Counting numbers Assign each letter to the corresponding number 1–26. 푺: Counting Numbers → Counting numbers Assign each number to its square.

Which of the following compositions are defined? For those that are, describe the effect of the composite function.

a. 푳 ∘ 푭 The composite function is defined. The function assigns each person to his favorite animal and then to the number of legs the animal has.

b. 푵 ∘ 푳 This composition is not defined. The function 푳 assigns each animal to its number of legs, but function 푵 accepts only people as inputs. The range of 푳 is not contained in the domain of 푵.

c. 푨 ∘ 푳 This composition is not defined. The function 푳 assigns each animal to its number of legs, but function 푨 accepts only letters as inputs. The range of 푳 is not contained in the domain of 푨.

d. 푨 ∘ 푵 This composite function is defined. The function assigns a person to the first letter of his name, and then to the number 1–26 that corresponds to that letter.

e. 푵 ∘ 푨 This composition is not defined. The function 푨 assigns each letter of the alphabet to its corresponding number, but function 푵 accepts only people as inputs. The range of 푨 is not contained in the domain of 푵.

f. 푭 ∘ 푳 This composition is not defined. The function 푳 assigns each animal to its number of legs , but function 푭 accepts only people as inputs. The range of 푳 is not contained in the domain of 푭.

g. 푺 ∘ 푳 ∘ 푭 This composition is defined. The function assigns a person to her favorite animal, then to the number of legs of that animal, and then to the square of that number.

h. 푨 ∘ 푨 ∘ 푵 This composition is not defined. The composition 푨 ∘ 푵 is defined, and outputs a number, which is not a valid input to function 푨. The range of 푨 ∘ 푵 is not contained within the domain of 푨.

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 M3 PRECALCULUS AND ADVANCED TOPICS

3. Let 풇(풙) = 풙ퟐ − 풙, 품(풙) = ퟏ − 풙. a. 풇 ∘ 품

풇(품(풙)) = 풇(ퟏ − 풙) = ퟏ − ퟐ풙 + 풙ퟐ − ퟏ + 풙 = 풙ퟐ − 풙

b. 품 ∘ 풇

품(풇(풙)) = 품(풙ퟐ − 풙) = ퟏ − 풙ퟐ + 풙 = −풙ퟐ + 풙 − ퟏ

c. 품 ∘ 품

품(품(풙)) = 품(ퟏ − 풙) = ퟏ − ퟏ + 풙 = 풙

d. 풇 ∘ 풇

풇(풇(풙)) = 풇(풙ퟐ − 풙) = 풙ퟒ − ퟐ풙ퟑ + 풙ퟐ − 풙ퟐ + 풙 = 풙ퟒ − ퟐ풙ퟑ + 풙

e. 풇(품(ퟐ))

풇(품(ퟐ)) = 풇(−ퟏ) = ퟐ

f. 품(풇(−ퟏ))

품(풇(−ퟏ)) = 품(ퟐ) = −ퟏ

4. Let 풇(풙) = 풙ퟐ, 품(풙) = 풙 + ퟑ. a. 품(풇(ퟓ))

품(풇(ퟓ)) = 품(ퟓퟐ) = 품(ퟐퟓ) = ퟐퟓ + ퟑ = ퟐퟖ

b. 풇(품(ퟓ))

풇(품(ퟓ)) = 풇(ퟓ + ퟑ) = 풇(ퟖ) = ퟖퟐ = ퟔퟒ

c. 풇(품(풙))

풇(품(풙)) = 풇(풙 + ퟑ) = (풙 + ퟑ)ퟐ = 풙ퟐ + ퟔ풙 + ퟗ

d. 품(풇(풙))

품(풇(풙)) = 품(풙ퟐ) = 풙ퟐ + ퟑ

e. 품 (풇(√풙 + ퟑ))

품 (풇(√풙 + ퟑ)) = 품(풙 + ퟑ) = 풙 + ퟔ

Lesson 16: Function Composition 272

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 M3 PRECALCULUS AND ADVANCED TOPICS

5. Let 풇(풙) = 풙ퟑ, 품(풙) = ퟑ√풙. a. 풇 ∘ 품

풇(품(풙)) = 풇(ퟑ√풙) = 풙

b. 품 ∘ 풇

품(풇(풙)) = 품(풙ퟑ) = 풙

c. 풇(품(ퟖ))

풇(품(ퟖ)) = 풇(ퟐ) = ퟖ

d. 품(풇(ퟐ))

품(풇(ퟐ)) = 품(ퟖ) = ퟐ

e. 풇(품(−ퟖ))

풇(품(−ퟖ)) = 풇(−ퟐ) = −ퟖ

f. 품(풇(−ퟐ))

품(풇(−ퟐ)) = 품(−ퟖ) = −ퟐ

6. Let 풇(풙) = 풙ퟐ, 품(풙) = √풙 + ퟑ. a. Show that (풇(풙 + ퟑ)) = |풙 + ퟑ| + ퟑ.

품(풇(풙 + ퟑ)) = 품((풙 + ퟑ)ퟐ) = √(풙 + ퟑ)ퟐ + ퟑ = |풙 + ퟑ| + ퟑ

b. Does (풙) = |풙 + ퟑ| + ퟑ = (풙) = |풙| + ퟔ? Graph them on the same coordinate plane.

No, they are not equal.

For |풙 + ퟑ| + ퟑ, if 풙 + ퟑ ≥ ퟎ, |풙 + ퟑ| + ퟑ = 풙 + ퟔ; if 풙 + ퟑ < ퟎ, |풙 + ퟑ| + ퟑ = −풙.

For |풙| + ퟔ, if 풙 ≥ ퟎ, |풙| + ퟔ = 풙 + ퟔ; if 풙 < ퟎ, |풙| + ퟔ = −풙 + ퟔ.

Lesson 16: Function Composition 273

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 M3 PRECALCULUS AND ADVANCED TOPICS

7. Given the chart below, find the following:

−ퟔ ퟎ ퟐ ퟒ

풇(풙) ퟒ −ퟔ ퟎ ퟐ

품(풙) ퟐ ퟒ −ퟔ ퟎ

풉(풙) ퟎ ퟐ ퟒ −ퟔ

풌(풙) ퟏ ퟒ ퟎ ퟑ

a. 풇(품(ퟎ))

ퟐ

b. 품(풌(ퟐ))

ퟒ

c. 풌(품(−ퟔ))

ퟎ

d. 품(풉(ퟒ))

ퟐ

e. 품(풌(ퟒ))

품(ퟑ) is not defined.

f. (풇 ∘ 품 ∘ 풉)(ퟐ) −ퟔ

g. (풇 ∘ 풇 ∘ 풇)(ퟎ) ퟐ

h. (풇 ∘ 품 ∘ 풉 ∘ 품)(ퟐ) ퟐ

Lesson 16: Function Composition 274

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 M3 PRECALCULUS AND ADVANCED TOPICS

8. Suppose a flu virus is spreading in a community. The following table shows the number of people, 풏, who have the virus 풅 days after the initial outbreak. The number of people who have the virus is a function of the number of days, 풏 = 풇(풅).

풅 ퟎ ퟏ ퟒ ퟖ ퟏퟐ ퟏퟔ ퟐퟎ days 풏 = 풇(풅) ퟐ ퟒ ퟏퟒ ퟑퟐ ퟔퟒ ퟓퟎ ퟑퟐ number of people infected

There is only one pharmacy in the community. As the number of people who have the virus increases, the number of boxes of cough drops, 풃, sold also increases. The number of boxes of cough drops sold on a given day is a function of the number of people who have the virus, 풃 = 품(풏), on that day.

풏 ퟎ ퟐ ퟒ ퟗ ퟏퟒ ퟐퟎ ퟐퟖ ퟑퟐ ퟒퟒ ퟒퟖ ퟓퟎ ퟔퟎ ퟔퟒ number of people infected 풃 = 품(풏) number of boxes of ퟏ ퟓ ퟏퟒ ퟏퟔ ퟐퟐ ퟑퟎ ퟒퟐ ퟓퟖ ퟕퟒ ퟖퟔ ퟏퟎퟐ ퟏퟐퟒ ퟏퟑퟔ cough drops sold

a. Find 품(풇(ퟏ)), and state the meaning of the value in the context of the flu epidemic. Include units in your answer.

Because 풇(ퟏ) = ퟒ and 품(풇(ퟏ)) = ퟏퟒ, on day one, there were four people infected, and there were fourteen boxes of cough drops sold at the pharmacy.

b. Fill in the chart below using the fact that 풃 = 품(풇(풅)).

풅 ퟎ ퟏ ퟒ ퟖ ퟏퟐ ퟏퟔ ퟐퟎ (days) 풃 ퟓ ퟏퟒ ퟐퟐ ퟓퟖ ퟏퟑퟔ ퟏퟎퟐ ퟓퟖ number of boxes of cough drops sold

c. For each of the following expressions, interpret its meaning in the context of the problem, and if possible, give an approximation of its value. i. 품(풇(ퟒ))

품(풇(ퟒ)) = 품(ퟏퟒ) = ퟐퟐ

On the fourth day of the outbreak, ퟐퟐ boxes of cough drops were sold.

ii. 품(풇(ퟏퟔ))

품(풇(ퟏퟔ)) = 품(ퟓퟎ) = ퟏퟎퟐ

On the sixteenth day of the outbreak, ퟏퟎퟐ boxes of cough drops were sold.

iii. 풇(품(ퟗ))

We can compute 풇(품(ퟗ)) = 풇(ퟏퟔ) = ퟓퟎ but it does not make sense in the context of this problem. The output 품(ퟗ) = ퟏퟔ represents the number of boxes of cough drops sold when ퟗ people are infected. The output 풇(ퟏퟔ) = ퟓퟎ represents the number of people infected on day ퟏퟔ of the outbreak. However, 풇 is a function of days, not a function of the number of boxes of cough drops sold.

Lesson 16: Function Composition 275