Section 3.4 The Domain and Range of Functions 197 SECTION 3.4 EXERCISE SET Write About It! Use complete sentences in your answer to each exercise. 1. Explain how to find the domain of a function that is given as a set of ordered pairs. 2. Explain how to find the domain of a function from its graph. 3. Explain how to find the range of a function that is given as a set of ordered pairs. 4. Explain how to find the range of a function from its graph. 5. Explain how to find the domain of an algebraic function with a fraction. 6. Explain how to find the domain of an algebraic function with a square root. Practice Makes Perfect! Find the domain and range of each function. (See Objective 1.) 7. {(-3, 1), (-2, -4), (-1, 0), (0, 5)} 8. {(-1, 6), (0, 4), (1, -10), (2, -7)} 9. {(-10, 4), (0, 3), (2, 4), (5, -7)} 10. {(-9, -11), (-8, 11), (6, 11), (7, -9)} 11. The number of highway miles per gallon is a function of the vehicle model. (Source: http:www.fueleconomy.gov) Vehicle Model Highway mpg 2011 Ford Edge AWD 26 2011 Honda CR-V 4WD 27 2011 Subaru Forester AWD 27 2011 Toyota RAV4 4WD 27 12. The number of city miles per gallon is a function of the vehicle model. (Source: http:www.fueleconomy.gov) Vehicle Model City mpg 2011 Ford Edge AWD 18 2011 Honda CR-V 4WD 21 2011 Subaru Forester AWD 21 2011 Toyota RAV4 4WD 21 13. The total fall enrollment in U.S. degree-granting institutions is a function of the year. (Source: http://nces.ed.gov/) 8 580 887 12 096 895 13 818 637 15 312 289 17 487 475 1970 1980 1990 2000 2005 14. The percentage of male high school seniors who felt that having lots of money was “very important” is a function of the year. (Source: http://nces.ed.gov/) 45 3 26 0 42 7 1972 1992 2004 15. The percentage of female high school seniors who felt that having lots of money was “very important” is a function of the year. (Source: http://nces.ed.gov/) 29 4 27 6 9 8 1972 1992 2004 16. Percentage of male high school seniors who felt that having strong friendships was “very important” is a function of the year. (Source: http://nces.ed.gov/) 79 8 84 9 81 2 1972 1992 2004 Find the domain and range of each function. (See Objective 2.) 17. 18. 2 2 4 4 –2 –4 –2 –4 x y 2 2 4 4 –2 –4 –2 –4 x y
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