Evaluating limits graphically Sketch a graph of f and use it to make a conjecture about the values of f ( a ) , lim x → a − f ( x ) , lim x → a + f ( x ) , and lim x → a f ( x ) or state that they do not exist. 21. f ( x ) = { x if x < 4 3 if x = 4 x + 1 if x > 4 ; a = 4
Evaluating limits graphically Sketch a graph of f and use it to make a conjecture about the values of f ( a ) , lim x → a − f ( x ) , lim x → a + f ( x ) , and lim x → a f ( x ) or state that they do not exist. 21. f ( x ) = { x if x < 4 3 if x = 4 x + 1 if x > 4 ; a = 4
Evaluating limits graphically Sketch a graph of f and use it to make a conjecture about the values of
f
(
a
)
,
lim
x
→
a
−
f
(
x
)
,
lim
x
→
a
+
f
(
x
)
,
and
lim
x
→
a
f
(
x
)
or state that they do not exist.
21.
f
(
x
)
=
{
x
if
x
<
4
3
if
x
=
4
x
+
1
if
x
>
4
;
a
=
4
2. We want to find the inverse of f(x) = (x+3)²
a. On the graph at right, sketch f(x).
(Hint: use what you know about
transformations!) (2 points)
b. What domain should we choose to
get only the part of f (x) that is one-
to-one and non-decreasing? Give
your answer in inequality notation. (2
points)
-
c. Now use algebra to find f¯¹ (x). (2
points)
-4-
3-
2
1
-4
-3
-2
-1
0
1
-1-
-2-
--3-
-4
-N-
2
3
4
1. Suppose f(x) =
2
4
==
x+3
and g(x) = ½-½. Find and fully simplify ƒ(g(x)). Be sure to show all
x
your work, write neatly so your work is easy to follow, and connect your expressions
with equals signs. (4 points)
A Problem Solving Approach To Mathematics For Elementary School Teachers (13th Edition)
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