What you will understand
- Interpret parameters of linear and quadratic functions with their respective units.
- Move between quadratic forms and study signs and extrema.
- Solve intersections and comparison problems with a contextual domain.
Before you start
You do not need to know everything by heart. The explanation revisits the necessary ideas and shows how they connect. If a foundation is still unclear, you can return to these lessons:
Review: output, difference and rate
A function associates each admissible input with an output. For distinct inputs x₁ and x₂, average rate is [f(x₂) − f(x₁)]/(x₂ − x₁). The quotient distinguishes a total change from a change per input unit. If cost rises by 600 Kz when quantity increases three units, average rate is 200 Kz per unit.
Substituting a value and solving a condition are different tasks. For C(n) = 200n + 500, C(4) = 1300 calculates the cost of four units. Solving C(n) = 1300 seeks the corresponding quantity and gives n = 4. A graph collects these pairs, but interpretation depends on axes and units.
A comparison requires variables to have the same meaning. We cannot directly compare a daily-cost function with a monthly-cost function without aligning input and output. Before calculating, write what x measures, what y measures and which x values make sense. This discipline makes parameters understandable.
The linear function and the meaning of slope
An affine function is written f(x) = mx + p, with real m and p. Parameter p = f(0) is the y-intercept. For any distinct inputs a and b, [f(b) − f(a)]/(b − a) = [m(b − a)]/(b − a) = m. Thus m is the constant rate of change and the graph is a straight line. If p = 0, the function is also directly proportional, often called linear under this convention.
If m > 0, the line increases; if m < 0, it decreases; if m = 0, the function is constant. For m ≠ 0, the zero solves mx + p = 0, so x = −p/m. A vertical line, x = a, is not the graph of a function y of x because one x-coordinate permits several y-coordinates.
Coefficients have contextual meaning. In C(n) = 150n + 800, with C in Kz and n in units, 800 Kz is a fixed cost and 150 Kz/unit the cost per additional unit. A y-intercept may be a physically meaningless extrapolation if zero does not belong to the situation's actual domain; always read it in the light of the model.
Quadratic variation and second differences
For a quadratic f(x) = ax² + bx + c, a ≠ 0, average rate between x and x + h is a(2x + h) + b, for h ≠ 0. Simply expand f(x + h) − f(x) and divide by h. The presence of x shows why no constant slope exists for the entire parabola. Coefficient a does not play the same role as m in a line.
For equal steps of size h, first differences vary and differences between those differences are constant, equal to 2ah². For f(x) = x² at x = 0, 1, 2, 3, outputs are 0, 1, 4, 9; first differences are 1, 3, 5 and second differences 2, 2. This pattern helps recognize data compatible with a quadratic model.
Compatible does not mean proved for every input. A few points can belong to several curves; measured data include errors. For output in m² and input in m, the x² coefficient may be dimensionless, while other term coefficients need units making every term an area. Quantities with incompatible dimensions cannot be added.
Transformations and vertex form
Writing f(x) = a(x − h)² + k shows a reference parabola shifted horizontally to h and vertically to k, with vertical scale |a| and reflection if a < 0. The vertex is (h, k). The sign inside parentheses needs care: (x + 3)² = (x − (−3))² shifts the vertex to x = −3.
To move from expanded to vertex form, complete the square. For example, 2x² − 12x + 11 = 2(x² − 6x) + 11 = 2[(x − 3)² − 9] + 11 = 2(x − 3)² − 7. Hence the vertex is (3, −7), axis x = 3 and range on domain ℝ is [−7, +∞[.
Changing c while keeping a and b shifts the curve vertically. Changing b while keeping a and c moves the axis and also changes vertex height. It is therefore unhelpful to memorize that each coefficient “moves the curve” in just one direction. The formulas h = −b/(2a) and k = f(h) explain the combined effect.
Zeros, signs and quadratic inequalities
The discriminant Δ = b² − 4ac indicates how many real zeros exist. When Δ > 0, call the ordered roots r₁ and r₂, with r₁ < r₂. In a(x − r₁)(x − r₂), we can determine each factor's sign on each interval. If a > 0, the function is positive outside the roots and negative between them. If a < 0, signs reverse.
If Δ = 0, the expression is a(x − r)²: away from the root its sign matches a and does not change when crossing r. If Δ < 0, the function never touches the horizontal axis and keeps a's sign throughout ℝ. These conclusions follow from factoring or vertex form, not merely memorizing a drawing.
Solving f(x) ≥ 0 asks for intervals where output is nonnegative; roots are included. Solving f(x) > 0 excludes them. Then intersect the algebraic solution with the problem domain. If x represents objects, only integers in the interval may be retained. An inequality's answer is a collection of inputs.
Intersections and choosing models
Two graphs intersect where they have the same input and output. To compare f and g, solve f(x) = g(x), or study the sign of f(x) − g(x). Comparing a line and parabola generally leads to a quadratic equation with zero, one or two real intersections. The condition f(x) > g(x) corresponds to f(x) − g(x) > 0.
In an area, optimization or revenue problem, the vertex can give an extremum. But if the domain is [a, b], we must know whether the vertex's x-coordinate lies inside and compare relevant boundaries too. For a discrete domain, integers nearest the vertex deserve checking. A continuous maximum at x = 4,5 does not authorize selling half an object.
A linear function assumes constant absolute increase; a quadratic assumes a specific form of change in that increase. Neither should be extended indefinitely just because it fits some data. Model choice needs a reason, such as a geometric relationship, defined tariff or pattern supported by enough information.
Worked examples, without skipping steps
Follow the reasoning first. Then cover the solution and try to reconstruct it in your own words.
Example 1
Reconstruct a line
- Slope is m = (23 − 11)/(6 − 2) = 12/4 = 3.
- Use 11 = 3 × 2 + p to obtain p = 5; thus f(x) = 3x + 5.
- Solve 3x + 5 = 0: x = −5/3.
Example 2
Signs without guessing
- Factor: −x² + 6x − 8 = −(x − 2)(x − 4).
- For 2 < x < 4, the parenthesized factors have opposite signs; the outside minus makes the result positive.
- At roots 2 and 4 the expression is zero, which is allowed; outside this interval it is negative.
Example 3
Compare a line and a parabola
- Write x² < 3x + 4, equivalent to x² − 3x − 4 < 0.
- Factor: (x − 4)(x + 1) < 0; intersection x-coordinates are −1 and 4.
- Since the quadratic coefficient is positive, the difference is negative between the roots.
Now try it yourself
There is no timer. Write what you know, choose a relationship and justify each step. Hints and solutions are available whenever you need them.
Exercise 1
A hint
See the worked solution
Exercise 2
A hint
See the worked solution
Exercise 3
A hint
See the worked solution
Exercise 4
A hint
See the worked solution
Exercise 5
A hint
See the worked solution
Mistakes worth avoiding
- Every affine function is direct proportion.
- Direct proportion requires a zero y-intercept.
- A quadratic's coefficient a is its constant slope.
- Average rate depends on the interval; a controls curvature and concavity.
- Only roots are presented for a quadratic inequality.
- Roots delimit intervals; signs must be studied and endpoints included or excluded.
- The continuous maximum always solves a counting problem.
- A count requires integer inputs; compare admissible ones near the vertex.
The essentials to take with you
- An affine function's slope is a constant rate.
- For a quadratic, equal steps produce constant second differences.
- Vertex form reveals the extremum and justifies the range.
- Intersections are solved by equating outputs for the same input.
- Domain and counting restrictions are part of the answer.
If you still cannot explain one of these ideas, return to the corresponding section and work through an example again. Recognising the difficulty is part of studying.
See the idea in motion
Now you can change the values, observe the graph and compare the experiment with the results you calculated.
Try it in the labReferences for further study
Text and examples prepared for this learning path. These sources help check the principles and continue studying:
- OpenStax — Algebra and Trigonometry 2e, 4.1 Linear Functions
Checking slope, y-intercept and rate interpretation; the Portuguese distinction between affine functions and direct proportion is adopted here.
- OpenStax — Algebra and Trigonometry 2e, 5.1 Quadratic Functions
Checking parabola forms, extrema and signs; original applications and calculations.
- OpenStax — Algebra and Trigonometry 2e, 3.3 Rates of Change and Behavior of Graphs
Checking the average rate used to compare the two models.
The organisation by school year is a study proposal. Pedagogical review by teachers remains a stage of the project.