Unit

Test: Patterns and Relations

C) 72 D) 1,008

2. Which of the following equations represents a horizontal line?

A) x = 3 B) y = 7

C) x + y = 1 D) y = 2x

3. Your class is holding a bake sale. You spend 18 dollars on ingredients. Each cookie sells
for 3 dollars. If n is the number of cookies sold, which of the following equations
represents your profit, P?

A) P = 3n – 18

B) P = 18 – 3n

C) P = 3n + 18

D) P = 18n + 3

4. The equation y = 15x +3 could represent which real-life scenario?

A) There is a flat installation fee of $15 plus $3 for every square foot of carpet.

B) Entrees are $15 and drinks are $3.

C) Pizza World charges $15 per pizza plus a flat shipping fee of $3.

D) Tito earns $15/hour plus $3 in tips.

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5. Which of the following table of values represents a linear relation?

A) x y B) x y
1 1 1 3
2 3 2 5
3 6 3 8
4 10 4 14
5 15 5 34


C) x y D) x y
3 9 3 1.5
4 16 4 3
5 25 5 4.5
6 36 6 6
7 49 7 7.5


6. The equation y – 2x = 6 describes which of the following graphs?
A) B)











C) D)

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Part 2: Long Answer Questions (32 Marks)
Answer questions in the space provided. Show all your work to receive full credit.

7. In the pattern below, the number of dots in each figure follows a linear relationship.

Determine a general equation that relates the number of dots to the figure number. Use d
to represent the number of dots, and f to represent the figure number.
(2)






8. For the pattern shown below:

Figure 1 Figure 2 Figure 3 Figure 4

The number of dots in each figure in the pattern above does not follow a linear relation.
Explain how you can tell that the relationship is not linear.
(2)

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9. For the table of values below:

x y
0 125
1 100
2 75
3 50
4 25

A) Determine an equation that represents the relation shown in the table.
(2)






B) Explain two different ways to verify that the equation you determined in A) is correct.
(2)











C) Describe a real-life context that the linear relation shown in this table could represent.
Be sure to clearly state what the x and y variables would represent in your chosen
scenario.
(3)

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10. Use the pattern shown in the figures below to answer the following questions.

A) Continuing the pattern in Figures 1-3, draw Figure 4 and Figure 5 on the grid below.
(2)







Figure 1 Figure 2 Figure 3 Figure 4 Figure 5

B) Complete the table of values for the first five figures and use these points to create a
scatter plot. (2)


Figure Number Total Number
of Tiles
1
2
3
4
5









C) Using the graph, determine how many tiles would be in figure number 8. Explain how
you know this.
(2)



D) Does it make sense to join the points on the graph? Explain.
(1)

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11. Given the following graph:

A) Describe the pattern shown on the
graph. (1)










B) Is the data shown on the graph discrete or continuous? Justify your answer.
(2)






C) Describe a situation that the graph might represent. Be specific.
(2)








12. The distance travelled by Linda on her bike is shown in the table of values below.

Time Distance travelled
(minutes) (km)

5 1.5
8 2.4
10 3.0
16 4.8

A) On the following page, graph the data on the grid provided. Remember to label the axes
with a number scale and axes titles.

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 Grid for graphing task 11. A):
(4)

























B) Should the dots be connected? Why or why not?
(1)



C) i. Using the graph, predict how long it takes Linda to bike 14 km. Show your work
on the graph.
(2)


ii)What is this method of predicting an unknown value called?
(1)


iii) What assumption did you make in i.?
(1)

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 Supplementary Material:

Curriculum Connections:

General Curriculum Outcome:
Patterns & Relations: Use patterns to describe the world and solve problems.
Specific Curriculum Outcomes:
PR1 Generalize a pattern arising from a problem-solving context using linear
equations and verify by substitution.
Achievement Indicators:
•Write an expression representing a given pictorial, oral or written pattern.
• Write a linear equation to represent a given context.
•Describe a context for a given linear equation.
•Solve, using a linear equation, a given problem that involves pictorial, oral
and written linear patterns.
•Write a linear equation representing the pattern in a given table of values
and verify the equation by substituting values from the table.
PR2 Graph linear relations, analyze the graph and interpolate or extrapolate to
solve problems
Achievement Indicators:
• Describe the pattern found in a given graph.
• Graph a given linear relation, including horizontal and vertical lines.
• Match given equations of linear relations with their corresponding graphs.
• Extend a given graph (extrapolate) to determine the value of an unknown
element.
• Interpolate the approximate value of one variable on a given graph given
the value of the other variable.
• Extrapolate the approximate value of one variable from a given graph given
the value of the other variable.
• Solve a given problem by graphing a linear relation and analyzing the
graph.

Mathematical Processes:
[C] Communication
[PS] Problem Solving
[CN] Connections
[ME] Mental Math and Estimation
[T] Technology
[V] Visualization
[R] Reasoning

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Grading, Curriculum Alignment and Processes and Question
Highlights:
Part 1: Multiple Choice (6 Marks)

1. In the equation q – 12h = 3 what is the value of h when q = 87 ?
Answer: B) 7
• Solve a linear equation (Review from previous units/Easy question to start off
with)

2. Which of the following equations represents a horizontal line?
Answer: B) y = 7
• Match given equations of linear relations with their corresponding graphs.

3. Your class is holding a bake sale. You spend 18 dollars on ingredients. Each cookie
sells for 3 dollars. If n is the number of cookies sold, which of the following
equations represents your profit, P?
Answer: A) P = 3n – 18
• Write a linear equation to represent a given context.

4. The equation y = 15x +3 could represent which real-life scenario?
Answer: C) Pizza World charges $15 per pizza plus a flat shipping fee of $3.
•Describe a context for a given linear equation.

5. Which of the following table of values represents a linear relation?
Answer: D
•Write a linear equation representing the pattern in a given table of values
and verify the equation by substituting values from the table.

x y
3 1.5
4 3
5 4.5
6 6
7 7.5

6. The equation y – 2x = 6 describes which of the following graphs?
Answer: B)
• Match given equations of linear relations with their corresponding graphs.

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Part 2:

7.

Determine a general equation that relates the number of dots to the figure number.
Use d to represent the number of dots, and f to represent the figure number.
(2)
•Write an expression representing a given pictorial, oral or written pattern.
[V]

8. For the pattern shown below:

Figure 1 Figure 2 Figure 3 Figure 4

The number of dots in each figure in the pattern above does not follow a linear
relation. Explain how you can tell that the relationship is not linear.

* This is important because it has students think about what are the criteria of a
linear relation and use these criteria to evaluate another pictoral representation
that is not linear. They have to connect the pattern they observe in the diagram with
these criteria and then communicate their reasoning. A good answer will
demonstrate that the solution to the pattern shown is a product of increasing side
lengths. i.e. Number of dots = (x)*(x-1) (so quadratic) which will increase faster
than a linear relation would (although since students have not yet learned about
quadratics, they are not expected to identify that this follows a quadratic pattern)

(2)
•Solve, using a linear equation, a given problem that involves pictorial, oral
and written linear patterns. … (This question doesn’t exactly match this
outcome, but it tests students understanding of linear relations)

[V], [R], and [C]

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9. For the table of values below:
x y
0 125
1 100
2 75
3 50
4 25

A) Determine an equation that represents the relation shown in the table.
and
B) Explain two different ways to verify that the equation you determined in A) is
correct.
This questions gets the students thinking about what it means for an equation to
represent a table of values. Their answer should demonstrate that for an equation to
fully satisfy a table of values, then any point can be taken from the table and
substituted into the equation, and the equation will hold true.

They should also connect the table of values/equations to another way of
representing the relation: a graph. Hense, the second method of verification is by
graphing the equation and showing that it passes through all the points in the table
of values.

This is a bit of a different type of assessment task because instead of the student
performing a procedure to verify, they are asked to explain how they would do it.
This helps to get away from students just memorizing procedures by challenging
them to explain their approach, and also having them realize that there can be more
than one approach for the same problem.

•Write a linear equation representing the pattern in a given table of values
and verify the equation by substituting values from the table.
[R] and [C]

C) Describe a real-life context that the linear relation shown in this table could
represent. Be sure to clearly state what the x and y variables would represent in
your chosen scenario.
(3)
•Describe a context for a given linear equation.
[CN]

It’s always good if students are able to relate these mathematical representations to
real world applications, which also helps them create formulas for scenarios
expressed in word problems. This shows a deeper level of understanding of the
material and cannot be done well with procedural memorization alone. It also helps
make the math more practical which is imporant for some learners.

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10. Use the pattern shown in the figures below to answer the following questions.
A) Continuing the pattern in Figures 1-3, draw Figure 4 and Figure 5 on the grid below.
[V]
(2)







Figure 1 Figure 2 Figure 3 Figure 4 Figure 5

B) Complete the table of values for the first five figures and use these points to
create a scatter plot.
• Graph a given linear relation, including horizontal and vertical lines.

(2)


Figure Number Total Number
of Tiles
1 1
2 3
3 5
4 7
5 9




C) Using the graph, determine how
many tiles would be in figure
number 8. Explain how you know
this.
(2)
• Extend a given graph (extrapolate) to
determine the value of an unknown
element.
[R] and [C]

D) Does it make sense to join the points on the
graph? Explain.
(1)
[R]

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11. Given the following graph:

A) Describe the pattern shown on the graph. (1)


• Describe the pattern found in a given graph.
[C]


B) Is the data shown on the graph discrete or continuous? Justify your answer.
(2)
[R]

C) Describe a situation that the graph might represent. Be specific.
(2)
[C] and [CN]

12. The distance travelled by Linda on her bike is shown in the table of values below.

Time Distance travelled
(minutes) (km)

5 1.5
8 2.4
10 3.0
16 4.8

A) On the following page, graph the data on the grid provided. Remember to label
the axes with a number scale and axes titles.
• Graph a given linear relation, including horizontal and vertical lines.
• Interpolate the approximate value of one variable on a given graph given
the value of the other variable.
• Solve a given problem by graphing a linear relation and analyzing the
graph.
[V]

Marking:
• Label both axes (1)
• Label numbers (1)
• Even intervals (1)
• Graph points in the correct place (1)

Sample graph showing interpolation:
(4)

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The student has to make some decisions about graphing, such as what intervals to
use for the axes scales, which is an important skill to have when displaying data on a
graph. This is why the grid was intentionally left plank on the test paper.

7

6

Distance Travelled (kn)

5

4

3

2

1

0
-1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Times (minutes)

B) Should the dots be connected? Why or why not?
[R]

C) i. Using the graph, predict how long it takes Linda to bike 14 km. Show your
work on the graph.
(Students should draw a line between points (10, 3) and (16, 4.8) and draw a point
at time = 14, and approximate the value of distance.
Answer: 4.2. Accepted values: 4.1-4.3

• Interpolate the approximate value of one variable on a given graph given
the value of the other variable.
(2)
[R] and [ME]

ii)What is this method of predicting an unknown value called?
(1)
• Interpolate the approximate value of one variable on a given graph given
the value of the other variable.

iii) What assumption did you make in i.?
(1)
[R]

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