Department of Mathematics

GRADE 11

FUNCTIONS
and
GRAPHS
(PAPER 1)

NOTES and EXERCISES

1. INTRODUCTION:

In Grade 10, you were introduced to functions and you learnt how to draw and interpret
graphs of functions.

The four functions you studied were as follows:

• Straight lines (linear functions)

• Parabolas (quadratic functions)
• Hyperbolas
• Exponential functions

In analysing and interpreting the graphs of the functions, you were required to do any or
all of the following:

• Draw or sketch a function

• Find the equation of a function
• Use function notation
• Do graph analysis and/or interpretation
• Apply transformations to functions

GRADE 10 REVISION:

What is a function?
A function is a mathematical relationship between two variables, x and y, where every
input value (usually x) has only one output value (usually y).

To answer graph analysis and interpretation questions, it was imperative that you knew
and understood the standard equation for each function:

FUNCTION STANDARD EQUATION

Straight Line (Linear) y = mx + c or y = ax + q
Parabola (Quadratic) y = ax 2 + q
a
Hyperbola y= +q
x
Exponential y = ax + q

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It was important that you knew how to find the ‘a’ and ‘q’ (or ‘m’ and ‘c’) values for each
of the functions, and that you recognised and understood the effect that each had on
the shape of the graph and its location in the Cartesian plane (in terms of quadrants,
vertical shift, asymptotes, axes of symmetry, etc.).

Remember that a good understanding of functional notation and algebraic processes

will result in much greater success in this section.

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2. THE STRAIGHT LINE (OR LINEAR) FUNCTION:

The straight line (or linear) function has the following key attributes:

Standard Equation y = mx + c or y = ax + q

Domain x or x  ( − ;  )

Range y or y  ( − ;  )

The effect of m:
The value of m is the gradient (or slope) of the graph.
As m increases, the gradient (or slope) of the graph increases (it gets steeper).
As m decreases, the gradient (or slope) of the graph decreases (it gets less steep).
If m  0 , then the graph increases from left to right (slopes up from left to right).
If m  0 , then the graph decreases from left to right (slopes down from left to right).

The effect of c:
The value of c is the y-intercept of the graph (where the graph cuts the y-axis).
If c  0 , then the graph is shifted up and the y-intercept is above the origin.
If c  0 , then the graph is shifted down and the y-intercept is below the origin.

A summary of the effect of the m and c values on straight line (or linear) functions is as
follows:

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SKETCHING STRAIGHT LINE FUNCTIONS:

You learnt three different methods for sketching graphs of straight-line functions. These
were:

• The table method, where we construct a table of values and then plot them all
• The dual intercept method, where we only find the x-intercept (using y = 0 ) and
the y-intercept (using x = 0 ) values and plot them
• The gradient intercept method, where we only use the gradient of the line and
the y-intercept value to plot multiple points

FINDING THE EQUATION OF A STRAIGHT LINE FUNCTION:

To find the equation of an unknown straight line function or graph, we used the following
procedure:

• Write down our standard equation, y = mx + c

• Determine the y-intercept (the ‘c’ value) by reading directly off the graph
change in y
• Determine the gradient (the ‘m’ value) from the graph using
change in x
• Substitute both the ‘c’ and ‘m’ values that we have found back into our standard
equation.

PARALLEL AND PERPENDICULAR STRAIGHT LINES:

How did we know if two straight lines were parallel or perpendicular to each other?

PARALLEL LINES:
Two straight lines are parallel if their gradient (‘m’) values are EQUAL

PERPENDICULAR LINES:
Two straight lines are perpendicular if the product of their gradient (‘m’) values is
EQUAL TO –1

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3. THE PARABOLA (OR QUADRATIC) FUNCTION:
In Grade 10, you learnt the following about parabola (quadratic) functions:

Standard Equation y = ax 2 + q
Turning Point ( 0;q )
Axis of Symmetry x =0
Domain x or x  ( − ;  )
y  q or y  q ;  ) if a  0
Range
y  q or y  ( − ; q  if a  0

All the graphs that you studied were centred across the y-axis with the line of symmetry
at x = 0 . We only studied the effect of the ‘a’ (shape) and ‘q’ (vertical shift) values.

A summary of the effect of the ‘a’ and ‘q’ values on parabola (or quadratic) functions is
as follows:

The value of ‘a’ determined the ‘shape’ of the graph:

a0 “sad face” a0 “happy face”

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The value of ‘q’ determined how high or low the graph was located (vertical shift) in the
Cartesian plane relative to the x-axis.

In Grade 11, the parabola (or quadratic) function has the following key attributes:

y = a ( x − p ) + q or y = ax 2 + bx + c
2
Standard Equation
b
Turning Point ( p;q ) or xtp = −
2a
Axis of Symmetry x=p

Domain x or x  ( − ;  )
y  q or y  q ;  ) if a  0
Range
y  q or y  ( − ; q  if a  0

EXERCISE 1: Investigating the effect of the ‘p’ value

Complete the following table of missing values by substituting in the given x-value and
calculating the y-value for each of the given parabola (or quadratic) functions:

–4 –3 –2 –1 0 1 2 3 4
y = x2 − 4
y = ( x − 1) − 4
2

y = ( x + 1) − 4
2

Plot the ( x; y ) coordinates for each function on the blank Cartesian plane below and
draw a curved line through each set of points (use different colours).

Then answer the following questions:

a) What is the effect of the ‘p’ value on the function? _________________________

_________________________________________________________________

b) What happens when p  0 ? __________________________________________

c) What happens when p  0 ? __________________________________________

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The effect of the ‘p’ value on the standard parabola is that it causes the horizontal shift
of the graph either to the left or to the right as follows:

y = ( x − 1) − 4 will be the graph of y = x 2 − 4 shifted 1 unit to the right ( p = 1 ), and

2

y = ( x + 1) − 4 will be the graph of y = x 2 − 4 shifted 1 unit to the left ( p = −1 ).

2

You should have noticed that the whole graph is shifted either to the left or to the right,
including the x-intercepts and the turning point.

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Thus, a summary of the effect of the ‘a’ and ‘p’ and ‘q’ values on parabola (or quadratic)
functions in Grade 11 is as follows:

EXAMPLE 1: FINDING THE EQUATION OF A PARABOLA

GIVEN THE TURNING POINT AND ONE OTHER POINT

To find the equation of a parabola if we are given the turning point, we use the standard
equation, y = a ( x − p ) + q (called the ‘turning point’ form of the standard equation).
2

We then use the following procedure:

1. Read the ‘p’ and ‘q’ values directly from the graph – they are the turning point
2. Substitute these ‘p’ and ‘q’ values into the standard equation
3. Substitute the other given point ( x; y ) into the equation to find the ‘a’ value
4. Rewrite the final equation with x and y and the correct ‘a’ and ‘p’ and ‘q’ values

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Let’s look at the following graph and try to find its equation:

(1; 3 )

( −2; −6 )

The turning point is:

The equation is thus:

Substitute in the given point from the graph, (1; 3 ) :

Therefore, the equation of the parabola is:

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EXERCISE 2:

Find the equation of the following parabola graph:

(1; 5 )

( 3; −3 )

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EXAMPLE 2: FINDING THE EQUATION OF A PARABOLA
GIVEN THE X-INTERCEPTS AND ONE OTHER POINT

To find the equation of a parabola if we are given the x-intercepts, we use the standard
equation, y = ax 2 + bx + c (called the ‘roots’ form of the standard equation).

We then use the following procedure:

1. Read the two x-intercept values, ‘m’ and ‘n’ directly from the graph
2. Substitute these ‘ x1 ’ and ‘ x2 ’ values into the factorised from of the standard
equation, y = a ( x − x1 )( x − x2 )
3. Substitute the other given point ( x; y ) into the equation to find the ‘a’ value
4. Rewrite the final equation with x and y and the correct ‘a’ value
5. Multiply out the brackets to get the final equation.

Let’s look at the following graph and try to find its equation:

( 3; −8 )

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The x-intercepts are:

The equation is thus:

Substitute in the given point from the graph, ( 3; −8 ) :

Therefore, the equation of the parabola is:

EXERCISE 3:

Find the equation of the following parabola graph:

( 3; 3 )

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EXAMPLE 3: SKETCHING THE GRAPH OF A PARABOLA

Sketch the graph of y = 2x 2 − 4x − 6 showing all the intercepts with the axes and the
turning point.

To sketch the graph of any parabola, we use the following procedure:

1. Make x = 0 and find the y-intercept:

2. Make y = 0 and find the x-intercepts:

3. Find the turning point by using any one of three methods:

(a) symmetry – the x-coordinate of the turning point is always midway

between the x-intercepts:

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 b
(b) formula – xtp = − :
2a

(c) completing the square – change the equation to the turning point form,
y = a ( x − p) + q :
2

4. Sketch the graph:

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EXERCISE 4:

1 2
Sketch the graph of y = x − x − 4 showing all the intercepts with the axes and the
2
turning point.

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4. THE HYPERBOLA FUNCTION:
In Grade 10, you learnt the following about the hyperbola function:

a
Standard Equation y= +q
x
Asymptotes x =0; y =q
Axes of Symmetry y = x + q and y = − x + q
Domain x ; x  0 or x  ( − ;0 )  ( 0;  )

Range y ; y  q or y  ( − ; q )  ( q ;  )

All the graphs that you studied were centred either side of the y-axis with the vertical
asymptote at x = 0 . We only studied the effect of the ‘a’ (shape) and ‘q’ (vertical shift)
values.

A summary of the effect of the ‘a’ and ‘q’ values on hyperbola functions is as follows:

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The value of ‘a’ determined the ‘shape' of the graph:

a0 a0

“negative quadrants” (q2 and q4) “positive quadrants” (q1 and q3)

The value of ‘q’ determined how high or low the graph was located (vertical shift) in the
Cartesian plane relative to the x-axis.

In Grade 11, the hyperbola function has the following key attributes:

a
Standard Equation y= +q
x−p
Asymptotes x = p; y =q

Axes of Symmetry y = ( x − p ) + q and y = − ( x − p ) + q

Domain x ; x  p or x  ( − ; p )  ( p ;  )

Range y ; y  q or y  ( − ; q )  ( q ;  )

EXERCISE 5: Investigating the effect of the ‘p’ value

Complete the following table of missing values by substituting in the given x-value and
calculating the y-value for each of the given hyperbola functions:

–4 –3 –2 –1 0 1 2 3 4
2
y= +1
x
2
y= +1
x −1
2
y= +1
x +1

Plot the ( x; y ) coordinates for each function on the blank Cartesian plane below and
draw a curved line through each set of points (use different colours).

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Then answer the following questions:

a) What is the effect of the ‘p’ value on the function? _________________________

_________________________________________________________________

b) What happens when p  0 ? __________________________________________

c) What happens when p  0 ? __________________________________________

The effect of the ‘p’ value on the standard parabola is that it causes the horizontal shift
of the graph either to the left or to the right as follows:

2 2
y= + 1 will be the graph of y = + 1 shifted 1 unit to the right ( p = 1 ), and
x −1 x

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 2 2
y= + 1 will be the graph of y = + 1 shifted 1 unit to the left ( p = −1 ).
x +1 x

You should have noticed that the whole graph is shifted either to the left or to the right,
including the x-intercept and the vertical asymptote.

Thus, a summary of the effect of the ‘a’ and ‘p’ and ‘q’ values on parabola (or quadratic)
functions in Grade 11 is as follows:

EXAMPLE 4: FINDING THE EQUATION OF A HYPERBOLA FUNCTION

GIVEN THE ASYMPTOTES AND ONE OTHER POINT

To find the equation of a hyperbola if we are given the asymptotes, we use the standard
a
equation, y = +q.
x−p

We then use the following procedure:

• Determine the ‘p’ value by reading the vertical asymptote directly off the graph
• Determine the ‘q’ value by reading the horizontal asymptote directly off the
graph
• Determine the ‘a’ value by always substituting in the given point from the graph
• Substitute both the ‘a’ and ‘p’ and ‘q’ values that we have found back into our
standard equation.

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Let’s look at the following graph and try to find its equation:

(1; −1)

The vertical asymptote (the ‘p’ value) is:

The horizontal asymptote (the ‘q’ value) is:

The equation is thus:

Substitute in the given point from the graph, (1; −1) :

Therefore, the equation of the hyperbola is:

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EXERCISE 6:

Find the equation of the following hyperbola graph:

( 4; 2 )

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EXERCISE 7:

Find the equation of the following hyperbola graph:

( −3; 2 )

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EXAMPLE 5: FINDING THE LINES OF SYMMETRY OF A HYPERBOLA

To find the equations of the two lines of symmetry of a hyperbola function, we use the
following procedure:

• Find the point of intersection of the two asymptotes ( p; q ) , called the centre of
symmetry of the hyperbola. Both lines of symmetry pass through this point.
• The first line of symmetry ALWAYS has a gradient of 1 . Substitute this value
and the point ( p; q ) into the standard equation for a straight line y = mx + c and
simplify to find the ‘c’ value.
• Alternatively, we can use the equation, y = ( x − p ) + q
• The first line of symmetry ALWAYS has a gradient of −1 . Substitute this value
and the point ( p; q ) into the standard equation for a straight line y = mx + c and
simplify to find the ‘c’ value.
• Alternatively, we can use the equation, y = − ( x − p ) + q

1
Let’s find the equations of the lines of symmetry of y = − −3
x −1

The asymptotes are:

Thus, the point of intersection of the asymptotes is:

For the first line of symmetry:

For the second line of symmetry:

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EXERCISE 8:

Find the equations of the lines of symmetry of the following hyperbola graphs:

5
(a) y= +3
x −2

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2
(b) y =− −3
x +3

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EXAMPLE 6: SKETCHING THE GRAPH OF A HYPERBOLA

2
Sketch the graph of y = + 1 showing all the intercepts with the axes and the
x −3
asymptotes.

To sketch the graph of any hyperbola, we use the following procedure:

1. Write down the equation of the vertical asymptote, x = p :

2. Write down the equation of the horizontal asymptote, y = q :

3. Make x = 0 and find the y-intercept:

4. Make y = 0 and find the x-intercept:

5. From the ‘a’ value, decide which quadrants the function is in:
 a = 2  quadrants

6. Sketch the graph:

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EXERCISE 9:

4
Sketch the graph of y = − − 2 showing all the intercepts with the axes and the
x +2
asymptotes.

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5. THE EXPONENTIAL FUNCTION:
In Grade 10, you learnt the following about the exponential function:

Standard Equation y = ax + q
Asymptote y =q

Domain x or x  ( − ;  )

Range y  q or y  ( q ;  )

A summary of the effect of the a and q values on exponential functions is as follows:

a 1 0  a 1

The value of ‘a’ determined the shape of the graph:

0  a 1 a 1

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In Grade 11, the hyperbola function has the following key attributes:

Standard Equation y = a.b x − p + q

Asymptote y =q

Domain x or x  ( − ;  )
y  q or y  ( q ;  ) if a  0
Range
y  q or y  ( − ; q ) if a  0

EXERCISE 10: Investigating the effect of the ‘a’ and ‘p’ values

Complete the following table of missing values by substituting in the given x-value and
calculating the y-value for each of the given exponential functions:

–4 –3 –2 –1 0 1 2 3 4
y = 2 x +1
y = 2 x −1 + 1
y = 2 x +1 + 1
y = −2 x + 1
y = −2 x −1 + 1
y = −2 x +1 + 1

Now, plot the ( x; y ) coordinates for each function on the blank Cartesian plane below
and draw a curved line through each set of points (use different colours).

Then answer the following questions:

a) What is the effect of the ‘p’ value on the function? _________________________

_________________________________________________________________

b) What happens when p  0 ? __________________________________________

c) What happens when p  0 ? __________________________________________

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d) What is the effect of the ‘a’ value on the function? _________________________

_________________________________________________________________

e) What happens when a  0 ? __________________________________________

f) What happens when a  0 ? __________________________________________

The value of a determines the shape of the graph:

0  b 1 b 1 (for a  0 )

0  b 1 b 1 (for a  0 )

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The effect of the ‘p’ value on the standard exponential is that it causes the horizontal
shift of the graph either to the left or to the right as follows:

y = 2 x −1 + 1 will be the graph of y = 2 x + 1 shifted 1 unit to the right ( p = 1 ), and

y = 2 x +1 + 1 will be the graph of y = 2 x + 1 shifted 1 unit to the left ( p = −1 ).

You should have noticed that the whole graph is shifted either to the left or to the right,
including any x-intercept.

Thus, a summary of the effect of the ‘a’ and ‘p’ and ‘q’ values on exponential functions
in Grade 11 is as follows:

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EXAMPLE 7: FINDING THE EQUATION OF AN EXPONENTIAL FUNCTION
GIVEN THE ASYMPTOTE AND ONE OTHER POINT

To find the equation of an exponential if we are given the asymptote, we use the
standard equation, y = a.b x − p + q .

We then use the following procedure:

• Determine the ‘q’ value by reading the horizontal asymptote directly off the
graph
• Determine the ‘p’ value by always substituting in the given point from the graph
• Substitute both the ‘a’ and ‘q’ values that we have found back into our standard
equation.

Let’s look at the following graph and try to find its equation, given y = 3 x − p + q (and
thus a = 1 ):

( −1; 0 )

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The horizontal asymptote (the ‘q’ value) is:

The equation is thus:

Substitute in the given point from the graph, ( −1; 0 ) :

Therefore, the equation of the exponential is:

EXERCISE 11:

Find the equation of the following exponential graph, given y = 2 x − p + q :

( 4; 2 )

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EXAMPLE 8: FINDING THE EQUATION OF AN EXPONENTIAL FUNCTION

GIVEN TWO POINTS

To find the equation of an exponential if we are given the asymptote, we use the
standard equation, y = a.b x − p + q .

We then use the following procedure:

• Determine the ‘a’ value by always substituting in the first point from the graph
• Determine the ‘b’ value by always substituting in the second point from the
graph
• Substitute both the ‘a’ and ‘b’ values that we have found back into our standard
equation.

Let’s look at the following graph and try to find its equation, given y = a.b x + 1 (and
thus p = 0 and q = 1 ):

The equation is y = a.b x + 1

Substitute in the first point from the graph, ( 0; 0 ) :

The equation is thus:

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Substitute in the second point from the graph, ( −1; −1) :

Therefore, the equation of the exponential is:

(0; 0 )

( −1; −1)

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EXERCISE 12:

Find the equation of the following exponential graph, given y = a.b x + 2 ( b  0 ):

(0;1)

( 2; −2 )

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EXAMPLE 9: SKETCHING THE GRAPH OF AN EXPONENTIAL

Sketch the graph of y = −2 x −2 − 2 showing any intercepts with the axes and the
asymptote.

To sketch the graph of any exponential, we use the following procedure:

1. Write down the equation of the horizontal asymptote, y = q :

2. Make x = 0 and find the y-intercept:

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3. Make y = 0 and find the x-intercept (if it exists):

4. Sketch the graph.

EXERCISE 13:

Sketch the graph of y = 3 x −1 − 3 showing any intercepts with the axes and the
asymptote.

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EXERCISE 14:

Sketch the graph of y = 2.3 x −2 − 2 showing any intercepts with the axes and the
asymptote.

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6. GRAPH INTERPRETATION
A summary of the questions that may be asked and what they mean, is summarised in
the following table:

Question asked What it means

Find the x-intercept/s of the graph, The point/s where the graph crosses
where f ( x ) = 0 the x-axis, i.e. where y = 0

Find the y-intercept of the graph, The point where the graph crosses
where is f (0 ) ? the y-axis, i.e. where x = 0

Prove that point ( x; y ) lies on the Substitute ( x; y ) into the equation of

graph the functions and prove LHS = RHS

Prove that point ( x; y ) does not lie Substitute ( x; y ) into the equation of
on the graph the functions and prove LHS  RHS

Where the y-values increase as x

Where is the function increasing?
increases (i.e. positive gradient)

Where the y-values decrease as x

Where is the function decreasing?
increases (i.e. negative gradient)

The set of all the x-values for which

The domain of the function
the function is defined

The set of all the y-values for which

The range of the function
the function is defined

The horizontal asymptote of the The y-value that the function

function approaches but never reaches

The vertical asymptote of the The x-value that the function

function (hyperbolas only) approaches but never reaches

The vertical line that divides the

The axis of symmetry
function exactly in half
(parabolas only)
i.e. x = 0
The two diagonal lines that divide the
The axes of symmetry function exactly in half, i.e.
y = ( x − p ) + q and y = − ( x − p ) + q
(hyperbolas only)

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 Question asked What it means

The horizontal length between two

L = xright − xleft
points on a graph

The vertical length between two

L = y top − y bottom
points on a graph

The Maximum or minimum vertical Formulate an equation for the length,

length between two points on a L = y top − y bottom . Then, “complete the
graph square” to find the “turning point”.
The point of intersection of two The point where two functions cross
functions: each other (the point where they
f ( x ) = g( x ) or f ( x ) − g( x ) = 0 both have the same x and y values)

The x-values for which the function

Where is f ( x )  0 or f ( x )  0 lies above the x-axis (where the y-
values are positive)

The x-values for which the function

Where is f ( x )  0 or f ( x )  0 lies below the x-axis (where the y-
values are negative)

The x-values for which function f ( x )

Where is f ( x )  g( x ) or f ( x )  g( x ) lies below function g( x ) , or where
g( x ) lies above f ( x )

The x-values for which function f ( x )

Where is f ( x )  g( x ) or f ( x )  g( x ) lies above function g( x ) , or where
g( x ) lies below f ( x )

f( x) The x-values for which both

Where is f ( x ).g( x )  0 or 0 functions are positive (both
g( x )
functions lie above the x-axis at the
( + ) or − − or ( − ) same time) or both functions are
( + )( + ) or ( )( ) negative (both functions lie below the
(+) ( −) x-axis at the same time)

f( x) The x-values for which one of the

Where is f ( x ).g( x )  0 or 0 functions is positive and the other
g( x )
one is negative (one function lies
( + ) or − + or ( − ) above the x-axis while the other one
( + )( − ) or ( )( ) lies below the x-axis at the same
( −) (+) time) or vice versa

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 Question asked What it means
The function graph is moved k units
vertically up (and the new equation is
Translation k units up
found by adding k units to the q value
of the original equation
The function graph is moved k units
vertically down (and the new equation
Translation k units down
is found by subtracting k units from
the q value of the original equation
The function graph is reflected as if
the x-axis is a mirror, and the new
Reflection in the x-axis equation is found by changing the
sign of y in the original equation
i.e. f ( x ) → −f ( x )

The function graph is reflected as if

the y-axis is a mirror, and the new
Reflection in the y-axis equation is found by changing the
sign of x in the original equation
i.e. f ( x ) → f ( −x )

Any question asking for f ( x ) = k or Vertical shift of any function by k units

f (x)  k = 0 up or down

Horizontal shift of any function by k

Any question asking for f ( x  k )
units left or right

Remember that a good understanding of functional notation and algebraic processes

will result in much greater success in this section.

In most of the standardised test and examination questions, you will be asked various
questions about two graphs drawn on the same set of axes. The combination of which
two graphs it is (straight line and parabola or straight line and hyperbola, or parabola
and hyperbola etc.) may differ, but the questions asked will quite similar each time.

It is imperative that you know and can work with every one of the five standard function
equations, and in whatever form they may appear.

Let’s have a look at a few examples …

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EXAMPLE 10:

(a) For the equation of the parabola, we are given the x-intercepts and not the
turning point, and so we use the intercept-form:

We then substitute in any other given point on the parabola ( 0; 3 ) to find a:

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 For the equation of the straight line, we are given the y-intercept:

We then find the gradient (m value) using the two given points:

(b) For the coordinates of point D, we can find the turning point:

Substitute back into the original equation to find the y-coordinate of point D:

Substitute back into the original equation to find the y-coordinate of point E:

Then for the vertical distance between the two points:

(c) For the coordinates of point F:

Substitute back into the original equation to find the y-coordinate of point G:

Substitute back into the original equation to find the y-coordinate of point H:

Then for the vertical distance between the two points:

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(d) For the vertical distance between the two points, we create a length equation
using the two functions:

We then make the new question equal to the length of the given line and solve
to find the x values:

We know that the x-coordinate of J must be negative:

Substitute back into the original equation to find the y-coordinate of point T:

Substitute back into the original equation to find the y-coordinate of point K:

(e) For the maximum vertical distance between the two points, we create a length
equation using the two functions:

We then “complete the square” to find the “turning point” of our new equation:

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 The x-coordinate of the “turning point” (the p value) is then the x-coordinate of
the two points:

The y-coordinate of the “turning point” (the q value) is then maximum length of
the line between the two points:

(f) We create a simplified equation as given and change it to the turning point form:

Alternatively, we can read −f ( x ) as reflection in the y-axis and +3 as translation

of the resultant graph or point by three points up:

EXAMPLE 11:

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(a) For the equation of the parabola, we are given the turning point (1; 4 ) and not
the x-intercepts, and so we use the turning point form:

We then substitute in any other given point on the parabola ( 0; 3 ) to find a:

(b) For the equation of the hyperbola, we are given the vertical asymptote ( p = 1)
and the horizontal asymptote ( q = 4 ) :

We then substitute in any other given point on the parabola ( 0; 3 ) to find a:

(c) For the x-intercept, we make y = 0 :

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(d) For g( x )  0 , we look at the x-values where the hyperbola is below the x-axis
(where the graph is negative):

(e) For g( x )  f ( x ) , we look at the x-values where the hyperbola is above the
parabola (where the hyperbola is higher than the parabola):

(f) For f ( x ).g( x )  0 , we look at the x-values where the hyperbola AND parabola
are either both positive (lie above the x-axis) together or both negative (lie below
the x-axis) together.

To answer this question, we first need to find the x-intercepts of the parabola by
making y = 0 :

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EXAMPLE 12:

(a) To find the value of k, we always substitute the given point ( −2; 9 ) :

(b) Given the line of symmetry ( x = 2 ) , we can use symmetry to find the
coordinates of the x-intercepts:

(c) For the equation of the parabola, we have found the x-intercepts and so we use
the intercept-form:

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 To find the given point on the parabola, we can use the y-intercept of the
exponential graph (as they are the same point) by making x = 0 :

We then substitute in the given point on the parabola ( 0;1) to find a:

(d) Substitute the x-coordinate of D ( x = 2 ) back into the original equation to find
the y-coordinate of point D:

Alternatively, we can complete the square to get the turning point form of the
equation:

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(e) For the values of p required (the y-intercept value), we are looking at vertically
shifting the existing graph until the whole graph is negative (  0 ) :

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