A Level · Cambridge (CIE) · 9709

Find an inverse rule and exchange domain with range

Reverse a one-one function algebraically, keeping excluded values and checking the two compositions.

Section 1.2 · Functions

Pure Mathematics 1 · Functions · 1.2

Pure Mathematics 1 (Paper 1) · AS & A Level Mathematics 9709, 2026–2027. Written practice is self-checked; show your reasoning and domain restrictions.

Before you begin

Rearrange linear equations, including ones with fractional expressions.
Distinguish a function's actual range from its domain.

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

What must be true for f to have an inverse function on its full stated domain?

What you will learn

Find inverses of simple one-one linear and rational functions.
State the inverse's domain and range and distinguish f⁻¹ from a reciprocal.

Reverse the mapping, rather than reciprocating the output

An inverse reverses the input-output pairs of a one-one function. If f sends a to b, then f⁻¹ sends b back to a. Write y = f(x), solve for x in terms of y, then rename the inverse input as x. The inverse's domain is f's range, and its range is f's domain.

For f(x) = 4x − 7 on all real x, y = 4x − 7 gives x = (y + 7)/4, so f⁻¹(x) = (x + 7)/4 on all real x. The notation f⁻¹(x) does not mean 1/f(x). Indeed f⁻¹(1) = 2, whereas 1/f(1) = −1/3.

Keep rational exclusions through the rearrangement

For f(x) = (3x + 2)/(x − 1), x = 1 is forbidden. Rearranging y(x − 1) = 3x + 2 gives x(y − 3) = y + 2. Thus x = (y + 2)/(y − 3), with y ≠ 3. Every such y is attained by an allowed x; y = 3 would require 3x + 2 = 3x − 3, which is impossible. The function is one-one because this rearrangement gives exactly one x for each output.

Therefore f⁻¹(x) = (x + 2)/(x − 3), with inverse domain x ≠ 3 and inverse range y ≠ 1. Check f⁻¹(f(x)) = x for x in f's domain, and f(f⁻¹(x)) = x for x in the inverse domain. These identities do not license evaluation at a forbidden denominator value.

Pause and explain

If f has domain x ≠ 1 and range y ≠ 3, what is the domain of f⁻¹?

Put the idea to work

Worked example

Find the inverse of f(x) = (3x + 2)/(x − 1), x ≠ 1, and state its domain and range.

Show the worked solution

Write y(x − 1) = 3x + 2 and collect the x terms: x(y − 3) = y + 2.
Solve x = (y + 2)/(y − 3); y = 3 is excluded and every other y is attained.
Rename the input to get f⁻¹(x) = (x + 2)/(x − 3); exchange the original range and domain.

Answer f⁻¹(x) = (x + 2)/(x − 3); domain x ≠ 3; range y ≠ 1.

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

Find the inverse of f(x) = 5 − 2x on all real x and check it at the output of x = 3.

Give me a hint

Solve y = 5 − 2x for x before renaming the input.

Compare my reasoning

Rearrange to 2x = 5 − y, hence x = (5 − y)/2.
Thus f⁻¹(x) = (5 − x)/2, with all real inputs and outputs.
Since f(3) = −1, f⁻¹(−1) = (5 + 1)/2 = 3, reversing the mapping.

f⁻¹(x) = (5 − x)/2; f⁻¹(f(3)) = 3.

Look for these in your work

Divide the whole rearranged numerator by 2.
Check that the inverse returns the original input.

2 · Independent

For f(x) = 2/(x + 3), x ≠ −3, find the inverse and its domain and range.

Give me a hint

The original output cannot be zero; rearrange y(x + 3) = 2.

Compare my reasoning

Solve for the original input: x = 2/y − 3, with y ≠ 0.
Every non-zero y gives an allowed original x, so the original range is y ≠ 0.
The inverse is f⁻¹(x) = 2/x − 3, with domain x ≠ 0 and range y ≠ −3.

f⁻¹(x) = 2/x − 3; domain x ≠ 0; range y ≠ −3.

Look for these in your work

Retain the excluded inverse input zero.
Exchange the original range and domain correctly.

3 · Transfer

A supplied temperature conversion is F = 1.8C + 32 for −10 ≤ C ≤ 40. Find the inverse conversion and its allowed input interval.

Give me a hint

Convert both endpoints before exchanging the input and output intervals.

Compare my reasoning

The positive slope gives F(−10) = 14 and F(40) = 104, so the original range is 14 ≤ F ≤ 104.
Rearrange the conversion to C = (F − 32)/1.8.
The inverse accepts 14 ≤ F ≤ 104 and returns −10 ≤ C ≤ 40; for F = 68 it returns C = 20.

C = (F − 32)/1.8 for 14 ≤ F ≤ 104; output interval −10 ≤ C ≤ 40.

Look for these in your work

Find the range from both original endpoints.
Limit inverse inputs to outputs attained by the stated model.

Common mistakes

f⁻¹ is an inverse mapping, not 1/f.
Exchange domain and range along with the algebraic rule.
Retain forbidden values when multiplying by or dividing by an expression.

Recall without your notes

What can you explain now?

Find f⁻¹(x) when f(x) = 4x − 7 for real x.

Compare with the explanation

f⁻¹(x) = (x + 7)/4, with all real inputs and outputs.

Solve y = 4x − 7 for x, then rename the inverse input; the non-zero slope ensures one-one behaviour.

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Make it stick

Explain the difference between f⁻¹(x) and 1/f(x), then find an inverse rule and describe what happens to its input and output restrictions.

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

Keep learning Mathematics

Check the official syllabus 2026–2027

Course scope and assessment

312 sequenced lessons provide 936 guided, independent and application problems covering the 160 objectives in sections 1.1–1.8, 2.1–2.6, 3.1–3.9, 4.1–4.5, 5.1–5.5 and 6.1–6.5. The map lists all 38 sections across six alternative components; all eight Pure Mathematics 1 sections and all six Pure Mathematics 2 sections, from Paper 2 Algebra through Numerical solution of equations, currently have full teaching sequences. Paper 3 Algebra, section 3.1, links the six shared foundation lessons plus six lessons on partial fractions and rational binomial expansions; Paper 3 logarithms, trigonometry and numerical equations use the shared lessons, with the Paper 1 graph foundation linked into trigonometry. Paper 3 differentiation combines the shared methods with its inverse-tangent derivative lesson. Paper 3 Integration links four shared standard and identity lessons plus seven advanced lessons, covering all six section 3.5 requirements. Eight Vectors lessons cover all six section 3.7 requirements, with 2D and 3D line and solid applications. Nine Differential equations lessons cover all four section 3.8 requirements, including Paper 3 integration techniques, initial conditions, equilibrium solutions and conditional model interpretations. Eleven Complex numbers lessons cover all eight section 3.9 requirements, with seven Argand diagrams and explicit argument and boundary checks. All nine Pure Mathematics 3 sections now have teaching linked to every mapped requirement. Nine Forces and equilibrium lessons cover all seven section 4.1 requirements, with six force diagrams, signed incline-friction intervals, reaction-dependent pull and push limits and separate-body third-law checks. Nine Kinematics lessons cover the four official section 4.2 requirements, with the graph requirement mapped to three relationships. Six motion diagrams support directed quantities, graph slopes and signed areas, Paper 1 time-calculus methods, reversal distances, constant-acceleration stages and shared-clock particle meetings. Six Momentum lessons cover both section 4.3 requirements, including signed system totals, conservation assumptions, outgoing velocities, coalescence, unknown masses and successive impacts. Four diagrams show system momentum through the stipulated events, and supplied kinetic-energy checks distinguish conservation of momentum from changes in kinetic energy. Twelve Newton’s laws lessons cover all four section 4.4 requirements, with vertical support and release stages, rough horizontal and incline motion, inferred parameters, hanging and surface pulley systems, rigid tow-bar thrust and slack-string transitions. Seven force diagrams support the separate-particle balances. Nine Energy, work and power lessons cover all five section 4.5 requirements, with angle-dependent work, kinetic and reference potential energy, signed net-work balances, smooth curved slides, rough and driven slopes, ideal connected-system energy and instantaneous power on hills. Five diagrams distinguish the energy inputs, losses and valid positive-speed force model. All five Mechanics sections now have teaching and staged practice linked to their mapped requirements. Thirteen Representation of data lessons cover all five section 5.1 requirements, including choice and limitations of displays, ordered and back-to-back stems, raw summaries and box plots, unequal-width density histograms, cumulative-frequency interpolation, descriptive moment calculations, grouped estimates, coding, combining two datasets and correcting totals. Six accessible diagrams retain repeated observations and distinguish numerical spread, frequency area and estimated readings. Ten Permutations and combinations lessons cover both official section 5.2 requirements, with selection and ordered roles, repeated objects, adjacency blocks, non-adjacency gaps, leading-zero cases, labelled multi-row seating and mixed restrictions. Six accessible diagrams show outcome trees, ordered versus unordered choices, repeated copies, blocks, gaps and distinct row seats. Eleven Probability lessons cover all four section 5.3 requirements, with equiprobable elementary outcomes, selection-based probabilities, complements and disjoint regions, independence tests, restricted sample spaces, two-way tables, replacement and removal trees, reversed conditions and unknown parameters. Seven accessible diagrams show dice outcomes, random subsets, event regions, a conditioned grid, a count table and two probability trees. Twelve Discrete random variables lessons cover all three official section 5.4 requirements, with complete probability tables, moment and parameter checks, binomial assumptions, exact probabilities and moments, geometric first-success probabilities, tails, expectation and integer reliability thresholds. Six accessible diagrams distinguish outcome grouping, weighted moments, fixed trials, discrete probability bars, waiting conventions and integer tail deadlines. Twelve Normal distribution lessons cover all three official section 5.5 requirements, with continuous-area interpretation, MF19 cumulative tables, full standardisation, tail and interval regions, conditional probabilities, percentiles, one- and two-parameter inference, binomial suitability, continuity corrections and approximate integer thresholds. Seven accessible diagrams show model areas, table reading, aligned scales, intervals, quantiles, matched binomial and normal shapes and whole integer cells. All five Statistics 1 sections now have teaching and staged practice linked to their mapped requirements. Fourteen Poisson distribution lessons cover all five official section 6.1 requirements, with homogeneous event-count assumptions, exposure scaling, exact masses and tails, conditional count events, moments, parameter inference, probability duration targets, disjoint and overlapping windows, rare-count binomial approximations, matched normal approximations and continuity corrections. Nine accessible diagrams show event exposures, unit conversions, discrete bars, complete tail complements, population moments, shared windows, approximate count models and integer cells. Exact checks distinguish approximate and exact close-target decisions. Fourteen Linear combinations lessons cover the six listed results in official section 6.2, with affine moments, signed scales and constant cases, expectation without independence, independent squared variance contributions, fixed and random fees, independent copies versus reused values, affine normal events, independent normal sums and differences, weighted and conditional areas, coefficient inference, exact independent Poisson sums and overlapping exposure limits. Nine accessible diagrams distinguish scale changes, variance contributions, component costs, copy mechanisms, aligned normal scales, summed areas, Poisson count pairs and unsupported distribution claims. Fourteen Continuous random variables lessons cover both official section 6.3 requirements, with density validity and units, support-aware intervals, complements and conditional regions, first and second moments, percentiles by direct density areas, symmetry checks, parameter inference, infinite-support power and exponential integrals, divergent-moment limits and combined applications. Nine accessible diagrams distinguish density height from probability, normalisation, negative-density failures, central and conditional areas, mean versus median, percentile locations and partial infinite tails. Explicit cumulative distribution function knowledge is not required. Eighteen Sampling and estimation lessons cover all eight official section 6.4 requirements, with population and frame definitions, random-number selection, sampling-quality limits, independent sample-mean moments, normal means, CLT conditions, SE scaling, raw, summarised and coded unbiased estimates, known-variance and large-sample mean intervals, repeated-sampling interpretation, precision planning, proportion intervals, sparse-outcome limits and contextual applications. Ten accessible diagrams distinguish selection frames, number rejection, repeated sample means, population versus mean density, CLT models, variance divisors, interval targets, illustrative coverage, integer size checks and proportion margins. Eighteen Hypothesis tests lessons cover all five official section 6.5 requirements, with pre-specified alternatives, inclusive count tails, explicit equal-tail conventions, integer critical regions and actual significance, exposure-aware Poisson tests, continuity-corrected count approximations, normal and large-sample mean tests, confidence-interval connections, error classifications, fixed-region binomial, Poisson and normal error probabilities and sample-size power comparisons. Nine accessible diagrams show the testing procedure, exact count regions, unequal Poisson tails, discrete significance jumps, corrected count boundaries, matching mean intervals and alternative error distributions. All shared lessons are counted once in the course total. All 38 sections now link teaching and practice. Eight earlier overview lessons remain available, but do not count as full section coverage. This is a content-availability measure, not full programme completion or exam readiness. Written practice is self-checked, not officially marked. Check the 2028–2030 syllabus separately if sitting an examination from 2028; this teaching map uses 2026–2027 requirements.