Math Problem Statement

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Which set of ordered pairs is a function?

Solution

To determine which set of ordered pairs represents a function, recall that a function is defined as a relation where each input (or xx-value) corresponds to exactly one output (or yy-value). This means no xx-value can repeat with a different yy-value.

Let's analyze each option:

  1. Set 1: {(2,1),(4,2),(0,3),(4,1),(2,5)}\{(-2,1), (-4,2), (0,3), (4,1), (-2,5)\}

    • The xx-value 2-2 appears twice, with different yy-values (11 and 55). This violates the definition of a function.
    • Not a function.
  2. Set 2: {(6,4),(4,2),(0,0),(4,2),(6,4)}\{(-6,-4), (-4,-2), (0,0), (-4,2), (-6,4)\}

    • The xx-value 6-6 appears twice, with different yy-values (4-4 and 44).
    • The xx-value 4-4 also repeats with 2-2 and 22.
    • Not a function.
  3. Set 3: {(5,1),(3,2),(1,3),(1,4),(3,5)}\{(-5,1), (-3,2), (-1,3), (1,4), (3,5)\}

    • All xx-values (5,3,1,1,3-5, -3, -1, 1, 3) are unique, and each corresponds to a single yy-value.
    • This is a function.
  4. Set 4: {(1,5),(1,4),(1,3),(1,2),(1,1)}\{(-1,5), (-1,4), (-1,3), (-1,2), (-1,1)\}

    • The xx-value 1-1 repeats multiple times, with different yy-values (5,4,3,2,15, 4, 3, 2, 1).
    • Not a function.

Correct Answer:

Set 3: {(5,1),(3,2),(1,3),(1,4),(3,5)}\{(-5,1), (-3,2), (-1,3), (1,4), (3,5)\}


Do you want a more detailed explanation or have additional questions?
Here are some related questions to explore:

  1. What is the definition of a function in mathematical terms?
  2. How can we determine whether a graph represents a function?
  3. Can an xx-value repeat in a function if it has the same yy-value?
  4. What is the difference between a relation and a function?
  5. How does the vertical line test relate to functions?

Tip: Always check if any xx-value appears more than once with different yy-values when identifying functions.

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Math Problem Analysis

Mathematical Concepts

Functions
Relations
Ordered Pairs

Formulas

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Theorems

Definition of a Function

Suitable Grade Level

Grades 6-8