Page 62 - Mathematics_Form_3

Functions

value to more than one output values, 2. Choose any common metric unit of
hence it is not a function. length such as metres, centimetres
or millimetres.
1 a
3. Generate a tool which will simplify
FOR ONLINE READING ONLY
2 conversion of inches into a common
3 metric unit of your choice.
4 b 4. Prepare a table with two columns,
one for items in inches and the
another for the metric unit of your
Figure 2.9: The pictorial representation choice.
of many-to-one function
5. Use the created conversion tool
a 1 to create another tool which will
convert back the units into inches.
2
6. Create another table and fill the
3
values based on the new tool.
b 4 7. Present the data in both tables and
pictorial diagrams, hence compare
Figure 2.10: The pictorial represention the results.
of the inverse of many-to-
one function 8. State how the two tools created are
A rich collection of one-to-one functions related to one other.
are found in everyday life when 9. Share the findings to the rest of the
converting various measuring units such class through a presentation.
as lengths, weights, volumes or even in
exchange of currencies.
Engage in Activity 2.4 to learn how to In Activity 2.4, you may have noticed
create units conversion tool. that, there exists a function which is
the reverse of the other. This function
Activity 2.4: Creating units is called an inverse function. Given Mathematics for Secondary Schools
conversion tool a function f (x) its inverse is denoted
by f (x ) . The inverse of a one-to-one
−1
In a group or individually, perform function is found using the following
the following tasks which reflect one steps:
of these applications:
1. Interchange the variables x and y.
1. List down 10 items with their
2. Make y the subject of the formula.
sizes in inches. Such items are
3. The new formula y is the inverse of
like nails and pipes.
the given function.

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MATHEMATIC F3 SB.indd 55