Linear and non-linear

6 graphs
LEARNING SEQUENCE
6.1 Overview ...............................................................................................................................................................312
6.2 Plotting linear graphs .......................................................................................................................................314
6.3 Features of linear graphs ............................................................................................................................... 320
6.4 The equation of a straight line ......................................................................................................................328
6.5 Sketching linear graphs .................................................................................................................................. 336
6.6 Technology and linear graphs ...................................................................................................................... 344
6.7 Practical applications of linear graphs ......................................................................................................348
6.8 Midpoint of a line segment and distance between two points ....................................................... 353
6.9 Non-linear relations (parabolas, hyperbolas, circles) .......................................................................... 359
6.10 Review ................................................................................................................................................................... 370
6.1 Overview
Why learn this?
We live in a world surrounded by shapes. Some of these shapes
are straight, others are curved or made up of a combination of
straight lines and curves. In many aspects of life, one quantity
depends on another quantity, and the relationship between them
can be described by equations. These equations can then be used in
mathematical modelling to gain an understanding of the situation —
we can draw graphs and use them to analyse, interpret and explain
the relationship between the variables, and to make predictions
about the future.
Scientists, engineers, health professionals and financial analysts all
rely heavily on mathematical equations to model real-life situations
and solve problems. Linear graphs are used extensively to represent
trends, for example in the stock market or when considering the
population growth of various countries.
Some of the most common curves we see each day are in the arches
of bridges. The arch shape is actually a parabolic function. Because
of its shape, it is very strong and stable. Architects and structural
engineers use arches extensively in buildings and other structures.
In space, satellites orbiting Earth follow an elliptical path, while the
orbits of planets are almost circular.
Because of the many uses of linear and non-linear graphs, it is important to understand the basic concepts that
you will study in this topic, such as gradient, how to calculate the distance between two points, and how to
identify linear and non-linear relationships.

Where to get help

Go to your learnON title at www.jacplus.com.au to access the following digital resources. The Online
Resources Summary at the end of this topic provides a full list of what’s available to help you learn the
concepts covered in this topic.

Fully worked
Video Interactivities solutions
eLessons
to every
question

Digital
eWorkbook
documents

312 Jacaranda Maths Quest 9

Exercise 6.1 Pre-test

Complete this pre-test in your learnON title at www.jacplus.com.au, and receive automatic marks,
immediate corrective feedback and fully worked solutions.
1. State the location of the point (–3, 0).

2. Using the table shown, match each point in the left-hand column with the line in the right-hand column
that passes through that point.
Point Line
a. (3, –1) A. y = 3 − 2x
b. (0, 4) B. 2y = x
c. (2, 1) C. x + y = 2
d. (–1, 5) D. y = x + 4

3. MC Select the rule that corresponds to the table of values shown.

x −3 −2 −1 −0 1
y 2 1 0 −1 −2
A. y = −x + 1 B. y = x + 1 C. y = −x − 1 D. y = x − 1 E. y = −x
( ) ( )
1 7
4. Calculate the gradient of the line passing through the points −3, and 5, − .
2 2

5. MC Select the gradient of the line 3x + 4y = 12.

4 B. 3 C. 4 3 E. −3
A. D. −
3 4

6. Match the gradients and y-intercepts to the rules given by y = mx + c.

Gradient and y-intercept Rule
1
a. m = , c = 3 A. 2y − 6x = 4
2
1 1
b. m = , c = 0 B. y = x+3
4 2
c. m = 4, c = −1 C. 4y = x

d. m = 3, c = 2 D. y = 4x − 1

7. a. Determine the rule for a straight line that passes through y

3
the origin and point (2.4, −0.6). 2
(–3, 2)
b. Determine the rule for a straight line that has an 1
x-intercept = −20 and y-intercept = 400.
0 x
–5 –4 –3 –2 –1
–1 1 2 3
8. MC Select the equation of the linear graph shown. –2
A. y = 2x − 6 –3
B. y = 2x − 8 –4
C. y = −2x − 6 –5
D. y = −2x − 4 –6 (1, –6)
E. y = −2x − 8 –7
–8

TOPIC 6 Linear and non-linear graphs 313

 9. A student plays the game Blue Blobs. She has the following blobs y
on her screen, as shown in the diagram. 5
4
The student types in an equation for a line that will pass through
3
four blobs.
2
a. Determine the equation of the straight line that passes through
1
four blobs.
x
b. The student then types in the equation x = −1. –5 –4 –3 –2 –1–10 1 2 3 4 5
State the coordinate of the blob that both lines would hit. –2
( ) –3
1 1 –4
10. Determine the value of a so that the point M − , −1 is the
2 2 –5
midpoint of the segment joining points A (3, 2) and B (−4, a).

11. Calculate the exact distance between the points (2, 5) and (−3, 7).

5
12. MC Select the vertical asymptote for the equation y = .
x
A. x = 0 B. x = 5 C. y = 0 D. y = 5 E. y = x

13. MC Select the centre and radius for the graph (x + 1)2 + (y − 2)2 = 9.
A. (1, −2) , r = 9 B. (1, −2) , r = 3 C. (−1, 2) , r = 9 D. (−1, 2) , r = 3 E. (1, −2) , r = 81

14. MC For the graph y = −x2 + 4, select the correct turning point of the parabola.
A. a maximum at (0, −4) B. a minimum at (4, 0) C. a maximum at (−4, 0)
D. a minimum at (0, −4) E. a maximum at (0, 4)

15. MC Select the correct equation for the graph shown.

y
A. y = x2 − 4 2
2
B. y = −(x − 2) − 4
2 (–2, 0) 1
C. y = (x + 2) + 4
2 0 1 2 3 4 5 x
D. y = −(x + 2) –5 –4 –3 –2 –1
–1
2
E. y = −x + 2 –2
–3
–4 (0, –4)
–5
–6

6.2 Plotting linear graphs

LEARNING INTENTION
At the end of this subtopic you should be able to:
• plot points on the Cartesian plane
• plot a linear graph on the Cartesian plane.

314 Jacaranda Maths Quest 9

 6.2.1 Plotting linear graphs on the Cartesian plane
eles-4779
• The Cartesian plane is divided into four regions (quadrants) by
the x- and y-axes, as shown.
y
6
• Every point in the plane is described exactly by a pair of
Quadrant Quadrant
coordinates (x, y). The point P (3, 2) is marked on the diagram. 4
2 1
Plotting linear graphs from a rule 2 P (3, 2)
• A straight-line graph is called a linear graph.
• The rule for a linear graph can always be written in the form
–6 –4 0
–2 2 4 6x
y = mx + c.
For example, y = 4x – 5 or y = x + 2. Quadrant –2 Quadrant
• A minimum of two points are needed to plot a linear graph. 3 4
–4

Plotting a linear graph from a rule on a Cartesian –6

plane
1. Draw a table of values for the x-values.
2. State the rule connecting x and y.
3. Substitute the x-values into the rule to find the y-values.
4. Plot the points on the Cartesian plane.
5. Label the graph.

WORKED EXAMPLE 1 Plotting a graph from a rule

Plot the graph specified by the rule y = x + 2 for the x-values −3, − 2, − 1, 0, 1, 2, 3.

THINK WRITE
1. Draw a table and write in the required x-values.
x −3 −2 −1 0 1 2 3
y
2. Substitute each x-value into the rule y = x + 2
x −3 −2 −1 0 1 2 3
to obtain the corresponding y-value.
When x = −3, y = −3 + 2 = −1. y −1 0 1 2 3 4 5
When x = −2, y = −2 + 2 = 0 etc.
Write the y-values into the table.
3. Plot the points from the table. y
6
4. Join the points with a straight line and label y=x+2
the graph with its equation: y = x + 2. 5

–4 –3 –2 –1 0 1 2 3 4 x
–1

–2

–3

TOPIC 6 Linear and non-linear graphs 315

TI | THINK WRITE CASIO | THINK WRITE
1. In a new document, on a Lists 1. On the Spreadsheet
& Spreadsheet page, label screen, enter the
column A as x-values and x-values into column A.
column B as y-values. In cell B1, complete the
Enter the x-values from −3 to entry line as: = A1 + 2
3 into column A. Then in cell Press EXE.
B1, complete the entry line as:
= a1 + 2
Press ENTER. Hold down
SHIFT and the down arrow
key to fill down the y-values.
2. Open a Data & Statistics 2. Highlight the required
page. cells in column B.
Press TAB to locate the label Press:
of the horizontal axis and • Edit
select the variable x-values. • Fill
Press TAB again to locate the • Fill Range
label of the vertical axis and
select the variable y-values.
The points will be plotted.
To change the colour of the
points, select any point and
press:
• CTRL
• MENU
• 3: Colour.
Choose a colour from the
palette.
3. To join the points with a line, 3. Highlight both columns
press: and then press Graph.
• MENU Select the scatterplot.
• 4: Analyze
• 4: Plot Function.
Complete the entry line as:
f1 (x) = x + 2

4. To find the equation,

press:
• Calc
• Regression
• Linear Regression
The equation is
y = x + 2. The line will
appear as continuous.

316 Jacaranda Maths Quest 9

 WORKED EXAMPLE 2 Drawing linear graphs by plotting two points

Plot two points and use them to draw the linear graph y = 2x − 1.

THINK WRITE
1. Choose any two x-values, for example x = −2 and x = 3.
2. Calculate y by substituting each x-value into y = 2x − 1.
x −2 3
x = −2: y = 2 × −2 − 1 = −5
x = 3: y = 2 × 3 − 1 = 5 y −5 5

3. Plot the points (−2, −5) and (3, 5). y

4. Draw a line through the points and add a label. (3, 5)
4

2 y = 2x –1

–4 –2 0 2 4 x
–2

–4
(–2, – 5)

6.2.2 Points on a line y (1, 12)

eles-4781 12
• Consider the line that has the rule y = 2x + 3 y = 2x + 3
10 (1, 9)
as shown in the graph.
8
If x = 1, then y = 2 (1) + 3 6
= 5 (1, 5)
(–6, 4) 4
so the point (1, 5) lies on the line y = 2x + 3. 2
• The points (1, −3) (1, 9), (1, 12) … are not on the line, but lie
above or below it. –12–10 –8 –6 –4 –2–20 2 4 6 8 10 12
x
• The point (–6, 4) is in quadrant 2. (1, –3)
–4
If x = –6: y = 2 (–6) + 3 –6
y = –9 –8
y≠5 –10
This shows that the point does not lie on the line. –12

WORKED EXAMPLE 3 Determining whether a point lies on a line

Determine whether the point (2, 4) lies on the line given by:
a. y = 3x − 2 b. x + y = 5.

THINK WRITE
a. 1. Substitute x = 2 into the equation y = 3x − 2 a. y = 3x − 2
and solve for y. x = 2: y = 3 (2) − 2
= 6−2
=4
2. When x = 2, y = 4, so the point (2, 4) lies on The point (2, 4) lies on the line y = 3x − 2.
the line. Write the answer.

TOPIC 6 Linear and non-linear graphs 317

 b. 1. Substitute x = 2 into the equation x + y = 5 b. x + y = 5
and solve for y. x = 2: 2 + y = 5
y=3

2. The point (2, 3) lies on the line, but the point The point (2, 4) does not lie on the line
(2, 4) does not. Write the answer. x + y = 5.

DISCUSSION
In linear equations, what does the coefficient of x determine?

Resources
Resourceseses
eWorkbook Topic 6 Workbook (worksheets, code puzzle and project) (ewbk-2006)
Digital documents SkillSHEET Plotting coordinate points (doc-6161)
SkillSHEET Substituting into a rule (doc-6162)
SkillSHEET Completing a table of values (doc-6163)
SkillSHEET Plotting a line from a table of values (doc-6164)
Interactivities Individual pathway interactivity: Plotting linear graphs (int-4502)
Plotting linear graphs (int-3834)

Exercise 6.2 Plotting linear graphs

Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 2, 4, 9, 12 3, 5, 8, 11, 13 6, 7, 10, 14

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.
Fluency
1. MC a. The point with coordinates (−2, 3) is:
A. in quadrant 1 B. in quadrant 2 C. in quadrant 3
D. in quadrant 4 E. on the x-axis
b. The point with coordinates (−1, −5) is:
A. in the first quadrant B. in the second quadrant C. in the third quadrant
D. in the fourth quadrant E. on the y-axis
c. The point with coordinates (0, −2) is:
A. in the third quadrant B. in the fourth quadrant C. on the x-axis
D. on the y-axis E. in the second quadrant

2. WE1 For each of the following rules:

i. complete the table ii. plot the linear graph.

x −3 −2 −1 0 1 2 3
y
a. y = x b. y = 2x + 2 c. y = 3x − 1 d. y = −2x

318 Jacaranda Maths Quest 9

Understanding
3. WE2 By first plotting two points, draw the linear graph given by each of the following.
a. y = −x 1 c. y = −2x + 3 d. y = x − 3
b. y = x + 4
2
4. WE3 Determine whether these points lie on the graph of y = 2x − 5.
a. (3, 1) b. (−1, 3) c. (0, 5) d. (5, 5)

5. Determine whether the given point lies on the given line.

a. y = −x − 7, (1, −8) b. y = 3x + 5, (0, 5) c. y = x + 6, (−1, 5)
d. y = 5 − x, (8, 3) e. y = −2x + 11, (5, −1) f. y = x − 4, (−4, 0)

6. MC Select the line that passes through the point (2, −1).
A. y = −2x + 5 B. y = 2x − 1 C. y = −2x + 1 D. x + y = 1 E. x + y = −1

7. Match each point with a line passing through that point.

Point Line
a. (1, 1) A. x + y = 4
b. (1, 3) B. 2x − y = 1
c. (1, 6) C. y = 3x − 7
d. (1, −4) D. y = 7 − x

Reasoning
8. The line through (1, 3) and (0, 4) passes through every quadrant except one. State the quadrant through
which this line does not pass. Explain your answer.
9. Answer the following questions.
a. Determine which quadrant(s) the line y = x + 1 passes through.
b. Show that the point (1, 3) does not lie on the line y = x + 1.

10. Explain the process of how to check whether a y

8
point lies on a given line.
6
11. Using the coordinates (−1, −3), (0, −1) and (2, 3),
show that a rule for the linear graph is y = 2x − 1. 4

Problem solving 2
12. Consider the pattern of squares on the
grid shown. 0 x
–2 2 4 6 8 10 12 14 16
Determine the coordinates of the –2
centre of the 20th square.

13. It is known that the mass of a certain kind of genetically modified

tomato increases linearly over time. The following results were
recorded.

Time, t (weeks) 1 4 6 9 16
Mass, m (grams) 6 21 31 46 81

a. Plot the above points on a Cartesian plane.

b. Determine the rule connecting mass with time.
c. Show that the grams mass of one of these tomatoes is 101 grams
after 20 weeks.

TOPIC 6 Linear and non-linear graphs 319

 14. As a particular chemical reaction proceeds, the temperature increases at a constant rate. The graph represents
the same chemical reaction with and without stirring. Interpret the graph and explain how stirring affects the
reaction.

30

25

20

Temp. (°C) 15

10
With stirring
Without stirring
5

0 1 2 3 4
Time (min)

6.3 Features of linear graphs

LEARNING INTENTION
At the end of this subtopic you should be able to:
• calculate the gradient of a line or line segment
• calculate the y-intercept of a linear graph.

6.3.1 The gradient (m)

eles-4782
• The gradient of a line is a measure of the steepness of its slope.
• The symbol for the gradient is m.
• The gradient of an interval AB is defined as the rise (distance up) divided by the run (distance across).

Gradient formula
rise
m=
run

rise

A
run
• If the line is sloping upwards (from left to right), the gradient
is positive.
• If the line is sloping downwards, the gradient is negative.

320 Jacaranda Maths Quest 9

 Positive gradient Negative gradient
(sloping upwards) (sloping downwards)

6 2

3 1
m=2 m = −2

1 1

2 2
1 1
m= m=−
2 2

Determining the gradient of a line passing through two points

• Suppose a line passes through the points (1, 4) and (3, 8), as shown in
y
the graph. 8 (3, 8)
• By completing a right-angled triangle, it can be seen that:
• the rise (difference in y-values): 8 − 4 = 4 6
• the run (difference in x-values): 3 − 1 = 2
• to determine the gradient: 4
(1, 4)
8−4
m= 2
3−1
4
= 0 x
2 1 2 3
=2

Gradient of a line
• In general, if a line passes through the points
(x1 , y1 ) and (x2 , y2 ), then:

y2 − y1
m=
x2 − x1

WORKED EXAMPLE 4 Determining the gradient of a line passing through two points

Calculate the gradient of the line passing through the points (−2, 5) and (1, 14).

THINK WRITE
1. Let the two points be (x1 , y1 ) and (x2 , y2 ). (−2, 5) = (x1 , y1 ) , (1, 14) = (x2 , y2 )
y2 − y1
2. Write the formula for gradient. m=
x2 − x1

TOPIC 6 Linear and non-linear graphs 321

 14 − 5
3. Substitute the coordinates of the given points m=
into the formula and evaluate. 1 − −2
9
=
1+2
9
=
3
=3
4. Write the answer. The gradient of the line passing through (−2, 5) and
(1, 14) is 3.

Note: If you were to switch the order of the points and let (x1 , y1 ) = (1, 14) and (x2 , y2 ) = (−2, 5), then the
gradient could be calculated as shown.
y2 − y1
m=
x2 − x1
5 − 14
=
−2 − 1
−9
=
−3
=3

The result is the same.

The gradient of horizontal and vertical lines

• The gradient of a horizontal line is zero, since it does not have any upwards or downwards slope.

rise 0
m= = =0
run run
• The gradient of a vertical line is undefined, as the run is zero.

rise rise
m= = = undefined
run 0

WORKED EXAMPLE 5 Calculating the gradient of a straight line

Calculate the gradients of the lines shown.

a. y b. y
(10, 13)
10 40

5 20
(0, 6)
–10 –5 0 5 10 x –10 –5 0 5 10 x
(0, –2)
–5 –20
(10, –24)

–10 –40

322 Jacaranda Maths Quest 9

c. y d. y
10 10

5 5

–10 –5 0 5 10 x –10 –5 0 5 10 x
–5 –5

–10 –10

THINK WRITE
a. 1. Write down two points that lie on the line. a. Let (x1 , y1 ) = (0, −2) and (x2 , y2 ) = (10, 13).
Rise = y2 − y1 = 13 − −2 = 15
Run = x2 − x1 = 10 − 0 = 10

rise
2. Calculate the gradient by finding the ratio m=
rise run
. 15
run =
10
3
= or 1.5
2

b. 1. Write down two points that lie on the line. b. Let (x1 , y1 ) = (0, 6) and (x2 , y2 ) = (10, −24).
Rise = y2 − y1 = −24 − 6 = −30
Run = x2 − x1 = 10 − 0 = 10

rise
2. Calculate the gradient. m=
run
−30
=
10
= −3

c. 1. Write down two points that lie on the line. c. Let (x1 , y1 ) = (5, −6) and (x2 , y2 ) = (10, −6).
2. There is no rise between the two points. Rise = y2 − y1
= −6 − −6 = 0
Run = x2 − x1
= 10 − 5 = 5
rise
3. Calculate the gradient. m=
Note: The gradient of a horizontal line is run
always zero. The line has no slope. 0
=
5
=0

TOPIC 6 Linear and non-linear graphs 323

 d. 1. Write down two points that lie on the line. d. Let (x1 , y1 ) = (7, 10) and (x2 , y2 ) = (7, −3).

2. The vertical distance between the selected Rise = y2 − y1 = −3 − 10 = 13

points is 13 units. There is no run between the Run = x2 − x1 = 7 − 7 = 0
two points.
rise
3. Calculate the gradient. m=
Note: The gradient of a vertical line is always run
13
undefined. =
0
= undefined

6.3.2 The y-intercept

eles-4783
• The point where a line cuts the y-axis is called the y-intercept.
y
• In the graph shown the line cuts the y-axis at y = 2, so the y-intercept 5 y = 2x + 2
is (0, 2). 4
• The y-intercept of any line is easily found by substituting 0 for x and 3
calculating the y-value. 2 (0, 2)
1
x
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1
–2
–3
–4
–5

WORKED EXAMPLE 6 Determining the y-intercepts of lines

Determine the y-intercepts of the lines whose linear rules are given, and state the coordinates of the
y-intercept.
a. y = −4x + 7 b. 5y + 2x = 10 c. y = 2x d. y = −8

THINK WRITE
a. 1. To calculate the y-intercept, substitute x = 0 a. y = −4x + 7
into the equation. y = −4 (0) + 7

2. Solve for y. y=7

3. Write the coordinates of the y-intercept. y-intercept: (0, 7)
b. 1. To calculate the y-intercept, substitute x = 0 b. 5y + 2x = 10
into the equation. 5y + 2 (0) = 10

2. Solve for y. 5y = 10
y=2
3. Write the coordinates of the y-intercept. y-intercept: (0, 2)

324 Jacaranda Maths Quest 9

 c. 1. To calculate the y-intercept, substitute x = 0 c. y = 2x
into the equation. y = 2 (0)
y=0

2. Write the coordinates of the y-intercept. y-intercept: (0, 0)

d. The value of y is −8 regardless of the x-value. d. y-intercept: (0, −8)

DISCUSSION
Why is the y-intercept of a graph found by substituting x = 0 into the equation?

Resources
Resourceseses
eWorkbook Topic 6 Workbook (worksheets, code puzzle and project) (ewbk-2006)
Digital documents SkillSHEET Transposing a linear equation to general form (doc-6165)
SkillSHEET Finding the gradient given two points (doc-10839)
SkillSHEET Measuring the rise and the run (doc-10840)
SkillSHEET Finding the gradient of a line from its equation (doc-10841)
Video eLesson Gradient (eles-1889)
Interactivities Individual pathway interactivity: Determining linear rules (int-4506)
The gradient (int-3836)
Linear graphs (int-6484)

Exercise 6.3 Features of linear graphs

Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 3, 5, 8, 11, 14 2, 4, 6, 9, 12, 15 7, 10, 13, 16, 17

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency
1. WE4 Calculate the gradients of the lines passing through the following pairs of points.
a. (2, 10) and (4, 22) b. (1, −2) and (3, −10)
c. (−3, 0) and (7, 0) d. (−4, −7) and (1, −1)
e. (0, 4) and (4, −4.8) f. (−2, 122) and (1, −13)

2. Calculate the gradients of the lines passing through the following pairs of points.
a. (2, 3) and (17, 3) b. (−2, 2) and (2, 2.4)
c. (1, −5) and (5, −15.4) d. (−12, −7) and (8.4, −7)
e. (−2, −17.7) and (0, 0.3) f. (−3, 3.4) and (5, 2.6)

3. WE6 Determine the y-intercepts of the lines whose rules are given below.
a. y = 5x + 23 b. y = 54 − 3x c. y = 3 (x − 2) d. y = 70 − 2x

TOPIC 6 Linear and non-linear graphs 325

4. Determine the y-intercepts of the lines whose rules are given below.
1 x
a. y = (x + 2) b. y = + 5.2 c. y = 100 − x d. y = 100
2 2
5. WE5 Calculate the gradients of the lines shown.
a. y b. y c. y

0 0.5 x 0 x 0 x
21
–3
–21
–2

6. Calculate the gradients of the lines shown.

a. y b. y c. y
(1, 200)

0 0.5 x 0 x 0 x

–200
(5, –26)
–10

7. Calculate the gradients of the lines shown.

a. y b. y c. y
2
1000
(–1, 100)

0 x 02 x 0 x
–
5

–200

Understanding
8. MC Select which of the following statements about linear graphs is false.
A. A gradient of zero means the graph is a horizontal line.
B. A gradient can be any real number.
C. A linear graph can have two y-intercepts.
D. In the form y = mx + c, the y-intercept equals c.
E. An undefined gradient means the graph is a vertical line.
9. Identify the y-intercept of the line y = mx + c.

10. Determine the coordinates of the y-intercepts of the lines with the following rules.
a. y = −6x − 10 b. 3y + 3x = −12 c. 7x − 5y + 15 = 0
d. y = 7 e. x = 9

326 Jacaranda Maths Quest 9

Reasoning
11. Explain why the gradient of a vertical line is undefined.

12. Explain why the gradient of a horizontal line is zero.

d−b
13. Show the gradient of the line passing through the points (a, b) and (c, d) is .
c−a

Problem solving
14. When using the gradient to draw a line, does it matter if you rise before you y
run or run before you rise? Explain. y
(0, c)
15. Consider the graph shown. (x, y)

a. Determine a general formula for the gradient m in terms of x, y and c. 0 x x

b. Transpose your formula to make y the subject. Discuss what you notice about
this equation.

16. The price per kilogram for three different types of meat is illustrated in the graph shown.

y
40
35
30
Cost ($)

25
Chicken
20 Lamb
15
10
Beef
5

0 x
1 2
Weight (kg)

a. Calculate the gradient (using units) for each graph.

b. Determine the cost of 1 kg of each type of meat.
c. Evaluate the cost of purchasing:

i. 1 kg of lamb ii. 0.5 kg of chicken iii. 2 kg of beef.

d. Calculate the total cost of the order in part c.
e. Complete the table below to confirm your answer from part d.
( )
Meat type Cost per kilogram $/kg Weight required (kg) Cost = $/kg × kg
Lamb 1
Chicken 0.5
Beef 2
Total cost

TOPIC 6 Linear and non-linear graphs 327

 17. Three right-angled triangles have been superimposed on the graph shown. y
14
a. Use each of these to determine the gradient of the line. 12
b. Does it matter which points are chosen to determine the gradient of a line? 10
Explain your answer. 8
c. Describe the shape of the graph. 6
4
2

–8 –6 –4 –2–20 2 4 6 8 x
–4
–6
–8
–10
–12
–14

6.4 The equation of a straight line

LEARNING INTENTION
At the end of this subtopic you should be able to:
• determine the equation of a straight line given the gradient and the y-intercept
• determine the equation of a straight line given the gradient and one point
• determine the equation of a straight line given two points
• determine the equation of a straight line from a graph.

6.4.1 The general equation of a straight line

eles-4784
• The general equation of a straight line is

y = mx + c
where m is the gradient and c is the y-intercept of the line.
• It is very easy to state the equation of a straight line if its gradient and y-intercept are known.

WORKED EXAMPLE 7 Determining the line equation from the gradient and y-intercept

Determine the equation of the line with a gradient of −2 and y-intercept of 3.

THINK WRITE
1. Write the equation of a straight line. y = mx + c
2. Substitute the values m = −2, c = 3 to m = −2, c = 3
write the equation. y = −2x + 3

328 Jacaranda Maths Quest 9

 6.4.2 Determining the equation of a straight line
eles-4785
• If the gradient (m) and any single point on a straight line are known, then the y-intercept can be calculated
algebraically.

WORKED EXAMPLE 8 Determining the equation of a line from the gradient and a single
point

Determine the equation of a straight line that goes through the point (1, − 3), if its gradient is −2.

THINK WRITE
1. Write the equation of a straight line. y = mx + c
2. Substitute the value m = −2. y = −2x + c
3. Since the line passes through the point (1, −3), When x = 1, y = −3.
substitute x = 1 and y = −3 into y = −2x + c to −3 = −2 × 1 + c
calculate the value of c.
4. Solve for c. −3 = −2 + c
−3 + 2 = c
c = −1
5. Write the rule. y = −2x − 1

• If two points on a straight line are known, then the gradient (m) can be calculated using the formula
y2 − y1 rise
m= , or m = .
x2 − x1 run
• Using the gradient and one of the points, the equation can be found using the method in Worked example 8.

WORKED EXAMPLE 9 Determining the rule of a line from two points

Determine the equation of the straight line passing through the points (−1, 6) and (3, −2).

THINK WRITE
1. Write the equation of a straight line. y = mx + c
y − y1
2. Write the formula for calculating the gradient, m. m= 2
x2 − x1
−2 − 6
3. Let (x1 , y1 ) = (−1, 6) and (x2 , x2 ) = (3, −2). m=
Substitute the values into the formula and 3 − −1
−2 − 6
determine the value of m. =
3+1
8
=−
4
= −2

4. Substitute the value of m into the equation. y = −2x + c

5. Select either of the two points, say (3, −2), and Point (3, −2):
substitute into y = −2x + c. −2 = −2 (3) + c
−2 = −6 + c
6. Solve for c. c=4
7. Write the rule using the values c = 4, m = −2. y = −2x + 4

TOPIC 6 Linear and non-linear graphs 329

TI | THINK WRITE CASIO | THINK WRITE
In a new problem, 1. On the Spreadsheet
on a Calculator page, screen, complete the
complete the entry lines entries as:
as: A B
y2 − y1
m ∶= |x1 = −1 1 −1 6
x2 − x1
and y1 = 6 and x2 = 3 2 3 −2
and y2 = −2
y = −2x + c
solve
( ) The equation is y = 4 − 2x.
y = −2x + c, c |x = 3
and y = −2
y = −2x + c|c = 4
Press ENTER after each
entry.

2. Highlight the data in

both columns.
Press Graph and select
the scatterplot.
The points will be
plotted.

3. To get the equation of

the line, press the Line
icon. The equation will
appear above the graph,
and the points will be
joined by a line.

The equation of the line

passing through the points
(−1, 6) and (3, −2) is
y = −2x + 4.

330 Jacaranda Maths Quest 9

• The equation of a straight line can be determined from a graph by observing the y-intercept and the
gradient.

WORKED EXAMPLE 10 Determining the rule of a line from its graph

Determine the equation of the linear graph shown.

y

4 (0, 4)

2
(2, 0)
0 x
–6 –4 –2 2 4 6
–2

–4

–6

THINK WRITE
1. Read the important information from the graph. The The graph passes through (0, 4) and (2, 0).
y-intercept is 4 and the x-intercept is 2. Write the
coordinates of each point.
y2 − y1 4−0
2. Calculate the gradient using the formula m = . m=
x2 − x1 0−2
Let (x1 , y1 ) = (2, 0) and (x2 , y2 ) = (0, 4) . 4
=
−2
= −2
y = −2x + c

3. From the graph, the y-intercept is 4. c=4

4. Write the equation. y = −2x + 4

Resources
Resourceseses
eWorkbook Topic 6 Workbook (worksheets, code puzzle and project) (ewbk-2006)
Video eLesson The equation of a straight line (eles-2313)
Interactivity Individual pathway interactivity: The equation of a straight line (int-4503)

TOPIC 6 Linear and non-linear graphs 331

Exercise 6.4 The equation of a straight line
Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 3, 5, 10, 15, 16, 19, 22, 25 2, 4, 6, 8, 11, 13, 17, 20, 23, 7, 9, 12, 14, 18, 21, 24, 28, 29
26, 27

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency
1. WE7 Determine the equations of the straight lines with the gradients and y-intercepts given.
a. Gradient = 4, y-intercept = 2
b. Gradient = −4, y-intercept = 1
c. Gradient = 4, y-intercept = 8

2. Determine the equations of the straight lines with the gradients and y-intercepts given.
a. Gradient = 6, y-intercept = 7
b. Gradient = −2.5, y-intercept = 6
c. Gradient = 45, y-intercept = 135

3. Determine the equation for each straight line passing through the origin and with the gradient given.
a. Gradient = −2
b. Gradient = 4
c. Gradient = 10.5

4. Determine the equation for each straight line passing through the origin and with the gradient.
a. Gradient = −20
b. Gradient = 1.07
c. Gradient = 32

5. WE8 Determine the equation of the straight lines with:

a. gradient = 1, point = (3, 5) b. gradient = −1, point = (3, 5)
c. gradient = −4, point = (−3, 4) d. gradient = 2, point = (5, −3)

6. Determine the equation of the straight lines with:

a. gradient = −5, point = (13, 5) b. gradient = 2, point = (10, −3)
c. gradient = −6, point = (2, −1) d. gradient = −1, point = (−2, 0.5)

7. Determine the equation of the straight lines with:

a. gradient = 6, point = (−6, −6) b. gradient = −3.5, point = (3, 5)
c. gradient = 1.2, point = (2.4, −1.2) d. gradient = 0.2, point = (1.3, −1.5)

8. Determine the equations of the straight lines with:

a. gradient = −4, x-intercept = −6
b. gradient = 2, x-intercept = 3
c. gradient = −2, x-intercept = 2

9. Determine the equation of the straight lines with:

a. gradient = 5, x-intercept = −7
b. gradient = 1.5, x-intercept = 2.5
c. gradient = 0.4, x-intercept = 2.4.

332 Jacaranda Maths Quest 9

10. WE9 Determine the equation for each straight line passing through the given points.
a. (−6, 11) and (6, 23)
b. (1, 2) and (−5, 8)
c. (4, 11) and (6, 11)
d. (3, 6.5) and (6.5, 10)
11. Determine the equation for each straight line passing through the given points.
a. (1.5, 2) and (6, −2.5)
b. (−7, 3) and (2, 4)
c. (25, −60) and (10, 30)
d. (5, 100) and (25, 500)
12. Determine the equation for each straight lines passing through the given points.
a. (1, 3) and (3, 1)
b. (2, 5) and (−2, 6)
c. (9, −2) and (2, −4)
d. (1, 4) and (−0.5, 3)
13. Determine the rules for the linear graphs that have the following x- and y-intercepts.
a. x-intercept = −3, y-intercept = 3 b. x-intercept = 4, y-intercept = 5
c. x-intercept = 1, y-intercept = 6 d. x-intercept = −40, y-intercept = 35

14. Determine the rules for the linear graphs that have the following x- and y-intercepts.
a. x-intercept = −8, y-intercept = 8 b. x-intercept = 3, y-intercept = 6
c. x-intercept = −7, y-intercept = −3 d. x-intercept = −200, y-intercept = 50

15. Determine the rule for each straight line passing through the origin and:
a. the point (4, 7) b. the point (5, 5)
c. the point (−4, 8) d. the point (−1.2, 3.6)
e. the point (−22, 48) f. the point (−105, 35).

16. WE10 Determine the equation of the line shown on each of the following graphs.
a. y b. y

6 30 (6, 30)

4 20

2 10

0 x 0 10 20 30 x
–6 –4 –2 2 4 6 –30 –20 –10
–2 –10

–4 –20

–6 –30

TOPIC 6 Linear and non-linear graphs 333

17. Determine the equation of the line shown on each of the following graphs.
a. y b. y

6 6

4 4

2 2
(5, 1)

0 x 0 x
–6 –4 –2 2 4 6 –6 –4 –2 2 4 6
–2 –2

–4 –4

–6 –6

18. Determine the equation of the line shown on each of the following graphs.
a. y b. y

6 6

4 4
(1, 3)
2 2
(–1, 1) (1, 1)

0 x 0 x
–6 –4 –2 2 4 6 –6 –4 –2 2 4 6
–2 –2

–4 –4

–6 –6

Understanding
19. MC a. The gradient of the straight line that passes through (3, 5) and (5, 3) is:
A. −2 B. −1 C. 0 D. 1 E. 2
b. A straight line with an x-intercept of 10 and a y-intercept of 20 has a gradient of:
A. −2 B. −1 C. −0.5 D. 0 E. 0.5
c. The rule 2y − 3x = 20 has an x-intercept at:
3 2
A. − B. − C. 0
2 3
2
D. E. None of these
3
20. Given that the x-intercept of a straight line graph is (−5, 0) and the y-intercept is (0, −12):
a. determine the equation of the straight line b. calculate the value of y when x = 19.3.

334 Jacaranda Maths Quest 9

21. a. Determine the equation of the straight line shown in the graph. y
Use the fact that when x = 5, y = 7. 15
b. Determine the x-intercept.
10

0 x
–15 –10 –5 5 10 15
–5

–10

–15

Reasoning
22. The graph shows the carbon dioxide (CO2 ) concentration
Mean annual CO2 concentration
in the atmosphere, measured in parts per million (ppm).
a. If the trend follows a linear pattern, determine the 450

CO2 concentration (ppm)

equation for the line.
b. Explain why c cannot be read directly from the graph. 400
c. Infer the CO2 concentration predicted for 2020. State the
350
assumption made when determining this value.
23. Show that the equation for the line that passes through 300
the point (3, 6) parallel to the line through the points
(0, −7) and (4, −15) is y = −2x + 12. 250

200
1920 1940 1960 1980 2000 2020 2040
Year
y
24. a. Determine the equations for line A and line B as shown in 10 Line A
this graph. 8
b. Write the point of intersection between line A and line B and mark 6
it on the Cartesian plane. 4
c. Show that the equation of the line that is perpendicular to line B 2
and passes through the point (−4, 6) is y = x + 10. 0 x
–10 –8 –6 –4 –2
–2 2 4 6 8 10
–4 Line B
–6
–8
–10
Problem solving
25. The graph shown describes the mass in 6
kilograms of metric cups of water.
Mass (kg)

Write a rule to describe the mass of 4

water (m) relative to the number of
cups (c). 2

0 2 4 6 8 10 12 14 16 18 20
Cups of water

TOPIC 6 Linear and non-linear graphs 335

26. Harpinder plays the game Space Galaxy on her phone. The stars and y
spaceships are displayed on her screen as shown. 5
4
a. Copy the diagram. On the diagram, draw a straight line that will hit 3
three stars. 2
b. Determine the equation of the straight line that will hit three stars. 1
1 1
c. Harpinder types in the equation y = x + and manages to hit 0 x
2 2 –5 –4 –3 –2 –1
–1 1 2 3 4 5
two stars. Draw the straight line on your diagram. –2
d. If Harpinder types in the equation from part b and the equation from –3
part c, determine the coordinate of the star that both lines will hit. –4
e. If she types y = 2, state how many stars will she hit. –5
f. Give another equation of a straight line that will hit two stars.

27. The temperature of water in a kettle is 15 °C before the temperature increases at a constant rate for
20 seconds to reach boiling point (100 °C). Adel argues that T = 5t + 15 describes the water temperature,
citing the starting temperature of 15 °C and that to reach 100 °C in 20 seconds an increase of 5 °C for every
second is required.
Explain why Adel’s equation is incorrect and devise another equation that correctly describes the
temperature of the water.
28. A father wants to administer a children’s liquid painkiller to his child. The recommended dosage is a
range, 7.5 − 9 mL for an average weight of 12 − 14 kg. The child weighs 12.8 kg. The father uses a linear
relationship to calculate an exact dosage. Evaluate the dosage that the father calculates.
29. The graph shown displays the wages earned in three different
A
workplaces. y
600 B
a. Identify the set allowance for each workplace. Total wage ($)
500 C
b. Determine the hourly rates for each workplace.
400
c. Using your answers from parts a and b, determine linear equations
300
that describe the wages at each workplace. 200
d. Match each working lifestyle below to the most appropriate 100
workplace.
i. Working lifestyle 1: Earn the most money possible while
0 1 2 3 4 5 6 7 8x
working at most 4 hours in a day. Time worked per day (h)
ii. Working lifestyle 2: Earn the most money possible while
working an 8-hour day.
e. If a person works an average of 8 hours a day, determine the
advantage of workplace C.
f. Calculate how much money is earned at each workplace for a:
i. 2-hour day ii. 6-hour day.

6.5 Sketching linear graphs

LEARNING INTENTION
At the end of this subtopic you should be able to:
• sketch linear graphs using the x- and y-intercept method
• sketch linear graphs using the gradient–intercept method
• sketch vertical and horizontal lines.

• To sketch a linear graph all you need is two points on the line. Once you have found two points, the line
can be drawn through those points.

336 Jacaranda Maths Quest 9

 6.5.1 The x- and y-intercept method y
eles-4786
• One method to sketch a linear graph is to find both the
x-intercept and the y-intercept.
• To determine the intercepts of a graph:
x-intercept: let y = 0 and solve for x
y-intercept: let x = 0 and solve for y.
• If both intercepts are zero (at the origin), another point is needed
to sketch the line. 0 x-intercept x

y-intercept

WORKED EXAMPLE 11 Sketching graphs using the x- and y-intercept method

Using the x- and y-intercept method, sketch the graphs of:

4
a. 2y + 3x = 6 b. y = x + 5 c. y = 2x.
5

THINK WRITE
a. 1. Write the rule. a. 2y + 3x = 6
2. To calculate the y-intercept, let x = 0. x = 0: 2y + 3 × 0 = 6
Write the coordinates of the y-intercept. 2y = 6
y= 3
y-intercept: (0, 3)

3. To calculate the x-intercept, let y = 0. y = 0:2 × 0 + 3x = 6

Write the coordinates of the x-intercept. 3x = 6
x= 2
x-intercept: (2, 0)
4. Plot and label the x- and y-intercepts on a set of y
axes and rule a straight line through them. 5
Label the graph. 4
3 (0, 3)
2 2y + 3x = 6
1
(2, 0)
0
–2 –1
–1 1 2 3 4 5 x
–2

4
b. 1. Write the rule. b. y = x+ 5
5
2. The rule is in the form y = mx + c, so the c = 5
y-intercept is the value of c. y-intercept: (0, 5)

TOPIC 6 Linear and non-linear graphs 337

 4
3. To calculate the x-intercept, let y = 0. Write the y = 0: y = x+5
coordinates of the x-intercept. 5
4
0 = x+5
5
4
−5 = x
5 ( )
25 1
x=− = −6
( 4) 4
25
x-intercept: − , 0
4

4. Plot and label the intercepts on a set of axes and y

rule a straight line through them. 6
Label the graph. 5 (0, 5)
4
3
y = 45 x + 5
2
(–25 , 0) 1
4
x
–8 –7 –6 –5 –4 –3 –2 –1–10 1 2 3
–2
–3
–4
–5

c. 1. Write the rule. c. y = 2x

2. To calculate the y-intercept, let x = 0. x = 0: y = 2×0
Write the coordinates of the y-intercept. =0
y-intercept: (0, 0)
3. The x- and y-intercepts are the same point, (0, 0), x = 3: y = 2×3
so one more point is required. =6
Choose any value for x, such as x = 3. Another point: (3, 6)
Substitute and write the coordinates of the point.
4. Plot the points, then rule and label the graph. y
Label the graph. 6 (3, 6)
5
4
3 y = 2x
2
1
(0, 0)
–4 –3 –2 –1 0 1 2 3 4 5 6 7x
–1
–2
–3
–4
–5
–6

338 Jacaranda Maths Quest 9

 6.5.2 The gradient–intercept method
eles-4787
• To use this method, the gradient and the y-intercept must be known.
• The line is drawn by plotting the y-intercept, then drawing a line with the correct gradient through that
point.

A( line interval
) of gradient A line
( interval
) of gradient A line interval of gradient
3 −2 3
3 = can be drawn with −2 = can be drawn can be shown with a rise of
1 1 5
a rise of 3 and a run of 1. with a rise downwards of 3 and a run of 5.
2 and a run of 1.
1
3
3
2 5

WORKED EXAMPLE 12 Sketching graphs using the gradient–intercept method

Using the gradient–intercept method, sketch the graphs of:

3
a. y = x + 2 b. 4x + 2y = 3.
4

THINK WRITE
a. 1. From the equation, the y-intercept a. y
3
is 2. Plot the point (0, 2). y= 4
x +2
6
2. From the equation, the gradient is
3 rise 3 P (4, 5)
, so = . 4
4 run 4
Rise
From (0, 2), run 4 units and rise 3 units. 2
Mark the point P (4, 5). Run
3. Draw a line through (0, 2) and P (4, 5).
0 x
Label the graph. –6 –4 –2 2 4 6
–2

–4

–6

b. 1. Write the rule in gradient–intercept form: b. 4x + 2y = 3

y = mx + c. 2y = 3 − 4x
3 3
From the equation, m = −2, c = . y = − 2x
( ) 2 2
3 3
Plot the point 0, . y = −2x +
2 2

TOPIC 6 Linear and non-linear graphs 339

 rise −2
2. The gradient is −2 , so = . y
( ) run 1
3 6
From 0, , run 1 units and rise
2 y = –2x + 3
−2 units((i.e. go)down 2 units). Mark the 2
4 (0, 3 )
1 2
point P 1, − .
2 2
( ) ( )
3 1
3. Draw a line through 0, and P 1, − . 0 x
2 2 –6 –4 –2 2 4 6
Label the graph. –2
P (1, – 1 )
2
–4

–6

y
6.5.3 Horizontal and vertical lines
eles-4788
Horizontal lines (y = c) c y=c
• Horizontal lines are expressed in the form y = c, where c is the y-intercept.
• In horizontal lines the y-value remains the same regardless of the x-value.
0 x
• This can be seen by looking at a table of values, like the one shown. –4 –2 2 4

x −2 0 2 4
y c c c c

• Plotting these points gives a horizontal line, as shown in the graph.

• Horizontal lines have a gradient of 0. They do not rise or fall.

Vertical lines (x = a)
• Vertical lines are expressed in the form x = a, where a is the x-intercept.
y
• In vertical lines the x-value remains the same regardless of the y-value. 4 x=a
• This can be seen by looking at a table of values, like the one shown.
2
x a a a a
y −2 0 2 4 0 a

• Plotting these points gives a vertical line, as shown in the graph. –2

rise
• The run of the graph is 0, so using the formula m = involves dividing
run –4
by zero, which cannot be done.
The gradient is said to be undefined.

340 Jacaranda Maths Quest 9

WORKED EXAMPLE 13 Sketching horizontal and vertical lines

On a pair of axes, sketch the graphs of the following and label the point of intersection of the two
lines.
a. x = −3 b. y = 4

THINK WRITE
a. 1. The line x = −3 is in the form a. y
x = a. x = –3
This is a vertical line. 2

2. Rule the vertical line where 1

x = −3.
Label the graph. x
0
1 2 3 4
The line y = 4 is in the form y = c.
–4 –3 –2 –1
b. 1.
This is a horizontal line. –1
2. Rule the horizontal line where
y = 4. –2

Label the graph.

3. The lines intersect at (−3, 4). b. y

6
x = –3
(–3, 4)
4
y=4

0 x
–4 –3 –2 –1 1 2 3 4

Resources
Resourceseses
eWorkbook Topic 6 Workbook (worksheets, code puzzle and project) (ewbk-2006)
Digital documents SkillSHEET Graphing linear equations using intercepts (doc-10842)
SkillSHEET Solving linear equations that arise when finding intercepts (doc-10843)
Video eLessons Sketching linear graphs (eles-1919)
Sketching linear graphs using the gradient–intercept method (eles-1920)
Interactivities Individual pathway interactivity: Sketching linear graphs (int-4504)
The intercept method (int-3840)
The gradient–intercept method (int-3839)
Vertical and horizontal lines (int-6049)

TOPIC 6 Linear and non-linear graphs 341

Exercise 6.5 Sketching linear graphs
Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 3, 5, 7, 9, 11, 15, 20 4, 8, 12, 13, 16, 17, 21 2, 6, 10, 14, 18, 19, 22

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency
1. WE11 Using the x- and y-intercept method, sketch the graphs of:
a. 5y − 4x = 20 b. y = x + 2 c. y = −3x + 6.

2. Using the x- and y-intercept method, sketch the graphs of:

a. 3y + 4x = −12 b. x − y = 5 c. 2y + 7x − 8 = 0.

3. WE12 Using the gradient–intercept method, sketch the graphs of:

a. y = x − 7 b. y = 2x + 2 c. y = −2x + 2.

4. Using the gradient–intercept method, sketch the graphs of:

1 b. y = 4 − x c. y = −x − 10.
a. y = x − 1
2
5. WE13 On a pair of axes, sketch the graphs of the following.
a. y = 4 b. y = −3

6. On a pair of axes, sketch the graphs of the following.

a. y = −12.5 4
b. y =
5
7. Sketch the graphs of the following.
a. x = 2 b. x = −6

8. Sketch the graphs of the following.

a. x = −2.5 3
b. x =
4
9. Sketch the graphs of the following.
a. y = 3x b. y = −2x

10. Sketch the graphs of the following.

3 1
a. y = x b. y = − x
4 3

Understanding
11. MC Select which of the following statements about the rule y = 4 is false.
A. The gradient m = 0.
B. The y-intercept is at (0, 4).
C. The graph is parallel to the x-axis.
D. The point (4, 2) lies on this graph.
E. There is no x-intercept for this graph.

342 Jacaranda Maths Quest 9

 3
12. MC Select which of the following statements is not true about the rule y = − x.
5
A. The graph passes through the origin.
3
B. The gradient m = − .
5
C. The x-intercept is at x = 0.
D. The graph can be sketched using the x- and the y-intercept method.
E. The y-intercept is at y = 0.
13. 2x + 5y = 20 is a linear equation in the form ax + by = c.
a. Rearrange this equation into the form y = mx + c.
b. State the gradient.
c. State the x- and y-intercepts.
d. Sketch this straight line.
14. A straight line has an x-intercept of −3 and a y-intercept of 5.
a. State the gradient.
b. Draw the graph.
c. Write the equation in the form:
i. y = mx + c ii. ax + by = c.

Reasoning
15. Consider the relationship 4x − 3y = 24.
a. Rewrite this relationship, making y the subject.
b. Show that the x- and y-intercepts are (6, 0) and (0, −8) respectively.
c. Sketch a graph of this relationship.

16. Consider the relationship ax + by = c.

a. Rewrite the relationship, making y the subject.
b. If a, b and c are positive integer values, explain how the gradient is negative.
1 3
17. Josie accidently spilled a drink on her work. Part of her calculations were smudged. The line y = x + was
2 4
written in the form ax + 4y = 3. Show that the value of a = −2.
3 2
18. Explain why the descriptions ‘right 3 up 2’, ‘right 6 up 4’, ‘left 3 down 2’, ‘right up 1’ and ‘left 1 down ’
2 3
all describe the same gradient for a straight line.
19. A straight line passes through the points (3, 5) and (6, 11).
a. Determine the slope of the line
b. Determine the equation of the line
c. State the coordinates of another point that lies on the same line.

Problem solving
20. a. Match the descriptions given below with their corresponding line.
y
4
i. Straight line with a y-intercept of (0, 1) and a positive gradient
1 3 A
ii. Straight line with a gradient of 1 2
2 B
1 C
iii. Straight line with a gradient of −1
D
–4 –3 –2 –1–10 1 2 3 4 x
b. Write a description for the unmatched graph.
–2
–3
–4

TOPIC 6 Linear and non-linear graphs 343

 5 3
21. a. Sketch the linear equation y = − x − :
7 4
i. using the y-intercept and the gradient
ii. using the x- and y-intercepts
iii. using two other points.

b. Compare and contrast the methods and generate a list of advantages and disadvantages for each method
used in part a. Explain which method you think is best. Give your reasons.
22. Consider these two linear graphs.
y − ax = b and y − cx = d.
Show that if these two graphs intersect where both x and y are positive, then a > c when d > b.

6.6 Technology and linear graphs

LEARNING INTENTION
At the end of this subtopic you should be able to:
• produce linear graphs using digital technologies.

6.6.1 Graphing with technology

eles-4789
• There are many digital technologies that can be used to graph linear
relationships.
• The Desmos Graphing Calculator is a free graphing tool that can be
found online.
• Other commonly used digital technologies include Microsoft Excel
and graphing calculators.
• Digital technologies can help identify important features and
patterns in graphs.

Sketching a linear graph using technology

• Depending on the choice of digital technology used, the steps
involved to produce a linear graph may vary slightly.
• Most graphing calculators have an entry (or input) line to type in
the equation of the line you wish to sketch.
• When using the Desmos Graphing Calculator you can simply type
y = x + 1 into the input box to produce its graph.
• When using technologies such as a Texas Instruments or CASIO
graphing calculator you will need to open a Graphs page first.
The entry line for these types of technologies has a template that
needs to be followed carefully. Both of these graphing calculators
begin with f 1(x) = or y1 =, which is effectively saying y =.
• Thus, to draw the graph of y = x + 1, you would simply
enter ‘x + 1’.
• The screen shows the graph of y = x + 1 sketched on a
TI-Nspire CAS calculator.

344 Jacaranda Maths Quest 9

 6.6.2 Graphing parallel lines
eles-4790
• Lines with the same gradient are called parallel lines.
For a pair of parallel lines, m1 = m2 .
• Digital technologies can be used to help visualise this concept.
For example, y = 3x + 1, y = 3x − 4 and y = 3x are all parallel lines,
because m = 3.
• Select the digital technology of your choice and sketch these three
parallel lines on the same set of axes.

6.6.3 Graphing perpendicular lines

eles-4791
• Lines that meet at right angles are called perpendicular lines.
• The product of the gradients of two perpendicular lines is
equal to −1.
For a pair of perpendicular lines, m1 × m2 = −1.
• Digital technologies can be used to help visualise this concept.
1
For example, y = 2x + 1 and y = − x + 6 are perpendicular,
2
1
because 2 × − = −1.
2
• Select a digital technology of your choice and sketch these two
lines on the same set of axes.

Resources
Resourceseses
eWorkbook Topic 6 Workbook (worksheets, code puzzle and project) (ewbk-2006)
Interactivities Individual pathway interactivity: Technology and linear graphs (int-4505)
Parallel lines (int-3841)

Exercise 6.6 Technology and linear graphs

Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 2, 3, 10, 14, 15 4, 5, 6, 11, 13, 16 7, 8, 9, 12, 17

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Understanding
Use technology wherever possible to answer the following questions.
1. Sketch the following graphs on the same Cartesian plane.
a. y = x b. y = 2x c. y = 3x
i. Describe what happens to the steepness of the graph (the gradient of the line) as the coefficient
of x increases in value.
ii. Identify where each graph cuts the x-axis (its x-intercept).
iii. Identify where each graph cuts the y-axis (its y-intercept).

TOPIC 6 Linear and non-linear graphs 345

2. Sketch the following graphs on the same Cartesian plane.
a. y = −x b. y = −2x c. y = −3x
i. Describe what happens to the steepness of the graph as the magnitude of the coefficient of x decreases
in value (becomes more negative).
ii. Identify where each graph cuts the x-axis (its x-intercept).
iii. Identify where each graph cuts the y-axis (its y-intercept).

3. Identify the correct word or words from the options given and rewrite the following sentences using the
correct option.
a. If the coefficient of x is (positive/negative), then the graph will have an upward slope to the right. That is,
the gradient of the graph is (positive/negative).
b. If the coefficient of x is negative, then the graph will have a (downward/upward) slope to the right. That
is, the gradient of the graph is (positive/negative).
c. The bigger the magnitude of the coefficient of x (more positive or more negative), the (bigger/smaller) the
steepness of the graph.
d. If there is no constant term in the equation, the graph (will/will not) pass through the origin.

4. Sketch the graphs shown on the same Cartesian plane and answer the following questions for each graph.
a. Is the coefficient of x the same for each graph? If so, state the coefficient.
b. State whether the steepness (gradient) of each graph differs.
c. Identify where each graph cuts the x-axis (its x-intercept).
d. Identify where each graph cuts the y-axis (its y-intercept).
i. y = x ii. y = x + 2 iii. y = x − 2

5. Sketch the graphs shown on the same Cartesian plane and answer the following questions for each graph.
a. Is the coefficient of x the same for each graph? If so, state the coefficient.
b. State whether the steepness (gradient) of each graph differs.
c. Identify where each graph cuts the x-axis (its x-intercept).
d. Identify where each graph cuts the y-axis (its y-intercept).
i. y = −x ii. y = −x + 2 iii. y = −x − 2

6. Identify the correct word or words from the options given and rewrite the following sentences using the
correct option.
a. For a given set of linear graphs, if the coefficient of x is (the same/different), the graphs will be parallel.
b. The constant term in the equation is the (y-intercept/x-intercept) or where the graph cuts the
(y-axis/x-axis).
c. The (y-intercept/x-intercept) can be found by substituting x = 0 into the equation.
d. The (y-intercept/x-intercept) can be found by substituting y = 0 into the equation.

7. On the same Cartesian plane, sketch the following graphs.

a. y = x + 5 b. y = −x + 5 c. y = 3x + 5 2
d. y = − x+5
5
i. Is the coefficient of x the same for each graph? If so, state the coefficient.
ii. State whether the steepness (gradient) of each graph differ.
iii. Write down the gradient of each linear graph.
iv. Identify where each graph cuts the x-axis (its x-intercept).
v. Identify where each graph cuts the y-axis (its y-intercept).

346 Jacaranda Maths Quest 9

8. Identify the correct word or words from the options given and rewrite the following sentences using the
correct option.
a. One of the general forms of the equation of a linear graph is y = mx + c, where m is the (steepness/
x-coordinate) of the graph. We call the steepness of the graph the gradient.
b. The value of c is the (x-coordinate/y-coordinate) where the graph cuts the (x-axis/y-axis).
c. All linear graphs with the (same/different) gradient are (parallel/perpendicular).
d. All linear graphs that have the same y-intercept pass through (the same/different) point on the y-axis.

9. For each of the following lines, identify the gradient and the y-intercept.
a. y = 2x b. y = x + 1 c. y = −3x + 5 2
d. y = x−7
3

Reasoning
1
10. Using a CAS calculator, graph the lines y = 3 (x − 1) + 5, y = 2 (x − 1) + 5 and y = − (x − 1) + 5. Describe
2
what they have in common and how they differ from each other.
1 5
11. Show on a CAS calculator how y = x − can be written as 6y = 3x − 10.
2 3
12. A phone company charges $2.20 for international calls of 1 minute or less and $0.55 for each additional
minute. Using a CAS calculator, graph the cost for calls that last for whole numbers of minutes. Explain all
the important values needed to sketch the graph.
13. Shirly walks dogs after school for extra pocket money. She finds that she can use the equation
P = −15 + 10N to calculate her profit (in dollars) each week.
a. Explain the real-world meaning of the numbers −15 and 10 and the variable N.
b. What is the minimum number of dogs that Shirly must walk in order to earn a profit?
c. Using a CAS calculator, sketch the equation.

14. Graph y = 0.2x + 3.71 on a CAS calculator. Explain how to use the calculator to find an approximate value
when x = 70.3.

Problem solving
15. Plot the points (6, 3.5) and (−1, −10.5) using a CAS calculator and:
a. determine the equation of the line
b. sketch the graph, showing x- and y-intercepts
c. calculate the value of y when x = 8
d. calculate the value of x when y = 12.
16. A school investigating the price of a site licence for their computer network
found that it would cost $1750 for 30 computers and $2500 for 60 computers.
a. Using a CAS calculator, find a linear equation that represents the cost of a site
licence in terms of the number of computers in the school.
b. Determine is the y-intercept of the linear equation and explain how it relates
to the cost of a site licence.
c. Calculate the cost for 200 computers.
d. Evaluate how many computers you could connect for $3000.

17. Dylan starts his exercise routine by jogging to the gym, which burns 325 calories.
He then pedals a stationary bike burning 3.8 calories a minute.
a. Graph this data using a CAS calculator.
b. Evaluate how many calories Dylan has burnt after 15 minutes of pedalling.
c. Evaluate how long it took Dylan to burn a total of 450 calories.

TOPIC 6 Linear and non-linear graphs 347

 6.7 Practical applications of linear graphs
LEARNING INTENTION
At the end of this subtopic you should be able to:
• determine the linear rule from a table of values
• determine the linear rule that models a real-life problem
• interpret linear rules in real-life problems.

6.7.1 Determining a linear rule from a table of values

eles-4792
• If two variables are linked by a linear rule, then as one variable y
increases, the other increases (or decreases) at a steady rate.
20
• The table shown gives an example of a linear relationship. y = 3x + 5

x 0 1 2 3 15
(3, 14)
y 5 8 11 14
10
• Each time x increases by 1, y increases by 3.
• The linear rule connecting x and y is y = 3x + 5. 5 (0, 5)

0 1 2 3 4 x

• Consider the relationship depicted in the table shown.

y

x 0 1 2 3 8
y 7 5 3 1 (0, 7)
6
• Each time x increases by 1, y decreases by 2.
• The linear rule in this case is y = −2x + 7. 4 y = –2x + 7

2
(3, 1)

0 x
2 4 6 8

WORKED EXAMPLE 14 Determining a rule from a table of values

Determine the rule connecting x and y in each of the following value tables.
a. b.
x 0 1 2 3 x 3 4 5 6
y −3 2 7 12 y 12 11 10 9

THINK WRITE
a. 1. y increases at a steady rate, so this is a linear a. y = mx + c
relationship. Write the rule.
2. To calculate m: y increases by 5 each time x increases by m=5
1. Write the value of the gradient.
3. To determine c: From the table, when x = 0, y = −3. c = −3
Write the value of the y-intercept.
4. Write the rule. y = 5x − 3

348 Jacaranda Maths Quest 9

 b. 1. y decreases at a steady rate, so this is a linear b. y = mx + c
relationship. Write the rule.
2. To calculate m: decreases by 1 each time x increases m = −1
by 1.
Write the value of the gradient.
3. To determine c: From the table, when x = 3, y = 12. (3, 12) : y = −x + c
To calculate the y-intercept, substitute the x- and 12 = − (3) + c
y-values of one of the points, and solve for c. 12 = −3 + c
c = 15

4. Write the rule. y = −x + 15

6.7.2 Modelling linear relationships

eles-4793
• Relationships between real-life variables are often modelled (described) by a mathematical equation.
In other words, an equation or formula is used to link the two variables.
• For example:
• A = l2 represents the relationship between the area and the side length of a square
• C = 𝜋d represents the relationship between the circumference and the diameter of a circle.
• If one variable changes at a constant rate compared to the other, then the two variables have a linear
relationship.

WORKED EXAMPLE 15 Determining the rule to describe a relationship in a worded

question

An online bookstore sells a certain textbook for $21 and charges $10 for delivery, regardless of the
number of books being delivered.
a. Determine the rule connecting the cost ($C) with the number of copies of the textbook
delivered (n).
b. Use the rule to calculate the cost of delivering 35 copies of the textbook.
c. Calculate how many copies of the textbook can be delivered for $1000.

THINK WRITE
a. 1. Set up a table. a.
n 1 2 3
Cost for 1 copy = 21 + 10
Cost for 2 copies = 2 (21) + 10 C 31 52 73
= 52

2. The cost rises steadily, so there is a linear C = mn + c

relationship. Write the rule.
52 − 31
3. To calculate the gradient, use the formula m=
y2 − y1 2−1
m= with the points (1, 31) and = 21
x2 − x1
(2, 52). C = 21n + c

4. To determine the value of c, substitute C = 31 and (1, 31) ∶ 31 = 21 (1) + c

n = 1. c = 10
5. Write the rule. C = 21n + 10

TOPIC 6 Linear and non-linear graphs 349

 b. 1. Substitute n = 35 and calculate the value of C. b. C = 21 (35) + 10
= 735 + 10
= 745
2. Write the answer. The cost including delivery for
35 copies is $745.
c. 1. Substitute C = 1000 and calculate the value of n. c. 1000 = 21n + 10
21n = 990
n = 47.14
2. You cannot buy 47.14 books, so round down. For $1000, 47 copies of the textbook can
Write the answer. be bought and delivered.

• In Worked example 15, compare the rule C = 21n + 10 with the original question. It is clear that the 21n
refers to the cost of the textbooks (a variable amount, depending on the number of copies) and that
10 refers to the fixed (constant) delivery charge.
• In this case C is called the response variable or the dependent variable, because it depends on the
number of copies of the textbooks (n).
• The variable n is called the explanatory variable or the independent variable because it is the variable
that may explain the changes in the response variable.
• When graphing numerical data, the response variable is plotted on the vertical axis and the explanatory
variable is plotted on the horizontal axis.

Resources
Resourceseses
eWorkbook Topic 6 Workbook (worksheets, code puzzle and project) (ewbk-2006)
Interactivities Individual pathway interactivity: Practical applications of linear graphs (int-4507)
Dependent and independent variables (int-6050)

Exercise 6.7 Practical applications of linear graphs

Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 3, 5, 6, 11, 16 2, 7, 9, 12, 13, 17 4, 8, 10, 14, 15, 18

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency
1. WE14 Determine the linear rule linking the variables in each of the following tables.
a. b. x 0 1 2 3
x 0 1 2 3
y −5 1 7 13 y 8 5 2 −1

2. Determine the linear rule linking the variables in each of the following tables.
a. b. x 0 1 2 3
x 0 1 2 3
y 4 6 8 10 y 1.1 2.0 2.9 3.8

350 Jacaranda Maths Quest 9

3. Determine the linear rule linking the variables in each of the following tables.
a. x 2 3 4 5 b.
x 5 6 7 8
y 7 10 13 16 y 12 11 10 9

4. Determine the linear rule linking the variables in each of the following tables.
a. b. d 1 2 3 4
t 3 4 5 6
v 18 15 12 9 C 11 14 17 20

5. MC Sasha and Fiame hire a car. They are charged a fixed fee of $150 for hiring the car and then $25 per day.
They hire the car for d days.
Select which one of the following rules describes the number of days the car is hired and the total cost, C,
they would be charged for that number of days charged.
A. C = 25d B. C = 150d C. C = 175d D. C = 25d + 150 E. C = 150d + 25

Understanding
6. WE15Fady’s bank balance has increased in a linear
manner since he started his part-time job. After
20 weeks of work his bank balance was at $560 and
after 21 weeks of work it was at $585.
a. Determine the rule that relates the size of Fady’s bank
balance, A, and the time (in weeks) worked, t.
b. Use the rule to calculate the amount in Fady’s account
after 200 weeks.
c. Use the rule to identify the initial amount in Fady’s
account.
7. The cost of making a shoe increases as the size of the shoe increases. It costs $5.30 to make a size 6 shoe,
and $6.40 to make a size 8 shoe. Assuming that a linear relationship exists:
a. determine the rule relating cost (C) to shoe size (s)
b. calculate much it costs to produce a size 12 shoe.

8. The number of books in a library (N) increases steadily with time (t). After 10 years there are
7200 publications in the library, and after 12 years there are 8000 publications.
a. Determine the rule predicting the number of books in the library.
b. Calculate how many books were there after 5.5 years.
c. Calculate how many books will there be after 25 years.

9. A skyscraper can be built at a rate of 4.5 storeys per month.

a. Calculate how many storeys will be built after 6 months.
b. Calculate how many storeys will be built after 24 months.

10. The Nguyens’ water tank sprang a leak and has been losing water at a steady
rate. Four days after the leak occurred, the tank contained 552 L of water, and
ten days later it held only 312 L.
a. Determine the rule linking the amount of water in the tank (w) and the
number of days (t) since the leak occurred.
b. Calculate the amount of water that was initially in the tank.
c. If water loss continues at the same rate, determine when the tank will be
empty.

TOPIC 6 Linear and non-linear graphs 351

Reasoning
11. The pressure inside a boiler increases steadily as the temperature increases. For each 1 °C increase in
temperature, the pressure increases by 10 units, and at a temperature of 100 °C the pressure is 1200 units.
If the maximum pressure allowed is 2000 units, show that the temperature cannot exceed 180 °C.
12. After 11 pm a taxi company charges a $3.50 flag fall plus $2.57 for each kilometre travelled.
a. Determine the linear rule connecting the cost, C, and the distance travelled, d.
b. Calculate how much an 11.5 km trip will cost.
c. If you have $22 in your pocket, calculate how far you can afford to travel, correct to 1 decimal place.

13. A certain kind of eucalyptus tree grows at a linear rate for its first 2 years
of growth. If the growth rate is 5 cm per month, show that the tree will be
1.07 m tall after 21.4 months.
14. A software company claims that its staff can fix 22 bugs each month. They
are working on a project to fix a program that started out with 164 bugs.
a. Determine the linear rule connecting the number of bugs left, N, and the
time in months, t, from the beginning of the project.
b. Calculate how many bugs will be left after 2 months.
c. Determine how long it will be until there are only 54 bugs left.
d. Determine how long it will take to eliminate all of the bugs. Justify your
answer.
15. Michael produces and sells prints of his art at a local gallery. For each print
run his profit (P) is given by the equation P = 200n − 800, where n is the
number of prints sold.
a. Sketch the graph of this rule.
b. Identify the y-intercept. Determine what it represents in this situation.
c. Identify the x-intercept. Determine what it represents in this example.
d. Identify the gradient of the graph. Determine what this means in this situation.

Problem solving
16. The cost of a taxi ride is $3.50 flag fall plus $2.14 for each kilometre travelled.
a. Determine the linear rule connecting the cost, C, and the distance travelled, d.
b. Calculate how much an 11.5 km trip will cost.
c. Calculate how much a 23.1 km trip will cost.

17. Theo is going on holiday to Japan. One yen (¥) buys 0.0127 Australian dollars (A$).
a. Write an equation that converts Australian dollars to Japanese yen (¥), where A represents amount of
Australian dollars and Y represents amount of yen.
b. Using the equation from part a, calculate how many yen Theo will receive in exchange if they have
A$2500.
c. There is a commission to be paid on exchanging currency. Theo needs to pay 2.8% for each Australian
dollar they exchange into yen. Write down an equation that calculates the total amount of yen Theo will
receive. Write your equation in terms of YT (total amount of yen) and $A (Australian dollars).
18. Burchill and Cody need to make a journey to the other branch of their store across town. The traffic is very
busy at this time of the day, so Burchill catches a train that travels halfway, then walks the rest of the way.
Cody travels by bike the whole way. The bike path travels along the train line and then follows the road to
the other branch of their store.
Cody’s bike travels twice as fast as Burchill’s walking speed, and the train travels 4 times faster than Cody’s
bike. Evaluate who arrives at the destination first.

352 Jacaranda Maths Quest 9

 6.8 Midpoint of a line segment and distance between
two points
LEARNING INTENTION
At the end of this subtopic you should be able to:
• determine the midpoint of two points
• calculate the distance between two points.

6.8.1 Calculating the midpoint of a line segment

eles-4794 y
• The x- and y-coordinates of the midpoint are halfway between those of
(x2, y2)
the end points of a line segment.
• The coordinates of the midpoint, M, of a line can be found by averaging
the x- and y-coordinates of the end points. M

(x1, y1)
x

The midpoint of a line segment

The midpoint, M, of the line segment joining the points (x1 , y1 )

and (x2 , y2 ) is:
( )
x1 + x2 y1 + y2
M= ,
2 2

WORKED EXAMPLE 16 Calculating the midpoint of a line segment

Calculate the midpoint of the line segment joining (5, 9) and (−3, 11).

THINK WRITE
x1 + x2 5−3
1. Average the x-values: . x=
2 2
2
=
2
=1

y1 + y2 9 + 11
2. Average the y-values: . y=
2 2
20
=
2
= 10

3. Write the answer. The midpoint is (1, 10).

TOPIC 6 Linear and non-linear graphs 353

TI | THINK WRITE CASIO | THINK WRITE
1. On a Graphs page, set On a Geometry screen,
an appropriate window select a pair of axes
as shown and press: with scale and grid.
• MENU This is achieved by
• 8: Geometry continuous clicking on
• Points & Lines the graph icon.
• 3: Point by To get the desired
Coordinates window, select:
• View
Type the coordinates • Zoom out
of one point on the
keypad, pressing Using the Line
ENTER after each segment tool, place
number. the pointer at (−3, 11)
and hold to place the
Repeat the above step second point at (5, 9).
to plot the second The line segment
point. will be automatically
labelled.

2. To determine the To locate the midpoint:

midpoint, press: • Click on the line
• MENU segment.
• 8: Geometry • Click again for
• 4: Construction the point C to be
• 5: Midpoint. placed in the centre
Move the cursor to one or midpoint.
of the points and press To determine the
ENTER. coordinates of the
Move the cursor to midpoint C:
the other point and • Click on the point C.
press ENTER. This • Use the measuring
will place a dot on the tool at the top
screen representing the right to display the
midpoint of the two coordinates.
plotted points.
To display the
midpoint’s coordinates,
press:
• MENU
• 1: Actions
• 8: Coordinates and
Equations
Move the cursor to the
midpoint and press
ENTER twice.
3. State the coordinates of The coordinates of the midpoint are State the coordinates of The coordinates of the midpoint
the midpoint. (1, 10). the midpoint. are (1, 10).

WORKED EXAMPLE 17 Determining the coordinates of a point given the midpoint and
another point of an interval

M(7, 2) is the midpoint of the line segment AB. If the coordinates of A are (1, −4), determine the
coordinates of B.
THINK WRITE
1. Let B have the coordinates (x, y). A(1, −4), B (x, y), M (7, 2)

354 Jacaranda Maths Quest 9

 1+x
2. The midpoint is (7, 2), so the average =7
of the x-values is 7. Solve for x. 2
1 + x = 14
x = 13
−4 + y
3. The average of the y-values is 2. =2
Solve for y. 2
−4 + y = 4
y=8
4. Write the answer. The coordinates of point B are (13, 8).

6.8.2 The distance between two points

eles-4795
• The distance between two points on the Cartesian plane is calculated using Pythagoras’ theorem applied to
a right-angled triangle.

Distance between two points

y
The distance, d, of the line segment joining the points (x1 , y1 ) and (x2 , y2 ) is: (x2, y2)
y2
√
d
d= (x2 − x1 )2 + (y2 − y1 )2 (x1, y1) (y2 – y1)
y1
(x2 – x1)

x1 x2 x

WORKED EXAMPLE 18 Calculating the distance between two points

Calculate the distance between the points (−1, 3) and (4, 5):
a. exactly b. correct to 3 decimal places.

THINK WRITE
a. 1. Draw a diagram showing the a. y
right-angled triangle (optional). (4, 5)
5

4 2

(–1, 3) 3
5
2

x
–4 –3 –2 –1 1 2 3 4
–1

TOPIC 6 Linear and non-linear graphs 355

 √
2. Write the formula for the distance d= (x2 − x1 )2 + (y2 − y1 )2
between two points.
√
3. Let (x1 , y1 ) = (−1, 3) and (x2 , y2 ) = (4, 5). d= (4 − −1)2 + (5 − 3)2
Substitute the x- and y-values into
the equation.
√
4. Simplify. d = 52 + 22
√
d = 25 + 4
√
d = 29

5. Write the answer. The exact√distance betwen points (–1, 3) and

(4, 5) is 29.
√ √
b. 1. Write 29 as a decimal to 4 decimal places. b. 29 = 5.3851
2. Write the answer correct to 3 decimal places. d ≈ 5.385

TI | THINK WRITE CASIO | THINK WRITE

a-b In a new problem, a-b a. Make sure the

on a Calculator page, calculator is set to
complete the entry lines Standard mode.
as: On the Main
x1 ∶= −1 screen, complete
y1 ∶= 3 the
√ entry line as:
x2 ∶= 4
(4 − −1)2 + (5 − 3)2
y2 ∶=√ 5
( )2 The distance is √29 ≈ 5.385 Press EXE.
d ∶= (x2 − x1)2 + y2 − y1
to 3 decimal places.
Press ENTER
after each entry.
Press CTRL ENTER
to get a decimal
approximation. √
a. 29
b. Convert the b. 5.385
answer to a
decimal by
tapping Standard
and changing it to
Decimal.
Then press EXE.

Resources
Resourceseses
eWorkbook Topic 6 Workbook (worksheets, code puzzle and project) (ewbk-2006)
Interactivities Individual pathway interactivity: Midpoint of a line segment and distance between two
points (int-4508)
Midpoints (int-6052)
Distance between two points (int-6051)

356 Jacaranda Maths Quest 9

Exercise 6.8 Midpoint of a line segment and distance between
two points
Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 4, 8, 11, 13, 16, 20 2, 5, 9, 12, 14, 17, 21 3, 6, 7, 10, 15, 18, 19, 22

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency
1. WE16 Calculate the midpoint of the line segment joining each of the following pairs of points.
a. (1, 3) and (3, 5) b. (6, 4) and (4, −2) c. (2, 3) and (12, 1)

2. Calculate the midpoint of the line segment joining each of the following pairs of points.
a. (6, 3) and (10, 15) b. (4, 2) and (−4, 8) c. (0, −5) and (−2, 9)

3. Calculate the midpoint of the line segment joining each of the following pairs of points.
a. (8, 2) and (−18, −6) b. (−3, −5) and (7, 11) c. (−8, −3) and (8, 27)

4. Calculate the midpoint of the segment joining each of the following pairs of points.
a. (7, −2) and (−4, 13) b. (0, 22) and (−6, −29)
c. (−15, 8) and (−4, 11) d. (−3, 40) and (0, −27)

5. WE17 Determine the value of a in each series of points so that the point M is the midpoint of the line
segment joining points A and B.
3
a. A(−2, a), B(−6, 5), M(−4, 5) b. A(a, 0), B(7, 3), M(8, )
( ) 2
1 1
c. A(3, 3), B(4, a), M 3, , −6 d. A(−4, 4), B(a, 0), M(−2, 2)
2 2
6. M is the midpoint of the line interval AB. Determine the coordinates of B if:
a. A = (0, 0) and M = (2, 3) b. A = (2, 3) and M = (0, 0)
c. A = (−3, 2) and M = (4, 2) d. A = (3, −1) and M = (−2, −2).

7. Determine the equation of a line that has a gradient of 5 and passes through the midpoint of the line segment
joining (−1, −7) and (3, 3).

8. WE18 Calculate the distance between each of the following pairs of points.
a. (4, 5) and (1, 1) b. (7, 14) and (15, 8) c. (2, 4) and (2, 3)

9. Calculate the distance between each of the following pairs of points.

a. (12, 8) and (10, 8) b. (14, 9) and (2, 14) c. (5, −13) and (−3, −7)

10. Calculate the distance between each of the following pairs of points.
a. (−14, −9) and (−10, −6) b. (0, 1) and (−15, 9) c. (−4, −8) and (1, 4)

11. Calculate the distance between the following pairs of points, correct to 3 decimal places.
a. (−14, 10) and (−8, 14) b. (6, −7) and (13, 6) c. (−11, 1) and (2, 2)

12. Calculate the distance between the following pairs of points, correct to 3 decimal places
a. (9, 0) and (5, −8) b. (2, −7) and (−2, 12) c. (9, 4) and (−10, 0)

TOPIC 6 Linear and non-linear graphs 357

Understanding
13. Calculate the perimeter of each figure shown, giving your answers correct to 3 decimal places.
a. y b. y

5 5

5 x x
–5 –5 5

–5 –5

14. Calculate the perimeter of each triangle shown, giving your answers correct to 3 decimal places.
a. y b. y
8 6
7 (6, 7) 5 (5, 5)
(–3, 4)
6 4
5 3
4 2
3 1
2 (2, 2) (8, 2)
1 –4 –3 –2 –1 0 1 2 3 4 5 6 x
–1

1 2 3 4 5 6 7 8 9x
–2
–1 0 (–2, –3) –3
–1
–2 –4
–3 –5
–4 –6

15. Two hikers are about to hike from A to B (shown on the map). Calculate the straight-line distance from
A to B.

Grid spacing: 1 km
N
50 m
100 m
200 m
100 m
200 m B (E7, N4)
300 m
Lake Phillios
W E

A (W12, S5)

358 Jacaranda Maths Quest 9

 Reasoning
16. Show that the distance between the points A (2, 2) and B (6, −1) is 5.

17. The point M (−2, −4) is the midpoint of the interval AB. Show that the point B is (−9, −2), given
A is (5, −6).
18. Show that the point B (6, −10) is equidistant from the points A (15, 3) and C (−7, −1).

19. Answer the following questions.

a. Plot the following points on a Cartesian plane: A (−1, −4) , B (2, 3) , C (−3, 8) and D (4, −5).
b. Show that the midpoint of the interval AC is (−2, 2).
c. Calculate the exact distance between the points A and C.
d. If B is the midpoint of an interval CM, determine the coordinates of point M.
7
e. Show that the gradient of the line segment AB is .
3
f. Determine the equation of the line that passes through points B and D.

Problem solving
20. Explain what type of triangle ΔABC is if it has vertices A (−4, 1) , B (2, 3) and C (0, −3).

21. Calculate the gradient of the line through the points (−1, 3) and (3 + 4t, 5 + 2t).

22. A map of a town drawn on a Cartesian plane shows the main street extending from (−4, 5) to (0, −7). There
are five streetlights positioned in the street. There is one streetlight at either end, and three streetlights
spaced evenly down the street. Give the position of the five lights in the street.

6.9 Non-linear relations (parabolas, hyperbolas, circles)

LEARNING INTENTION
At the end of this subtopic you should be able to:
• recognise and sketch a basic parabola from its equation
• sketch a parabola that has been translated horizontally or vertically
• recognise and sketch a hyperbola from its equation
• recognise and sketch a circle from its equation.

• There are many examples of non-linear relationships in mathematics. Some of them are the parabola,
the hyperbola and the circle.
Note: This subtopic is an introduction to non-linear relations — parabolas will be discussed in more depth
in topic 12.

6.9.1 The parabola

eles-4796
• The parabola is a curve that is often found in nature. It is also commonly used in architecture and
engineering.

TOPIC 6 Linear and non-linear graphs 359

 • The simplest parabola has the equation y = x2 . y
• The key features of the parabola y = x2 are: Axis of
•it has an axis of symmetry, which is the y-axis symmetry
• the graph is concave up (it opens upwards)
• it has a minimum turning point, or vertex, at (0, 0).
• All parabolas have the same basic shape; however, they can be wider y = x2
or narrower depending on their equation.
• To sketch a parabola we can create a table of values and plot points.

0 (0, 0) x

Vertex

WORKED EXAMPLE 19 Graphing a parabola

Plot the graph of y = x2 for values of x from −3 to 3. State the equation of the axis of symmetry and
the coordinates of the turning point.

THINK WRITE
1. Write the equation. y = x2
2. Produce a table of values using x-values
x −3 −2 −1 0 1 2 3
from −3 to 3.
y 9 4 1 0 1 4 9

3. Draw a set of clearly labelled axes. Plot the y

points and join them with a smooth curve. y = x2
The scale on the y-axis would be from 10
−2 to 10 and from − 4 to 4 on the x-axis.
8

–6 –4 –2 0 2 4 6x
–2 (0, 0)

4. Write the equation of the line that divides the The equation of the axis of symmetry is x = 0.
parabola exactly in half.
5. Write the coordinates of the turning point. The turning point is (0, 0).

360 Jacaranda Maths Quest 9

TI | THINK WRITE CASIO | THINK WRITE
1. Open a Graphs Open a Graph &
page, and press: Table screen and
• MENU select the Window
• 4: Window/Zoom icon.
• 1: Window Complete the entry
Settings lines as shown.
Complete the entry Press OK.
lines as shown.
Press OK.

2. To sketch the graph, To sketch the graph,

complete the entry complete the entry
line as: line as:
f1(x) = x2 y1 = x2
Press ENTER. Press the Graph
The graph will be icon.
displayed. The graph will be
displayed.

• The parabola y = x2 can be transformed into other parabolas using transformations, such as:
vertical translations
•
horizontal translations
•
• reflections.
• Other parabolas can be sketched using their key features, such as the axis of symmetry and vertex.

Vertical translations
• Parabolas can be translated vertically by adding a number to or subtracting a y
number from the right-hand side of the equation. 10y = x2 + 2
• 9
When a number is added to the equation the parabola is translated vertically
8
upwards. 7
• When a number is subtracted from the equation the parabola is translated 6
vertically downwards. 5
• The graph shown displays the parabolas y = x2 , y = x2 + 2 and 4
y = x2 − 1 on the same set of axes. 3
2y = x2
• y = x2 + 2 has been translated 2 units upwards. The turning point is now 1
y = x2 –1
(0, 2).
x
• y = x2 − 1 has been translated 1 unit downwards. The turning point is now –4 –3 –2 –1 0 1 2 3 4
–1
(0, −1). –2

TOPIC 6 Linear and non-linear graphs 361

 WORKED EXAMPLE 20 Stating vertical translations of parabolas

State the vertical translation (when compared with the graph of y = x2 ) and the coordinates of the
turning point for the graphs of each of the following equations.
a. y = x2 + 5 b. y = x2 − 4

THINK WRITE
a. 1. Write the equation. a. y = x2 + 5
2. +5 means the graph is translated upwards 5 units. Vertical translation of 5 units up
2
3. Translate the turning point of y = x , which is (0, 0). The turning point becomes (0, 5).
The x-coordinate of the turning point remains 0 and the
y-coordinate has 5 added to it.
b. 1. Write the equation. b. y = x2 − 4
2. −4 means the graph is translated downwards 4 units. Vertical translation of 4 units down
2
3. Translate the turning point of y = x , which is (0, 0). The turning point becomes (0, −4).
The x-coordinate of the turning point remains 0 and the
y-coordinate has 4 subtracted from it.

Horizontal translations
• Parabolas can be translated horizontally by placing x in brackets y
10
and adding a number to it or subtracting a number from it.
9
• When a number is added to x, the parabola is translated to
8
the left. 7
• When a number is subtracted from x, the parabola is translated y = x2
6
to the right. 5
• The graphs shown displays the parabolas y = x2 , y = (x + 1)2 y = (x + 1)2 4
2
and y = (x − 2) on the same set of axes. 3
• y = (x + 1)2 has been translated 1 unit left. The turning point is 2 y = (x – 2)2
now (−1, 0). 1
• y = (x − 2)2 has been translated 2 units right. The turning point x
–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6
is now (2, 0). –1
–2

WORKED EXAMPLE 21 Stating horizontal translations of parabolas

State the horizontal translation (when compared to the graph of y = x2 ) and the coordinates of the
turning point for the graphs of each of the following equations.
2 2
a. y = (x − 3) b. y = (x + 2)

THINK WRITE
2
a. 1. Write the equation. a. y = (x − 3)
2. −3 means the graph is translated to the right 3 units. Horizontal translation of 3 units right
2
3. Translate the turning point of y = x , which is (0, 0). The turning point becomes (3, 0).
The y-coordinate of the turning point remains 0, and the
x-coordinate has 3 added to it.

362 Jacaranda Maths Quest 9

 2
b. 1. Write the equation. b. y = (x + 2)
2. +2 means the graph is translated to the left 2 units. Horizontal translation of 2 units left
2
3. Translate the turning point of y = x , which is (0, 0). The turning point becomes (−2, 0).
The y-coordinate of the turning point remains 0, and the
x-coordinate has 2 subtracted from it.

Reflection y
• Compare the graph of y = −x2 with that of y = x2 . 10
• In each case the axis of symmetry is the line x = 0 and the turning 9
point is (0, 0). 8
• The only difference between the equations is the − sign in y = −x2 . 7
6 y = x2
• The difference between the graphs is that y = x2 ‘sits’ on the x-axis
and y = −x2 ‘hangs’ from the x-axis (one is a reflection, or mirror 5
4
image, of the other).
3
• y = x2 has a minimum turning point and y = −x2 has a maximum
2
turning point.
1
• Any quadratic graph for which x2 is positive has a ∪ shape and is said
x
to be concave up. –5 –4 –3 –2 –1 0 1 2 3 4 5
• Conversely, if x2 is negative the graph has a ∩ shape and is said to be –1
–2
concave down. –3
–4
y = –x2
–5
6.9.2 The hyperbola –6
eles-4797 –7
• A hyperbola is a non-linear graph for which the equation is –8
1 –9
y= (or xy = 1).
x –10

WORKED EXAMPLE 22 Graphing a hyperbola

1
Complete the table of values below and use it to plot the graph of y = .
x
1 1
x −3 −2 −1 − 0 2 3
2 2
y

THINK WRITE
1. Substitute each x-value into the function
1 1 1
y= to obtain the corresponding y-value. x −3 −2 −1 − 0 1 2 3
x 2 2
1 1 1 1
y − − −1 −2 undefined 2 1
3 2 2 3

TOPIC 6 Linear and non-linear graphs 363

 2. Draw a set of axes and plot the points y
from the table. Join them with a
2 1
smooth curve. y=—
x
1
–3 –2 –1
x
0 1 2 3
–1

–2

• The graph in Worked example 22 has several key features.

• There are no values when x = 0 or y = 0.
• The curve gets closer to the axes but never touches the x- or y-axes. We say the axes are horizontal and
vertical asymptotes.
• The hyperbola has two separate branches. It cannot be drawn without lifting your pen from the paper.
We say it is a discontinuous graph.
• All hyperbolas have the same basic shape but they can be wider or narrower depending on the equation.
• Hyperbolas can be transformed in the same way as parabolas; this will be covered in later years.

eles-4798
6.9.3 The circle
• A circle is the path traced out by a point at a constant distance (the radius) from a fixed point (the centre).
• Consider the circle shown. Its centre is at the origin and its radius is r. y
• Let P (x, y) be a point on the circle. P(x, y)
r
• By Pythagoras’ theorem, x2 + y2 = r2 . y
• This relationship is true for all points on the circle. x x
• The equation of a circle with centre (0, 0) and radius r is: x2 + y2 = r2 .
• If the circle is translated h units to the right, parallel to the x-axis, and k units
upwards, parallel to the y-axis, then the equation of a circle with centre (h, k) and y
radius r is: (x − h)2 + (y − k)2 = r2 . y P(x, y)
(y – k)
k
(x – h)

h x x

Equation of a circle with centre (h, k) and radius r

(x − h)2 + (y − k)2 = r2

WORKED EXAMPLE 23 Graphing a circle centered at the origin

Sketch the graph of x2 + y2 = 49, stating the centre and radius.

THINK WRITE
1. Write the equation. x2 + y2 = 49

364 Jacaranda Maths Quest 9

 2. State the coordinates of the centre. Centre = (0, 0)
3. Calculate the length of the radius by taking the r2 = 49
square root of both sides. (Ignore the r=7
negative results.) Radius = 7 units
4. Sketch the graph. y

–7 (0, 0) 7
x

–7

TI | THINK WRITE CASIO | THINK WRITE

In a new problem, on a On the Main screen,
Graphs page, press: complete the entry line
• MENU as:
• 3: Graph Entry/Edit x2 + y2 = 49
• 2: Equation
• 3: Circle
• 1: Centre form.

Complete the function Press the Graph icon to

entry line as shown. bring up the graphing
Press TAB to move screen.
between the fields.
Press ENTER.

TOPIC 6 Linear and non-linear graphs 365

The graph of the circle is Highlight the equation
shown. and drag it down to the
graphing screen.
Press the Resize icon to
look at the graph on the
full screen.

To find the centre of the

circle, press:
• MENU
• 6: Analyze Graph
• 9: Analyze Conics
• 1: Centre.
Click on the circle and
press ENTER. The
coordinates of the centre
are displayed.
The circle x2 + y2 = 49 has its centre at
To find the radius of the
(0, 0) and has a radius of 7.
circle, press:
• MENU
• 6: Analyze Graph
• 9: Analyze Conics
• 7: Radius.
Click on the circle and
press ENTER. The radius
of the circle is displayed.

WORKED EXAMPLE 24 Graphing a circle

Sketch the graph of (x − 2)2 + (y + 3)2 = 16, clearly showing the centre and radius.

THINK WRITE

1. Express the equation in general form. (x − h)2 + (y − k)2 = r2

(x − 2)2 + (y + 3)2 = 42

2. State the coordinates of the centre. Centre (2, −3)

3. State the length of the radius. r2 = 16
r=4
Radius = 4 units

366 Jacaranda Maths Quest 9

 4. Sketch the graph. y

1
x
–2 2 6

–3 4

–7

Resources
Resourceseses
eWorkbook Topic 6 Workbook (worksheets, code puzzle and project) (ewbk-2006)
Interactivities Individual pathway interactivity: Non-linear relations (parabolas, hyperbolas, circles) (int-4509)
Vertical translations of parabolas (int-6055)
Horizontal translations of parabolas (int-6054)
Equations of circles (int-6053)

Exercise 6.9 Non-linear relations (parabolas, hyperbolas,

circles)
Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 2, 4, 8, 10, 14, 17 3, 5, 9, 13, 16 6, 7, 11, 12, 15, 18

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency
1. WE20 State the vertical translation and the coordinates of the turning point for the graph of each of the
following equations.
1
a. y = x2 + 3 b. y = x2 − 1 c. y = x2 − 7 d. y = x2 +
4
2. WE21 State the horizontal translation and the coordinates of the turning point for the graph of each of the
following equations.
2 2 2 2
a. y = (x − 1) b. y = (x − 2) c. y = (x + 10) d. y = (x + 4)

3. For each of the following graphs, give the coordinates of the turning point and state whether it is a maximum
or a minimum.
2
a. y = −x2 + 1 b. y = x2 − 3 c. y = −(x + 2)

10
4. WE22 Complete the table of values shown and use it to plot the graph of y = .
x
x −5 −4 −3 −2 −1 0 1 2 3 4 5
y

TOPIC 6 Linear and non-linear graphs 367

 5. a. Plot the graph of each of the following hyperbolas.
b. Write the equation of each asymptote.
5 20 100
i. y = ii. y = iii. y =
x x x

2 3 4
6. On the same set of axes, draw the graphs of y = , y = and y = .
x x x
k
7. Use your answer to question 6 to describe the effect of increasing the value of k on the graph of y = .
x
8. WE23 Sketch the graphs of the following, stating the centre and radius of each.
a. x + y2 = 49
2
b. x2 + y2 = 42 c. x2 + y2 = 36
d. x2 + y2 = 81 e. x2 + y2 = 25 f. x2 + y2 = 100

9. WE24 Sketch the graphs of the following, clearly showing the centre and the radius.
2 2 2 2
a. (x − 1) + (y − 2) = 52 b. (x + 2) + (y + 3) = 62
2 2 2 2
c. (x + 3) + (y − 1) = 49 d. (x − 4) + (y + 5) = 64
2 2
e. x2 + (y + 3) = 4 f. (x − 5) + y2 = 100

10. MC Select which of the following is the graph of (x − 2)2 + (y + 5)2 = 4.

A. y B. y C. y
5 x
2
5
–5
–2 x

–2 x

D. y E. y

x 5
2

–5
x
2

Reasoning
2
11. Show that y = x2 is the same as y = (−x) .
1 1
12. Explain the similarities and differences between y = and y = − .
x x
2
13. Show that the turning point for y = (x + 3) − 1 is (−3, −1). Explain whether this is a maximum or minimum
turning point.
14. Show the equation of the circle that has centre (2, 1) and passes through the point (6, 1) is
(x − 2)2 + (y − 1)2 = 16.
15. Identify the point on the circle x2 + y2 − 12x − 4y = 9 that has the lowest y-value.

368 Jacaranda Maths Quest 9

Problem solving
16. At a kindergarten sports day, Edmond, Huot and Nalini ran a 20-metre race. Each child ran according to the
following equations, where d is the distance, in metres, from the starting line, and t is the time, in seconds.
Edmond: d = 2.4 + 0.5t
Huot: d = 0.1t (t − 5)
Nalini: d = 0.2t (t − 5) (t − 9)
The following sketch shows their running paths.

d
Nalini

Edmond

Huot
2.4

0 t
5 9

a. Describe Nalini’s race style.

b. Determine how long it took Huot to start running.
c. At the start of the race, determine how far Edmond was from the starting line.
d. If the winner of the 20-metre race won the race in 10.66 seconds, determine whether Huot or Nalini won
the race. Justify your answer using calculations.
17. A circle with centre (0, 2) passes through the point (3, 6). Determine the coordinates of the points where the
circle crosses the y-axis.
1 1
18. Consider the relationship = + 1. It appears that both variables are being raised to the power of 1. The
y x
relationship can be transposed as shown.

1 1
y = x + 1
1 1 x
= +
y x x
1 1 + x
=
y x
x
y =
1 + x

a. Generate a table of values for x versus y using the transposed relationship.

b. Plot a graph to show the points contained in the table of values.
c. Use your plot to confirm whether this relationship is linear.

TOPIC 6 Linear and non-linear graphs 369

6.10 Review
6.10.1 Topic summary

LINEAR AND NON-LINEAR GRAPHS

•
Gradient and axis intercepts Non-linear graphs
• The gradient of a straight line is given the label m. • A basic parabola has the equation y = x2.
It can be determined by the following formula: • It has a concave upward shape and a turning point at
the origin.
rise y2 – y1
m= – = – y
run x2 – x1
y = x2
• If the line is sloping upwards (from left to B 10
right), the gradient is positive. 8
• If the line is sloping downwards, Axis of symmetry 6
the gradient is negative.
• The y-intercept of a line can be 4
rise
determined by letting 2
x = 0, then solving for y.
• The x-intercept of a line can –6 –4 –2 0 2 4 6 x
be determined by letting A –2 vertex (0, 0)
y = 0, then solving for x. run
1
• A hyperbola has the equation y = – .
x
• It consists of two curved arcs that do not touch.
•
Equation of a straight line
y
• The equation of a straight line is y = mx + c where: 1
2 y=–
• m is the gradient x
• c is the y-intercept. 1
–3 –2 –1
0 1 2 3 x
Sketching linear graphs –1
•
• To sketch a linear graph, all you need are two points –2
that the line passes through.
• The x- and y
• A circle of radius r, when centred at the origin, has
axis intercepts, then drawing the line through them.
the equation x2 + y2 = r 2.
• The gradient and y-intercept method involves
plotting the y-intercept and then one other point y
(usually x = 1) using the gradient. 7 x2 + y2 = 49

–7 (0, 0) 7
Horizontal and vertical lines x
•
• Horizontal lines are of the form y = c. They have a
gradient of zero (m = 0). –7
• Vertical lines are of the form x = a. They have an
• A circle of radius r, when centred at the point (h, k),
has the equation (x – h)2 + (y – k)2 = r 2.
Midpoint and distance y
•
• The midpoint of two points (x1, y1) and (x2, y2) is 1
y –2 2 6 x
x2 + x1 , y2 + y1 (x2, y2)
M= – – . 4
2 2 –3
M
• The distance between two points,
(x1, y1) and (x2, y2) is –7
(x1, y1) (x – 2)2 + (y + 3)2 = 16
d = (x2 – x1)2 + (y2 – y1)2. x

370 Jacaranda Maths Quest 9

6.10.2 Success criteria
Tick the column to indicate that you have completed the subtopic and how well you have understood it using the
traffic light system.
(Green: I understand; Yellow: I can do it with help; Red: I do not understand)

Subtopic Success criteria

6.2 I can plot points on the Cartesian plane.

I can plot a linear graph on the Cartesian plane.

6.3 I can calculate the gradient of a line or line segment.

I can calculate the y-intercept of a linear graph.

6.4 I can determine the equation of a straight line given the gradient and the
y-intercept.

I can determine the equation of a straight line given the gradient and a
single point.

I can determine the equation of a straight line given two points.

I can determine the equation of a straight line from a graph.

6.5 I can sketch linear graphs using the x- and y-intercept method.

I can sketch linear graphs using the gradient–intercept method.

I can sketch vertical and horizontal lines.

6.6 I can produce linear graphs using digital technologies.

6.7 I can determine the linear rule from a table of values.

I can determine the linear rule that models a real-life problem.

I can interpret linear rules in real-life problems.

6.8 I can determine the midpoint of two points.

I can calculate the distance between two points.

6.9 I can recognise and sketch a basic parabola from its equation.

I can sketch a parabola that has been translated horizontally or vertically.

I can recognise and sketch a hyperbola from its equation.

I can recognise and sketch a circle from its equation.

TOPIC 6 Linear and non-linear graphs 371

6.10.3 Project
Path of a billiard ball
The path of a billiard ball can be mapped using mathematics. A billiard table can be represented by a
rectangle, a ball by a point and its path by line segments. In this investigation, we will look at the trajectory
of a single ball, unobstructed by other balls. Note: A billiard table has a pocket at each of its corners and
one in the middle of each of its long sides.
Consider the path of a ball that is hit on its side, from the lower left-hand corner of the table, so that it
travels at a 45° angle from the corner of the table. Assume that the ball continues to move, rebounding
from the sides and stopping only when it comes to a pocket. Diagrams of the table drawn on grid paper are
shown. Each grid square has a side length of 0.25 metres.

2.5 m 2.5 m

45°
45° Diagram B
Diagram A
1.25 m 1.5 m

Diagram A shows the trajectory of a ball that has been hit on its side at a 45° angle, from the lower left-
hand corner of a table that is 2.5 m long and 1.25 m wide. Note that, because the ball has been hit on its side
at a 45° angle, it travels diagonally through each square in its path, from corner to corner. Diagram B shows
the trajectory of a ball on a 2.5 m by 1.25 m table.
1. In Diagram B, how many times does the ball rebound off the sides before going into
a pocket?
2. A series of eight tables of different sizes are drawn on grid paper in the following diagrams. For each
table, determine the trajectory of a ball hit at 45° on its side, from the lower left-hand corner of the table.
Draw the path each ball travels until it reaches a pocket.
a. b. c.

2m
2.25 m
2.5 m

1m
0.75 m
0.5 m

372 Jacaranda Maths Quest 9

 d. e. f.

1.75 m
2.25 m 2.5 m

1.25 m

1.5 m
1m
g. h.

1.25 m

2m

1.25 m

1.5 m

3. Determine for which tables the ball will travel through the simplest path. What is special about the shape
of these tables?
4. Determine for which table the ball will travel through the most complicated path. What is special about
this path? Draw another table (and path of the ball) with the same feature.
5. Determine for which tables the ball will travel through a path that does not cross itself. Draw another
table (and path of the ball) with the same feature.
6. Consider the variety of table shapes. Will a ball hit on its side from the lower left-hand corner of a table
at 45° always end up in a pocket (assuming it does not run out of energy)?
Simplify matters a little and consider a billiard table with no pockets in the middle of the long sides. Use a
systematic way to look for patterns for tables whose dimensions are related in a special way.
7. Draw a series of billiard tables of length 3 m. Increase the width of these tables from an initial value of
0.25 m in increments of 0.25 m. Investigate the final destination (the pocket the ball lands in) of a ball hit
from the lower left-hand corner. Complete the table.

Length of table (m) Width of table (m) Destination pocket

a. 3 0.25
b. 3 0.5
c. 3 0.75
d. 3 1
e. 3 1.25
f. 3 1.5
g. 3 1.75
h. 3 2

8. How can you predict (without drawing a diagram) the destination pocket of a ball hit from the lower
left-hand corner of a table that is 3 m long? Provide an illustration to verify your prediction.

TOPIC 6 Linear and non-linear graphs 373

 Resources
Resourceseses
eWorkbook Topic 6 Workbook (worksheets, code puzzle and project) (ewbk-2006)
Interactivities Crossword (int-2688)
Sudoku puzzle (int-3207)

Exercise 6.10 Review questions

To answer questions online and to receive immediate corrective feedback and fully worked solutions for
all questions, go to your learnON title at www.jacplus.com.au.

Fluency
1. MC For the rule y = 3x − 1, select the value of y when x = 2.
A. −1 B. 1 C. 2 D. 5 E. 7

2. MC Identify the gradient of the linear rule y = 4 − 6x.

A. 6 B. −6 C. 4 D. −4 E. −2

3. MC The graph with the rule 2y − x + 6 = 0 has an x-intercept of:

A. −2 B. 0 C. 2 D. 6 E. 7

4. MC The graph with the rule 2y − x + 6 = 0 has a y-intercept of:

A. −6 B. −3 C. 0 D. 3 E. 6

5. MC Consider a linear graph that goes through the points (6, −1) and (0, 5). The gradient of this

line is:
A. 5 B. −5 C. 1 D. −1 E. 3

6. MC A straight line passes through the points (2, 1) and (5, 4). Its rule is:
A. y = x − 1 B. y = x + 1 C. y = 2x D. 4y = 5x E. y = 3x

7. MC The rule for a line whose gradient is −4 and y-intercept = 8 is:

A. y = −4x + 32 B. y = −4x + 8 C. y = 4x − 32 D. y = 4x − 8 E. −4y = x + 8

8. MC Identify which of the following linear rules will not intersect with the straight line defined by
y = 3x.
A. y = 3x + 2 B. y = −3x + 1 C. y = −3x + 2 D. y = −2x + 1 E. y = 3

9. MC If y = 2x + 1, select from the following the point that could not be on the line.
A. (3, 7) B. (−3, −5) C. (0, 1) D. (−3, 0) E. (5, 11)

10. MC The solution to y = 3x + 1 and y = −3x +(

1 is: ) ( )
A. (0, 1) B. (1, 0) 1 1 E. (3, 1)
C. 0, − D. − , 0
3 3

11. Write down the gradient and the y-intercept of the following linear graphs.
a. y = 8x − 3 b. y = 5 − 9x c. 2x + y − 6 = 0
2x − 1
d. 4x − 2y = 0 e. y =
3

374 Jacaranda Maths Quest 9

12. MC Determine which of the following lines are parallel to the line with the equation y = 6 − x. There
could be more than one correct answer.
A. y + x = 4 B. y = 13 − x C. 2y − 2x = 1
D. x + 2y − 4 = 0 E. 2x − 3y − 18 = 0

13. MC Determine which of the following rules will yield a linear graph. There could be more than one
correct answer.
1 1
A. 3y = −5x − B. y = 3x2 − 2 C. 3x + 4y + 6 = 0 D. x + y − 2xy = 0 E. 2y = 42 x + 92
2 2

14. Determine the gradient of the lines shown.

a. y b. y

10

0 x 0 x
–5

(5, –2)

c. y

17

0 x

15. Calculate the gradient of the line passing through the following pairs of points.
a. (2, −3) and (4, 1) b. (0, −5) and (4, 0).

16. For each of the following rules, state the gradient and the y-intercept.
2
a. y = −3x + 7 b. 2y − 3x = 6 c. y = − x d. y = 4
5

17. For the following rules, use the gradient−intercept method to sketch linear graphs.
2 5
a. y = −x + 5 b. y = 4x − 2.5 c. y = x−1 d. y = 3 − x
3 4

18. For the following rules, use the x- and y-intercept method to sketch linear graphs.
a. y = −6x + 25 b. y = 20x + 45 c. 2y + x = −5 d. 4y + x − 2.5 = 0

19. For the following rules, use an appropriate method to sketch linear graphs.
1
a. y = −3x b. y = x c. y = −2 d. x = 3
4

TOPIC 6 Linear and non-linear graphs 375

 20. Determine the rule of the lines shown.
a. y b. y
(3, 6)

2
0 x
x 7
0

21. Determine the linear rules given the following pieces of information.
a. Gradient = 2, y-intercept = −7 b. Gradient = 2, x-intercept = 7
c. Gradient = 2, passing through (7, 9) d. Gradient = −5, passing through the origin
e. y-intercept = −2, passing through (1, −3) f. Passing through (1, 5) and (5, −6)
g. x-intercept = 3, y-intercept = −3 h. y-intercept = 5, passing through (−4, 13)

22. Determine the midpoint of the line interval joining the points (−2, 3) and (4, −1).

23. Calculate the distance between the points (1, 1) and (4, 5).

24. Sketch each of the following, comparing it with the graph of y = x2 .

2
a. y = x2 − 3 b. y = (x + 2)

4
25. a. Plot the graph of y = .
x
b. Identify what type of graph this is.

26. Sketch the circle with the equation x2 + y2 = 16. Clearly show the centre and radius.

Problem solving
27. Louise owes her friend Sula $400 and agrees to pay her back $15 per week.
a. State a linear rule that demonstrates this debt reduction schedule and sketch the graph.
b. Calculate how many weeks it takes Louise to repay the debt.
c. Calculate how much she owes after 15 weeks.
d. Evaluate how many repayments Louise needs to make to reduce her debt to $85.

28. A bushwalker is 40 km from their base camp when

they decide to head back.
If they are able to walk 3.5 km each hour:
a. determine the linear rule that describes this
situation and sketch its graph
b. calculate how long, correct to 1 decimal place, it
will take them to reach base camp
c. calculate how far they will have walked in
6.5 hours.

376 Jacaranda Maths Quest 9

29. Udaya is writing test questions. She has already written 25 questions and can write a further
5 questions per hour.
a. Represent this information as a linear equation where t hours is the time spent writing test questions
and n is the number of questions written.
b. Predict the total number of questions written after a further 8 hours assuming the same
linear rule.
c. Calculate how long, to the nearest minute, it will take Udaya to have written 53 questions.

30. Catherine earns a daily rate of $200 for working in

her mother’s store. She receives $5 for each necklace
that she sells.
a. Write an equation to show how much money (m)
Catherine earned for the day after selling (n)
necklaces.
b. Graph the equation that you created in part a,
showing the two intercepts.
c. Explain which part of the line applies to her
earnings.
d. Explain which part of the line does not apply to
her earnings.

31. Calculate the gradient of the line passing through the points (2, 3) and (6 + 4t, 5 + 2t). Write your
answer in simplest form.

32. Determine the point on the line y = 2x + 7 that is also 5 units above the x-axis.

33. An experiment was conducted to collect data for two variables p and t. The data are presented in the
table shown.

1 1
p − 3.6
2 2
1
t 2 1.75 −5.95
4

It is known that the relationship between p and t is a linear one. Determine the two values missing from
the table.

34. The distance from the origin to the y-intercept of a linear graph is three times the distance from the
origin to the x-intercept. The area of the triangle formed by the line and the axes is 3.375 units2 . The
line has a negative gradient and a negative y-intercept.
Determine the equation of the line.

To test your understanding and knowledge of this topic go to your learnON title at
www.jacplus.com.au and complete the post-test.

TOPIC 6 Linear and non-linear graphs 377

Online Resources Resources

Below is a full list of rich resources available online for this topic. These resources are designed to bring ideas to life,
to promote deep and lasting learning and to support the different learning needs of each individual.

eWorkbook Interactivities
Download the workbook for this topic, which includes 6.2 Individual pathway interactivity: Plotting linear graphs
worksheets, a code puzzle and a project (ewbk-2006) ⃞ (int-4502) ⃞
Plotting linear graphs (int-3834) ⃞
Solutions 6.3 Individual pathway interactivity: Determining linear rules
(int-4506) ⃞
Download a copy of the fully worked solutions to every
The gradient (int-3836) ⃞
question in this topic (sol-0726) ⃞
Linear graphs (int-6484) ⃞
6.4 Individual pathway interactivity: The equation of a
Digital documents
straight line (int-4503) ⃞
6.2 SkillSHEET Plotting coordinate points (doc-6161) ⃞ 6.5 Individual pathway interactivity: Sketching linear
SkillSHEET Substituting into a rule (doc-6162) ⃞ graphs (int-4504) ⃞
SkillSHEET Completing a table of values (doc-6163) ⃞ The intercept method (int-3840) ⃞
SkillSHEET Plotting a line from a table of values The gradient–intercept method (int-3839) ⃞
(doc-6164) ⃞ Vertical and horizontal lines (int-6049) ⃞
6.3 SkillSHEET Transposing a linear equation to general form 6.6 Individual pathway interactivity: Technology and linear
(doc-6165) ⃞ graphs (int-4505) ⃞
SkillSHEET Finding the gradient given two points Parallel lines (int-3841) ⃞
(doc-10839) ⃞ 6.7 Individual pathway interactivity: Practical applications
SkillSHEET Measuring the rise and the run (doc-10840) ⃞ of linear graphs (int-4507) ⃞
SkillSHEET Finding the gradient of a line from its equation Dependent and independent variables (int-6050) ⃞
(doc-10841) ⃞ 6.8 Individual pathway interactivity: Midpoint of a line
6.5 SkillSHEET Graphing linear equations using intercepts segment and distance between two points
(doc-10842) ⃞ (int-4508) ⃞
SkillSHEET Solving linear equations that arise when Midpoints (int-6052) ⃞
finding intercepts (doc-10843) ⃞ Distance between two points (int-6051) ⃞
6.9 Individual pathway interactivity: Non-linear relations
Video eLesson (parabolas, hyperbolas, circles) (int-4509) ⃞
Vertical translations of parabolas (int-6055) ⃞
6.2 Plotting linear graphs on the Cartesian plane (eles-4779) ⃞
Horizontal translations of parabolas (int-6054) ⃞
Points on a line (eles-4781) ⃞
Equations of circles (int-6053) ⃞
6.3 The gradient (m) (eles-4782) ⃞
6.10 Crossword (int-2688) ⃞
The y-intercept (eles-4783) ⃞
Sudoku puzzle (int-3207) ⃞
Gradient (eles-1889) ⃞
6.4 The general equation of a straight line (eles-4784) ⃞
Determining the equation of a straight line (eles-4785) ⃞ Teacher resources
The equation of a straight line (eles-2313) ⃞
There are many resources available exclusively for teachers
6.5 The x- and y-intercept method (eles-4786) ⃞
online.
The gradient–intercept method (eles-4787) ⃞
Horizontal and vertical lines (eles-4788) ⃞
Sketching linear graphs (eles-1919) ⃞
Sketching linear graphs using the gradient–intercept
method (eles-1920) ⃞
6.6 Graphing with technology (eles-4789) ⃞
Graphing parallel lines (eles-4790) ⃞
Graphing perpendicular lines (eles-4791) ⃞
6.7 Determining a linear rule from a table of values
(eles-4792) ⃞
Modelling linear relationships (eles-4793) ⃞
6.8 Calculating the midpoint of a line segment (eles-4794) ⃞
The distance between two points (eles-4795) ⃞
6.9 The parabola (eles-4796) ⃞
The hyperbola (eles-4797) ⃞
The circle (eles-4798) ⃞

To access these online resources, log on to www.jacplus.com.au.

378 Jacaranda Maths Quest 9

Answers b. i. y = 2x + 2
x –3 –2 –1 0 1 2 3
Topic 6 Linear and non-linear y –4 –2 0 2 4 6 8

graphs ii. y = 2x + 2
y
Exercise 6.1 Pre-test 8
1. On the x-axis (because y = 0). 6
y = 2x + 2
2. a. C b. D
4
2
c. B d. A
3. C –4 ‒2 ‒20 2 4 x
4. –0.5 ‒4
5. D
c. i. y = 3x – 1
6. a. B b. C
c. D d. A x –3 –2 –1 0 1 2 3
1 y –10 –7 –4 –1 2 5 8
7. a. y = − x b. y = 20x + 400
4
ii. y = 3x − 1
8. D y
9. a. y = –x + 2 b. (–1, 3) 10
8
10. a√= –5
6 y = 3x – 1
11. 29
4
12. A 2
13. D
‒4 ‒2 ‒20 2 4 x
14. E
‒4
15. D
‒6
‒8
Exercise 6.2 Plotting linear graphs
‒10
1. a. B b. C c. D
2. a. i. y=x d. i. y = –2x

x –3 –2 –1 0 1 2 3 x –3 –2 –1 0 1 2 3
y –3 –2 –1 0 1 2 3 y 6 4 2 0 –2 –4 –6
ii. y = −2x
ii. y=x y
y 10
y=x 8
4 6
y = –2x 4
2 2

‒4 ‒2 ‒20 2 4 x
‒4 ‒2 0 2 4 x
‒4
‒2 ‒6
‒8
‒4 ‒10

TOPIC 6 Linear and non-linear graphs 379

3. a. Sample points shown; y = −x 8. By plotting the points on the Cartesian plane and joining
y them to make a line it can be seen that this line does not
y = ‒x
pass through the third quadrant.
4
9. a. The first, second and third quadrants.
(‒3, 3)
2 b. Answers will vary. Sample response: Substitute point
(1, 3) into line equation. 3 ≠ 1 + 1.
x 10. Answers will vary. Sample response: Substitute the point
‒4 ‒2 0 2 4 into the line equation. If the LHS equals the RHS of the
‒2 equation, then the point lies on the line. Alternatively, graph
the line and check the point on the Cartesian plane.
‒4 (4, ‒4) 11. Answers will vary. Sample response: Plot the points on the
Cartesian plane and draw a line through the points. Find
1 the equation of the line. Check all points lie on the line by
b. Sample points shown; y = x + 4 substituting into the line equation.
2
y 12. (59, 21)
y=1x+4
2 (2, 5) 13. a. m
4
(‒4, 2) 80
2
60

Mass (g)
‒4 ‒2 0 2 4 x
40
‒2
20
‒4

0 5 10 15 20 t
c. Sample points shown; y = −2x + 3
y m = 5t + 1
b.
Sample responses can be found in the worked solutions
c.
4 in the online resources.
(0, 3)
14. Stirring increases the rate of reaction.
2
y = ‒2x + 3
Exercise 6.3 Features of linear graphs
0 x
‒4 ‒2 2 4 1. a. 6 b. −4 c. 0
‒2 6
d. e. −2.2 f. −45
(3, –3) 5
‒4 2. a. 0 b. 0.1 c. −2.6
d. 0 e. 9 f. −0.1
d. Sample points shown; y = x − 3 3. a. 23 b. 54 c. −6 d. 70
y 4. a. 1 b. 5.2 c. 100 d. 100
4 5. a. 4 b. 1 c. 0
6. a. 20 b. 400 c. −5.2
2
(4, 1) 7. a. 0 b. −5 c. −300

0 x
8. C
‒4 ‒2 2 4
9. y-intercept = c
‒2 y=x–3
10. a. (0, −10) b. (0, −4) c. (0, 3)
(0, ‒3) d. (0, 7) e. No y-intercept
‒4
rise
11. There is a rise and no run; = undefined.
0
0
4. a. Yes b. No c. No d. Yes 12. There is no rise and a run; =0
5. a. Yes b. Yes c. Yes run
13. Sample responses can be found in the worked solutions in
d. No e. No f. No
the online resources.
6. D
14. It does not matter if you rise before you run or run before
7. a. B b. A c. D d. C you rise, as long as you take into account whether the rise
or run is negative.

380 Jacaranda Maths Quest 9

 y−c 12. a. y = −x + 4
15. a. m= b. y = mx + c
x b. y = −0.25x + 5.5
16. a. Lamb: m = $15/kg, Chicken: m = $10/kg, 2 32 ( )
c. y= x− or 7y = 2x − 32
Beef: m = $7.50/kg 7 7
b. Lamb: $15, Chicken: $10, Beef: $7.50 2 10 ( )
d. y= x+ or 3y = 2x + 10
c. i. $15 ii. $5 iii. $15 3 3
−5
d. $35 13. a. y=x+3 b. y = x+5
4
e. Cost per Weight 7
kilogram required Cost = c. y = −6x + 6 d. y = x + 35
( ) ( ) 8
Meat type $/kg kg $/kg × kg
14. a. y=x+8 b. y = −2x + 6
Lamb 15 1 15 −3 1
c. y= x−3 d. y = x + 50
Chicken 10 0.5 5 7 4
Beef 7.50 2 15 7
15. a. y= x b. y = x c. y = −2x
Total cost 35 4
−24 −x
3 d. y = −3x e. y = x f. y =
17. a. m=− 11 3
2
b. It does not matter which points are chosen to determine
16. a. y = 2x + 4 b. y = 5x

the gradient of the graph because the gradient will 1

17. a. y = −x + 3 b. y= x
always remain the same. 5
c. Straight line with a y-intercept of (0, −2) 18. a. y=x+2 b. y = −2x + 3
3
and a slope of − 19. a. B b. A c. E
2
20. a. y = −2.4x − 12 b. y = −58.32
Exercise 6.4 The equation of a straight line ( )
2
1. a. y = 4x + 2 b. y = −4x + 1 c. y = 4x + 8 21. a. y = −0.6x + 10 b. 16 , 0
3
2. a. y = 6x + 7 5
b. y = −2.5x + 6 22. a. The equation is y = x − 2135
4
c. y = 45x + 135 b. Values of c cannot be read directly from the graph
3. a. y = −2x b. y = 4x c. y = 10.5x because the graph doesn’t contain the origin, and since c
is found at x = 0, we need to use the equation.
4. a. y = −20x b. y = 1.07x c. y = 32x
c. In 2020 the concentration of CO2 will be 390 ppm.
5. a. y=x+2 b. y = −x + 8 The assumption is that the concentration of CO2 will
c. y = −4x − 8 d. y = 2x − 13 continue to follow this linear pattern.
6. a. y = −5x + 70 b. y = 2x − 23 −15 + 7
23. m = = −2
c. y = −6x + 11 d. y = −x − 1.5 4−0
7. a. y = 6x + 30 b. y = −3.5x + 15.5 y = −2x + c
c. y = 1.2x − 4.08 d. y = 0.2x − 1.76 6 = −6 + c
c = 12
8. a. y = −4x − 24 b. y = 2x − 6 The equation is y = −2x + 12.
c. y = −2x + 4
24. a. Line A y = x − 1, Line B: y = −x + 8
9. a. y = 5x + 35 b. y = 1.5x − 3.75 b. (4.5, 3.5)
c. y = 0.4x − 0.96
c. Sample responses can be found in the worked solutions
10. a. y = x + 17 b. y = −x + 3 in the online resources. Possible methods include
c. y = 11 d. y = x + 3.5 graphing on a Cartesian plane or using algebra.
11. a. y = −x + 3.5 Line B ∶ y = −x + 8, m = −1, m⊥ = 1
1 34 ( ) y = x+c
b. y = x + or 9y = x + 34 6 = −4 + c
9 9
c = 10
c. y = −6x + 90
d. y = 20x
1
25. m = C
4

TOPIC 6 Linear and non-linear graphs 381

26. a, c c. y = −3x + 6
y y
5
y = –2x + 3 4 6 (0, 6)
3 (0, 3) y = ‒3x + 6
4
2
1 y= 1x+ 1
2 2 2
x
–5 –4 –3 –2 –1 0 1 2 3 4 5 (2, 0)
–1
‒4 ‒2 0 2 4 x
–2
–3 ‒2
–4
–5 ‒4

b.y = −2x + 3 c. (1, 1) d. 1 star

2. a. 3y + 4x = −12
e.Sample responses can be found in the worked
y
solutions in the online resources. Possible responses 6
could include the following.
y = −x − 1, x = 2 4
27. Sample responses can be found in the worked solutions in
the online resources. Responses should include the correct 2
equation: T = 4.25t + 15. (–3, 0)
28. 8.1 mL 0
–6 –4 –2 2 4 6 x
29. a. A: $0, B: $100, C: $200
–2
b. A: $80, B: $50 C: $33.33
c. A: w = 80h, B: w = 50h + 100, C: w = 33.3h + 200 –4
(0, –4)
d. i. C ii. A 3y + 4x = –12

e. The advantage of location C is that it has the highest –6

minimum pay, so you would be guaranteed at least $200 b. x−y=5
per day, regardless of how many hours you work. y
6
f. i. A: $ 160, B: $ 200, C: $ 266.66
ii. A: $ 480, B: $ 400, C: $ 400
4
Exercise 6.5 Sketching linear graphs x‒y=5
2
1. a. 5y − 4x = 20
(5, 0)
y
‒6 ‒4 ‒2 0 2 4 6 x
4
5y – 4x = 20 (0, 4) ‒2
2
‒4
(–5, 0)
(0, ‒5)
–4 –2 0 2 x ‒6
–2
c. 2y + 7x − 8 = 0
–4
y
b. y=x+2 6
y
4 (0, 4)
4
y=x+2 2y + 7x –8 = 0
2
1
2 (2, 0) (1 –, 0
7 )
(‒2, 0) 0 x
–2 2 4 6 8 10
‒4 ‒2 0 2 4 x
–2
‒2
–4
‒4
–6

382 Jacaranda Maths Quest 9

3. a. y 5. a. y
10 (0, 4) y=4
4
5 y = x –7
2

0 x
–10 –5 5 10
0 x
–5 –4 –2 2 4
(1, –6)
(–7, 0) –7 –2
–10
–4
b. y
10
y = 2x + 2
b. y
5
(1, 4)
(0, 2)
x 3
–10 –5 0 5 10
–5

0 x
–10 –3 3
c. y (–3, 0)
10 –3 y = –3
y = –2x + 2
5
(0, 2)
(1, 0) 6. a. y
0 x 5
–10 –5 5 10
–5
0 x
–10 –5 5 10
–10 –5
4. a. y
10 –10
(0, –12.5)
y = 1– x – 1 y = –12.5
5 2 –15
(2, 0)
–1 0 x b. y
–10 –5 5 10 4
(0, –1) 1 y=–
–5 5

–10
(0, 4–5 )
b. y
10
–1 1x
5
(0, 4) (1, 3)

–10 –5 0 5 10 x
–1
–5 y=4–x
7. a. y x=2
–10
c. y = – x – 10 y
5 2
(0, 2)
0 x 0 2 x
–15 –10 –5 5 –2
–5 –2
(0, –10)
–10 (1, –11)

–15

TOPIC 6 Linear and non-linear graphs 383

 b. x = –6 b. y
y

6
y = –2x

(–6, 0) 0 x
–6 0 x
6
(1, –2)

–6

10. a. y
8. a. x = –2.5
y
(4, 3)

3
0 x
3
y=–x
(–2.5, 0) 4

–3 0 3 x

–3
b. y

1
b. y = – –x
x = 3– 3
4
y
0 x
1
(3, –1)

) 34 , 0)
0 x
–1 1
11. D
12. D
–1 2x
13. a. y=− +4
5
2
9. a. b. −
y 5
c. The x-intercept is 10, the y-intercept is 4.
d. y
(1, 3) 10

8
0 x
6
y = 3x
(–1, –3) (0, 4)
4

2
(10, 0)
0
5 10 15 x
–2

rise 5
14. a. m= =
run 3

384 Jacaranda Maths Quest 9

 b. y ii. y
6
–5 3 4
(0, 5) y= – x––
7 4
4
2
0, – 3–
2 4
–6 –4 –2 2 4 6 8 x
(–3, 0)
–2
–4 –2 0 2 4 x (–1.05, 0)

–2 –4

5x ii. −5x + 3y = 15 –6
c. i. y= +5
3
4
15. a.y= x−8 Sample responses can be found in the worked
iii.
3 solutions in the online resources.
b. y = 0, 4x = 24, x = 6
b. Sample responses can be found in the worked solutions
x = 0, −3y = 24, y = −8
in the online resources.
c. y 22. Sample responses can be found in the worked solutions in
10
4x– 3y = 24 the online resources.
5 Exercise 6.6 Technology and linear graphs
(6, 0) 1. i. As the size of the coefficient increases, the steepness of
–10 –5 0 5 10 x the graph increases.
–5 ii. Each graph cuts the x-axis at (0, 0).
(0, –8)
iii. Each graph cuts the y-axis at (0, 0).
–10 2. i. As the magnitude of the coefficient decreases, the
steepness of the graph increases.
−ax + c
16. a. y= ii. Each graph cuts the x-axis at (0, 0).
b
−a iii. Each graph cuts the y-axis at (0, 0).
b. Sample response: The gradient is substituting
b 3. a. positive, positive b. downward, negative
positive values always c. bigger d. will
results in a negative gradient. Yes, 1
4. a.
17. Sample response: No, the lines are parallel.
b.
4 c. i. (0, 0), x = 0
4y = x + 3
2 ii. (−2, 0), x = −2
4y = 2x + 3 iii. (2, 0), x = 2
−2x + 4y = 3 d. i. (0, 0), y = 0
18. Sample response: All descriptions use the idea that a ii. (0, 2), y = 2
rise 2
gradient is equal to , which equals in all of these iii. (0, −2), y = −2
cases. sun 3
Yes, −1
5. a.
19. a. The gradient is 2. b. The equation of the line is b.No, the lines are parallel.
y = 2x − 1. c. i. (0, 0), x = 0
c. One point is (1, 1). ii. (2, 0), x = 2
20. a. i. C ii. B iii. A iii. (−2, 0), x = −2
1 d. i. (0, 0), y = 0
b. Straight line y-intercept of (0, 2) with a slope of −
4 ii. (0, 2), y = 2
21. a. i. y
iii. (0, −2), y = −2
4 6. a. same b. y-intercept, y-axis
–5 x – 3–
y= –
7 4 c. y-intercept d. x-intercept
2
7. i. No
0 x ii. Yes
–6 –4 –2 2 4 6 8
iii. a. 1 b. −1
0, – 3– –2
4 2
c. 3 d. −
–4 5
iv. a. (−5, 0), i.e. x = −5
3
–6 7, –5 –
4 b. (5, 0), i.e. x = 5

TOPIC 6 Linear and non-linear graphs 385

 ( )
5 5 15. a. y = 2x − 8.5
c.− , 0 , i.e. x = −
3 3 b. y
( )
25 25 2 y = 2x – 8.5
d. , 0 , i.e. x =
2 2 (4.25, 0)
v. a. (0, 5), i.e. y = 5 –4 –2 0 2 4 6 8x
b. (0, 5), i.e. y = 5 –2
c. (0, 5), i.e. y = 5
d. (0, 5), i.e. y = 5 –4
8. a. steepness b. y-coordinate, y-axis
–6
c. same, parallel d. the same

9. a. gradient = 2, y-intercept = (0, 0), y = 0 –8

b. gradient = 1, y-intercept = (0, 1), y = 1 (0, –8.5)
c. gradient = –3, y-intercept = (0, 5), y = 5 –10
d. gradient = 2/3, y-intercept = (0, –7), y = –7
10. Sample response: They all have in common the point (1, 5). –12
Their gradients are all different. c. y = 7.5
11. Sample responses can be found in the worked solutions in d. x = 10.25
the online resources. Use solve on your CAS calculator.
16. a. C = 25n + 1000
12. Answers should show the y-intercept (0, 2.2), point (1, 2.75)
b. (0, 1000). This is the initial cost of the site licence.
and gradient 0.55.
c. $6000
13. a. N is the number of dogs walked; −$15 is Shirly’s d. 80
starting cost and out-of-pocket expense before she walks
17. a. Sample response: Possible methods include plotting
a dog, and she earns $10 for every dog walked.
the points (0, 325) and (1, 328.8) or using the equation
b. She needs to walk at least two dogs a week before she c = 3.8m + 325.
can make a profit.
b. 382 calories
c. P
c. 32.9 minutes
10
Exercise 6.7 Practical applications of linear
graphs
(1.5, 0) P = –15 + 10N 1. a. y = 6x − 5 b. y = −3x + 8
–2 0 2 4N 2. a. y = 2x + 4 b. y = 0.9x + 1.1
3. a. y = 3x + 1 b. y = −x + 17
4. a. v = −3t + 27 b. C = 3d + 8
–10
5. D
(0, –15) 6. a. A = 25t + 60 b. $5060
c. $60
–20 7. a. C = 0.55s + 2.0 b. $8.60
14. Sample responses can be found in the worked solutions in 8. a. N = 400t + 3200 b. 5400
the online resources. c. 13 200
9. a. 27 b. 108
10. a. w = −40t + 712 b. 712 L
c. 18 days

386 Jacaranda Maths Quest 9

11. Sample responses can be found in the worked solutions in 5. a. 5 b. 9 c. −16 d. 0
the online resources. 6. a. (4, 6) b. (−2, −3)
12. a. C = 2.57d + 3.50 c. (11, 2) d. (−7, −3)
b. $33.06 7. y = 5x − 7
c. 7.20 km 8. a. 5 b. 10 c. 1
13. 5 × 21.4 = 107 cm = 1.07 m
9. a. 2 b. 13 c. 10
14. a. N = −22t + 164 b. 120 10. a. 5 b. 17 c. 13
c. 5 d. 7.5 months
11. a. 7.211 b. 14.765 c. 13.038
15. a. See the figure at the foot of the page.*
12. a. 8.944 b. 19.416 c. 19.416
b. (0, −800), y = −800. Fixed costs are $800.
c. (4, 0), x = 4, this is the break-even amount 13. a. 24.472 b. 25.464
d. 200, this is the sale price per print that contributes to 14. a. 17.788 b. 25.763
profit 15. 21.024 km
16. a. C = 2.14d + 3.50 16. d = 5
b. $28.11 x+5
17. −2 = ⇒ x = −9
c. $52.93 2
17. a. Y = 78.7A b. ¥196 750 c. YT = 76.5A −6 + y
−4 = ⇒ y = −2
18. Cody arrives first. 2
The required point is (−9, −2).
√5
Exercise 6.8 Midpoint of a line segment and 18. dAB = 10
√5
distance between two points dBC = 10
1. a. (2, 4) b. (5, 1) c. (7, 2) Therefore, B is equidistant from A and C.
2. a. (8, 9) b. (0, 5) c. (−1, 2)
3. a. (−5, −2) b. (2, 3) c. (0, 12)
( ) ( )
1 1 1
4. a. 1 ,5 b. −3, −3
2 2 2
( ) ( )
1 1 1 1
c. −9 , 9 d. −1 , 6
2 2 2 2

*15. a. P

1400

1200 P = 200n – 800

1000

800

600

400

200

0 n
‒4 ‒2 2 4 6 8 10 12 14 16
‒200

‒400

‒600

‒800

TOPIC 6 Linear and non-linear graphs 387

19. a. y 4. See the table at the foot of the page.*
C (–3, 8) 8
y
7
6
10 y = 10
—
5
x
4 –5 –4 –3 –2 –1
3 B (2, 3) 0 1 2 3 4 5x
2
1 –10
0 x
–8 –7 –6 –5 –4 –3 –2 –1–1 1 2 3 4 5 6 7 8
–2 5. a. i. y
–3
A (–1, –4) –4
–5 D (4, –5) 5 5
y=—
x
–6
–7 –5 –4 –3 –2 –1
–8 0 1 2 3 4 5 x
–5
b. M√= (−2, 2)
c. 2 37
d. (7, −2) ii. y
3 − (−4) 7
e. =
2 − (−1) 3 20 y = 20
—
f. y = −4x + 11 x

20. Sample responses can be found in the worked solutions in –5 –4 –3 –2 –1

0 x
1 2 3 4 5
√resources.
the online
dAB = 2 10 –20
√
dBC = 2 10
√
dAC = 4 2 iii. y
Side length AB is equal to side length BC but not equal to
side length AC. Therefore, ∆ABC is an isosceles triangle.
100
y = —–
1 100 x
21.
2 –5 –4 –3 –2 –1
22. (−4, 5) , (−3, 2) , (−2, −1) , (−1, −4) , (0, −7) 0 x
1 2 3 4 5

Exercise 6.9 Non-linear relations –100

(parabolas, hyperbolas, circles)
1. a. Vertical 3 up, TP (0, 3) b. i. x = 0, y = 0
b. Vertical 1 down, TP (0, −1) ii. x = 0, y = 0
c. Vertical 7 down, TP( (0, −7)
) iii. x = 0, y = 0
1 1
d. Vertical up, TP 0, 6. y
4 4 6
y=— 4
2. a. Horizontal 1 right, (1, 0) 5 x
b. Horizontal 2 right, (2, 0) 4 (1, 4)
c. Horizontal 10 left, (−10, 0) 3 (1, 3)
3
y =—
d. Horizontal 4 left, (−4, 0) 2 x 2
y=—
1 (1, 2) x
3. a. (0, 1), max b. (0, −3), min c. (−2, 0), max –5 –4 –3 –2 –1
0 x
–1 1 2 3 4 5 6 7 8
–2
–3
–4
–5

*4. x −5 −4 −3 −2 −1 0 1 2 3 4 5
y −2 −2.5 −3.3 −5 −10 Undefined 10 5 3.3 2.5 2

388 Jacaranda Maths Quest 9

 7. It increases the y-values by a factor of k and hence dilates 15. (6, −5)
the curve by a factor of k. As k increases, the graph is 16. a. Nalini started well and raced ahead of Huot and
further from the origin. Edmond. She then turned around and went back to
8. a. y b. y the starting line. She stayed at the starting line for an
7 4 amount of time before turning around and sprinting to
the finishing line, passing Huot and Edmond.
–7 7 x –4 4 x b. From the graph, Huot took 5 seconds to start running.

–4 c. From the graph, at t = 0, Edmond is 2.4 metres from the

–7
Centre (0, 0), radius 4 starting line.
Centre (0, 0), radius 7
c. y d. y d. Nalini won the race.
6 9 17. y
A
7
P (3, 6)
6
–6 6 x –9 9 x
5
–6 –9 4
Centre (0, 0), radius 6 Centre (0, 0), radius 9 3
e. y f. y 2
C (0, 2)
5 10 1

–5 –4 –3 –2 –1 0 1 2 3 4 5 x
–5 5 x –10 10 x –1
–2
–5 –10 –3
B
Centre (0, 0), radius 5 Centre (0, 0), radius 10 –4

9. a. y b. y At (0, 7) and (0, −3)

7 3
5
(1, 2) –8 –2 4x 18. a. x −3 −2 −1 0 1 2 3
6 –3 (–2, –3)
–4
–3 6 x 3 1 2 3
–9 y 2 Undef. 0
2 2 3 4
c. y d. y
(–3, 1)
8 3 b. (–2, 2) y
7 –4 4 8 12 x 2
1 –5 3–
2
4 x –3, 3–2 1 2, 2–3
3, 34–
–10 –3
–13 1–
(4, –5)
1, –12
–6
(0, 0)2
e. y f. y
–4 –3 –2 –1– 1– 0 1 2 3 4 x
10 2
–2 –1 2 x 10 –1
2 3
–3 –5 5 15 x – –2
–10 –2
–5 (0, –3) (5, 0)
10. D c. This relationship is not linear.
11. Sample responses can be found in the worked solutions in Project
the online resources. Possible methods include using a table
of values or graphing both equations on a Cartesian plane. 1. 6
12. Similarity: they both have asymptotes of x = 0 and y = 0. 2. Sample responses can be found in the worked solutions in the
Difference: one is a reflection of the other about the y-axis. online resources.
13. Sample responses can be found in the worked solutions in 3. a and h
the online resources. Use algebra or graph the equation. The 4. e
turning point is a minimum. 5. a, b, c and h
14. r=4 6. Yes
The centre is (2, 1). The equation is
( )2
(x − 2)2 + y − 1 = 16
Sample responses can be found in the worked solutions in
the online resources.

TOPIC 6 Linear and non-linear graphs 389

7. 17. a. y
Length of Width of Destination
table (m) table (m) pocket y = –x + 5

a 3 0.25 Far left

b 3 0.5 Far left 5
(1, 4)
c 3 0.75 Far left
d 3 1 Far right
e 3 1.25 Far left
f 3 1.5 Far left 0 x
1 5
g 3 1.75 Far right
h 3 2 Close right

8. Sample responses can be found in the worked solutions in the

online resources. b. y

Exercise 6.10 Review questions

1. D
1.5 (1, 1.5)
2. B
3. D
4. B 0 x
1
5. D
6. A y = 4x – 2.5
7. B
8. A –2.5
9. D
10. A
c. y
11. a. gradient = 8, y-intercept −3
b. gradient = −9, y-intercept 5
c. gradient = −2, y-intercept 6 2
y=– x–1
3
d. gradient = 2, y-intercept 0
2 1 1
e. gradient = , y-intercept − (3, 1)
3 3
12. A, B 0 x
3
13. A, C, E
2 –1
14. a. 2 b. − c. 0
5
5
15. a. 2 b.
4 d. y
16. a. m = −3, c = 7 3
5
3 y=3–x –
b. m = , c = 3
4
2
2
c. m = − , c = 0
5
d. m = 0, c = 4
0 x
4

(4, –2)
–2

390 Jacaranda Maths Quest 9

18. a. y 19. a. y

y = –6x + 25
25

0 1 x
0 x
1 y = –3x
4–
6 –3

b. y

b. y
1
y =– x
4
1
y = 20x + 45
45 0 x
4

0 x
1
–2 – c. y
4

c. y

0 x

–2 y = –2
0 x
–5
d. y
1
–2 – 2y + x = –5 x=3
2

3
d. y 0 x

4y + x – 2.5 = 0
5
–
8 2
20. a. y = 2x b. y=2− x
0 x 7
1
2– 21. a. y = 2x − 7 b. y = 2x − 14
2
c. y = 2x − 5 d. y = −5x
e. y = −x − 2 f. y = −2.75x + 7.75
g. y=x−3 h. y = −2x + 5
22. (1.1)
23. 5 units

TOPIC 6 Linear and non-linear graphs 391

24. a. Vertical translation 3 units down, TP = (0, −3) 27. a. y = 400 − 15x
y y
y = x2

3
y = x2 – 3 400
y= 400 – 15x

0 x
–3 3
200
–3

0 x
10 20
b. Horizontal translation 2 units to the left; TP = (2, 0)
y = (x + 2)2
y y = x2

4
b. 26.7 or 27 weeks
2
c. $175
d. 21 repayments
0 x 28. a. y = 40 − 3.5x
–4 –2 2 4
–2 y

–4
y = 40 –3.5x
40

25. a. y

4 (1, 4)
20

–4 0 4 x
0 x
5 10
4
y=—
–4 x

b. Hyperbola
b. 11.4 hours
26. y c. 22.75 km
29. a. n = 5t + 25 b. 65 c. 336 minutes
x2 + y2 = 16
4 30. a. m = 5n + 200

(0, 0)
–4 0 r=4 4 x

–4

392 Jacaranda Maths Quest 9

 b. See the figure at the foot of the page.*
c. Everything to the right of the vertical axis and including
the vertical axis applies to her earnings because she can
only sell 0 or more necklaces.
d. Everything to the left of the vertical axis, because she
cannot sell a negative number of necklaces and because
she cannot make less than her base salary of $200.
1
31.
2
32. (−1, 5)
33. p = −0.25, t = 0.25
34. y = −3x − 4.5

*30. b. m

250

200 (0, 200)

150

100

50

(–40, 0)
0 n
–100 –50 50 100

–50

TOPIC 6 Linear and non-linear graphs 393