LESSON

11.2 Name Class Date

Graphing Square Root 11.2 Graphing Square Root Functions

Functions Essential Question: How can you use transformations of a parent square root function to graph
functions of the form g(x) = a √(x-h) + k or g(x) = __1(
x-h) + k ?
―― ―――
√b
A2.4.C Determine the effect on the graphs of f(x) = √x when f(x) is replaced by af(x), f(x) + d, ― Resource

Texas Math Standards f(bx), and f(x - c) for specific positive and negative values of a, b, c, and d. Also A2.2.A, A2.7.I
Locker

The student is expected to: Explore Graphing and Analyzing the Parent
A2.4.C Square Root Function
―
Determine the effect on the graphs of f(x) = √x when f(x) is replaced Although you have seen how to use imaginary numbers to evaluate square roots of negative numbers, graphing
by af(x), f(x) + d, f(bx), and f(x - c) for specific positive and complex numbers and complex valued functions is beyond the scope of this course. For purposes of graphing
negative values of a, b, c, and d. Also A2.2.A, A2.7.I functions based on the square roots (and in most cases where a square root function is used in a real-world example),
the domain and range should both be limited to real numbers.
Mathematical Processes The square root function is the inverse of a quadratic function with a domain limited to positive real numbers. The
quadratic function must be a one-to-one function in order to have an inverse, so the domain is limited to one side of
A2.1.E the vertex. The square root function is also a one-to-one function as all inverse functions are.
The student is expected to create and use representations to organize, ⎧ ⎫
record, and communicate mathematical ideas.  The domain of the square root function (limited to real numbers) is given by ⎨x ǀ x ≥ 0 ⎬
⎩ ⎭

Language Objective  Fill in the table.  Plot the points on the graph, and connect

1.D, C.3, 2.D.1, 2.I.4, 4.F x f(x) = √x ― them with a smooth curve.

y
0 0 7
Discuss with a partner how the graphs of square root functions compare
with quadratic functions. 1 1 5
4 2 3
9
ENGAGE
3
1 x
-1 0
© Houghton Mifflin Harcourt Publishing Company

1 3 5 7

Essential Question: How can you use

transformations of a parent square root  Recall that this function is the inverse of the parent quadratic (ƒ(x) = x 2) with a domain

――
function to graph functions of the form limited to the nonnegative real numbers. Write the range of this square root function:
⎧ ⎫
⎨y ǀ y ≥ 0 ⎬.

―――
f(x) = a √ x - h + k or ⎩ ⎭

g(x) = __
b √
1 (x - h) + k ?  The graph appears to be getting flatter as x increases, indicating that the rate of change decreases
as x increases.

Possible answer: You can use the parameters a, b, h, Describe the end behavior of the square root function, ƒ(x) = √x .
_
ƒ(x) → ∞ as x → ∞

and k to transform points on the parent function
and use those transformed points to draw the graph
of f(x) or g(x).

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PREVIEW: LESSON
Date

Functions
Class

Name

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11.2 Grap
on to graph

HARDCOVER PAGES 417−426

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Locker
d by af(x)
Essential
Quest
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, A2.7.I
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Lesson 2

589

10:29 AM
12/01/15
Module 11

589
L2.indd
7_U5M11
SE35394
A2_MTXE

589 Lesson 11.2

 Reflect

1. Discussion Why does the end behavior of the square root function only need to be described at one end? EXPLORE 1
The function is not defined for negative values of x, and so its behavior as x approaches
negative infinity is also not defined. The discrete point (0, 0) does not describe end Graphing and Analyzing the Parent
behavior even though the function “ends” there. Square Root Function

The solution to the equation x 2 = 4 is sometimes written as x = ±2. Explain why the inverse of ƒ(x) = x 2
2.
_
cannot similarly be written as g(x) = ±√x in order to use all reals as the domain of ƒ(x).
INTEGRATE TECHNOLOGY
Functions, including functions that are inverses of other functions, must have a single Students have the option of completing the Explore
range value for each domain value. The ± symbol is shorth and for “positive or negative” activity either in the book or online.
and indicates two different range values for a single domain value. This is counter to the
definition of function.
QUESTIONING STRATEGIES
How do you know that the graph of f(x) = √x ―
Explore 2 Predicting the Effects of Parameters on the Graphs does not have a horizontal asymptote? As the
of Square Root Functions value of x increases, the square root of x increases
You have learned how to transform the graph of a function using reflections across the x- and y-axes, vertical and without bound, so there is no horizontal asymptote.
horizontal stretches and compressions, and translations. Here, you will apply those transformations to the graph of
_
the square root function ƒ(x) = √ x .
(As x → ∞, f(x) → ∞.) The function is an increasing
_ function, and the range is all non-negative real
When transforming the parent function ƒ(x) = √ x , you can get functions of the form
__ __ numbers.
g(x) = a√(x - h) + k or g(x) = √_b1 (x - h) + k.

For each parameter, predict the effect on the graph of the parent function, and then confirm your prediction with a
graphing calculator.

A
_
Predict the effect of the parameter, h, on the graph of g(x) = √ x - h for each function. EXPLORE 2
© Houghton Mifflin Harcourt Publishing Company
_
a. g(x) = √ x - 2 : The graph is a translation of the graph of ƒ(x) [right/left/up/down] 2 units.
_
Predicting the Effects of Parameters
b. g(x) = √ x + 2 : The graph is a translation of the graph of ƒ(x) [right/left/up/down] 2 units. on the Graphs of Square Root
Check your answers using a graphing calculator. Functions
_
B Predict the effect of the parameter k on the graph of g(x) = √ x + k for each function.

a. g(x) = ― + 2: The graph is a translation

√x of the graph of ƒ(x) [right/up/left/down] 2 units. QUESTIONING STRATEGIES
b. g(x) = √x― - 2: The graph is a translation of the graph of ƒ(x) [right/up/left/down] 2 units. ―
For functions of the form f(x) = a √x , why
Check your answers using a graphing calculator. does a value of a that is between 0 and 1 create
a vertical compression of the graph of the parent
function? The function value for each x-value is
multiplied by a number less than 1, making it less
Module 11 590 Lesson 2 than the corresponding value for the parent
function; this pulls the graph closer to the x-axis.
PROFESSIONAL DEVELOPMENT
A2_MTXESE353947_U5M11L2.indd 590 19/03/15 12:43 PM

Learning Progressions
Students have learned how parameters affect the graphs of quadratic functions,
absolute value functions, and rational functions. In this lesson, these concepts are

――
extended to the graphs of square root functions. Students analyze how the
parameters a, b, h, and k, in functions of the form f(x) = a √x - h + k and
―――
f(x) = __ √
1 (x - h) + k affect the graph of the parent square root function,
b
―
f(x) = √x . They then use this knowledge to graph square root functions, and to
analyze graphs to determine the functions they represent.

Graphing Square Root Functions 590

 _
C Predict the effect of the parameter a on the graph of g(x) = a√x for each function.
INTEGRATE MATHEMATICAL _ vertical
a. g(x) = 2√ x : The graph is a stretch of the graph of ƒ(x) by a factor of 2 . _1
PROCESSES
√―
b. g(x) = _12 x : The graph is a vertical 2 .
compression of the graph of ƒ(x) by a factor of
Focus on Math Connections 1 _
c. g(x) = -_21 x― : The graph is a vertical compression of the graph of ƒ(x) by a factor of 2 as
Discuss with students how they can use what they well as a reflection across the x-axis .
know about how the various parameters affect the _
d. g(x) = -2√ x : The graph is a vertical stretch of the graph of ƒ(x) by a factor of 2 as well as a
graphs of quadratic functions to make predictions reflection across the x-axis .
about how the parameters will affect the graphs of Check your answers using a graphing calculator.
square root functions. _
D Predict the effect of the parameter b on the graph of g(x) = √__b1 x for each function.
_
2
a. g(x) = √ _21 x : The graph is a
horizontal
_
stretch of the graph of ƒ(x) by a factor of
. 1 _
b. g(x) = √ 2x : The graph is a horizontal
compression of the graph of ƒ(x) by a factor of 2 .
_
2
c. g(x) = √ -_21 x : The graph is a horizontal stretch of the graph of ƒ(x) by a factor of as well
as a reflection across the y-axis .
_
1 _
d. g(x) = √ -2x : The graph is a horizontal compression of the graph of ƒ(x) by a factor of 2 as
well as a reflection across the y-axis .

Check your answers using a graphing calculator.

Reflect

3. Discussion Describe what the effect of each of the transformation parameters is on the domain and range
of the transformed function.
h shifts the domain values left or right by |h|. It has no effect on the range.
a does nothing to the range values if it is positive, but changes them from positive to
negative if a < 0. a has no effect on the domain.
© Houghton Mifflin Harcourt Publishing Company

k shifts the range values up or down by |k|. It has no effect on the domain.
b does nothing to the domain values if it is positive, but changes them from positive to
negative if b < 0. b has no effect on the range.

Module 11 591 Lesson 2

COLLABORATIVE LEARNING
A2_MTXESE353947_U5M11L2.indd 591 12/01/15 10:29 AM

Peer-to-Peer Activity

――
Have students work in pairs. Have each student write a function of the form
f(x) = a √x - h + k but keep it hidden from the partner. Have students graph
their functions on graph paper, exchange them with partners, and try to
determine the function represented by the partner’s graph. Have partners check

――――
each other’s work. Then have the students repeat the activity using functions of
1
the form f(x) = _ √b
(x - h ) + k.

591 Lesson 11.2

 Explain 1 Graphing Square Root Functions
When graphing transformations of the square root function, it is useful to consider the effect of the transformation
on two reference points, (0, 0) and (1, 1), that lie on the parent function, and where they map to on the transformed
EXPLAIN 1
function, g(x).

― ―― ―――― Graphing Square Root Functions

f(x) = √x g ( x ) = a √x - h + k g(x) = √__b1 (x - h) + k
x y x y x y
0 0 h k h k QUESTIONING STRATEGIES
1 1 h+1 k+a h+b k+1
What is an example of a negative value of x
The transformed reference points can be found by recognizing that the initial point of the graph is translated
that is in the domain of a square root
from (0, 0) to (h, k).

―――
When g(x) involves the parameters a, h, and k, the second transformed reference point is 1 unit to the right of function? Why is it part of the domain? In the
(h, k) and ⎜a⎟ units up or down from (h, k), depending on the sign of a. When g(x) involves the parameters b, h, function g(x) = √x + 10 , x can be -6 because it
and k, the second transformed reference point is ⎜b⎟ units left or right from (h, k), depending on the sign of b,

――― ―
and 1 unit above (h, k). results in a nonnegative square root,
Transformations of the square root function also affect the domain and range. In order to work with real valued g(x) = √-6 + 10 = √4 .
inputs and outputs, the domain of the square root function cannot include values of x that result in a negative-valued

――
expression. Negative values of x can be in the domain, as long as they result in nonnegative values of the expression What effect do h and k have on the domain
that is inside the square root. Similarly, the value of the square root function is positive by definition, but multiplying
the square root function by a negative number, or adding a constant to it changes the range and can result in negative and range of f(x) = a √x - h + k? The
values of the transformed function.
domain is all real numbers greater than or equal to
Example 1 For each of the transformed square root functions, find the transformed reference h. The range is all real numbers greater than or
points and use them to plot the transformed function on the same graph with the parent
function. Describe the domain and range using set notation. equal to k if a > 0, and less than or equal to k
_
g(x) = 2√x - 3 - 2
if a < 0.

To find the domain:

Square root input must be nonnegative. x-3≥ 0 INTEGRATE MATHEMATICAL

Solve the inequality for x. x≥ 3 PROCESSES
⎧ ⎫
The domain is ⎨x ǀ x ≥ 3⎬.
⎩ ⎭
© Houghton Mifflin Harcourt Publishing Company
Focus on Technology
To find the range: Students can use a graphing calculator to help them
_
√x - 3 ≥0
The square root function is nonnegative. better understand the effects of a stretch or a
_
Multiply by 2 2√ x - 3 ≥ 0 compression. Have them graph both the parent
_
Subtract 2. 2√ x - 3 - 2 ≥ -2 function and the given function on the calculator so
The expression on the left is g(x). g(x) ≥ -2 6
y they can see how the rate of change of the function is
Since g(x) is greater than or equal to -2 for all x in the domain,
reflected in the graph.
4
⎧ ⎫
the range is ⎨y ǀ y ≥ -2⎬.
⎩ ⎭ 2
(0, 0) → (3, -2) x
0 2 4 6 8
(1, 1) → (4, 0)
-2

Module 11 592 Lesson 2

DIFFERENTIATE INSTRUCTION
A2_MTXESE353947_U5M11L2 592 1/13/15 11:21 AM

Kinesthetic Experience
Have students work in pairs. Have each pair place a transparency sheet over a

――
sheet of graph paper with the axes labeled. Have them graph the radical function
f(x) = a √x - h + k on the transparency for h = 0 and k = 0. Then have them
move the transparency to represent changes in h and k, and write the function that
represents the transformation. Students can use a graphing calculator to check
their answers.

Graphing Square Root Functions 592

 __

B g(x) = -_ √
1 (x - 2) + 1
2
PEERTOPEER DISCUSSION To find the domain:
Ask students to discuss with a partner the difference Square root input must be nonnegative. 1 (x - 2) ≥
-_ 0
2
between a vertical stretch and a horizontal stretch. Multiply both sides by -2. x-2 ≤ 0
Have them use graphs exhibiting each of these
Add 2 to both sides. x ≤2
attributes to describe the comparison in their own ⎧ ⎫
Expressed in set notation, the domain is ⎨x ǀ x≤2 ⎬.
words. Then ask them to do the same for vertical and ⎩ ⎭
To find the range:
horizontal compressions. Have them share their __

descriptions with the class. The square root function is nonnegative. √-_21 (x - 2) ≥
__
0

Add 1 both sides √-_21 (x - 2) + 1 ≥ 1

The expression on the left is g(x) . g(x) ≥ 1 y
Since g(x) is greater than 1 for all x in the domain, 3
⎧ ⎫
the range (in set notation) is ⎨y ǀ y ≥ 1 ⎬. 1
⎩ ⎭ x
(0, 0) → (2, 1) -3 -1 0 1 3
(1, 1) → (0, 2)
-3

Your Turn

For each of the transformed square root functions, find the transformed reference
points and use them to plot the transformed function on the same graph with the
parent function. Describe the domain and range using set notation.
_
4. g(x) = -3√x - 2 + 3

y (0, 0) → (2, 3)

3 (1, 1) → (3, 0)
© Houghton Mifflin Harcourt Publishing Company

1
To find the domain:x - 2 ≥ 0
x
-1 0 1 3 5 7
x≥2
⎧ ⎫
The domain is ⎨x ǀ x ≥ 2⎬.
⎩
-3
――
To find the range: √x - 2 ≥ 0
⎭

-3 √――
x-2≤ 0
――
-3 √x - 3 + 3 ≤ 3
g(x) ≤ 3
⎧ ⎫
The range is ⎨y ǀ y ≤ 3⎬.
⎩ ⎭

Module 11 593 Lesson 2

LANGUAGE SUPPORT
A2_MTXESE353947_U5M11L2.indd 593 19/03/15 12:45 PM

Communicating Math
Have students work in pairs to complete a chart similar to the following,
comparing and contrasting quadratic and square root functions.

Type of Example Description Similarities Differences

Function

593 Lesson 11.2

 5. g(x) =
―――
√__13 (x + 2) + 1 (0, 0) → (-2,1)

y (1, 1) → (1, 2)
1 x+2 ≥0
To find the domain: _ ( )
EXPLAIN 2
3 3
1 x
x+2≥ 0 Writing Square Root Functions
x ≥ -2
-3 -1 0 1 3
⎧ ⎫
The domain is ⎨x ǀ x ≥ -2⎬.
―――⎩ ⎭
QUESTIONING STRATEGIES
√_
-3 1
To find the range: (x + 2 ) ≥ 0
―――3
How can you tell the signs of h and k by
√
1 x+2 +1≥ 1
_
3
( )
looking at the graph? You can see which way
g(x) ≥ 1 the graph of the parent function has been
⎧ ⎫ translated. If it has been translated to the right, h is
The range is ⎨y ǀ y ≥ 1⎬.
⎩ ⎭
positive. If it has been translated to the left, h is
Explain 2 Writing Square Root Functions negative. If it has been translated up, k is positive. If
Given the graph of a square root function
__and the form of the transformed function, either
it has been translated down, k is negative.
_
g(x) = a√x - h + k or g(x) = √ __1 (x - h) = k, the transformation parameters can be determined from the
b
transformed reference points. In either case, the initial point will be at (h, k) and readily apparent. The
parameter a can be determined by how far up or down the second point (found at x = h + 1) is from the
initial point, or the parameter b can be determined by how far to the left or right the second point AVOID COMMON ERRORS
(found at y = k + 1) is from the initial point.
Students may forget that when indicating a horizontal
Example 2 Write the function that matches the graph using the indicated
transformation format. stretch or compression of the parent graph, the
__ reciprocal of the stretch or compression factor, and
 b √
1 (x - h) + k
g(x) = _
not the factor itself, is placed under the radical sign.
Initial point: (h, k) = (1,-2)
y
Present a side-by-side comparison of a stretch and a
1
Second point: compression to remind students of the proper
(h + b, k +1) = (0, -1) procedure.
© Houghton Mifflin Harcourt Publishing Company
x
-2 -1 0 1 1+b=0
-1
b = -1
-2 __
The function is g(x) = √-1(x - 1) - 2.

Module 11 594 Lesson 2

A2_MTXESE353947_U5M11L2.indd 594 12/01/15 10:29 AM

Graphing Square Root Functions 594

 _
g(x) = a√x - h + k
( )
B
INTEGRATE TECHNOLOGY Initial point: (h, k) = -2 , -1
y
Students can use a graphing calculator to Second point:
6
check their work. They can enter their
functions and use the graphing feature to check that
4 (h + 1, k + a ) = (-1, 2 )
2 -1 + a = 2
the graphs of their functions match the given graph.
x
a= 3
0 2 4 __

The function is g(x) = 3 √x + 2- 1 .

Your Turn

Write the function that matches the graph using the indicated transformation format.
__
6. g(x) = _
b √
1 (x - h) + k

y (h, k) = (1, -1)

2
(h + b, k + 1) = _
3
2
,0 ( )
1
1+b= _3
x 2
0 1 2 3 _1 b=
-1 2
―――
g(x) = √2(x - 1) -1
__
7. g(x) = a√(x - h) + k

7
y (h, k) = (-3, 5)
(h + 1, k + a) = (-2, 2)
© Houghton Mifflin Harcourt Publishing Company

5
5+a=2
3
a = -3
1 _
x g(x) = -3√x + 3 + 5
-3 -1 0 1 3

Module 11 595 Lesson 2

A2_MTXESE353947_U5M11L2.indd 595 2/21/14 12:54 AM

595 Lesson 11.2

 Explain 3 Modeling with Square Root Functions
Square root functions that model real-world situations can be used to investigate average rates of change. EXPLAIN 3
Recall that the average rate of change of the function ƒ(x) over an interval from x 1 to x 2 is given by
ƒ(x 2) - ƒ(x 1)
__
Modeling with Square Root Functions
x 2 - x 1.

Example 3 Use a calculator to evaluate the model at the indicated points, and connect
the points with a curve to complete the graph of the model. Calculate QUESTIONING STRATEGIES
the average rates of change over the first and last intervals and explain
How can you summarize the rate of change of
―
what the rate of change represents.
a square root function of the form f(x) = a √x
 The approximate period T of a pendulum (the time it takes _ a pendulum to complete
one swing) is given in seconds by the formula T = 0.32√ℓ , where ℓ is the length of the when a is a positive number? How is this reflected in
pendulum in inches. Use lengths of 2, 4, 6, 8, and 10 inches. the graph of the function? As values of x increase,
First find the points for the given x-values. the rate of change decreases. The graph shows a
Length (inches) Period (seconds) rising curve that gets less and less steep (i.e., flatter)
2 0.45 as x approaches infinity.
4 0.64
6 0.78
8 0.91 T
10 1.01 1.0
Plot the points and draw a smooth curve through them.
Period (seconds)

0.8
Find the average increase in period per inch
0.6
increase in the pendulum length for the first
interval and the last interval.

© Houghton Mifflin Harcourt Publishing Company . ©Olga Mishyna/

0.4
First interval:
0.2
0.64 - 0.45
rate of change = _
4-2 l
0 2 4 6 8 10
= 0.095
Length (inches)
Last Interval:
1.01 - 0.91
rate of change = _
10 - 8
= 0.05

The average rate of change is less for the last interval. The average rate of change represents the increase
Shutterstock

in pendulum period with each additional inch of length. As the length of the pendulum increases, the
increase in period time per inch of length becomes less.

Module 11 596 Lesson 2

A2_MTXESE353947_U5M11L2.indd 596 2/21/14 12:54 AM

Graphing Square Root Functions 596

 B A car with good tires is on a dry road. The speed, in miles per_ hour, from which the
car can stop in a given distance d, in feet, is given by s(d) = √96d . Use distances
of 20, 40, 60, 80, and 100 feet.

First, find the points for the given x-values.

Distance 20 40 60 80 100

Speed 43.8 62.0 75.9 87.6 98.0

Plot the points and draw a smooth curve through them. s

First interval: 80

Speed (mi/h)
62.0 - 43.8
rate of change = __ 60
40 - 20
40
= 0.91
20
Last Interval:
98.0 - 87.6 d
rate of change = __ 0 20 40 60 80
100 - 80
Distance (feet)
= 0.52

The average rate of change is less for the last interval. The average rate of change represents the
increase in speed with each additional foot of distance . As the available stopping distance
increases, the additional increase in speed per foot of stopping distance decreases .

Your Turn

Use a calculator to evaluate the model at the indicated points, and connect the points
with a curve to complete the graph of the model. Calculate the average rates of change
over the first and last intervals and explain what the rate of change represents.

8. The speed in miles per hour of a tsunami can be modeled by the function s(d) = 3.86 √d , where d is ―
the average depth in feet of the water over which the tsunami travels. Graph this function from depths
of 1000 feet to 5000 feet and compare the change in speed with depth from the shallowest interval to the
© Houghton Mifflin Harcourt Publishing Company

deepest. Use depths of 1000, 2000, 3000, 4000, and 5000 feet for the x-values.

Points: (1000, 122.1), (2000, 172.6), (3000, 211.4), (4000, 244.1), (5000, 272.9)
172.6 - 122.1 s
First interval: = __
2000 - 1000
240
= 0.0505

Speed (mi/h)
272.9 - 244.1
Last Interval: = __ 180
5000 - 4000
= 0.0288 120
The average rate of change is less for the last interval.
The average rate of change represents the increase in 60
tsunami speed with each additional foot of depth. d
The speed increases less with each additional foot of depth. 0 1000 2000 3000 4000
Depth (feet)

Module 11 597 Lesson 2

A2_MTXESE353947_U5M11L2.indd 597 2/21/14 6:12 AM

597 Lesson 11.2

 Elaborate
9. What is the difference between the parameters inside the radical (b and h) and the parameters outside the
radical (a and k)?
ELABORATE
The inside parameters are horizontal transformations and the outside parameters are
vertical transformations.
INTEGRATE MATHEMATICAL
PROCESSES
10. Which transformations change the square root function’s end behavior?
vertical reflections (a < 0) and horizontal reflections (b < 0) Focus on Math Connections
Enhance students’ understanding of the different
11. Which transformations change the square root function’s initial point location? effects produced by a and b by having them complete
horizontal translations (h ≠ 0) and vertical translations (k ≠ 0)
―
a table of values for x = 0, 1, 4, 16, and 64 and the
― ―
functions f(x) = √x , g(x) = 4 √x , h(x) = √4x , and
―
12. Which transformations change the square root function’s domain?
horizontal translations (h ≠ 0) and horizontal reflections (b < 0)
√
j(x) = __ 1 x , and compare the values across the
4
functions. Students can then plot the points and
graph the different functions to see how the effects of
13. Which transformations change the square root function’s range? the parameters are reflected in the graphs.
vertical translations (k ≠ 0) and vertical reflections (a < 0)

14. Essential Question Check-In Describe in your own words the steps you would take to graph a function QUESTIONING STRATEGIES
of the form g(x) = a √――
―――
x - h + k or g(x) = √__1 (x - h) + k if you were given the values of h and k and How can you use the rule for a square root
b
using either a or b.
――
Start with the point (h, k), which is the endpoint of the function. If g(x) = a √x - h + k
function to determine the x-intercept of its
graph? Find the value of x that makes the function
―――
is used, a second reference point will be located over by 1 to the right and up by a (or down
equal to 0. This can be found by inspection, or by
by ⎜a⎟ if a < 0). If g(x) = √__b1 (x - h) + k is used, the second reference point is found by
© Houghton Mifflin Harcourt Publishing Company
setting the rule equal to 0 and solving for x.
moving up by 1 and to the right by b (or left by ⎜b⎟ if b < 0). Draw a half parabola that
goes through both reference points and continues past the second point.
SUMMARIZE THE LESSON
――
How is the graph of f(x) = a √x - h + k
―
related to the graph of f(x) = √x ? Its starting
point is at (h, k), instead of (0, 0). It is stretched
vertically by a factor of a if ⎜a⎟ > 1, or compressed
vertically by a factor of a if 0 < ⎜a⎟ < 1. If a < 0, then
the graph is decreasing instead of increasing.

Module 11 598 Lesson 2

A2_MTXESE353947_U5M11L2.indd 598 12/01/15 10:29 AM

Graphing Square Root Functions 598

EVALUATE Evaluate: Homework and Practice
1. ― ―
Graph the functions ƒ(x) = √x and g(x) = - √ x on the same grid. Describe the
• Online Homework
• Hints and Help
domain, range and end behavior of each function. How are the functions related? • Extra Practice

y
f(x) = √x― g(x) = - √x ―
3
⎧ ⎫ ⎧ ⎫
Domain ⎨x ǀ x ≥ 0 ⎬ ⎨x ǀ x ≥ 0 ⎬
⎩ ⎭ ⎩ ⎭
1 x ⎧ ⎫ ⎧ ⎫
ASSIGNMENT GUIDE 0 1 3 5 7
Range ⎨y ǀ y ≥ 0 ⎬
⎩ ⎭
⎨y ǀ y ≤ 0 ⎬
⎩ ⎭

Concepts and Skills Practice End Behavior f(x) → ∞ as x → ∞ g(x) → -∞ as x → ∞

-3
Explore 1 Exercises 1 The functions are reflections of each other over the x-axis.
Graphing and Analyzing the Parent
Square Root Function Describe the transformations of g(x) from the parent function f(x) = √x . ―
―― ――
Explore 2 Exercises 2–5 2. g(x) = _ 1x + 1
2 √ 3. g(x) = -5 √x + 1 - 3
Predicting the Effects of Parameters Stretch horizontally by a factor of 2 and Stretch vertically by a factor of 5, reflect
on the Graphs of Square Root translate up by 1. across x-axis, and translate left by 1 and
Functions down by 3.
Example 1 Exercises 6–13 4. ――
1 √x - 5 - 2
g(x) = _ 5. g(x) =
――――
√-7(x - 7)
4
Graphing Square Root Functions Compress vertically by 4, and translate right Compress horizontally by a factor of 7,
Example 2 Exercises 14–17 by 5 and down by 2. reflect across y-axis, and translate right
by 7.
Writing Square Root Functions
Example 3 Exercises 18–21 Describe the domain and range of each function using set notation.
Modeling with Square Root ―――― ――
6. g(x) = _ √
1 (x - 1)
――― 7. g(x) = 3 √x + 4 + 3
――
Functions 3
_1(
x - 1) ≥ 0 √_1 (x - 1) ≥ 0 x+4≥ 0 √x + 4 ≥ 0
3 √――
© Houghton Mifflin Harcourt Publishing Company

3 3
x-1≥ 0 g(x) ≥ 0 x ≥ -4 x+4 ≥ 0
INTEGRATE MATHEMATICAL x≥1 Range: {y ǀ y ≥ 0} Domain: {x ǀ x ≥ -4} ――
3 √x + 4 + 3 ≥ 3
PROCESSES Domain: {x ǀ x ≥ 1} g(x) ≥ 3
Focus on Critical Thinking Range: {y ǀ y ≥ 3}

Mario says that the domain of the parent square root 8.

――――
g(x) = √-5(x + 1) + 2 9. ――
g(x) = -7 √x - 3 - 5
function is the set of all positive real numbers. Is he -5(x + 1) ≥ 0
――――
√-5(x + 1) ≥ 0 x-3≥ 0 ――
√x - 3 ≥ 0
correct? Explain. He is not correct, because the x+1≤ 0
――――
√-5(x + 1) + 2 ≥ 2 x≥3 -7 √――
x-3≤ 0
-7 √――
domain also includes 0. The domain is the set of all x ≤ -1 g(x) ≥ 2 Domain: {x ǀ x ≥ 3} x - 3 - 5 ≤ -5
non-negative real numbers. Domain: {x ǀ x ≤ -1} Range: {y ǀ y ≥ 2} g(x) ≤ -5
Range: {y ǀ y ≤ -5}

Module 11 599 Lesson 2

A2_MTXESE353947_U5M11L2.indd 599
Exercise Depth of Knowledge (D.O.K.) Mathematical Processes 12/01/15 10:29 AM

1 1 Recall of Information 1.D Multiple representations

2–5 2 Skills/Concepts 1.F Analyze relationships
6–13 2 Skills/Concepts 1.E Create and use representations
14–17 2 Skills/Concepts 1.F Analyze relationships
18–21 2 Skills/Concepts 1.E Create and use representations
22 2 Skills/Concepts 1.F Analyze relationships

599 Lesson 11.2

 Plot the transformed function g(x) on the grid with the parent function, f(x) = √x . ―
QUESTIONING STRATEGIES
――――
Describe the domain and range of each function using set notation.
10. g(x) = - √x + 3 ― 11. g(x) = _ 1 (x + 4) - 1
3 √ What do the coordinates of the starting point
y y tell you about how the graph of the parent
3 3 function was transformed? The x-coordinate tells
2 1
you how far the graph was translated in the
x horizontal direction. The y-coordinate tells you how
1 -3 -1 0 1 3
x far the graph was translated in the vertical
-3
0 1 2 3 direction.

―≥ 0 _1 (x + 4) ≥ 0 ―――
x≥0 √x
√_31 (x + 4) ≥ 0
- √― ―――
3
domain: {x ǀ x ≥ 0}. x≤0 x+4≥ 0 _1
√ 3 (x + 4) -1 ≥ -1
√―
- x+3≤ 3 x ≥ -4
g(x) ≥ -1
g(x) ≤ 3 domain: {x ǀ x ≥ -4}.
range: {y ǀ y ≥ -1}.
range: {y ǀ y ≤ 3}.
――――
√ ( )
1 -2
2 x-_ _
12. g(x) = -_ 13. g (x) = 4√ x + 3 - 4
3 2
y y

1 3

x 1
x
-2 -1 0 1
-3 -1 0 1 3
-1

-2 -3

- _2 (x - _1 ) ≥ 0 © Houghton Mifflin Harcourt Publishing Company

3 2
x + 3≥ 0
x-_≤0
1
2 x ≥ -3
x≤_
1
2 domain: {x ǀ x ≥ -3}.
domain ⎨x ǀ x ≤ _⎬.
⎧
⎩
1⎫ ――
√x + 3 ≥ 0
2⎭
To find the range: 4 √――
x+3≥ 0
――――― ――
√- _23 (x - _12 )≥ 0
4 √x + 3 -4 ≥ -4
g(x) ≥ -4
――――
√ - _(x - _) - 2 ≥ -2
2 1 range: {y ǀ y ≥ -4}.
3 2
g(x) ≥ -2
⎧ ⎫
range ⎨⎩y ǀ y ≥ -2⎬⎭.
Module 11 600 Lesson 2

Exercise
A2_MTXESE353947_U5M11L2.indd 600
Depth of Knowledge (D.O.K.) Mathematical Processes 12/01/15 10:29 AM

23–24 3 Strategic Thinking 1.F Analyze relationships

25 3 Strategic Thinking 1.A Everyday life

Graphing Square Root Functions 600

 Write the function that matches the graph using the indicated
VISUAL CUES transformation format.
__ __
Suggest that students draw the graph of the parent √ 1 (x - h) + k
14. g (x) =   _
b
15. g(x) = √_b1 (x - h) + k
square root function on the same coordinate grid as
y y
the given graph so that they can see whether the
3 3
given graph represents a stretch or compression of
the graph of the parent function. 2 1
x
1 -3 -1 0 1 3
x
-3
-2 -1 0 1

(h, k) = (1, 1) (h, k) = (-3, 0)

(h + b, k + 1) = _ 1
2 ( )
,2 (h + b, k + 1) = (-1, 1)
1+b=_
1 -3 + b = -1
2
1 _ b=2
b=-
――――
――――
2
g (x) = √-2 (x - 1) + 1
g (x) = √_12 (x + 3)
_ _
16. g (x) = a√x - h + k 17. g (x) = a√x - h + k

y y
1 2
-1 0 1 3 5 x
1

-3 x
0 1 2 3
-1
© Houghton Mifflin Harcourt Publishing Company

(h, k) = (-1, -5) ( )

(h, k) = _
1
2
,1

(h + 1, k + a) = (0, -2) (h + 1, k + a) = (_
2 2)
3 _
,
1

-5 + a = -2
1+a= _1
2
a=3
―― a = -_ 1
g (x) = 3 √ x + 1 - 5
1 ―――
2
g(x) = - _ √ x - _ + 1
1
2 2

Module 11 601 Lesson 2

A2_MTXESE353947_U5M11L2.indd 601 2/21/14 1:02 AM

601 Lesson 11.2

 Use a calculator to evaluate the model at the indicated points,
and connect the points with a curve to complete the graph of the MULTIPLE REPRESENTATIONS
model. Calculate the average rates of change over the first and last
intervals and explain what the rate of change represents. Encourage students to make a table of values for the
18. A farmer is trying to determine how much fencing to buy
function in order to find additional points on the
to make a square holding pen with a 6-foot gap for a gate. graph. This will help them to draw a more accurate
The length of fencing, f, in feet, required as a _function of
area, A, in square feet, is given by f (A) = 4√A - 6. Evaluate
curve.
the function from 20 ft 2 to 100 ft 2 by calculating points
every 20 ft 2.

f
32
Fence length (feet)

24

16

8
A
0 20 40 60 80
Area (square feet)

points: (20, 11.9), (40, 19.3), (60, 25.0), (80, 29.8), (100, 34.0)

First Interval: = __
19.3 - 11.9
Last Interval: = __
34.0 - 29.8
40 - 20 100 - 80
= 0.37 = 0.21
The rate of change represents the extra fence length required for each additional square foot of

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Dan

pen area. The rate of change decreases with increasing area. So, the extra fence length needed
decreases as the area increases.

――
19. The speed, s, in feet per second, of an object dropped from a s
Speed (feet per second)

height, h, in feet, is given by the formula s (h) = √64h . Evaluate 32

the function for heights of 0 feet to 25 feet by calculating points
every 5 feet. Westergren/National Geographic Society/Corbis
24

16
points: (0, 0), (5, 17.9), (10, 25.3), (15, 31.0), (20, 35.8), (25, 40.0)
8
First Interval: = _ Last Interval: = __
17.9 - 0 40.0 - 35.8 h
5-0 25 - 20 0 5 10 15 20
= 3.58 = 0.84
Height (feet)
The rate of change represents additional speed in feet per second for each
additional foot of height. The rate of change decreases with increasing
height. So, the additional speed decreases as the height increases.

Module 11 602 Lesson 2

A2_MTXESE353947_U5M11L2.indd 602 12/01/15 10:30 AM

Graphing Square Root Functions 602

 20. Water is draining from a tank at an average speed, s, in feet per second,
AVOID COMMON ERRORS _
characterized by the function s (d) = 8√d - 2 , where d is the depth of the
water in the tank in feet. Evaluate the function for depths of 2, 3, 4, and 5 feet.

――
When graphing a function of the form
f(x) = a √x - h + k with a < 0, some students may s

Water Speed (ft/s)

perform the translation first and then perform the 12

reflection. Help them to see that the function 8 2 ft

――
indicates a vertical translation of the graph of 4
f(x) = a √x - h by k units, so the graph needs to be d
0 1 2 3 4
reflected before it is translated vertically.
Depth (feet)

points: (2, 0.00), (3, 8.00), (4, 11.31), (5, 13.86)

First Interval: = _
8.00 - 0
Last Interval: = __
13.86 - 11.31
3-2 5-4
= 8.00 = 2.55
The rate of change represents the increase in water velocity for every additional foot of
depth. The rate of change decreases with increasing depth. So, the increase in water velocity
decreases as the depth increases.
21. A research team studies the effects from an oil spill to develop new methods in oil
clean-up. In the spill they are studying, the damaged oil tanker spilled oil into the
ocean, forming a roughly circular spill pattern. The spill expanded out from the

――
tanker, increasing the area at a rate of 100 square meters per hour. The radius of
the circle is given by the function r = _ π √
100 t , where t is the time (in hours) after the

spill begins. Evaluate the function at hours 0, 1, 2, 3, and 4.

r
Points: (0, 0), (1, 5.64), (2, 7.98), (3, 9.77), (4, 11.28)
12
5.64 - 0 _

Radius (m)
First Interval: =
1-0 8
= 5.64
11.28 - 9.77 __
© Houghton Mifflin Harcourt Publishing Company

4
Last Interval: =
4-3 t
= 1.51 0 1 2 3 4
The rate of change represents the increase in meters of
Time (h)
the oil spill radius per hour. The rate of change decreases
with increasing time. So, the increase in the radius of the
oil spill decreases as the time increases.

Module 11 603 Lesson 2

A2_MTXESE353947_U5M11L2.indd 603 12/01/15 10:30 AM

603 Lesson 11.2


__ of the parent function ƒ (x) = √ x that result in the
22. Give all of the transformations
function g (x) = √-2 (x - 3) + 2.
A. Horizontal stretch
B. Horizontal compression
C. Horizontal reflection
D. Horizontal translation
_
CONNECT VOCABULARY
E. Vertical stretch Students should check their understanding of the
F. Vertical compression terms domain, range, end behavior, and parent
G. Vertical reflection
function as they revisit these terms from previous
lessons. Ask them to state what the terms mean for
H. Vertical translation
the functions they are graphing.

H.O.T. Focus on Higher Order Thinking

_
23. Draw Conclusions __Describe the transformations to ƒ (x) = √ x that result in the
function g (x) = √-8x + 16 + 3.
――――
g (x) = √-8x + 16 + 3
――――
= √-8 (x - 2) + 3
――――
= 2 √-2(x - 2) + 3
Horizontal compression by 2, a horizontal reflection, a vertical stretch by 2, a translation
of 2 to the right, and a translation of 3 up.

24. Analyze Relationships Show how a horizontally stretched square root function
can sometimes be replaced by a vertical compression by equating the two forms of the
transformed square root function. _

√
_ 1x
g (x) = a√x = _
b
What must you assume about a and b for this replacement to result in the same

― √――
function?

a √x = _1 x
―b
a x = √ ∙ √―
― _
√
1
x
―
_
b
a= √ © Houghton Mifflin Harcourt Publishing Company
1
b
a and b must be positive numbers.

Module 11 604 Lesson 2

A2_MTXESE353947_U5M11L2.indd 604 2/21/14 1:01 AM

Graphing Square Root Functions 604

 d
25. Multi-Step On a clear day, the view across the ocean is
JOURNAL limited by the curvature of Earth. Objects appear to disappear Horizon
below the horizon as they get farther from an observer. For
Have students explain how to find the equation of a an observer at height h above the water looking at an object
Distance to Distance to
emerging object horizon
transformed square root function given the starting with a height of H (both in feet), the approximate distance
(d) in miles at which the object drops below the horizon is
point and the image of (1, 1) under the transformation. _ h
given by d (h) = 1.21√ h + H .
H

a. What is the effect of the object height, H, on the graph

of d (h)?
The graph is translated left by H feet.
b. What is the domain of the function d (h)? Explain your answer.
⎧ ⎫
The domain is given by ⎨⎩h : h ≥ 0⎬⎭ . Although values of h between -H and 0
might seem reasonable because the expression under the square root symbol
is still not negative, a negative value of h corresponds to being underwater,
where the visibility over the horizon is not modeled by the function.
c. Plot two functions of distance required to see an object over the horizon versus
observer height: one for seeing a 2-foot-tall buoy and one for seeing a 20-foot-tall
sailboat. Calculate points every 10 feet from 0 to 40 feet.

Observer Height (ft) Buoy Distance (mi)

0 1.7
10 4.2
20 5.7 d

Object Distance (miles)

30 6.8 8

40 7.8 6

4
Observer Height (ft) Sailboat Distance (mi)
© Houghton Mifflin Harcourt Publishing Company

0 5.4 2
h
10 6.6 0 10 20 30
20 7.7 Observer Height (ft)
30 8.6
40 9.4

d. Where is the greatest increase in viewing distance with observer height?

From 0 to 10 feet observing the 2-foot tall buoy.

Module 11 605 Lesson 2

A2_MTXESE353947_U5M11L2.indd 605 12/01/15 10:30 AM

605 Lesson 11.2

 Lesson Performance Task AVOID COMMON ERRORS
Some students may think that the function
With all the coffee beans that come in for processing, a coffee manufacturer cannot sample
_
all of them. Suppose one manufacturer uses the function s(x) = √x + 1 to determine how
―
s(x) = √x + 1 translates the function f(x) = √x in ―
many samples it must take from x containers in order to obtain a good representative sampling
_ the x direction because the +1 is on the same side of
of beans. How does this function relate to the function ƒ(x) = √ x ? Graph both functions. How
the equation as the variable x. Explain to students
―
many samples should be taken from a shipment of 45 containers of beans? Explain why this can
only be a whole number answer. that s(x) = √x + 1 = f(x) + 1, which means that s(x)
The function s(x) is function f(x) shifted 1 unit up. is f(x) increased by 1. Ask students to write the
function t(x) that translates f(x) in the x direction
6
y
――
one unit. t(x) = √x + 1 or t(x) = √x - 1 ――
4 s(x)

2 f(x)
x
QUESTIONING STRATEGIES
0 What are the domain and range of the
―
2 4 6 8

mathematical function s(x) = √x + 1? The

If 45 containers of beans come in, then: domain is x ≥ 0, and the range is y ≥ 1. Both include
s(x) = ―+1√x
continuous values.
―
s(45) = √45 + 1 What are the domain and range of s(x) for the
s(45) ≈ 8 problem situation? Why does this differ from
About 8 samples should be taken from them. The answer must be a whole the domain and range of the function? The domain
number, because each container sampled produces one sample. is integers x ≥ 1, and the range is integers y ≥ 2. A
domain value of 0 would mean that 1 bean was
taken from zero containers, which does not make
© Houghton Mifflin Harcourt Publishing Company sense.

Module 11 606 Lesson 2

EXTENSION ACTIVITY
A2_MTXESE353947_U5M11L2.indd 606 20/03/15 4:15 AM

If the manufacturer wants to increase the sample size to get a more accurate
picture of the quality of the shipment, how can the model s(x) = √x + 1 be ―
adjusted to increase the sample size? Apply a vertical stretching to get
―
s(x) = a√x + 1, where a > 1, or increase the shift in the y direction to get
―
s(x) = √x + k, where k > 1.

Ask students what might be a disadvantage of increasing the sample size. If the Scoring Rubric
beans are destroyed during the sampling process, then the manufacturer has 2 points: Student correctly solves the problem and explains his/her reasoning.
1 point: Student shows good understanding of the problem but does not fully
lost more of its inventory. solve or explain his/her reasoning.
0 points: Student does not demonstrate understanding of the problem.

Graphing Square Root Functions 606