complete pages 3 and 4 in the "families of functions" packet.
NOTES:
if the constant is NOT grouped with x (like in #1 on page 3) then y-values are affected. if (like in #1) it is "y = x^2 - 2" then the graph looks exactly like the parabola on page 1, but shifts DOWN 2 units. if it was "y = x^2 + 2" then everything would shift UP two units.
if the constant IS grouped with x (like in #2 on page 3) then x-values are affected. if (like in #2) it is "y = (x - 2)^2" then the graph still looks exactly like the parabola on page 1, but it shifts to the RIGHT two units. if it was "y = (x + 2)^2" then everything would shift to the LEFT two units.
in general, if the equation is written in "y = " form, then x-values are affected in the opposite manner in which the equation shows (- is RIGHT while + is LEFT) and y-values are affected in the same manner in which the equation shows (- is DOWN while + is UP).
NOTES:
if the constant is NOT grouped with x (like in #1 on page 3) then y-values are affected. if (like in #1) it is "y = x^2 - 2" then the graph looks exactly like the parabola on page 1, but shifts DOWN 2 units. if it was "y = x^2 + 2" then everything would shift UP two units.
if the constant IS grouped with x (like in #2 on page 3) then x-values are affected. if (like in #2) it is "y = (x - 2)^2" then the graph still looks exactly like the parabola on page 1, but it shifts to the RIGHT two units. if it was "y = (x + 2)^2" then everything would shift to the LEFT two units.
in general, if the equation is written in "y = " form, then x-values are affected in the opposite manner in which the equation shows (- is RIGHT while + is LEFT) and y-values are affected in the same manner in which the equation shows (- is DOWN while + is UP).
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