Graph of an Inverse Function (College Board AP® Precalculus): Study Guide

Roger B

Written by: Roger B

Reviewed by: Mark Curtis

Updated on

Graph of an inverse function

  • The graph of  y=f1(x) is the reflection of the graph of  y=f(x)

    • over the line  y=x

  • This is because

    • reflecting a point (a,b) over the line y=x

    • gives the point (b,a)

      • which is exactly the swap of inputs and outputs that the inverse performs

  • If a point (a,b) lies on the graph of  f,

    • then the point (b,a) lies on the graph of  f1

  • Key features of the graph also swap:

    • x-intercepts of  f become y-intercepts of  f1

      • and vice versa

    • Vertical asymptotes of  f become horizontal asymptotes of  f1

      • and vice versa

    • If  f is increasing, then  f1 is also increasing

Graph showing three curves: red curve y=e^x, green curve y=ln x, and blue dashed line y=x, all plotted on Cartesian axes from -4 to 4.
Graphs of the inverse functions e^x and lnx

Examiner Tips and Tricks

When reading inverse values from a graph of  f:

  • to find  f1(k), locate k on the  y-axis (not the x-axis)

  • then read across to the curve and down to the x-axis

A common mistake is to look up k on the x-axis instead.

Worked Example

Line graph with points at (0,0), (2,2), (3,6), and (4,8) on a 9x9 grid, marked axes labelled x and y, showing an increasing trend.

The graph of the piecewise-linear function  f is shown in the figure. Let g be the inverse function of  f. What is the maximum value of g?

(A)  18

(B)  14

(C)   4

(D)   8

Answer:

The graph of an function's inverse is a reflection of the graph of the function over the line y=x

  • Sketch the reflection of the graph of  f

    • point (3,6) goes to (6,3)

    • point (4,8) goes to (8,4)

The graph from the question, with the dashed line y=x added, along with line segments from (2,2) to (6,3), and from (6,3) to (8,4).

You can see from the sketch that the maximum value of g occurs at the point (8, 4)

(C)   4

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Roger B

Author: Roger B

Expertise: Development Editor

Roger's teaching experience stretches all the way back to 1992, and in that time he has taught students at all levels between Year 7 and university undergraduate. Having conducted and published postgraduate research into the mathematical theory behind quantum computing, he is more than confident in dealing with mathematics at any level the exam boards might throw at you.

Mark Curtis

Reviewer: Mark Curtis

Expertise: Maths Content Creator

Mark graduated twice from the University of Oxford: once in 2009 with a First in Mathematics, then again in 2013 with a PhD (DPhil) in Mathematics. He has had nine successful years as a secondary school teacher, specialising in A-Level Further Maths and running extension classes for Oxbridge Maths applicants. Alongside his teaching, he has written five internal textbooks, introduced new spiralling school curriculums and trained other Maths teachers through outreach programmes.