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Maths

Functions: Notation, Domain, Range and Composition

Overview

Students develop a formal algebraic understanding of functions, moving beyond graphs to work with function notation, composition and inverses.

Learning Objective
Students use function notation f(x), find outputs and inputs, state the domain and range of functions, and compose and invert simple functions.

Resources needed

  • Mini whiteboards
  • Graph paper (optional)

Lesson stages

0 / 7 done
  1. 1 A function is a rule that maps each input to exactly one output. Machine metaphor: input → [rule] → output. f(x) = 2x + 1. 'f of x' means apply the rule to x. f(3) = 2(3)+1 = 7. Students find f(0), f(-2), f(1/2).
  2. 2 Domain = the set of valid inputs. Range = the set of resulting outputs. For f(x) = √x, domain is x ≥ 0 (cannot square root a negative). Range is f(x) ≥ 0. For f(x) = 1/x, domain is x ≠ 0. Students state domain and range for three functions.
  3. 3 'If f(x) = 3x − 2 and f(a) = 13, find a.' Set up: 3a − 2 = 13. Solve: a = 5. 'If g(x) = x² + 1 and g(b) = 17, find b.' Two solutions: b = ±4. Discuss: why two answers here?
  4. 4 f(x) = 2x + 1, g(x) = x². fg(x) means 'apply g first, then f.' fg(3) = f(g(3)) = f(9) = 2(9)+1 = 19. gf(3) = g(f(3)) = g(7) = 49. 'Note: fg ≠ gf in general.' Students find fg(x) algebraically: fg(x) = f(x²) = 2x²+1.
  5. 5 The inverse f⁻¹(x) reverses the function. If f(x) = 2x+1, find f⁻¹(x). Method: write y = 2x+1, swap x and y: x = 2y+1, rearrange for y: y = (x−1)/2. So f⁻¹(x) = (x−1)/2. Verify: f(f⁻¹(x)) = x.
  6. 6 Graph f(x) and f⁻¹(x). They are reflections of each other in the line y = x. Verify for f(x) = 2x+1 and f⁻¹(x) = (x−1)/2. Discuss why functions with restricted domains may have inverses where unrestricted ones do not.
  7. 7 If fg(x) = 6x² + 1 and g(x) = x², find f(x). Work backwards: f must turn x² into 6x²+1, so f(x) = 6x+1. Verify: fg(x) = f(x²) = 6x²+1. ✓

Tap a step to mark it as done.

Variations

  • Extend to piecewise functions
  • Link to transformations: f(x+a), f(ax), af(x)
  • Explore self-inverse functions where f⁻¹ = f
More information

Display: function, input, output, domain, range, composite, inverse, notation f(x). Use the mapping diagram alongside algebraic notation.

Begin with simple linear functions only. Provide a structured template for finding inverses (write y = ..., swap x and y, rearrange). Delay composition until notation is secure.

Do students apply the function rule correctly (substituting x accurately)? Do they perform composition in the correct order? Is the inverse correct (verified by ff⁻¹(x) = x)?

All working on mini whiteboards or plain paper. No graphing required for the algebraic components.

Students often reverse the order of composition: fg means 'g first, then f' which feels counterintuitive. Use the notation fg(x) = f(g(x)) consistently and rehearse with numbers first.