A teacher wrote these numbers on the board: -5, -3,
-1, 1, 1, 2, 3, 4, 4, 6. The input-output diagram has been
started using the teacher's numbers to form ordered
pairs of a function.
Part A: Put the remaining numbers in the ovals to
complete the diagram.
Part B: If the input and output values were reversed,
would the diagram still represent a function? Explain.