Coordinates and Linear Graphs

Coordinates and
12 linear graphs
LEARNING SEQUENCE
12.1 Overview ...............................................................................................................................................................612
12.2 The Cartesian plane ......................................................................................................................................... 615
12.3 Linear patterns ................................................................................................................................................... 622
12.4 Plotting linear graphs .......................................................................................................................................628
12.5 Determining the rule for a linear relationship ..........................................................................................635
12.6 Sketching linear graphs (extending) .......................................................................................................... 649
12.7 Solving equations graphically ...................................................................................................................... 654
12.8 Non-linear graphs ............................................................................................................................................. 661
12.9 Review ................................................................................................................................................................... 669
12.1 Overview
Why learn this?
Coordinates are a set of numbers used to locate a point on a map
or a graph. They can be shown on a grid known as the Cartesian
plane — for each coordinate there are two symbols (usually letters
or numbers) that indicate how far vertically and horizontally you
need to move on the grid to find the desired location. In coordinate
geometry, coordinates are used to pinpoint a position. You may
have heard of locations being described in terms of latitude and
37°48′ 49′′ S, 144°57′ 47′′ E — this is a spherical coordinate system

longitude. For instance, Melbourne’s position on Earth is located at
and is more complex than the Cartesian plane. The Cartesian plane
is also useful for plotting graphs of linear relationships.
Linear relationships form part of algebra and are used to model
many real-life situations. Things that change at a constant rate
over time produce a straight-line graph and are known as a linear
relationship. A car travelling at a constant speed, the interest earned
by a simple-interest bank account, and a wage based on hours
worked are all linear relationships.
Knowledge of linear relationships can help you convert different
currencies, such as Australian to US dollars, or temperatures, such
as Fahrenheit to Celsius. Being able to graph linear relationships
allows you to solve many questions that you might not be able to answer with the coordinates alone. The graph
will allow you to find other values that are not given in the coordinates, and will give you a visual representation
of the relationship.
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
612 Jacaranda Maths Quest 8

Exercise 12.1 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. MC If a point with coordinate (3, 4) is translated (moved) 4 units to the right and 7 units down, identify
the coordinates of the new position of the point.
D. (7, −3)
A. (7, 11) B. (10, 8) C. (−4, 7)
E. (−7, 13)
2. Determine the missing value in the table below.
x 0 1 2 3
y 5 8 14
3. MC From the following options, identify the missing value from the table.
y = 3x − 4
x 2 5 6 11
2 11 14
A. 22 B. 29 C. 33
D. 37 E. 26
4. MC Which of the following coordinates lie on the line y = 2x + 1? Select all that apply.
A. (1, 4) B. (1, 3) C. (3, 10)
D. (0, 1) E. (5, 14)
5. A plumber charges a $90 call-out fee and $65 per hour for any job they are asked to carry out. If the
plumber’s bill comes to $285, calculate how many hours they spent on the job.
6. MC What does y = 6x − 3 mean?

A. The y-value equals the x-value subtracted by 6.
B. The y-value equals the x-value multiplied by negative 3 and then multiplied by 6.
C. The y-value equals the x-value.
D. The y-value equals the x-value multiplied by 6, then subtracted by 3.
E. The y-value equals the x-value plus 6, then subtracted by 3.
7. MC For the equation y = x + 4, the gradient and y-intercept respectively are:

A. 1 and 4 B. 4 and 0 C. 0 and 4
D. 4 and 1 E. 1 and 0
a. y = 2x − 1 b. y = −x + 3 c. y = −7
8. State the gradients of the following graphs.
9. A straight line on a graph starts at the origin and finishes at the coordinate (4, 12). The line is said to
have a run of 4 and a rise of 12. Calculate the gradient of the line and write it in its simplest form.
TOPIC 12 Coordinates and linear graphs 613

10. MC Use one of the following words to describe the gradient of a graph that is represented by a
vertical line.
A. Undefined B. Positive C. Negative
D. Zero E. Steep
form, and write it in the form y = mx + c.

11. A graph passes through the points (−3, 0) and (0, 6). Determine the equation of the line in its simplest
12. MC The x- and y-intercepts, respectively, of the equation y = 4x − 12 are:

A. 4, –12 B. 3, –12 C. 4, 3
D. 4, –3 E. –3, 4
Determine which of the following equations are parallel to y = 3x − 1. Select all that apply.
A. y − 3x = 2 B. 6x + 3y = 2 C. 3y − 9x = 4
13. MC
D. 3y + 9x = 3 E. 12x − 6y = 6
14. Determine the rule for the equation represented by the following graph.
y
7
6
5
4
3
2
1
0 x
–6 –5 –4 –3 –2 –1 1 2 3 4 5 6
–1
–2
–3
–4
company and they informed him their emergency call-out charge was a $250 call-out fee, plus $50 for
15. While working in the garden, Bill accidentally cut the electricity to his house. He called the power
every 15 minutes of the repairer’s time.

a. Calculate how much it would cost Bill
to have his electricity restored if the
repairer was there for:
1
i. of an hour
4
1
ii. of an hour
2
3
iii. of an hour.
4
b. Determine the rule that satisfies these
values, where y is the total cost and x is
the time (in quarter-hours).

12.2 The Cartesian plane
LEARNING INTENTION
At the end of this subtopic you should be able to:
• understand the Cartesian plane and Cartesian coordinates
• plot points on the Cartesian plane.
12.2.1 The Cartesian plane

eles-4500
• The Cartesian plane (named after its inventor René Descartes) (y-axis)
y
is a visual means of describing locations on a plane by using two
6
numbers as coordinates. 5
• The Cartesian plane is formed by two perpendicular lines, which 4
are called the axes. The horizontal axis is called the x-axis; the 3
vertical axis is called the y-axis. 2
origin
• The centre of the Cartesian plane (where the x- and y-axis 1
intersect) is called the origin. x (x-axis)
0
• Both axes are evenly scaled and numbered, with 0 (zero) placed at –3 –2 –1 1 2 3 4 5 6
–1
the origin. On the x-axis the numbers increase from left to right, –2
while on the y-axis the numbers increase from bottom to top. –3
• Arrows are placed on the ends of each axis to show that they
continue infinitely.
Cartesian coordinates
• To locate any point on the Cartesian plane, we use a pair of numbers y
6
called Cartesian coordinates. A Cartesian coordinate is written as (x, y),
5
where x and y are any numbers. The first number refers to the horizontal
4
position of the point and is called ‘the x-coordinate’ of the point. The
3
second number refers to the vertical position of the point and is called (3, 2)
2
‘the y-coordinate’ of the point. The coordinates of the origin are (0, 0). 1
• To locate a point on the Cartesian plane, move along the x-axis to the
0 x
number indicated by the x-coordinate and then along the y-axis to the –3 –2 –1 1 2 3 4 5 6
–1
number indicated by the y-coordinate. For example, to locate the point –2
with coordinates (3, 2), beginning at the origin, move 3 units right and –3
then 2 units up.
• Hint: To help remember the order in which Cartesian coordinates are measured, think about using a ladder.
Remember we must always walk across with our ladder and then climb up it.
y
5
0 x
1 2 3 4 5 6 7 8 9 10 11 12

WORKED EXAMPLE 1 Plotting points on a Cartesian plane
Draw a Cartesian plane with axes extending from 0 to 6 units. Mark the following points with a dot,
and label them.
a. (2, 4) b. (5, 0)
( )
1
c. (0, 2) d. 3 , 2
2
THINK WRITE
1. First rule up and label the axes.
2. Mark each point. y
5
a. (2, 4) means start at the origin, move 2 units
right and then 4 units up. 4 (2, 4)
b. (5, 0) means start at the origin, move 5 units
right and then 0 units up. It lies on the 3
x-axis.
c. (0, 2) means start at the origin, move 0 units 2
(0, 2)
( 3 –12 , 2 )
right and then 2 units up. It lies on the
y-axis. 1
d. 3 , 2 means start at the origin, move

( )
1 (5, 0)
0 x
2 1 2 3 4 5 6
1
3 units right and 2 units up.
2
WORKED EXAMPLE 2 Determining the coordinates of points on a Cartesian plane
Determine the Cartesian coordinates for each of the y

points A, B, C and D. 5
4 C
3 B
2
D
1 A
0 x
1 2 3 4 5 6
THINK WRITE
Point A is 3 units right and 1 unit up. A is at (3, 1).
Point B is 1 unit right and 3 units up. B is at (1, 3).
Point C is 0 units right and 4 units up. C is at (0, 4).
( )
1 1
Point D is 1 unit right and 1 units up. D is at 1, 1 .
2 2

12.2.2 Quadrants and axes
eles-4501
• The Cartesian axes extend infinitely in both directions, as represented by the arrows on the axes.
• The axes divide the Cartesian plane into four sections called quadrants. The quadrants are numbered in an
anti-clockwise direction, starting with the top right corner.
y-axis (x = 0)
y
6
5
2nd quadrant 4 1st quadrant
(x, y) = (–, +) 3 (x, y) = (+, +)
2
origin
1
x-axis (y = 0)
0 x
–6 –5 –4 –3 –2 –1 1 2 3 4 5 6
–1
–2
–3
3rd quadrant –4 4th quadrant
(x, y) = (–, –) –5 (x, y) = (+, –)
–6
Placing points in quadrants
The signs of the x- and y-coordinates of a point determine which quadrant they are in.
• If the x- and y-coordinates are both positive, the point is in the 1st quadrant.
• If the x-coordinate is negative and the y-coordinate is positive, the point is in the 2nd quadrant.
• If the x- and y-coordinates are both negative, the point is in the 3rd quadrant.
• If the x-coordinate is positive and the y-coordinates is negative, the point is in the 4th quadrant.
• If the x-coordinate is zero, the point is on the y-axis.
• If the y-coordinate is zero, the point is on the x-axis.
COLLABORATIVE TASK: Creating a picture
1. Draw a Cartesian plane and create a picture of your choice on y

6
the plane that results from joining a series of points.
5
2. Write a list of instructions detailing the order in which the
4
points on the Cartesian plane are to be joined. 3
3. Test your instructions on a classmate. 2
1
0 x
–6 –5 –4 –3 –2 –1 1 2 3 4 5 6
–1
–2
–3
–4
–5
–6

WORKED EXAMPLE 3 Plotting points on the Cartesian plane
A ( −1, 2), B (2, −4), C (0, −3), D (4, 0), E ( −5, −2)
a. Plot the following points on the Cartesian plane.
b. State the location of each point on the plane (i.e. the quadrant, or the axis on which it sits).
THINK WRITE
a. 1. Draw a set of axes, ensuring they are long enough to fit all y
of the values, and label the quadrants. 5
By examining the given coordinates, it’s clear that a scale 4
3
of −5 to 5 on both axes will fit all the points.
2
1
0 x
–5 –4 –3 –2 –1 1 2 3 4 5
–1
–2
–3
–4
–5
2. Plot the points. Point A is one unit to the left and two units y
up from the origin; point B is 2 units right and 4 units 2nd quadrant 5 1st quadrant
down from the origin (and so on). 4
3
A2
1
D
0 x
–5 –4 –3 –2 –1 1 2 3 4 5
E –1
–2
C
–3
–4 B
3rd quadrant –5 4th quadrant
b. State the location of each point. Point A is in the second quadrant.

Point B is in the fourth quadrant.
Point C is on the y-axis.
Point D is on the x-axis.
Point E is in the third quadrant.
Resources
Resourceseses
eWorkbook Topic 12 Workbook (worksheets, code puzzle and project) (ewbk-1943)
Digital documents SkillSHEET Grid coordinates I (doc-6934)
SkillSHEET Grid coordinates II (doc-6935)
SkillSHEET Plotting coordinate points (doc-6936)
Interactivities Individual pathway interactivity: The Cartesian plane (int-4384)
The Cartesian plane (int-3831)
Transformations (int-3832)

Exercise 12.2 The Cartesian plane
Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 4, 7, 10, 12, 13, 15, 18, 21 2, 5, 8, 11, 14, 16, 19, 22 3, 6, 9, 17, 20, 23, 24
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. WE1 Draw a Cartesian plane that extends from −6 to 6 on the x-axis and −6 to 6 on the y-axis, and plot and
label the following points.
a. A (3, 3) b. B (2, 5) c. C (5, 1) d. D (−1, 4)
2. Draw a Cartesian plane that extends from −6 to 6 on the x-axis and −6 to 6 on the y-axis, and plot and label
c. G (−2, −3) d. H (−4, −5)

the following points.
a. E (−4, 2) b. F (−2, 0)
3. Draw a Cartesian plane that extends from −6 to 6 on the x-axis and −6 to 6 on the y-axis, and plot and label
a. I (0, −3) b. J (1, −2) c. K 3, −1 d. L 4 , 0

the following points. ( ) ( )
1 1
2 2
4. WE2 Write the Cartesian coordinates of points A to D marked on y
6 B
the Cartesian plane shown.
5 E
5. Write the Cartesian coordinates of points E to H marked on the 4
J D I
Cartesian plane shown. 3
2 A
6. Write the Cartesian coordinates of points I to L marked on the F 1
F
C
H
Cartesian plane shown. G
0 x
–6 –5 –4 –3 –2 –1 1 2 3 4 5 6
A (2, 5), B (−3, 2), C (−1, −5), D (−2, −5)

7. WE3 a. Plot the following points on a Cartesian plane. –1
K –2
–3
b. State which quadrant the points lie in, or whether they sit on –4
an axis. L –5
–6
8. a. Plot the following points on a Cartesian plane.
E (−10, 0), F (0, 0), G (−8, 15), H (−9, 24)
b. State which quadrant the points lie in, or whether they sit on
an axis.
I (24, 0), J (−1, 1), K (−7, −1), L (0, −8)

b. State which quadrant the points lie in, or whether they sit on an axis.
10. MC The point (3, 4) gives the position on the Cartesian plane of:
A. 3 on the y-axis, 4 on the x-axis. B. 3 left, 4 up.
C. 4 right, 3 up. D. 3 on the x-axis, 4 on the y-axis.
E. 3 right, 4 up.
Note: There may be more than one correct answer.

11. MC The point (−2, 0) gives a position on the Cartesian plane of:
C. −2 on the x-axis, 0 on the y-axis. D. −2 on the y-axis, 0 on the x-axis.

A. left 2, up 0. B. left 0, down 2.
E. 2 on the x-axis, 0 on the y-axis.

Note: There may be more than one correct answer.
Understanding
12. Each of the following sets of Cartesian axes (except one) has something wrong with it. From the list below,
match the mistake in each diagram with one of the sentences.
A. The units are not marked evenly.
B. The y-axis is not vertical.
C. The axes are labelled incorrectly.
D. The units are not marked on the axes.
E. There is nothing wrong.
a. y b. x c. y
3 3 3
2 2 2
1 1 1
0 0 y 0 x
x 1 2 3 4 1 2 3 4
1 2 3 4
d. y e. y f. y
3
3 3
2 2
2
1 1
1
0 x
0 x 1 2 3 4 0 x
13. On 1-cm graph paper, draw a Cartesian plane with an x-axis from −6 to 6 and a y-axis from −6 to 6.
1 2 3 4 1 2 3 4
START (4, 6) (−4, 6) (−6, 0) (−4, −6) (4, −6) (6, 0) (4, 6) (−6, 0) (4, −6) (4, 6) STOP
Connect these groups of points.
START (−4, 6) (−4, −6) (6, 0) (−4, 6) STOP

START (4, 0) (2, 2.5) (−2, 2.5) (−4, 0) (−2, −2.5) (2, −2.5) (4, 0) STOP
Colour the 6 triangles between the star and the hexagon. For example the triangle (6, 0) (4, 6) (4, 1)
could be coloured pink. Colour the 6 triangles inside the star. For example (4, 0) (4, 1) (2, 2.5) could be
coloured green.
14. Draw a Cartesian plane. Check the following coordinates to find the lowest and highest x- and y-value
needed on the axes. Then, follow the steps below to draw a cartoon character.
(−6, 1) (−7, −2) (−4, −1.5) (−4, −3.5) (−1.5, −3) (−2, −4) (−4, −7) (−5, −8) STOP
START (6, 7) (7.5, 9) (5, 9) (4.5, 12) (2, 11) (0, 13) (−1.5, 10) (−5, 11) (−5, 8) (−8, 6) (−6, 4) (−8, 2)
START (−2, −9) (−1, −7) (1, −8) (3, −8) (4, −7.5) (5, −10) STOP
START (4, −7.5) (3.5, −6) (3.5, −4) (4, −3) (5, −2.5) (5, −2) (4, −1.5) (4, −1) (5, 0.5) (7, 1) (8, 2) (8, 2.5)
START (4, −2.5) (2, −3) (0.5, −3) (0, −2) (1, −1) (2, −0.5) (3, 0) (7, 1) STOP
(6.5, 3) STOP
START (6, 2.5) (6.5, 3) (6.5, 4) (6, −4) (4, 3) STOP

START (6, 7) (5, 7.5) (4, 7) (3, 6) (1, 6) (0, 5) (−1, 4) (0, 2) (1.5, 1.5) (3, 2) (4, 4) (6.5, 4)(7, 5) (7, 6)
(6, 7) STOP
START (4, 4) (4, 5) (3, 6) STOP

START (1, −1) (5, 0) STOP
EYELASHES (−1, 4) TO (−2, 4.5) , (0, 5) TO (−0.5, 6) , (1, 6) TO (0.5, 7) , (2, 6) TO (2, 7) , (4, 7) TO
EYES AT (1, 3) AND (5, 5)
(3.5, 8) , (5, 7.5) TO (5, 8.5) , (6, 7) TO (6.5, 8) , (6.5, 6.5) TO (7, 7)
Consider the following set of points: A (2, 5), B (−4, −12), C (3, −7), D (0, −2), E (−10, 0), F (0, 0),
G (−8, 15), H (−9, −24), I (18, −18), J (24, 0).
15. MC
Identify which of the following statements are true.

A. Points A and J are in the first quadrant. B. Points B and H are in the third quadrant.
C. Only point I is in the fourth quadrant. D. Only one point is in the second quadrant.
Consider the following set of points: A (2, 5), B (−4, −12), C (3, −7), D (0, −2), E (−10, 0), F (0, 0),
G (−8, 15), H (−9, −24), I (18, −18), J (24, 0).
16. MC
Identify which of the following statements are true.

A. Point F is at the origin. B. Point J is not on the same axis as point E.
C. Point D is two units to the left of point F. D. Point C is in the same quadrant as point I.
17. Messages can be sent in code using a grid like the one shown, where the letter B is y
represented by the coordinates (2, 1). Use the diagram to decode the answer to the 6
U V W X Y
following riddle. 5
P Q R S T
Q: Where did they put the man who was run over by a steamroller? 4
K L M N O
3
A: (4, 2) (4, 3) (3, 2) (5, 3) (4, 4) (1, 4) (4, 2) (5, 4) (1, 1) (2, 3) (4, 2) (4, 3) (3, 5) F G H I J
2
(1, 1) (3, 4) (4, 1) (4, 4) (4, 4) (4, 2) (4, 5) (4, 4) (5, 1) (2, 5) (5, 1) (4, 3) (5, 1) (4, 2) A B C D E
1
(2, 2) (3, 2) (5, 4) (1, 1) (4, 3) (4, 1) (4, 3) (4, 2) (4, 3) (5, 1)
0 x
Reasoning 1 2 3 4 5 6
18. A line passes through points A (–5, 6) and B (3, 6).
a. Draw the line interval AB on a number plane.
b. Determine the length of AB.
c. Determine the coordinates of the middle of the line interval AB.
d. Draw another horizontal line and determine the coordinates of the middle point.
e. Is there a formula that can be used to calculate the x-coordinate of the middle point of a horizontal line?
19. A line passes through points C (1, 7) and D (1, −5).
a. Draw the line interval CD on a number plane.
b. Determine the length of CD.
c. Determine the coordinates of the middle of the line interval CD.
d. Draw another vertical line and determine the coordinates of the middle point.
e. Is there a formula that can be used to calculate the y-coordinate of the middle point of a vertical line?
20. Explain why the x-coordinate must always be written first and the y-coordinate second.
Problem solving
y
21. A line connects the points (0, 0) and (5, 5) as shown on the Cartesian
5
plane. (5, 5)
4
(1, ___), (2, ___), (___ , 3), (___ , 4)

a. Here is a list of points on the line. Fill in the gaps. 3
b. On this line, when x = , what does y equal?

2
1 1
(0, 0)
2
c. Imagine that the line is extended so that the points (0, 0) and –5 –4 –3 –2 –1
0
1 2 3 4 5
x
–1
(–5, –5) are connected. Here is a list of points on the extended line. –2
(–1, ___), (–2, ___), (___ , –3), (___ , –4)

Fill in the gaps. –3
–4
–5

22. Consider the square ABCD shown. y
5
a. State the coordinates of the vertices of the square ABCD. 4
b. Calculate the area of the square ABCD. 3
c. Move the points A and B up so that the shape is a rectangle and the A 2 B
area is doubled. Determine the new coordinates of A and B. 1
0 x
–5 –4 –3 –2 –1 1 2 3 4 5
–1
–2
C D
–3
–4
–5
23. Consider the square ABCD shown. y

5
a. State the coordinates of the vertices of the square ABCD.
4
b. Calculate the area of the square ABCD.
A 3 B
c. Extend sides AB and CD 3 squares to the right and 3 squares to the 2
left. 1
d. Calculate the area of the new shape.
0 x
e. In your new diagram, extend sides AD and BC 3 squares up and 3 –5 –4 –3 –2 –1 1 2 3 4 5
–1
squares down. –2
f. Calculate the area of the new shape. –3
D C
g. Compare the three areas calculated in parts b, d and f. Explain the –4
changes of area in relation to the change in side length. –5
24. Consider the rectangle formed by connecting the points (3, 2), (9, 2), (9, 5) and (3, 5) on a Cartesian plane.
Calculate the area and the perimeter of this shape.
12.3 Linear patterns

LEARNING INTENTION
• plot number patterns on the Cartesian plane
• identify whether number patterns are linear or non-linear.
12.3.1 Plotting points from a table of values

eles-4502
• Number patterns can be described by rules. For example, the sequence 1, 4, 7, 10, … increases by 3 from
one term to the next. This number pattern can be described by the rule ‘start with 1 and add 3 each time’.
• For any number pattern, we can create a table of values relating the value of a term to its position in a
number pattern.
• The position in the pattern corresponds to the x-value on the Cartesian plane; the value of the term
corresponds to the y-value on the Cartesian plane.
• For the sequence 1, 4, 7, 10, … the table of values would be:
Position in the pattern (x) 1 2 3 4 …

Value of the term (y) 1 4 7 10 …
• Once a table of values has been constructed, we can plot these values on a Cartesian plane and observe the
pattern of the points.

WORKED EXAMPLE 4 Plotting number patterns
A number pattern is formed using the rule ‘start with 2 and add 1 each time’.
a. Write the first five terms of the number pattern.
b. Draw up a table of values relating the value of a term to its position in the pattern.
c. Plot the points from your table of values on a Cartesian plane.
2+1=3
THINK WRITE/DRAW
3+1=4
a. 1. Start with 2 and add 1.
4+1=5
2. Keep adding 1 to the previous
5+1=6
answer until five numbers have been
calculated.
3. Write the answer. The first five numbers are 2, 3, 4, 5 and 6.
b. Draw up a table relating the position in Position in the pattern 1 2 3 4 5
the pattern to the value of the term.
Value of the term 2 3 4 5 6
c. Plot the points from your table of Points to plot are: (1, 2), (2, 3), (3, 4), (4, 5) and (5, 6)
values one at a time. Start with the first y
column of numbers, remembering that 6
‘position in the pattern’ relates to the 5
4
x-coordinates and ‘value of the term’
3
relates to the y-coordinates.
2
1
x
–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6
–1
–2
–3
–4
–5
–6
12.3.2 Straight-line patterns

eles-4503
• If the pattern formed by the set of points is a straight line, we refer to it as a linear pattern. For example,
the points (1, 2), (2, 3), (3, 4), (4, 5) and (5, 6) when plotted will form a linear pattern, as shown in the
previous worked example.

• A diagram formed by plotting a set of points on the Cartesian plane is referred to as a graph. If the points
form a straight line, then the graph is a linear (straight-line) graph.
• If the plotted points do not follow a straight line, we refer to this as a non-linear pattern.
(0, 0), (1, −2) and (2, −4) can be presented as shown.
• A set of coordinate pairs can be presented in the form of a table. For example, the points (−2, 4), (−1, 2),
−2 −1
−2 −4
x 0 1 2
y 4 2 0
WORKED EXAMPLE 5 Plotting a set of points
a. Plot the following points on a Cartesian plane. Check the lowest and highest values to help you decide
( −2, 1), ( −1, 2), (0, 3), (1, 4) and (2, 5)

the length of the axes.
b. Comment on any pattern formed.
THINK WRITE
a. Look at the x- and y-values of the points and draw a y
The lowest value for the x-axis is −2; the highest is 2.

Cartesian plane. 6
5
4
The lowest value for the y-axis is 1; the highest is 5.
3
Extend each axis slightly beyond these values.
2
Plot each point.
1
x
–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6
–1
–2
–3
–4
–5
–6
b. Comment on any pattern formed. The pattern is linear because the points
form a straight line.
WORKED EXAMPLE 6 Plotting a set of points
a. Plot the points in the following table on a Cartesian plane.
−4 −3 −2 −1
−2 −1
x 0 1
y 0 1 2 3
b. Do the points form a linear pattern? If so, identify the next point in the pattern.

THINK WRITE
a. 1. Look at the x- and y-values of the points and draw a a. y
The lowest value for the x-axis is −4; the highest is 1.

Cartesian plane. 6
The lowest value for the y-axis is −2; the highest is 3.

5
4
3
Extend each axis slightly beyond these values.
2
Plot each point.
1
x
–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6
–1
–2
–3
–4
–5
–6
b. 1. Look at the position of the points and answer b. Yes, the points do form a linear pattern.
the question.
Note: The points form a straight line, so we have a
linear pattern.
2. Study the pattern and answer the question. The next point in the pattern is (2, 4).
Note: The pattern shows that the x-values increase by 1
and the y-values increase by 1. The next x-value will be
2 and the next y-value will be 4.
Resources
Resourceseses
Interactivities Individual pathway interactivity: Linear patterns (int-4464)
Linear patterns (int-3833)
Exercise 12.3 Linear patterns

Individual pathways

1, 2, 4, 6, 8, 11, 15, 19 3, 7, 9, 12, 16, 17, 20 5, 10, 13, 14, 18, 21
Fluency
1. WE4 A number pattern is formed using the rule ‘start with 9 and subtract 2 each time’.
a. Write down the first five terms of the number pattern.
b. Draw up a table of values relating the value of a term to its position in the pattern.
c. Plot the points from your table of values on a Cartesian plane.

2. WE5 a. Plot the following points on a Cartesian plane. (Check the lowest and highest values to help you
i. (−2, −3), (−1, −2), (0, −1), (1, 0) and (2, 1)

decide what scale to mark on the axes.)
iii. (−2, −4), (−1, −2), (0, 0), (1, 2) and (2, 4)
ii. (−2, 0), (−1, 1), (0, 2), (1, 3) and (2, 4)
3. a. Plot the following points on a Cartesian plane. (Check the lowest and highest values to help you decide
i. (−2, −5), (−1, −2), (0, 1), (1, 4) and (2, 7) ii. (−2, 2), (−1, 1), (0, 0), (1, −1) and (2, −2)
what scale to mark on the axes.)
iii. (−2, 0), (−1, −1), (0, −2), (1, −3) and (2, −4)
4. Plot the following points on a Cartesian plane.
x −2 −1 0 1 2
a.
y 1 2 3 4 5
−2 −1
−2 −1
x 0 1 2
b.
y 0 1 2
−2 −1
−7 −4 −1
x 0 1 2
c.
y 2 5
−2 −1
−1
x 0 1 2
a.
y 3 2 1 0
−2 −1
−1 −0.5
x 0 1 2
b.
y 0 0.5 1
−2 −1
−2 −4
x 0 1 2
c.
y 4 2 0
Understanding
i. (−3, −3), (−2, −1), (−1, 1), (0, 3), (1, 5), (2, 7) and (3, 9)
6. WE6 a. Plot the following points on a Cartesian plane.
ii. (−3, −5), (−2, −3), (−1, 0), (0, 1), (1, 4), (2, 5) and (3, 7)
−2 −1
−1 −2 −3 −4
x 0 1 2
i.
y 3
−2 −1
−6 −3
x 0 1 2
ii.
y 0 3 6

8. Consider the number pattern 9, 6, 3, …
a. Complete a table of values for the first five terms.
b. Describe the number pattern in words by relating the value of a term to its position in the pattern.
c. Describe the number pattern in algebra, with x representing the position in the pattern and y representing
the value of a term.
d. Represent the relationship on a Cartesian plane.
9. Consider the number pattern 1, 5.5, 10, …

10. Consider the number pattern generated when you start with −4 and add 3 each time.
The next point in the linear pattern made by (−2, 0), (−1, 1), (0, 2), (1, 3) and (2, 4) is:
B. (−3, −5) C. (3, −5)
11. MC
A. (5, 3) D. (3, 5) E. (4, 6)
12. MC The next point in the linear pattern made by (−2, 9), (−1, 8), (0, 7), (1, 6) and (2, 5) is:
A. (−3, 8) B. (3, 4) C. (3, 6) D. (4, 3) E. (6, 3)
The next point in the linear pattern made by (−2, −18), (−1, −14), (0, −10), (1, −6) and (2, −2) is:
B. (−3, −20)
13. MC
A. (−3, 3) C. (3, 2) D. (3, 6) E. (6, 16)
A. (−2, −1), (−1, −2), (0, −3), (1, −4) and (2, −5)
14. MC Identify which of the following sets of points would make a linear pattern.
C. (−2, −1), (−1, 0), (0, 1), (1, −1) and (2, 0) D. (−2, −5), (−1, 0), (0, 4), (1, 5) and (2, 8)
B. (−2, 12), (−1, 10), (0, 8), (1, 6) and (2, 4)
E. (−2, 0), (−1, 3), (0, 6), (1, 9) and (2, 12)
Reasoning
15. By looking at a graph of a number pattern, explain how you can tell whether the number pattern is
increasing or decreasing.
16. A student starts the ‘Get fit’ plan below.
Day (d) Distance (D)

Monday (1) 1 km
Tuesday (2) 1.25 km
Wednesday (3) 1.5 km
Thursday (4)
Friday (5)
a. Complete the pattern for the ‘Get fit’ plan to show the distances run for 7 days.
b. Determine whether the increasing distance represents a linear pattern.
c. Determine the constant amount by which the student increases their run
each day.
d. Calculate the distance run on the 10th day.

17. Explain whether it is possible to say whether or not a set of points will form a straight line without actually
plotting the points.
18. The time taken for your teacher to write a Maths test is 12 minutes per question plus a 10-minute rest after
each lot of 5 questions.
a. Calculate how much time it takes your teacher to write:
i. one question ii. two questions iii. six questions.
b. Generate a table of values for the number of questions written, q, versus the total time taken, t, for up to
20 questions.
c. Determine whether this relationship represents a linear pattern.
Problem solving
19. This table of values shows the total amount of water wasted by a dripping tap.
Number of days 1 2 3 4 5
Total amount of water wasted (L) 6 12 18 30
a. Identify the missing number in the table.

b. State how much water is wasted each day.
c. If the tap drips for 7 days, calculate the total amount of water wasted.
d. If the tap drips for 20 days, calculate the total amount of water wasted.
20. The latest version of a mobile phone operating system is scheduled to be available for download on
1 January. An expert software engineer claims there are 400 bugs in this release; however, the manufacturer
claims that it can fix 29 bugs each month. Determine when the software will be bug-free.
= + 1. The relationship can be transposed as shown below.

1 1
21. Consider the relationship
= +1
y x
1 1
y x
= +
1 1 x
1 1+x
y x x
=
y=
y x
1+x
x
a. Generate a table of values for x versus y, for x = –3 to 3.

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.
12.4 Plotting linear graphs

LEARNING INTENTION
• plot linear graphs on the Cartesian plane
• understand how function notation works.
12.4.1 Plotting linear graphs

eles-4504
• A linear graph is a straight-line graph defined by a linear relationship.
• Each point on a linear graph is an ordered pair (x, y), which represents a coordinate that satisfies the
linear relationship.
• The straight line of a linear graph is continuous, meaning that all points on the linear graph satisfy the
linear relationship. This means that there is an infinite number of ordered pairs that satisfy any given linear
relationship.
Plotting linear graphs

• To plot a linear graph whose equation is given, follow these steps.
1. Create a table of values first.
• Draw a table.
• Select some x-values. For example: x = −2, −1, 0, 1, 2, ...
• Substitute the selected x-values into the rule to find the corresponding y-values.
2. Draw a Cartesian plane.
3. Plot the points from the table and join them with the straight line. (Extend the straight line in both
directions past the points you have plotted.)
4. Label the graph.
WORKED EXAMPLE 7 Plotting linear graphs
For y = 2x + 1, draw a table of values, plot the graph and label the line.
y = 2x + 1
THINK WRITE/DRAW
1. Write the rule.
2. Draw a table and choose simple x-values.

x −2 −1 0 1 2
y
−2 −1
When x = −2, y = 2 × −2 + 1 = −3
3. Use the rule to find the y-values and enter them in the table.
−3 −1
x 0 1 2
When x = −1, y = 2 × −1 + 1 = −1
y 1 3 5
When x = 0, y = 2 × 0 + 1 = 1
When x = 1, y = 2 × 1 + 1 = 3
When x = 2, y = 2 × 2 + 1 = 5
4. Draw a Cartesian plane and plot the points. y
5
5. Join the points to form a straight line and label
4
the graph.
3
Insert arrows at both ends of the line to indicate that the 2 y = 2x + 1
pattern continues. 1
x
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1
–2
–3
–4
–5
12.4.2 Function notation

eles-4505
• In mathematics, linear rules are also called linear functions. f(x) = 4x – 9
• A linear function can be thought of as a machine with an input and output. output
The f(x) notation is another way of representing the y-value in a function; that is, y = f(x).
• The most common function notation is f(x), which is read as ‘f of x’.
•
input

• An advantage of using function notation is that it avoids confusion when multiple rules are being examined.
It also quickly identifies the variable in a problem.
WORKED EXAMPLE 8 Plotting linear functions
Draw a table of values and plot the graph of f(x) = −x + 2.
f(x) = −x + 2
THINK WRITE/DRAW
1. Write the rule.
x −2 −1
2. Draw a table and choose simple x-values.
0 1 2
f(x)
x −2 −1
Remember that −x means −1x.
3. Use the rule to find the function values and enter them in the table.
0 1 2
When x = −2, f(−2) = −1 × −2 + 2 = 4
When x = −1, f(−1) = −1 × −1 + 2 = 3
f(x) 4 3 2 1 0
When x = 0, f(0) = −1 × 0 + 2 = 2
When x = 1, f(1) = −1 × 1 + 2 = 1
When x = 2, f(2) = −1 × 2 + 2 = 0
4. Draw a Cartesian plane and plot the points. f(x)
5
4
3
2 f(x) = –x + 2
1
0 x
–5 –4 –3 –2 –1 1 2 3 4 5
–1
–2
–3
–4
–5
5. Join the points to form a straight line and label the graph.
• Linear graphs can also be used to solve linear equations.
WORKED EXAMPLE 9 Solving equations graphically
Use the following graph to solve the linear equation 2x + 5 = 15.

y
20
15
y = 2x + 5
10
0 x
–10 –5 5 10
–5
–10

1. Rule a horizontal line (pink) at y = 15.
THINK WRITE/DRAW
y
This is the right-hand side of the original 20
equation. This line meets the graph at
A
point A. 15
Rule a vertical line (blue) from point A to y = 2x + 5
the x-axis. The line meets the x-axis at 5. 10
0 x
–10 –5 5 10
–5
–10
2x + 5 = 15 is x = 5. 2x + 5 = 15 is x = 5.
2. The solution to the linear equation The solution to the linear equation
Resources
Resourceseses
Digital documents SkillSHEET Substitution into rules (doc-6937)
SkillSHEET Completing a table of values for a given rule (doc-6938)
SkillSHEET Plotting a line using a table of values (doc-6939)
Interactivities Individual pathway interactivity: Plotting linear graphs (int-4465)
Plotting linear graphs (int-3834)
Function notation (int-3835)
Exercise 12.4 Plotting linear graphs

Individual pathways
1, 7, 11, 15 2, 4, 8, 9, 10, 12, 16, 17 3, 5, 6, 13, 14, 18
Fluency
1. WE7 Complete the following tables of values, plot the points on a Cartesian plane, and join them to make a
a. Rule: y = x + 3 b. Rule: y = x − 5
linear graph. Label the graphs with the rules.
−2 −1 −2 −1
−6 −3
x 0 1 2 x 0 1 2
y 1 2 3 y
c. Rule: y = 5x d. Rule: y = 2x + 4
−2 −1 −2 −1
−10
x 0 1 2 x 0 1 2
y 0 y 0 6

2. Complete the following tables of values, plot the points on a Cartesian plane, and join them to make a linear
a. Rule: y = 3x + 2 b. Rule: f(x) = 2x − 2

graph. Label the graphs with the rules.
x −2 −1 0 1 2 x −2 −1 0 1 2
y f(x)
c. Rule: y = 4x − 3 d. Rule: y = −3x + 2
x −2 −1 0 1 2 x −2 −1 0 1 2
y f(x)
3. MC a. What does y = 3x + 4 mean?

A. The y-value equals the x-value with 3 added and then multiplied by 4.
B. The y-value equals the x-value multiplied by 3 and with 4 added.
C. The x-value equals the y-value times 3, with 4 added.
D. The y-value equals 4 times the x-value divided by 3.
E. The x-value equals 4 times the y-value with 3 added.
b. A table of values shows:
A. a rule. B. coordinates. C. a linear graph.
D. an axis. E. that a rule continues forever.
a. y = x + 2 b. f(x) = x − 4 c. y = x − 1
4. WE8 Draw a table of values and plot the graph for each of the following rules. Label each graph.
d. f(x) = x + 5 e. y = 3x f. f(x) = 7x
a. y = 4x + 1 b. f(x) = 2x − 3 c. y = 3x − 5
5. Draw a table of values and plot the graph for each of the following rules. Label each graph.
d. f(x) = −2x e. y = −6x + 2 f. f(x) = −5x + 4
a. 3x + 5 = 8 b. −5x + 6 = −9
6. WE9 For each of the following, use the graph shown to solve the linear equation given.
y y
10 10
9 9
8 8
y = 3x + 5
7 7 y = –5x + 6
6 6
5 5
4 4
3 3
2 2
1 1
0 x x
–5 –4 –3 –2 –1 1 2 3 4 5 –5 –4 –3 –2 –1 0 1 2 3 4 5
–1 –1
–2 –2
–3 –3
–4 –4
–5 –5

c. 0.5x − 1 = −4
y
5
4
3
2
y = 0.5x – 1
1
0 x
–10 –9 –8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8 9 10
–1
–2
–3
–4
–5
Understanding
7. Plot a graph of the following rules from the tables of values provided. Label the graphs, then copy and
a. y = 4 b. y = 1
complete the sentences.
x −2 −1 0 1 2 x −2 −1 0 1 2
y 4 4 4 4 4 y 1 1 1 1 1
For the rule y = 4, the y-value of all For the rule y = 1, the y-value of all
c. y = −2 d. y = −5
coordinates is ___________. coordinates is ___________.
−2 −1 −2 −1
−2 −2 −2 −2 −2 −5 −5 −5 −5 −5
x 0 1 2 x 0 1 2
y y
For the rule y = −2, the y-value of all For the rule y = −5, the y-value of all
a. y = 3 b. y = 2 c. y = −2 d. y = −4
8. Draw a table of values and plot the graph for each of the following rules.
9. Plot the graph of each of the following rules from the table of values provided. Label the graph, then copy
a. x = 1 b. x = 3
and complete the sentence.
−2 −1 −2 −1
x 1 1 1 1 1 x 3 3 3 3 3
y 0 1 2 y 0 1 2
For the rule x = 1, the x-value of all For the rule x = 3, the x-value of all
c. x = −2 d. x = −7
−2 −2 −2 −2 −2 −7 −7 −7 −7 −7
−2 −1 −2 −1
x x
y 0 1 2 y 0 1 2
For the rule x = −2, the x-value of all For the rule x = −7, the x-value of all
a. x = 2 b. x = 5 c. x = −5 d. x = 0
10. Draw a table of values, then plot and label the graph for each of the following.

Reasoning
a. y = 2x b. y = 2x − 1 c. y = 2x + 1
11. Draw a table of values and graph each of these rules on the same Cartesian plane.
Describe the relationship between these lines.
a. f(x) = 3x + 1 b. f(x) = −2x + 1

12. Draw a table of values and graph each of these rules on the same Cartesian plane.
What do you notice?

13. Draw a table of values and graph each of these rules on the same
a. y = −x b. y = x + 2
Cartesian plane.
What do you notice?
the equation C = 15 + 0.5x, where x is the call time in minutes.

14. The monthly cost in dollars, C, of renting a mobile phone is given by
b. If July’s bill was $100, calculate your call time.

a. Plot the graph of the equation.
c. If August’s bill was only $50, calculate your call time.
Problem solving
15. a. Create a table of values that shows the cost of lengths of
fabric in the photo from 0 to 8 metres.
$2.50
b. Plot a graph showing the cost of 0 to 8 metres of fabric. per metre
c. Is this a linear relationship? Explain.
16. When you make an international phone call, you usually

pay a flagfall (charge for just making the call) and then you
are charged for how long you talk.
One phone company offers 25 cents flagfall and 35 cents per 30 seconds.
a. Create a table of values that shows the cost of a call between 0 and 5 minutes (in 30-second blocks).
b. Plot a graph showing the cost of a phone call between 0 and 5 minutes.
17. a. Complete the tables and determine the equation for each of the following tables of values.
b. Plot the linear graphs on separate Cartesian planes.
−2 −1
−3 −2 −1 −0.5
x 0 1 2 3 4
i.
y 0
x 0 10 20 30 40 50
ii.
y 5 7 9 13
18. a. Use the equation y = 2x − 5 to complete the table below.

b. Using the completed table of values, plot the linear graph.
c. Explain what you did differently to determine the values for this table.
−13 −9 −5
x 2
y 3 7 11

12.5 Determining the rule for a linear relationship
LEARNING INTENTION
• understand that the gradient is a measure of steepness
• understand that the y-intercept is the point where a line crosses the y-axis and that it occurs when x = 0
• calculate the gradient of a straight line
• determine the equation of a line from a graph and a table of values.
12.5.1 The gradient and y-intercept

eles-4506
The gradient
• An important feature of a straight line is its steepness
or gradient.
• The gradient of a straight line is the numerical measure
of how steep the line is.
For example:
• a line with a gradient of 5 is steeper than a line with a
• a line with a gradient of −6 is steeper than a line with

gradient of 2 (since 5 is larger than 2)
a gradient of −2.6 (since 6 is larger than 2.6).

• The gradient is the amount by which a line increases or
decreases for every 1-unit increase in x.
• In mathematics, the symbol used to represent the
gradient is m.
• The gradient of a straight line is constant; that is, it will
be the same when measured anywhere along the line.
Calculating the gradient of a straight line

y
The gradient of a straight line is given by the formula: 5
m=
4
rise 3 rise
run 2
1
run
where the rise is the vertical distance between any two points on the line
0 x
and the run is the horizontal distance between the same two points. –5 –4 –3 –2 –1
run –1
1 2 3 4 5
rise –2
Hint: To determine the gradient of a straight line, draw a right-angled –3
triangle anywhere along the line as shown and use it to measure the –4
rise and run. –5
• Depending on which way a line slopes, the gradient of a straight line could be:
• a positive number (think of walking uphill)
• a negative number (walking downhill)
• zero (walking along flat horizontal ground)
• undefined (trying to walk at a 90° angle – can’t be done!).

Sign of the gradient
• If the line slopes upward from left to right (i.e. it rises), the gradient is positive.
• If the line slopes downward from left to right (i.e. it falls), the gradient is negative.
gradient is positive gradient is negative
• If the line is horizontal, there is no slope; hence the value of the gradient is zero.
• If the line is vertical, we say that its gradient is infinite or undefined.
gradient is zero gradient is undefined
The y-intercept
• The y-intercept is the y-coordinate of the point where the graph crosses the y-axis.
• The symbol used to denote the y-intercept is c.
• The graph crosses the y-axis at the point (0, c).
WORKED EXAMPLE 10 Stating the sign of the gradient from a graph
State whether these lines have a positive, negative, zero or undefined gradient.
a. y b. y
0 x 0 x
c. y d. y
0 x 0 x
THINK WRITE
a. A line that rises from left to right, /, has a positive gradient. a. Positive gradient
b. A line that drops from left to right, \, has a negative gradient. b. Negative gradient
c. A line that is horizontal has a zero gradient. c. Zero gradient
d. A line that is vertical has an undefined gradient. d. Undefined gradient

WORKED EXAMPLE 11 Calculating the gradient of a line
Determine the gradient of the linear graph shown. y

5
4
3
2
1
x
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1
–2
–3
–4
–5
THINK WRITE/DRAW
1. Choose two convenient points on the line and draw a triangle y
to find the rise and the run. 5
Note: It does not matter which two points are chosen because 4
3
the gradient of a straight line is constant.
2
1
x
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1
–2
–3
–4
–5
2. Read the rise and the run from the graph. Rise = 2; run = 1
Gradient: m =
rise
3. Calculate the gradient.
run
=
2
=2
1
WORKED EXAMPLE 12 Calculating the gradient and y-intercept
Determine: y
5
a. the gradient, m
4
b. the y-intercept, c, of the linear graph shown.
3
2
1
x
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1
–2
–3
–4
–5

THINK WRITE/DRAW
a. 1. Choose two convenient points on the line and draw a triangle a. y
to find the rise and the run. 5
4
3
2
1
x
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1
–2
–3
–4
–5
Rise = −2; run = 2
Gradient: m =
rise
2. Calculate the gradient. In this case the rise is negative, since
−2
run
=
the line slopes down from left to right.
= −1
2
b. The y-intercept is where the graph crosses the y-axis, and b. c = −2

c is the y-value at this point.
eles-4507 12.5.2 Finding the rule for a linear graph
y = mx + c, where x and y are variables, m is the gradient and c is

• The general rule for all linear graphs is given by the equation y
the y-intercept.
slope
• To find the equation of a line from its graph:
• select any two points on the line, measure run and rise between
these points and find the gradient; this gives the value of m y = mx + c
• locate the y-intercept (the point where the line crosses the (0, c)
• substitute the values of m and c into y = mx + c to obtain the

y-axis) and read its y-coordinate; this gives the value of c intercept
x
equation of the given line.
WORKED EXAMPLE 13 Determining the rule from a linear graph
For each of the linear graphs shown, determine the gradient, m, and the y-intercept, c. Use m and c to
state the equation of the line.
a. y b. y
5 5
4 4
3 3
2 2
1 1
x x
–5 –4 –3 –2 –1 0 1 2 3 4 5 –5 –4 –3 –2 –1 0 1 2 3 4 5
–1 –1
–2 –2
–3 –3
–4 –4
–5 –5

THINK WRITE/DRAW
a. 1. Choose two convenient points on the line and a. y
draw a triangle to find the rise and run. Use 5
the triangle formed by the axes. 4
3
2
1
x
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1
–2
–3
–4
–5
Rise = 2, run = 2
Gradient: m =
rise
2. Calculate the gradient by substituting the
run
=
values into the gradient formula.
2
=1
2
3. State the value of c. The y-intercept is where c=2
y = mx + c
the graph crosses the y-axis.
= 1×x+2
4. Substitute the values of m and c into the
general rule.
= x+2
5. State the rule. The rule is y = x + 2.
b. 1. Choose two convenient points on the line and b. y
draw a triangle to find the rise and run. The 5
rise is negative as the line slopes downward 4
3
from left to right.
2
1
x
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1
–2
–3
–4
–5
Rise = −2, run = 1
Gradient: m =
rise
2. Calculate the gradient.
−2
run
=
= −2
1
3. State the value of c. The y-intercept is where c=0

the graph crosses the y-axis.
Note: The graph passes through the origin.

y = mx + c
= −2 × x + 0
= −2x
general rule.
5. State the rule. The rule is y = −2x.
• A rule can be determined from a graph and from a table of values.

• When determining the rule from a table of values, recall that:
the y-intercept has coordinates (0, c); that is, the y-intercept occurs when x = 0.
• the gradient m is the increase in y as x increases by 1 unit
•
WORKED EXAMPLE 14 Determining the rule from a table of values
Determine the rule for the following tables of values.

a. −1 0 b.
−5 −1 −1 −4
x 1 2 3 x 2 3 4 5 6
y 3 7 11 y 8 5 2
a. x-values: −1, 0, 1, 2, 3
THINK WRITE
a. 1. The gradient is the increase in y as x increases
by 1 unit. The x-values increase by 1 each time.
Check that the x-values increase by 1 unit
each time.
2. Determine the increase and/or decrease in the
x –1 0 1 2 3
y-values.
This is the value of the gradient. y –5 –1 3 7 11
+4 +4 +4 +4
The gradient is 4. That is, m = 4.

The y-values increase by 4.
3. The y-intercept is the value of y when x = 0. When x = 0, y = −1.

c = −1
y = mx + c
4. State the value of the y-intercept.
When m = 4 and c = −1, y = 4x − 1.

5. State the rule for the equation of a line.
The rule for the table of values is y = 4x − 1.

general rule.
7. State the answer.
b. 1. The gradient is the increase in y as x increases b. x-values: 2, 3, 4, 5, 6
by 1 unit. The x-values increase by 1 each time.
Check that the x-values increase by 1 unit
each time.
2. Determine the increase and/or decrease in the
x 2 3 4 5 6
y-values.
This is the value of the gradient. y 8 5 2 –1 –4
–3 –3 –3 –3
The gradient is −3. That is, m = −3.

The y-values decrease by 3.
3. The y-intercept is the value of y when x = 0.
−1 −4
x 0 1 2 3 4 5 6
Since this table does not show an x-value
y 14 1 8 5 2
backwards to x = 0. When x = 0, y = 14.
of 0, use the pattern in the table to work

c = 14
y = mx + c
4. State the value of the y-intercept.
When m = −3 and c = 14, y = −3x + 14.

5. State the rule for the equation of a line.
The rule for the table of values is y = −3x + 14.

general rule.
7. State the answer.
WORKED EXAMPLE 15 Identifying the gradient and y-intercept from a rule
a. y = 2x − 3 b. y = −x + 1
State the gradient and y-intercept for each of the following linear rules.
a. y = 2x − 3
THINK WRITE
y = mx + c
a. 1. Write the rule.
Gradient: m = 2
2. Compare with the general rule.
y-intercept: c = −3
3. The gradient is given by m.
b. y = −x + 1
4. The y-intercept is given by c.
y = mx + c
b. 1. Write the rule.
Gradient: m = −1
2. Compare with the general rule.
y-intercept: c = 1
3. The gradient is given by m.
4. The y-intercept is given by c.
Resources
Resourceseses
Video eLesson Gradient (eles-1889)

Interactivities Individual pathway interactivity: Determining the rule for a linear relationship (int-4466)
The gradient (int-3836)
The y-intercept (int-3837)
The rule for a linear graph (int-3838)
Exercise 12.5 Determining the rule for a linear relationship

Individual pathways
1, 2, 7, 8, 13, 15, 18 3, 4, 5, 9, 11, 12, 16, 19 6, 10, 14, 17, 20

Fluency
1. WE10 State whether each of the following lines has a positive, negative, zero or undefined gradient.
a. y b. y
0 x 0 x
c. y d. y
0 x 0 x
e. y f. y
0 x 0 x
2. WE11 Determine the gradient of the following linear graphs.

a. y b. y
5 5
4 4
3 3
2 2
1 1
x x
–5 –4 –3 –2 –1 0 1 2 3 4 5 –5 –4 –3 –2 –1 0 1 2 3 4 5
–1 –1
–2 –2
–3 –3
–4 –4
–5 –5

c. y d. y
4 5
3 4
2 3
1 2
x 1
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1 x
–2 –4 –3 –2 –1 0 1 2 3 4 5 6
–1
–3 –2
–4 –3
–5 –4
–6 –5
3. Determine the gradient of the following linear graphs.

a. y b. y
10 5
8 4
6 3
4 2
2 1
x x
–5 –4 –3 –2 –1 0 1 2 3 4 5 –5 –4 –3 –2 –1 0 1 2 3 4 5
–2 –1
–4 –2
–6 –3
–8 –4
–10 –5
c. y d. y
5 5
4 4
3 3
2 2
1 1
x x
–5 –4 –3 –2 –1 0 1 2 3 4 5 –5 –4 –3 –2 –1 0 1 2 3 4 5
–1 –1
–2 –2
–3 –3
–4 –4
–5 –5
4. WE12 For each of the following linear graphs, determine:

i. the gradient, m
ii. the y-intercept, c.
a. y b. y
5 5
4 4
3 3
2 2
1 1
x x
–5 –4 –3 –2 –1 0 1 2 3 4 5 –5 –4 –3 –2 –1 0 1 2 3 4 5
–1 –1
–2 –2
–3 –3
–4 –4
–5 –5

c. y d. y
5 5
4 4
3 3
2 2
1 1
x x
–5 –4 –3 –2 –1 0 1 2 3 4 5 –5 –4 –3 –2 –1 0 1 2 3 4 5
–1 –1
–2 –2
–3 –3
–4 –4
–5 –5
e. y f. y
7 5
6 4
5 3
4 2
3 1
2 x
1 –5 –4 –3 –2 –1 0 1 2 3 4 5
–1
–2
0 x
–5 –4 –3 –2 –1 1 2 3 4 5 –3
–1
–2 –4
–3 –5
–4
–5
5. MC For each of these graphs, choose the correct alternative.

a. The gradient of this graph is: y
B. −4
5
1 4
A.
4
D. −
3
1 2
C. 4
4 1
E. 0 x
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1
–2
–3
–4
–5
B. −2, 2
b. The gradient and y-intercept of this graph are, respectively: y
C. −2, 4
A. 2, 4 5
4
E. −4, −2
D. 2, 2 3
2
1
x
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1
–2
–3
–4
–5

6. MC Hugo has been improving his skateboarding skills. Today he mastered a ramp that has a run of 2 m and
a rise of 1.5 m. The ramp has a gradient of:
D. −
3
A. 0.75 B. 3 C. 1.5 E. 2
2
7. WE13 For each of the following linear graphs:
i. determine the gradient, m
ii. determine the y-intercept, c
iii. use m and c to state the equation of the line.
a. y b. y
5 5
4 4
3 3
2 2
1 1
x x
–5 –4 –3 –2 –1 0 1 2 3 4 5 –5 –4 –3 –2 –1 0 1 2 3 4 5
–1 –1
–2 –2
–3 –3
–4 –4
–5 –5
c. y d. y
5 5
4 4
3 3
2 2
1 1
x x
–5 –4 –3 –2 –1 0 1 2 3 4 5 –5 –4 –3 –2 –1 0 1 2 3 4 5
–1 –1
–2 –2
–3 –3
–4 –4
–5 –5
e. y f. y
5 5
4 4
3 3
2 2
1 1
x
–5 –4 –3 –2 –1 0 1 2 3 4 5 –5 –4 –3 –2 –1
0
1 2 3 4 5
x
–1 –1
–2 –2
–3 –3
–4 –4
–5 –5
a. y = x + 3 b. y = x − 4 c. y = 3x + 1
8. WE15 State the gradient and y-intercept for each of the following linear rules.
d. y = 5x − 2 e. y = 6x + 10 f. y = 8x − 7
a. y = 5x + 3 b. y = 9x − 4 c. y = −3x + 4
9. State the gradient and y-intercept for each of the following linear rules.
d. y = −6x + 2 e. y = −4x f. y = x

10. MC For each of the following graphs, identify the correct response.
A. y = −3x B. y = x + 3 C. y = 3x − 3
a. The rule for this linear graph is:
D. y = x − 3 E. y = x
y
3
2
1
0 x
–5 –4 –3 –2 –1 1 2 3 4 5
–1
–2
–3
–4
–5
A. y = −2x + 1 B. y = −x + 1 C. y = x + 1
b. The rule for this linear graph is:
D. y = 2x + 1 E. y = − x + 1
1
2
y
5
4
3
2
1
x
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1
–2
–3
–4
–5
a. A linear graph with the rule y = 2x + 6 would have:
A. m = 6, c = 2 B. m = 2, c = 6 C. m = −2, c = 6
11. MC
D. m = 1, c = 6 E. m = 2, c = 2
b. A linear graph with the rule y = 4x − 7 would have:
A. m = −7, c = 4 B. m = 7, c = 4 C. m = 4, c = 4
D. m = 4, c = 7 E. m = 4, c = −7
Understanding
12. WE14 Determine the rule for each of the following tables of values.
a. x 0 1 2 3 4 b. x −1 0 1 2 3
y 4 6 8 10 12 y 7 10 13 16 19
c.
−3 −7 −11 −15 −19

x 2 3 4 5 6
y

Company charges a $55 call-out fee, plus $45 for every
13. Chris’s fridge is not working. He called a repair company, and they are sending someone to repair the fridge.
1
hour the repairer is there.
2
a. Copy and complete the table to show how much it could cost Chris to have his fridge repaired.
1 1 1
Time (hours) 0 1 1 2 2 3
2 2 2
Cost ($) 55 100 145
b. Draw a graph of this information. Place time on the x-axis and cost on the y-axis.
c. Is there a linear relationship between cost and time?
Determine the rule for this graph using y = mx + c.

d. Determine the gradient and the y-intercept of the graph.
e.
f. Use your equation to calculate the cost if the repairer takes 4 hours to fix Chris’s fridge.
14. Kyle was very bored on his holidays and decided to measure how much the grass in his backyard grew every
day for one week. His results are shown in the table.
Day number 0 1 2 3 4 5 6 7
Height of grass (mm) 10 12 14 16 18 20 22 24
a. Kyle knew his dad would want the grass cut as soon as it was
2.5 cm (25 mm) long. On which day would this occur?
b. Plot the points from the table on a Cartesian plane, putting days
on the x-axis and height on the y-axis.
c. Do the points form a linear graph?
d. Determine the gradient and y-intercept of the graph.
e. Develop an equation for the height of the grass by filling in the
blanks.
Height = ___ × no. of days + ______ or h =______ d + ______
f. Calculate how long the grass would be after 14 days if it is not cut.
Reasoning
15. Explain how positive and negative gradients could be reflected in real-life situations.
a. y-value when x = 10
16. For the following table, determine the:
b. y-value when x = 100.
−2
x 0 1 2 3
y 3 8 13
17. a. Using the graph shown, write a general formula for the gradient m in y
terms of x, y and c. y
b. Transpose your formula to make y the subject. What do you notice? (0, c)
(x, y)
x x
0

Problem solving
18. Consider the following table.
x 0 1 2 3
y 1 4 7 10
ii. What is the y-value when x = 10?

a. i. Extend the table so that the x-values go up to 10.
ii. Using the rule, substitute in the value x = 10 and simplify. What is the y-value?
b. i. Write the rule for the table.
c. Which method, a or b, was the quickest way to find the y-value when x = 10?
19. a. If t represents the time in hours and C represents cost ($),

construct a table of values for the cost of 0–3 hours of ten-pin
bowling at the new alley.
Save $$$ with Supa-Bowl!!!

NEW Ten-Pin Bowling Alley
Shoe rental just $2 (fixed fee)
Rent a lane for ONLY $6/hour!
extends to 6 hours and your cost axis (vertical axis) extends to $40.
b. Use your table of values to plot a graph of time versus cost. Hint: Ensure your time axis (horizontal axis)
c. i. Identify the y-intercept.

ii. Explain what the y-intercept represents in terms of the cost.
d. Calculate the gradient.
e. Write a linear equation to describe the relationship between cost and time.
f. Use your linear equation from part e to calculate the cost of a 5-hour tournament.
20. Samantha has noticed that there are fewer students in her home group now than y
when she started school 3 years ago. The graph shown demonstrates how the 26
number of students has changed. 24
a. If the pattern continues, determine how many students there will be in 22
20
Samantha’s home group next year.
Student numbers
18
b. Determine the gradient and y-intercept of the graph.
16
c. The equation for this graph is: number of students = _____ × time + _____.
14
This could be shortened to s =_____ t + _____. 12
Fill in the blanks in the equation above with the gradient and y-intercept. 10
d. Using the equation from part c, calculate the number of students in 8
Samantha’s home group after 6 years. 6
4
2
0 x
1 2 3
Time (years)

12.6 Sketching linear graphs (extending)
LEARNING INTENTION
• sketch a straight line using the gradient–intercept method
• sketch a straight line by calculating the x- and y-intercepts
• use digital technologies to sketch linear graphs.
12.6.1 Sketching linear graphs using gradient and y-intercept method

eles-4508
• To sketch a straight-line graph, only two points are needed.
• The two points can be obtained by substituting any two x-values into the rule to get the corresponding
y-values. (The same process was used to obtain the table of values to plot the line.)
• There are two other convenient techniques of sketching straight lines: (a) gradient and y-intercept method
and (b) intercept method. These are discussed below.
• To sketch the line using the gradient and y-intercept method, follow these steps.
write the gradient as a fraction in the form m =

• Identify the values of the gradient and the y-intercept from the equation; y
rise
.
run
• Plot the y-intercept; this is your first point.
rise
• To locate the second point, begin with the y-intercept and move up (or
run
down) the number of units suggested by the rise, and then move forward
the number of units suggested by the run. 0 x
• Join the two points with a straight line; label your graph.
WORKED EXAMPLE 16 Sketching a line using the gradient and y-intercept
Sketch and label the graph of y = 2x + 1 using the gradient and y-intercept method.
y = 2x + 1
THINK WRITE/DRAW
general equation y = mx + c. m = 2, c = 1
1. Write the equation and compare with the
State the value of the gradient and y-intercept.

2. Plot a point at the y-intercept, (0, 1).
m=
2
3. Write the gradient as a fraction to identify the
So, rise = 2 and run = 1.

rise and the run. 1
4. From the y-intercept at 1, move up 2 units and y

across 1 unit to plot the second point. 5
4
5. Join the 2 points to form a straight line. Extend
3
and label the line. 2
y = 2x + 1
1
0 x
–5 –4 –3 –2 –1 1 2 3 4 5
–1
–2
–3
–4

12.6.2 Sketching linear graphs using x- and y-intercepts
eles-4509
• The intercept method involves finding the coordinates of the
y
• At the x-intercept, y = 0. Therefore, to obtain the value of the

x- and y-intercepts, and plotting them. 5 y = 2x + 4
x-intercept, substitute y = 0 into the equation and solve the equation

x-intercept
4 (0, 4)
3
for x. 2
value of c). Alternatively, at the y-intercept, x = 0. Therefore, to obtain

y-intercept
• The y-intercept can be obtained directly from the equation (it is the 1
the value of the y-intercept, substitute x = 0 into the equation and

(–2, 0)
0 x
–5 –4 –3 –2 –1 1 2 3 4 5
–1
evaluate. –2
• To sketch the graph, plot both intercepts on the Cartesian axes and join –3
–4
them with a straight line. Label the line.
WORKED EXAMPLE 17 Sketching a line using the x- and y-intercepts
Sketch and label the graph of y = x + 2 using the intercept method.
y=x+2
THINK WRITE/DRAW
2. At the y-intercept, x = 0. At y-intercept, x = 0.

1. Write the equation.
To find the y-intercept, substitute x = 0 into the y = 0+2

equation. =2
y-intercept: (0, 2)
3. At the x-intercept, y = 0. To find the x-intercept, At x-intercept: y = 0.
substitute y = 0 into the equation. 0=x+2
4. Rearrange the equation so that x is on the left- x+2=0
x+2−2 = 0−2
hand side.
x = −2
5. Subtract 2 from both sides of the equation.
x-intercept: (−2, 0)
6. Plot the two intercepts and join them to form a y
straight line. Label the line. 5
4 y=x+2
3
2
1
0 x
–5 –4 –3 –2 –1 1 2 3 4 5
–1
–2
–3
–4
12.6.3 Sketching lines using technology

eles-4510
• 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 on the internet.
• Other commonly used digital technologies include Microsoft Excel and other graphing calculators.
• Digital technologies can help identify important features and patterns in graphs.
• Depending on the choice of digital technology used, the steps involved to produce a linear graph may vary
slightly.

This graph of y = 5x − 2 was created using Excel.
Sketching a linear graph using the Desmos Graphing Calculator

• Most graphing calculators have an entry (or input) box to type in the equation of the line you wish to
• When using the Desmos Graphing Calculator tool, you can simply type y = 3x + 3 into the input box to
sketch.
produce its graph.
This graph of y = 3x + 3 was created using Desmos.
Digital technology
a. y = 5x b. y = 2x − 4 c. y = x + 6
Use the Desmos Graphing Calculator tool to sketch the following lines on the same set of axes.
d. y = 9 − 4x e. y = 2x − 6 f. 2x + 3y = −6
1. What is special about the graphs of y = 2x − 4 and y = 2x − 6?

In groups, discuss the following questions:
2. Where do the graphs of y = x + 6 and 2x + 3y = −6 cross each other?

3. Which equations have a negative gradient?
4. Which line is the steepest?
6. What are the coordinates of the x- and y-intercept of the line y = 9 − 4x?
5. Which graph has the same value for its x- and y-intercepts?

Resources
Resourceseses
Interactivities Individual pathway interactivity: Sketching linear graphs (int-4467)
Parallel lines (int-3841)
The gradient-intercept method (int-3839)
The intercept method (int-3840)
Exercise 12.6 Sketching linear graphs

Individual pathway
1, 4, 7, 10, 13 2, 5, 8, 9, 11, 14 3, 6, 12, 15
Fluency
a. y = x + 1 b. y = x + 3 c. y = x − 3 d. y = x − 2
1. WE16 Sketch and label the following graphs using the gradient and y-intercept method.
a. y = 2x + 2 b. y = 2x − 1 c. y = 4x − 2 d. y = 6x − 4
2. Sketch and label the following graphs using the gradient and y-intercept method.
a. y = −x + 4 b. y = −x + 2 c. y = −x − 5 d. y = −2x + 3
3. Sketch and label the following graphs using the gradient and y-intercept method.
a. y = x + 3 b. y = x + 6 c. y = x − 4 d. y = x − 5
4. WE17 Sketch and label the following graphs using the intercept method.
a. y = x + 10 b. y = x − 7 c. y = x + 1 d. y = x − 8
5. Sketch and label the following graphs using the intercept method.
a. y = x + 8 b. y = x + 9 c. y = −x + 1 d. y = −x − 4
6. Sketch and label the following graphs using the intercept method.
a. Identify the gradient and y-intercept of the graph given by y = 3x − 5.
A. m = 3, c = 5 B. m = 5, c = 3 C. m = −3, c = 5
7. MC
D. m = 3, c = −5 E. m = −5, c = 3
b. If m = −6 and c = 4, select the rule for the linear graph.
A. y = 4x − 6 B. y = −6x + 4 C. y = 6x − 4
D. y = −4x + 6 E. y = −6x − 4
a. Identify the x- and y-intercepts for the linear graph whose rule is y = x + 9.
B. 9 and −9 C. −9 and 9
8. MC
E. 0 and −9
A. 9 and 9
D. 0 and 9
b. Identify the x- and y-intercepts for the linear graph whose rule is y = x − 15.
A. 15 and −15 B. −15 and −15 C. 15 and 0

D. 15 and 15 E. 0 and 15

9. For the graph of the linear equation y = 3x − 6, show that:
Understanding
a. the y-intercept is −6
b. the x-intercept is 2
c. the gradient is 3 (using your answers to parts a and b).
10. A linear graph has a y-intercept of 6 and a gradient of −2.

Reasoning
a. Determine its equation.

b. Calculate the value of the x-intercept.
11. A linear graph has the intercepts (0, 4) and (−2, 0).
a. Calculate the value of the gradient.
b. Determine its equation.
12. A linear graph has an x-intercept of p and a y-intercept of q.

a. Calculate the value of the gradient.
b. Determine its equation.
Problem solving
13. The cost, C, in dollars, of a visit to an amusement park is
given by the equation
C = 2R + 15
Stay all day: C($) = 2R + 15
where R is the total number of rides.

a. Sketch a graph representing the cost (y-axis) against
the number of rides (x-axis).
b. Identify the entry fee for this amusement park.
c. Identify the cost of each ride.
d. Determine the total cost of five rides.
14. The total time in minutes, T, that it takes a Year 8 student to complete a Maths homework sheet consisting of
20 questions is given by the equation
T = 4.5Q + 1.5
where Q is the number of questions that a student answers.

a. Sketch the graph of the equation, with Q on the x-axis and T on the y-axis.
b. Determine how long it takes to complete all 20 questions.
c. Suggest what the number 1.5 in the equation represents.
15. a. Sketch the linear equation y = − x− :

5 3
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 three methods and generate a list of advantages and disadvantages for each.
Explain which method you think is best.

12.7 Solving equations graphically
LEARNING INTENTION
• solve linear equations graphically.
12.7.1 Using linear graphs to solve linear equations

eles-4511
• The graph of an equation shows all of the points (x, y) that are solutions to y
• The graph y = x contains all of the points at which the x-coordinate is equal
4 y=x
the equation.
to the y-coordinate, such as (0, 0), (1, 1), (−2.5, −2.5).

3
2
1
• To solve a linear equation, we can determine the x-value that corresponds to
• For example, to solve the equation 2x + 3 = 5, we can plot the graph of

the required y-value. x
–4 –3 –2 –1 0 1 2 3 4
y = 2x + 3 and determine which x-value corresponds to a y-value of 5.

–1
–2
–3
–4
y
7
6 y = 2x + 3
5 (1, 5)
4
3
2
1
x
–4 –3 –2 –1 0 1 2 3 4
–1
–2
–3
• From the graph we can see that 2x + 3 is equal to 5 when x = 1. Therefore x = 1 is the solution to the
equation 2x + 3 = 5.
WORKED EXAMPLE 18 Solving linear equations graphically
Use the graph to solve the linear equation 2x + 5 = 15.

y
20
15
10 y = 2x + 5
0 x
–10 –5 5 10
–5
–10

1. Rule a horizontal line (pink) at y = 15. This is
THINK WRITE/DRAW
y
the right-hand side of the original equation. 20
y = 2x + 5
This line meets the graph at point A. Rule a
15 A
vertical line (purple) from point A to the
x-axis. The line meets the x-axis at 5.
10
0 x
–10 –5 5 10
–5
–10
2. When x = 5, 2x + 5 = 15. The solution to the linear equation 2x + 5 = 15 is x = 5.
12.7.2 Solving equations using the point of intersection

eles-4512
• Another method of solving linear equations is by using the point of y
5
intersection. y=4–x
4
• If two graphs intersect at a point, that point is the solution to both y = 2x – 5
3
equations.
2
• Any two linear graphs intersect at a point unless they are parallel. (3, 1)
1
example 18 if you consider the two graphs to be y = 2x + 5 and

• This method is essentially the same as the method used in Worked
y = 15.
x
–3 –2 –1 0 1 2 3 4 5 6 7 8
–1
–2
• This method can be used to solve equations that have unknowns on –3
both sides. Simply draw both equations on the same set of axes and –4
For example, to solve 2x − 5 = 4 − x, find the intersection of the

determine their point of intersection. –5
graphs y = 2x − 5 and y = 4 − x.
•
Looking at the graph, we can see that the intersection occurs when x = 3, so the solution to the equation
2x − 5 = 4 − x is x = 3.
•
WORKED EXAMPLE 19 Solving equations graphically
Use the graphs to solve the equation −3x + 5 = x − 7. y

5
4
3 y = –3x + 5
2
1
x
–2 –1 0 1 2 3 4 5 6 7 8
–1
–2
–3 y=x–7
–4
–5
–6
–7
–8

The point of intersection is (3, −4).
THINK WRITE
1. The solution is given by the intersection of the two graphs.
−3x + 5 = x − 7 is x = 3.
2. The x-value of the point of intersection is the solution. The solution to the equation
WORKED EXAMPLE 20 Solving equations graphically with technology
Use a digital technology of your choice to solve the equation 2x + 3 = 3x − 5 graphically.
THINK WRITE/DRAW
1. We can let both sides of the equation equal y, y
y = 2x + 3 and y = 3x − 5.
which gives us two equations: 25
Sketch the graphs of y = 2x + 3 and

y = 3x − 5 on the same set of axes using a
20
15
digital technology of your choice.
10
y = 3x – 5
5
y = 2x + 3
0 x
–10 –5 5 10
–5
2. Locate the point of intersection of the two The point of intersection is (8, 19).
lines. This gives the solution.
Substituting x = 8 into 2x + 3 = 3x − 5 gives:

2(8) + 3 = 3(5) − 5
3. The x-value of the point of intersection is the
Check the solution by substituting x = 8 into 16 + 3 = 24 − 5

solution.
2x + 3 = 3x − 5. 19 = 19
Since LHS = RHS, we can confirm that x = 8 is the

correct solution to the problem.
4. State the solution. The solution is x = 8.
Resources
Resourceseses
Interactivities Individual pathway interactivity: Solving equations graphically (int-4468)
Solving equations graphically (int-3842)

Exercise 12.7 Solving equations graphically
Individual pathways

1, 4, 6, 8, 12, 15 2, 7, 9, 10, 13, 16 3, 5, 11, 14, 17
Fluency
1. WE18 Use the graph shown to solve the linear equation 3x + 5 = 8.
y
10
9
y = 3x + 5
8
7
6
5
4
3
2
1
x
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1
–2
–3
–4
–5
–6
–7
2. Use the graph shown to solve the linear equation −5x + 6 = −9.
y
8
7
6 y = –5x + 6
5
4
3
2
1
x
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1
–2
–3
–4
–5
–6
–7
–8
–9

3. Use the graph shown to solve the linear equation 0.5x − 1 = −4.
y
3
2
y = 0.5x – 1
1
x
–10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10
–1
–2
–3
–4
–5
4. Use the graph shown to solve the linear equation −2x + 3 = 0.
y
6
5
4
3
2
y = –2x + 3
1
x
–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6
–1
–2
–3
–4
–5
–6
5. Use the graph shown to solve the linear equation 6x + 1 = 0.
y
6
5
4
3
2
y = 6x + 1
1
x
–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6
–1
–2
–3
–4
–5
–6

6. WE19 Use the graphs to solve the equation 2x = 3x − 1.
y
6
5
4
3
y = 2x
2
1
0 x
–6 –5 –4 –3 –2 –1 1 2 3 4 5 6
–1
–2 y = 3x – 1
–3
–4
–5
–6
7. Use the graphs to solve the equation −6x − 9 = x + 4.

1
2
y
6
y = –6x – 9
5
4
1 3
y=–x+4
2 2
1
0 x
–6 –5 –4 –3 –2 –1 1 2 3 4 5 6
–1
–2
–3
–4
–5
–6
Understanding
8. For each of the following graphs, determine the coordinates of the point of intersection.
a. y b. y
6 6
3x + 2y = 8 y–x=4
5
x–y=1
4 4
3
2 2
1
0 x 0 x
–6 –5 –4 –3 –2 –1 1 2 3 4 5 6 –4 –3 –2 –1 1 2 3
–1
–2 –2
–3 x+y=3
–4 –4
–5
–6 –6

9. For each of the following graphs, determine the coordinates of the point of intersection.
a. y b. y
3 6
y – 3x = 2
2 y + 2x = 3 4
1 2
x–y=2
0 x 0 x
–1 1 2 3 4 5 –3 –2 –1 1 2 3
–1 –2
2y + x = 0
–2 –4
–3 –6
10. WE20 Use a digital technology of your choice to solve the equation 3x − 7 = −2x + 3 graphically.
+1=2−
x 2x
11. Use a digital technology of your choice to solve the equation graphically.
3 5
12. A triangle is formed by the graphs of x + y = 13,

Reasoning
x + 2y = 9 and 2x + y = 9. Determine the vertices

y
24
22
of the triangle by identifying the coordinates of the 20
points at which each pair of lines cross. 18
16
14
12
10
8 x + y = 13
x + 2y = 9 6
4
2
0 x
–10 –8 –6 –4 –2 2 4 6 8 10 12 14 16 18 20 22
–2
–4
–6 2x + y = 9
–8
13. The photo shows two friends during a race. The graph shows y B
the distance in kilometres covered by the two friends in a 50 A
given time in hours. At what time in the race was the photo
taken? 40
Distance (km)
30
20
10
0 x
0.5 1 1.5 2 2.5 3
Time (hours)

14. You are given some money for your birthday and decide to save
represented in the equation A = 17.5w + 110, where A is the amount

a certain amount per week to buy a bike. This information is
in dollars and w is the number of weeks.

a. Use a digital technology of your choice to plot the graph of
the equation.
b. Use the graph to determine how much you will have saved
after 10 weeks.
d. Calculate how many weeks it would take for you to save a total of $670.
c. State how much money you received for your birthday.
e. If the bike costs $800, calculate how long it will take you to save the full amount at this rate.
Problem solving
y = 3x − 1 y = 2x y = 3x + 2
15. In the list of linear equations below, there are three lines that do not cross each other.
y = 4x + 1 y=x−1 y = 3x
a. Use digital technology to graph these equations. Identify which three lines do not cross each other.
b. Looking at the equations in your answer to part a, describe what they have in common.
Rule 1: y = 3x + 2
16. Heidi knows that two lines have a point of intersection at the coordinate (1, 5). The rules for the lines are:
Rule 2: y = −2x + ?
Use digital technology and trial and error to complete rule 2.
the equation of the distance it travels with respect to time is d = 1.8t. The fire truck leaves the garage
17. A fire truck and an ambulance have been called to an accident scene. The ambulance starts at the hospital;
and travels following the equation d = 1.5t + 3.6. In both equations, d is the distance from the hospital in
kilometres, and t represents the time in minutes.
a. Use a digital technology of your choice to plot the two graphs on the same set of axes, with d on the
vertical axis and t on the horizontal axis.
b. Calculate how far from the hospital the ambulance was after 5 minutes.
c. If the two vehicles met at the scene of the accident, determine how long it took them to arrive.
d. Determine the distance the two vehicles travelled to the scene of the accident.
12.8 Non-linear graphs

LEARNING INTENTION
• plot a non-linear relationship by creating a table of values.
12.8.1 Plotting non-linear relationships

eles-4513
• Graphs or patterns that are not a straight line are called
non-linear.
• Non-linear patterns or relationships are extremely common in
the real world. Some examples are:
• the path of a basketball thrown at a hoop
• the shape of a football oval
• the flight paths of planes
• a person’s blood pressure.

Common types of non-linear graphs
• The parabola, hyperbola and exponential graph are examples of non-linear graphs studied extensively in
mathematics. The basic shapes of these graphs are shown below.
Parabola Hyperbola Exponential graph
Example: y = 2x2 Example: y = Example: y = 2x

2
x
In the equation, x is raised to the In the equation, x is in the In the equation, x is the power.
power of 2. denominator of a fraction.
• Non-linear graphs can be plotted by creating a table of values.
Plotting non-linear graphs

To plot non-linear graphs given their rule, follow the steps below.
1. Construct a table of values using the rule.
2. Draw a Cartesian plane.
3. Plot the points from the table on the Cartesian plane.
4. Join the plotted points to form a smooth curve.
5. Label the graph.

WORKED EXAMPLE 21 Plotting a non-linear graph using a table of values
Consider the equation y = 3x2 .

a. Complete the table of values.
x −3 −2 −1 0 1 2 3
y 27
b. Draw the graph of y = 3x2 by plotting the points from the table and joining them with a smooth
curve.
a. y = 3x2
THINK WRITE
a. 1. Write the rule and copy out the table of values.
x −3 −2 −1 0 1 2 3
y 27
When x = −2, y = 3(−2)2 = 3(4) = 12

When x = −1, y = 3(−1)2 = 3(1) = 3
2. Determine the remaining y-values by substituting
When x = 0, y = 3(0)2 = 3(0) = 0

each x-value into the rule.
When x = 1, y = 3(1)2 = 3(1) = 3

When x = 2, y = 3(2)2 = 3(4) = 12
When x = −3, y = 3(−3)2 = 3(9) = 27
3. Complete the table.
x −3 −2 −1 0 1 2 3
y 27 12 3 0 3 12 27
b. 1. Draw a Cartesian plane by considering the b. y

30
maximum and minimum x- and y-values in the
28
table. The x-values are from –3 to 3, and the
extending from −5 to 5 along the x-axis and from

26
y-values are from 0 to 27. Axes can be drawn
24
22
−6 to 30 along the y-axis. 20
2. Plot the points from the table of values, join them 18
with a smooth curve and label the graph. 16 y = 3x2
14
12
10
8
6
4
2
0 x
–5 –4 –3 –2 –1 1 2 3 4 5
–2
–4
–6

Resources
Resourceseses
Interactivity Individual pathway interactivity: Non-linear graphs (int-8340)
Exercise 12.8 Non-linear graphs

Individual pathways
1, 2, 5, 8, 10, 13 3, 6, 9, 11, 14 4, 7, 12, 15, 16
For the equation y = x2 + 4 when x = 3, the value for y is found by:

Fluency
A. y = 32 + 4 = 9 + 4 = 13 B. y = 32 + 4 = 6 + 4 = 10 C. y = 3 ÷ 2 + 4 = 5.5
1. MC
D. y = 3 + 4 = 12 E. There is no way to find y.
2. WE21 a. For the equation y = x2 + 1, complete the table of values.
x −2 −1 0 1 2
y 5 2
b. Draw the graph of y = x2 + 1 by plotting the points from the table and joining them with a smooth curve.
3. a. For the equation y = x2 − 1, complete the table of values.
x −2 −1 0 1 2
y
b. Draw the graph of y = x2 − 1 by plotting the points from the table and joining them with a smooth curve.
i. y = x2 − 2 ii. y = −x2 − 2
4. a. For the following equations, complete the table of values.
x −2 −1 0 1 2
y
b. Draw the graphs of y = x2 − 2 and y = −x2 − 2 on the same set of axes by plotting the points from the
table and joining them with a smooth curve.
c. Describe the similarities and differences between the two graphs.
5. a. For each of the following equations, complete the table.
x −2 −1 0 1 2
y
i. y = x2 − 5 ii. y = 2x2 − 3 iii. y = −x2 + 1
b. Draw the graph by plotting the points from your table and connecting them with a smooth curve.

6. a. For each of the following equations, complete the table.
x −2 −1 0 1 2
y
i. y = 3x2 − 1 ii. y = x(x + 2) iii. y = x2 + 2x − 3
b. Draw the graph by plotting the points from your table and connecting them with a smooth curve.
7. The two equations y = x2 + 3x and y = x(x + 3) give the same graph.

a. Draw the graph. b. Explain why they give the same graph.
Understanding
8. a. Recall what the word linear means.
b. Consider the following graphs and identify whether they are linear or non-linear.
y y y
x
x x
Graph 1 Graph 2 Graph 3
9. a. Explain what the word linear means with reference to graphs.
y = 2x + 3
b. For the following equations of graphs, identify whether they are linear or non-linear.
y = −20x + 1
i.
y = x2 + 3
ii.
y = 2x2 + x + 4
iii.
y = (x + 2)(x − 3)
iv.
v.
Reasoning
10. a. Is the graph y = (x + 2)2 linear or non-linear?
1
b. Using the equation from part a, calculate the values of y for x = 2, x = 3, x = 4 and x = 5.
10
c. Use the information from part b to draw the graph between x = 2 and x = 5.
d. Explain, using logic or graphing, why the graph in b looks linear but is not.

11. The figure shows two graphs and their equations.
y
10
y = x2 + 2
5
0 x
–4 –2 2 4
y = –x2 + 2
–5
–10
Using the figure as your guide, determine the equations of the pink graphs in the following figures.
a. y b. y
10 10
y = x2 + 3 y = x2 – 1
5 5
0 x 0 x
–4 –2 2 4 –4 –2 2 4
–5 –5
–10 –10

c. y
10
y = 3x2 + 1
5
0 x
–4 –2 2 4
–5
–10
12. a. Draw the following graphs using technology.
i. y = x2 + 1
ii. y = 4x2 + 1
iii. y = x +1
1 2
4
b. Compare your graphs from i and ii to explain how increasing the coefficient of x2 changed the graph.
c. Compare your graphs from i and iii to explain how decreasing the coefficient of x2 changed the graph.
Problem solving
13. A magpie, M, is sitting on the lawn and spots a worm, W, 2 m away. The magpie flies to the worm by taking
a parabolic path, as shown.
y
2
M W
0 x
–1 1 2 3
–1
–2
a. What are the coordinates of the magpie’s starting position?

b. Determine the highest point of the magpie’s flight. What are the coordinates?
The magpie’s flight can be described by the non-linear equation y = −x2 + 2x.
c. Identify the coordinates of the worm’s starting position.
d. When x = 0, calculate the value of y. Does this match your answer to part a?
e. When x = 1, calculate the value of y. Does this match your answer to part b?
f. When x = 2, calculate the value of y. Does this match your answer to part c?

14. Gordon is practising his basketball free-throw shots. The following graph shows the motion of Gordon’s ball
through the air.
y
4
0 x
1 2 3 4 5
a. Looking at the graph, determine the approximate value of x when the ball is at its highest point.
The equation for the ball’s motion is y = −0.3x2 + 1.7x + 1.7.

b. Looking at the graph, determine the approximate value of y when the ball is at its highest point.
c. Substitute x = 0 into the equation above to calculate the height Gordon is throwing from. How high is the
d. The ring is 4.6 m from the free-throw line. Substitute x = 4.6 into the equation to calculate the height of
ball when Gordon throws it?
the ring. You may want to use a calculator. Give your answer to 1 decimal place.
e. Gordon’s younger sister Denise also plays basketball. Denise is much shorter than Gordon. Decide
whether Denise’s free-throw shot followed the same path as Gordon’s. Explain your answer.
15. The graphs y = 2x2 + 1 and y = −2x2 + 5 have two points of intersection. Determine the coordinates of the
points of intersection.
graph y = ax2 + bx has intercepts at (0, 0) and (0, 4) and reaches its highest point at (2, 4).
16. Using technology to guess and check, determine the whole number values of a and b such that the non-linear

12.9 Review
12.9.1 Topic summary
•
The Cartesian plane Non-linear graphs
• The horizontal axis is the x-axis. • Graphs or patterns that are not a straight line are called
• The vertical axis is the y-axis. non-linear.
• Cartesian coordinates are written as (x, y).
• The axes are divided into four quadrants.
• A point (+x, +y) is in the 1st quadrant.
• A point (–x, +y) is in the 2nd quadrant.
• A point (–x, –y) is in the 3rd quadrant.
• A point (+x, –y) is in the 4th quadrant.
• x = 0 is on the y-axis and y = 0 is on the x-axis.
−2 −1
x 0 1 2 • To plot non-linear graphs given their rule:
y −3 −1 1 3 5
1. construct a table of values using the rule
y-axis (x = 0)
y y 2. plot the points on the Cartesian plane
6 5
5
4
3. join the plotted points in a smooth curve.
2nd quadrant 4 1st quadrant
(x, y) = (–, +) 3 (x, y) = (+, +) 3
2 2 y = 2x + 1
origin
1 1
x-axis (y = 0) Linear number patterns
–6–5–4–3–2–1 1 2 3 4 5 6 x
0
–5 –4 –3 –2 –1 0 1 2 3 4 5
x
–1
–2 –1
–2 • Each number in a number pattern is called a term.
–3
3rd quadrant –4 4th quadrant –3 • Number patterns can be described by rules.
(x, y) = (–, –) –5 (x, y) = (+, –) –4
–6 –5 e.g. 5, 10, 15, 20, … can be written as:
value of term = position in pattern × 5
• Geometric patterns can arise when looking at patterns
in shapes.
COORDINATES AND
LINEAR GRAPHS Gradient
• Gradient is a measure of the steepness
of a straight line graph.
Plotting linear patterns • The gradient is also called the slope.
y • The symbol for the gradient is m and the
• Points that form a straight line x-intercept
5 formula for the gradient is:
when plotted have a linear 4 y
3 m = rise
pattern. 2 run
y-intercept
• The set of points is referred to 1
rise
x
as a linear graph. –5 –4 –3 –2 –1 0 1 2 3 4 5 run
–1
–2
–3 0 x
–4
• The gradient can be positive, negative, zero or undefined,
as shown below.
Sketching linear graphs m is positive. m is negative.

y
• Each point is an ordered pair (x, y). 26
• From the equation: 24
• draw up a table of values 22
20
• draw a Cartesian plane m is 0. m is undefined.
Student numbers
18
• plot the points and connect them 16
with a straight line. 14
• Linear graphs can also be drawn 12
using the gradient and y-intercept 10
method, or by calculating the 8
6
Graphing with technology
x- and y-intercepts.
• The general equation of a straight
4 • Graphing calculators can be used to sketch linear graphs
2
line is y = mx + c, where m is the and find solutions to equations.
gradient and c is the y-intercept.
0
1 2 3
x
• The point of intersection of two graphs can be calculated.
Time (years) • Online versions include Desmos and GeoGebra.

12.9.2 Success criteria
Tick the column to indicate that you have completed the subtopic and how well you think 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
12.2 I understand the Cartesian plane and Cartesian coordinates.
I can plot points on the Cartesian plane.
12.3 I can plot number patterns on the Cartesian plane.
I can identify whether number patterns are linear or non-linear.
12.4 I can plot linear graphs on the Cartesian plane.
I understand how function notation works.
12.5 I understand that gradient is a measure of steepness.
I can calculate the gradient of a straight line.
I understand that the y-intercept is the point where a line crosses the
y-axis and that it occurs when x = 0.
I can determine the equation of a line from a graph and a table of values.
12.6 I can sketch a straight line using the gradient-intercept method.
I can sketch a straight line by calculating the x- and y-intercepts.
I can use digital technologies to sketch linear graphs.
12.7 I can solve linear equations graphically.
12.8 I can plot a non-linear relationship by creating a table of values.
12.9.3 Project
Choosing the right hire car
A group of tourists have just arrived at Sydney Airport and are investigating
hire car deals. They decide to study the different options offered by Bonza
Car Rentals.
Option 1 $60 per day unlimited kilometres
Option 2 $30 per day and 25 cents/km
Option 3 $40 per day up to 100 km and then an additional 35 cents per
kilometre over 100 km

The group know that on their first day they will be visiting the local attractions close to Sydney, so they will
not be driving much.
1. Calculate how much each option would cost if the total distance travelled in a day was 90 km.
2. Write an equation to show the cost of hiring a car for a day for options 1 and 2. Use C to represent the
total cost of hiring a car for a day and x to represent the distance in kilometres travelled in a day.
3. Use digital technology to plot the graphs of the three options on the set of axes provided, showing the
cost of hiring a car for a day to travel 200 km.
C
100
90
80
70
Cost of hiring a car ($)
60
50
40
30
20
10
0 x
20 40 60 80 100 120 140 160 180 200
Distance travelled (km)
4. Examine the graphs of the three options carefully. Write a brief statement to explain
the costs associated with each option over 200 km.
5. Calculate how much it costs to travel 200 km in one day with each option.
The group decide to drive to Melbourne and to spend 2 days travelling there,
stopping overnight in Canberra. They plan to stay for 4 days in Melbourne and
return to Sydney on the seventh day, driving the whole distance in one day and
returning the car to Bonza Car Rentals.
6. In their 4 days in Melbourne, the group travelled a total of 180 km.
What was the total distance travelled on this trip? 290 km Sydney
7. Calculate how much it would cost to hire a car for each option to cover this trip. 646 km Canberra
(Option 3 gives 100 km ‘free travel’ per day. For a 7-day hire, you get Melbourne
700 km ‘free’.)
8. The group took option 1. Explain whether this was the best deal.
9. Investigate some different companies’ rates for car hire. Use digital technology
to draw graphs to represent their rates and present your findings to the class.

Resources
Resourceseses
Interactivities Crossword (int-2640)
Sudoku puzzle (int-3193)
Exercise 12.9 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. Use the graph to answer the following.
Hours watching
a. Identify who watches the most television.
Namiko
television
b. Identify who is the youngest of the three.
c. Does the youngest watch the least amount of television? Rina
Tegan
2. Draw a Cartesian plane and plot the following points.
a. A (1, 4) b. B (5, 3)
Age
c. C (0, 2) d. D (−2, 5)
c. G (−6, −6) d. H (−5, −4)

a. E (−4, 1) b. F (−5, 0)
a. I (0, −5) b. J (2, −1) c. K (2, −3)

d. L (2, 0)
5. Write down the coordinates of the points A to H marked on the Cartesian plane below.
y
6
E 5
4
A
3
2
1
C
0 x
–6 –5 –4 –3 –2 –1 1 2 3 4 5 6
–1 G
–2
H –3
D –4 B
–5
–6 F
a. (−3, −1) , (−2, 0) , (−1, 1) , (0, 2) , (1, 3) , (2, 4) and (3, 5)

b. (−3, −12) , (−2, −9) , (−1, −6) , (0, −3) , (1, 0) , (2, 3) and (3, 6)

7. Follow the instructions for the pattern of shapes shown below.
1 2 3
a. Construct a table to show the relationship between the number of each figure and the number of
squares used to construct it.
b. Devise a rule in words that describes the pattern relating the number of each figure and the number of
squares used to construct it.
c. Use your rule to work out the number of squares required to construct a figure made up of 20 such
shapes.
8. Consider the equation y = x − 2.

a. Construct a table of values. b. Plot the graph on a Cartesian plane.
9. Consider the equation y = x + 5.

10. Consider the equation y = 4x − 2.

11. Use digital technology to graph the line y = 3x − 8 and use this graph to solve the
equation 3x − 8 = 19.
a. y = x + 7 b. y = 2x − 2
12. Graph the following using a digital technology of your choice.
a. y = 3x − 5 b. y = −2x + 4
13. Graph the following using a digital technology of your choice.
continues, evaluate who will be the first to save $300.

14. Lena and Alex have set up savings accounts. Each month they write down their savings. If the trend
Lena’s account:
t (months) 0 1 2
A ($) 100 120 140
Alex’s account:
t (months) 0 1 2
A ($) 150 160 170
1
15. Fast Track company is fitting internet cable in the neighbourhood. It takes 1 hours to install 300 m of
2
cable. In 2 hours, 450 m can be installed. If this is a linear relationship, calculate how much can be laid
in 4 hours.

16. a. For the equation y = x2 + 4, complete the table of values.
x −3 −2 −1 0 1 2 3
y
b. Draw the graph of y = x2 + 4 by plotting the points from the table and joining them with a smooth
curve.
Problem solving
17. Chris has the newspaper delivered 7 days a week. He saves his newspapers for recycling. Over a month,
the newspaper pile grows very high. The table below shows the height of the newspaper recycling pile
at the end of each week.
Time (weeks) 0 1 2 3 4 5 6
Height (cm) 35 70 105 140
a. Complete the table.

b. Draw a set of axes showing height on the vertical axis and time on the horizontal axis. Plot the
information from your table on the axes and join the points to form a linear graph.
c. Determine the rule for the graph.
d. Determine the height of the pile after 20 weeks.
18. Lara sells computers and is paid $300 per week plus $20 for every computer she sells.
a. Draw a table to show how much money Lara would be paid if she sold between 0 and 10 computers
per week.
b. Plot the points in the table on a Cartesian plane.
c. Identify whether the points form a linear graph.
d. Determine an equation for the graph.
e. If Lara sold 25 computers in a week, calculate how much money she would be paid.
19. James and his sister are going for a bike ride. They know they can ride 25 km in an hour (on average).
a. Complete the following table.
Time (hours) 0 25 100

Distance (km) 2 3 5
b. Plot these points on a Cartesian plane.

c. Identify whether the points form a linear graph.
Distance = _____ × time + _____ or

d. Complete the equation below.
d = ____ t + ____
e. Use the equation you found in part d to work out how far
they would have ridden after 7 hours.
f. If they leave home at 9:00 am and arrive home at
5:00 pm, determine how far James and his sister
would have ridden.
20. As Rachel was driving her new car, she kept watch on her petrol usage. The graph below shows how
the amount of petrol has changed.
y
70
60
50
Litres
40
30
20
10
0 x
1 2 3 4
Distance (km, hundreds)
a. If this pattern continues, determine how much petrol there will be after 300 km.
Number of litres remaining = ____ − _____ × number of km travelled (in hundreds)

b. The equation for this graph would be:
This could be shortened to l = ____ − ____k.

c. Using the equation from part b, calculate the amount of petrol left when k = 5.
d. Calculate how far Rachel will have travelled when she has used 60 litres of petrol.
21. Two yachts are sailing in Sydney harbour. At the end of a

very windy day, rain begins to fall and visibility is heavily
equation y = x + 6 and the other in the direction given by

reduced. One yacht is travelling in the direction given by the
y = −2x + 3.
a. Decide whether the yachts are likely to crash. (Assume
both yachts are travelling towards the shore). Graph both
lines using digital technology to justify your answer.
b. If they are likely to crash, state the coordinates of the point
where they will meet.
c. Explain how you found your answer.
To test your understanding and knowledge of this topic, go to your learnON title at
www.jacplus.com.au and complete the post-test.

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 12.5 Individual pathway interactivity: Determining the rule

for a linear relationship (int-4466) ⃞
Download the workbook for this topic, which includes The gradient (int-3836) ⃞
worksheets, a code puzzle and a project (ewbk-1943) ⃞ The y-intercept (int-3837) ⃞
The rule for a linear graph (int-3838) ⃞
Solutions 12.6 Individual pathway interactivity Sketching linear
Download a copy of the fully worked solutions to every graphs (int-4467) ⃞
question in this topic (sol-0717) ⃞ Parallel lines (int-3841) ⃞
The gradient-intercept method (int-3839) ⃞
Digital documents The intercept method (int-3840) ⃞
12.7 Individual pathway interactivity: Solving equations
12.2 SkillSHEET Grid coordinates I (doc-6934) ⃞ graphically (int-4468) ⃞
SkillSHEET Grid coordinates II (doc-6935) ⃞ Solving equations graphically (int-3842) ⃞
SkillSHEET Plotting coordinate points (doc-6936) ⃞ 12.8 Individual pathway interactivity: Non-linear graphs
12.4 SkillSHEET Substitution into rules (doc-6937) ⃞ (int-8340) ⃞
SkillSHEET Completing a table of values for a 12.9 Crossword (int-2640) ⃞
given rule (doc-6938) ⃞ Sudoku puzzle (int-3193) ⃞
SkillSHEET Plotting a line using a table of values
(doc-6939) ⃞
Teacher resources
Video eLessons There are many resources available exclusively for teachers
12.2 The Cartesian plane (eles-4500) ⃞ online.
Quadrants and axes (eles-4501) ⃞
12.3 Plotting points from a table of values (eles-4502) ⃞
Straight-line patterns (eles-4503) ⃞
12.4 Plotting linear graphs (eles-4504) ⃞
Function notation (eles-4505) ⃞
12.5 The gradient and y-intercept (eles-4506) ⃞
Finding the rule for a linear graph (eles-4507) ⃞
Gradient (eles-1889) ⃞
12.6 Sketching linear graphs using gradient and y-intercept
method (eles-4508) ⃞
Sketching linear graphs using x- and y-intercepts
(eles-4509) ⃞
Sketching lines using technology (eles-4510) ⃞
12.7 Using linear graphs to solve linear
equations (eles-4511) ⃞
Solving equations using the point of intersection
(eles-4512) ⃞
12.8 Plotting non-linear relationships (eles-4513) ⃞
Interactivities
12.2 Individual pathway interactivity: The Cartesian plane
(int-4384) ⃞
The Cartesian plane (int-3831) ⃞
Transformations (int-3832) ⃞
12.3 Individual pathway interactivity: Linear patterns
(int-4464) ⃞
Linear patterns (int-3833) ⃞
12.4 Individual pathway interactivity: Plotting linear graphs
(int-4465) ⃞
Plotting linear graphs (int-3834) ⃞
Function notation (int-3835) ⃞
To access these online resources, log on to www.jacplus.com.au.

Answers 3. I, J, K, L
y
Topic 12 Coordinates and 6

5
linear graphs 4
3
Exercise 12.1 Pre-test 2
1. D 1
L
2. 11 x
–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6
3. B –1 K
–2 J
4. B and D
–3 I
5. 3 –4
6. D –5
−1
7. A –6
8. a. 2 b. c. 0
4. A (2, 2), B (4, 6), C (6, 1), D (−2, 3)
9. 3
6. I (4, 3), J (−6, 3), K (−4, −2), L (−2, −5)

5. E (0, 5), F (−4, 1), G (0, 0), H (5, 0)
y = 2x + 6
10. A
11.
7. a. y
12. B 5
A
y = −2x + 1
13. A and C 4
a. i. $300 $350 $400

14. 3
y = 50x + 250
15. ii. iii. B 2
1
b.
x
–5 –4 –3 –2 –1 0 1 2 3 4 5
Exercise 12.2 The Cartesian plane –1
–2
1. A, B, C, D –3
y –4
6 –5
5 B D C
D
4
3 A b. Point A is in quadrant 1; B is in quadrant 2; C and D are
2 in quadrant 3.
1 C 8. a. y
H
24
x
–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 22
–1
–2 20
–3 18
–4 G 16
–5 14
–6 12
10
2. E, F, G, H 8
y 6
6 4
5 2
E F
4 x
3 –24 –22 –20 –18 –16 –14 –12 –10 –8 –6 –4 –2 0 2 4 6 8
–2
E 2 –4
1 –6
F
–8
x
–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6
–1
–2 b. Point E sits on the x-axis; F sits on both the x- and y-axis
G –3 (the origin); G and H are in quadrant 2.
–4
H –5
–6

9. a.
14. y
y 13
24 12
22 11
20 10
18 9
16 8
14 7
6
12
5
10
4
8 3
6 2
4 1
2 x
K J I –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8
x –1
–10 –8 –6 –4 –2 0 2 4 6 8 10 12 14 16 18 20 22 24 –2
–2 –3
–4
–4
–6
–5
–8 L
–6
–10 –7
–8
Point I sits on the x-axis; J is in quadrant 2; K is in
b.
–9
quadrant 3; L sits on the y-axis. –10
–11
10. D and E
–12
11. A and C –13
12. a. B b. C c. D
d. A e. E f. A
15. B and D
13. The graph of an equation shows all of the points (x, y) that 16. A and D
The graph y = x contains all of the points that

are solutions to the equation.
17. In hospital in wards six, seven, eight and nine
For example, (0, 0), (1, 1), (−2.5, −2.5)

have the x-coordinate equal to the y-coordinate. 18. a. y
6
A(–5, 6) B(3, 6)
5
y
4
6
3
5
2
4
1
3
2 x
–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6
1 –1
–2
x
–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 –3
–1 –4
–2
–5
–3
–6
–4
–5
b. 8 units
–6
c. (−1, 6)
d. Sample responses can be found in the worked solutions
x1 + x2
in the online resources.
e.
2

19. a. y e. y
7 C (1, 7) 7
A B
6 6
5 5
4 4
3 3
2 2
1 1
x x
–5 –4 –3 –2 –1 0 1 2 3 4 5 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7
–1 –1
–2 –2
–3 –3
–4 –4
–5 D (1, –5) –5
–6 –6
D C
–7
b. 12 units
c. (1, 1) f. 144 square units
d. Sample responses can be found in the worked solutions g. The length doubled, so the area doubled. When both
y1 + y2
in the online resources. the length and the width doubled, the area became four
times bigger.
e.
2 24. Area is 18 square units; perimeter is 18 units.
20. It is customary for the x-coordinate to be written first. This
ensures that anyone reading a coordinate pair will know the Exercise 12.3 Linear patterns
correct location. If the x- and y-coordinates were reversed,
1. a. 9, 7, 5, 3, 1
21. a. (1, 1) , (2, 2) , (3, 3) , (4, 4)

the location would be incorrect.
b.
y=
Position in
1 1 2 3 4 5
b. pattern
(−1, −1) , (−2, −2) , (−3, −3) , (−4, −4)

2 Value of term 9 7 5 3 1
A(−2, 2), B(2, 2), C(−2, −2), D(2, −2)

c.
c. y
22. a. 10
b. 16 9
A (−3, 3), B (3, 3), C (3, −3), D (−3, −3)

c. A(−2, 6) and B(2, 6) 8
23. a. 7
6
b. 36 square units
5
c. y 4
7 3
6 2
5 1
4
A B x
3 –3 –2 –1 0 1 2 3 4 5 6
–1
2 –2
1 –3
x –4
–7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7
–1
–2 2. i. a. y
–3 2
–4 1
D C
–5
x
–6 –2 –1 0 1 2 3
–1
–7 –2
–3
d. 72 square units
b. Linear

ii. a. y 4. a. y
4 6
3 5
2 4
1 3
2
x
–2 –1 0 1 2 3 1
–1
x
–3 –2 –1 0 1 2 3
b. Linear –1
iii. a. y
4 b. y
3 3
2 2
1 1
x x
–2 –1 0 1 2 3 –3 –2 –1 0 1 2 3
–1 –1
–2 –2
–3 –3
–4
c. y
b. Linear 8
3. i. a. y 6
7 4
6 2
5
x
4 –3 –2 –1 0 1 2 3
–2
3 –4
2 –6
1 –8
x –10
–2 –1 0 1 2 3
–1
–2 5. a. y
–3 4
–4 3
–5 2
1
b. Linear
x
ii. a. y –3 –2 –1 0 1 2 3
–1
2 –2
1
b. y
x
–2 –1 0 1 2 3 2
–1
–2 1
b. Linear x
–3 –2 –1 0 1 2 3
–1
iii. a. y –2
2
1 c. y
6
x
–2 –1 0 1 2 3 5
–1
–2 4
–3 3
–4 2
1
b. Linear
x
–2 –1 0 1 2 3
–1
–2
–3
–4
–5
–6

6. i. a. y ii. a. y
9 9
8 8
7 7
6 6
5 5
4 4
3 3
2 2
1 1
x x
–3 –2 –1 0 1 2 3 –3 –2 –1 0 1 2 3
–1 –1
–2 –2
–3 –3
–4
b. Yes (4, 11) –5
ii. a. y –6
7 –7
6 –8
5 –9
4
3 b. Yes (3, 9)
2 8. a. Position in
1 1 2 3 4 5
−3
pattern
x
–3 –2 –1 0 Value of term
Value of term = 12 − position in pattern × 3
1 2 3 9 6 3 0
–1
c. y = 12 − 3x
–2 b.
–3
–4
d. y
–5
10
b. No 9
8
7. i. a. y
7
5
6
4
5
3
4
2
3
1
2
x 1
–3 –2 –1 0 1 2 3
–1
–2 x
–3 –2 –1 0 1 2 3 4 5 6
–3 –1
–2
–4
–3
–5
–4
–6
b. No 9. a. Position in
1 2 3 4 5
pattern
Value of term
Value of term = position in pattern × 4.5 − 3.5
1 5.5 10 14.5 19
c. y = 4.5x − 3.5
b.

d. y 14. A, B, E
20 15. If the points of a number pattern go from the bottom left
19 to the top right of a number grid, the pattern is increasing.
18 If the points go from the top left to the bottom right, the
17 pattern is decreasing.
16
15 16. a. Day (d) Distance (D)
14 Monday (1) 1 km
13
12
Tuesday (2) 1.25 km
11 Wednesday (3) 1.5 km
10 Thursday (4) 1.75 km
9
Friday (5) 2 km
8
7 Saturday (6) 2.25 km
6 Sunday (7) 2.5 km
5
4 b.Linear
3 c.0.25 km per day
2 d. 3.25 km
1 17. Yes, if the points form a linear pattern, then they will form a
x straight line when plotted.
–3 –2 –1 0 1 2 3 4 5 6
–1 18. a. i. 12 minutes
ii. 24 minutes
10. a. Position in iii. 82 minutes
1 2 3 4 5
−4 −1
pattern b. See the table at the foot of the page.*
Value of term
Value of term = position in pattern × 3 − 7
2 5 8 c. Not linear
y = 3x − 7
b. 19. a. 24 b. 6 L c. 42 L d. 120 L
c. 20. 22 February of the following year
d. y 21. a. See the table at the foot of the page.*
10
b. y
9 (–2, 2)
2
8
–3
3 2
7
( –3, –) 1 (2, 2– )
6 2 3 (3, –3 )
1
– (1, 1 4
5 (0, 0) 2 –)
2
4 0 x
–3 –2 –11 – 1 2 3 4
3 2
–1
2
– –3
1 2
–2
x
–3 –2 –1 0 1 2 3 4 5 6
–1 c. Not linear
–2
–3
–4
11. D
12. B
13. C
*18b. q 0 1 2 3 4 5 6 7 8 9 10
t 0 12 14 36 48 60 82 94 106 118 130
q 11 12 13 14 15 16 17 18 19 20
t 152 164 176 188 200 222 234 246 258 270
*21a. x −3 −2 −1 0 1 2 3
3 1 2 3
y 2 Undefined 0
2 2 3 4

Exercise 12.4 Plotting linear graphs 2. a. −2 −1
−4 −1
x 0 1 2
−2 −1
y 2 5 8
1. a. x 0 1 2
y 1 2 3 4 5 y
8
y 7
5 6
4 5
3 y=x+3 4
2 3 y = 3x + 2
1 2
x 1
–3 –2 –1 0 1 2 3
–1 0 x
–2 –3 –2 –1 1 2 3
–1
−2 −1
–2
b.
−7 −6 −5 −4 −3
x 0 1 2 –3
–4
y
−2 −1
y
b.
−6 −4 −2
5 x 0 1 2
4
y 0 2
3
2
y
1 2
x 1
–3 –2 –1 0 1 2 3 4 5
–1 0 x
–2 –3 –2 –1 1 2 3
–1
–3 y=x–5 –2 y = 2x – 2
–4 –3
–5 –4
−2 −1
–5
c.
−10 −5
x 0 1 2 –6
−2 −1
y 0 5 10
c.
−11 −7 −3
x 0 1 2
y
10 y 1 5
8
6 y
4 y = 5x 6
2 4
2
0 x
–3 –2 –1 1 2 3 x
–2 0
–3 –2 –1 1 2 3
–4 –2
–4 y = 4x – 3
–6
–8 –6
–10 –8
−2 −1
–10
d. –12
x 0 1 2
y 0 2 4 6 8
y
8
7
6
5
4 y = 2x + 4
3
2
1
0 x
–3 –2 –1 1 2 3
–1

d. −2 −1 d. −2 −1
−1 −4
x 0 1 2 x 0 1 2
y 8 5 2 y 3 4 5 6 7
y y
8 5
7 4
6 y=x+5 3
5 2
4 1
3 x
2 –5 –4 –3 –2 –1 0 1
−2 −1
1 y = –3x + 2
e.
−6 −3
–3 –2 –1
0
1 2 3
x x 0 1 2
–1
–2 y 0 3 6
–3
y
–4
3
3. a. B b. B 2 y = 3x
−2 −1
1
4. a. x 0 1 2 x
–3 –2 –1 0 1 2 3
–1
y 0 1 2 3 4 –2
–3
−2 −1
y
3
f.
−14 −7
y=x+2 x 0 1 2
2
1 y 0 7 14
x
–3 –2 –1 0 1 2 3 y
–1
–2 6
–3 4 y = 7x
2
−2 −1
x
b. –3 –2 –1 0 1 2 3
−6 −5 −4 −3 −2
x 0 1 2 –2
–4
y
–6
−2 −1
y
5. a.
−7 −3
2 x 0 1 2
1 y 1 5 9
x
–2 –1 0 1 2 3 4 y
–1
–2 6
–3 4 y = 4x + 1
y=x–4
–4 2
x
−2 −1
–3 –2 –1 0 1 2 3
–2
c.
−3 −2 −1
x 0 1 2 –4
–6
y 0 1
b. −2 −1
−7 −5 −3 −1
y x 0 1 2
3
y=x–1 y 1
2
1 y
x 3
–3 –2 –1 0 1 2 3
–1 2
–2 1
–3
x
–3 –2 –1 0 1 2 3
–1
–2
y = 2x –3
–3

c. −2 −1
−11 −8 −5 −2
x 0 1 2 b. 1
y 1 y
4
y 3
1 2 y=1
1
x
–3 –2 –1 0 1 2 3 x
–1 –3 –2 –1 0 1 2 3
–2 –1
–3 –2
−2
–4
–5 y = 3x – 5 c.
y
−2 −1
3
d.
−2 −4
x 0 1 2 2
1
y 4 2 0
x
–3 –2 –1 0 1 2 3
y –1
3 –2
y = –2
–3
−5
2
1
y = –2x d.
x y
–3 –2 –1 0 1 2 3
–1 1
–2
x
–3 –3 –2 –1 0 1 2 3
–1
−2 −1
–2
e.
−4 −10
x 0 1 2 –3
–4
y 14 8 2 y = –5
–5
−2 −1
y
3 8. a.
2
x 0 1 2
y = –6x + 2
1 y 3 3 3 3 3
x
–3 –2 –1 0 1 2 3 y y=3
–1
–2 3
–3 2
1
f. −2 −1
−1 −6
x
x 0 1 2 –3 –2 –1 0 1 2 3
–1
y 14 9 4 –2
–3
y
−2 −1
4 y = –5x + 4
3 b. x 0 1 2
2
y 2 2 2 2 2
1
x y
–3 –2 –1 0 1 2 3
–1 3 y=2
–2
x=1 x=3 x = −6
2
1
6. a. b. c.
x
7. a. 4 –3 –2 –1 0 1 2 3
y –1
y=4 –2
4
3 –3
2
1
x
–3 –2 –1 0 1 2 3
–1
–2

c. −2 −1 −7
−2 −2 −2 −2 −2
x 0 1 2 d.
y y
x = –7 7
y 6
3 5
2 4
1 3
2
x
–3 –2 –1 0 1 2 3 1
–1
–2 x
y = –2 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7
–3 –1
–2
−2 −1
–3
d.
−4 −4 −4 −4 −4
x 0 1 2 –4
–5
y –6
–7
y
2
1 10. a.
−2 −1
x 2 2 2 2 2
x
–3 –2 –1 0 1 2 3 y 0 1 2
–1
–2
–3 y x=2
y = –4
–4 3
2
9. a. 1 1
y x=1
x
3 –3 –2 –1 0 1 2 3
–1
2 –2
1 –3
x
–3 –2 –1 0 1 2 3
–1
b.
−2 −1
–2 x 5 5 5 5 5
–3
y 0 1 2
b. 3
y x=3 y
3 x=5
3
2 2
1 1
x 0 x
–3 –2 –1 0 1 2 3 –1 1 2 3 4 5
–1
–2 –2
–3 –3
−2
−5 −5 −5 −5 −5
c.
c.
−2 −1
x = –2 y x
3
y 0 1 2
2
1
y
x x = –5 3
–3 –2 –1 0 1 2 3
–1 2
–2
1
–3
x
–8 –6 –4 –2 0 2
–1
–2
–3

b. −2 −1
−1 −3
d. x 0 1 2
−2 −1
x 0 0 0 0 0
y 5 3 1
y 0 1 2
y
y
7
3
x=0 6
2 b 5
a
1
4
x
–3 –2 –1 0 1 2 3 3
–1 2
–2
1
–3
x
–3 –2 –1 0 1 2 3
−2 −1
–1
11. a. –2
−4 −2
x 0 1 2
–3
y 0 2 4 –4
–5
−2 −1
–6
b.
−5 −3 −1
x 0 1 2 –7
y 1 3
Lines meet at (0, 1).
−2 −1
−2 −1
13. a.
−1 −2
x 0 1 2
c.
−3 −1
x 0 1 2 y 2 1 0
−2 −1
y 1 3 5
b. x 0 1 2
y
7 y 0 1 2 3 4
ca
6 b
5 y
5
4 a b
4
3
3
2
2
1
(–1, 1) 1
x
–3 –2 –1 0 1 2 3 x
–1 –4 –3 –2 –1 0 1 2 3
–2 –1
–2
–3
–3
–4
–4
–5
–5
–6
–7
Lines meet at (−1, 1).
14. a.
Lines are parallel. C
−2 −1
125
12. a.
−5 −2
x 0 1 2 100 C = 15 + 0.5x
75
y 1 4 7
50
25
x
25 50 75 100125150 175 200
b. 170 minutes
c. 70 minutes
15. a. See the table at the foot of the page.*
*15a.
Length (m) 0 1 2 3 4 5 6 7 8
Cost ($) 0 2.50 5.00 7.50 10.00 12.50 15.00 17.50 20.00

ii. a. x 0 10 20 30 40 50
b. This is a linear relationship as the graph is a straight line.
y 5 7 9 11 13 15
20 b. y
15
15
10
Cost ($)
10
5
0 x
5 10 15 20 25 30 35 40 45 50
18. a. −4 −2
−13 −9 −5 −1
x 0 2 4 6 8
0 y 3 7 11
1 2 3 4 5 6 7 8
Length (m)
b. y
16. a. See the table at the foot of the page.*
b. 10
5
4
Cost ($)
3 5
–5 0 5
0 1 2 3 4 5
Length (m)
17. i. a. −2 −1
−3 −2.5 −2 −1.5 −1 −0.5
x 0 1 2 3 4 –5
y 0
b. y
0 x –10
–5 5
–5 c. Look at the pattern of y-values to find the missing

y-value. Use the y-values to calculate the x-values.
*16a.
Time (min) 0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0
Cost ($) 0.25 0.60 0.95 1.30 1.65 2.00 2.35 2.70 3.05 3.40 3.75

13. a. 1 1 1
Exercise 12.5 Determining the rule for a linear Time 0 1 1 2 2 3
relationship (hours) 2 2 2
1. a. Positive b. Undefined c. Negative 55 100 145 190 235 280 325
−2
d. Positive e. Zero f. Negative Cost ($)
2. a. 1 b. c. 3
1 b. y
d. 350
3
−2 −
300
1
−1
3. a. b. c. 1 250
4
Cost
200
m=1 c = −1
d.
150
m = −2 c=2
4. a. i. ii. 100
m = −3 c=0
b. i. ii. 50
m=3 c = −3
c. i. ii. 0 0.5 1.0 1.5 2.0 2.5 3.0
x
m = −3 c=6
d. i. ii. Time (hours)
m = 90; c = 55
c. Yes
e. i. ii.
f. i. m = c=4 y = 90x + 55
d.
1
C = $415
ii. e.
3
f.
5. a. C b. A
14. a. Day 8 b.
m=1 c=1 y=x+1

6. A 28
m = −4 c = −2 y = −4x − 2
7. a. i. ii. iii. 24
Height (cm)
m=2 c = −3 y = 2x − 3
b. i. ii. iii. 20
16
m=5 c=0 y = 5x
c. i. ii. iii.
12
m = −3 c=1 y = −3.5x + 1
d. i. ii. iii. 8
m = −1 c=3 y = −x + 3
e. i. ii. iii. 4
Gradient = 1; y-intercept = 3
f. i. ii. iii. 0 1 2 3 4 5 6 7
Gradient = 1; y-intercept = −4 m = 2, c = 10
8. a. Day number
Gradient = 3; y-intercept = 1 h = 2d + 10 h = 38 mm
b. c. Yes d.
Gradient = 5; y-intercept = −2
c. e. f.
d. 15. Examples include the gradient of ski slopes and road signs
warning of extremely steep hills or slopes.
e.
y−c
16. a. 48 b. 498
Gradient = 5; y-intercept = 3 17. a. m = b. y = mx + c

f.
9. a.
x
Gradient = −3; y-intercept = 4
b.
18. a. i. See the table at the foot of the page.*

c.
b. i. y = 3x + 1
ii. 31

d.
e.
ii. 31
f.
c. Once a rule is established, it is usually quicker to
10. a. D b. A
determine the y-value.
y = 2x + 4
11. a. B b. E
b. y = 3x + 10
12. a. 19. a. t 0 1 2 3
c. y = −4x + 5
C 2 8 14 20
*18ai.
x 0 1 2 3 4 5 6 7 8 9 10
y 1 4 7 10 13 16 19 22 25 28 31

b. C 3. a. y b. y
40 4 4
(6, 38) y = –x + 4
36 3 3
C = 6t + 2
32 2 2 y = –x + 2
28 1 1
Cost ($)
24
x x
20 –1 0 1 2 3 4 –1 0 1 2 3 4
–1 –1
16 –2 –2
12
c. y d. y
8 y = –x – 5
4 1 4
x 3 y = –2x + 3
0
1 2 3 4 5 6
t –5 –4 –3 –2 –1 0 1 2
–1
Time (hours) –2 1
c. i. (0, 2) –3 x
ii.The y-intercept represents the initial cost of bowling at –4 –1 0 1 2 3 4
–1
m=6
the alley, which is the shoe rental. –5 –2
C = 6t + 2
d.
4. a. b.
$32
y y
e.
b. m = −2, c = 26
3 y=x+3 6
f. 2 y=x+6 5
s = −2t + 26 d. s = 14
20. a. 18 1 4
c.
x 3
–3 –2 –1 0 1 2 3 2
–1
Exercise 12.6 Sketching linear graphs –2 1
1. a. y b. y –3
x
3 –6 –5 –4 –3 –2 –1 0 1
3 y=x+3
2 2
c. y d. y
1 y=x+1 1
2 1
x x
–3 –2 –1 0 1 2 3 –3 –2 –1 0 1 2 3 1 y=x–4 x
–1 –1 –1 0 1 2 3 4 5
–2 –2 x –1
–1 0 1 2 3 4 –2
–3 –3 –1
–2 –3
c. y d. y –3 –4 y=x–5
3 3 –4 –5
y=x–2
2 2
y=x–3
1 1 5. a. y b. y
12 4
x
–3 –2 –1 0 1 2 3 –3 –2 –1 0 1 2 3 10 2
–1 –1
–2 –2 8 x
–3 –3 y = x + 10 6 –2 0 2 4 6 8
–2
4 –4
2. a. b. 2 –6 y=x–7
y y = 2x + 2 y y = 2x – 1
3 3 x –8
–12 –8 –4 0 4
2 2 –2
1 1
c. y d. y
x x
–3 –2 –1 0 1 2 3 –3 –2 –1 0 1 2 3 3 2
–1 –1 2
–2 –2 0 x
1 y=x+1 –2 2 4 6 8
–3 –3 –2
x –4
0
c. d. –3 –2 –1 1 2 3 –6
y y = 4x – 2 y –1 y=x–8
y = 6x – 4 –2
3 2 –8
2 1 –3
1 x
–3 –2 –1 0 1 2 3
x –1
–3 –2 –1 0 1 2 3 –2
–1
–2 –3
–3 –4

6. a. y b. y c. Answers will vary. For example, 1.5 minutes might be
8 9 the amount of time that it takes a student to set up their
y=x+9
y=x+8 6 6 work and get ready.
4 3 15. a. i.
2 – y
y = − –5 x − 3
0 x 7 4
–9 –6 –3 3
0 x –3
–8 –6 –4 –2 2
–2
3 0 x
c. y d. y −– 7
4
3 2
2 y = –x – 4 1
−5 3
–
1 y = –x + 1 4 (7, −53–
4)
0 x
–4 –3 –2 –1 1 ii.
0 x –1 y
–3 –2 –1 1 2 3
–1 –2 y = − –5 x − 3
–
–2 7 4
–3
–3 –4
x
7
7. a. D b. B −1.05 − 3
–
4
y = 3(0) − 6 = −6 ⇒ (0, −6)

8. a. C b. A
b. 0 = 3x − 6
9. a.
Sample responses can be found in the worked
iii.
6 = 3x
solutions in the online resources.
2=x
b. Sample responses can be found in the worked solutions
⇒ (2, 0)
in the online resources.
c. m = = 3
6 Exercise 12.7 Solving equations graphically
x=1
10. a. y = −2x + 6 b. 3
2
x=3
1.
y = 2x + 4 3. x = −6
2.
11. a. 2 b.
12. a. − b. y = − x + q 4. x =
q q 3
p p 2
5. x = −
13. a. 1
6. x = 1
45 6
7. x = −2
40
35
30
8. a. (2, 1)
Cost ($)
25
9. a. (2, −1)
20 b. (0, 4)
b. (−2, −4)
15
10. x = 2
10
5
11. x =
0 15
12. (3, 3), (−4, 17), (17, −4)

5 10 15
$15.00
Number of rides 11
c. $2.00
b.
13. Approximately 1.5 hours
d. $25.00 14. a. y
1200
14. a. T 1100
100
1000
90
900
80
800
70
700
60
600
50
500
40 A = 17.5w + 110
400
30
300
20
200
10
100
0 5 10 15 20 Q x
$285
0 10 20 30 40 50 60 70
b. 91.5 minutes
b.

$110 4. a. i. −2 −1
−1 −2 −1
c. x 0 1 2
32 weeks
d. y 2 2
15. a. y = 3x − 1, y = 3x + 2 and y = 3x
e. 40 weeks
ii. −2 −1
16. y = −2x + 7 −6 −3 −2 −3 −6
b. They all have a gradient of 3. x 0 1 2
y
17. a.
26 b. i. y
24 3
d = 1.5t + 3.6 (2, 2)
22 2
Distance (km)
(–2, 2)
20 1 y = x2 – 2
18 x
–3 –2 –1 0 1 2 3
16
(–1, –1) –1 (1, –1)
12 –2
(0, –2)
8 –3
d = 1.8t
4
ii. y
0 2 4 6 8 10 12 14 16 18 20 1
Time (minutes) x
–3 –2 –1 0 1 2 3
b. 9 km –1 (0, –2)
–2
c. 12 min
(–1, –3) –3 (1, –3)
d. 21.6 km –4
y = –x2 – 2
–5
Exercise 12.8 Non-linear graphs (–2, –6)
–6
(2, –6)
−2 −1
1. A –7
(0, −2). One difference is the shape of the graphs; the

2. a. x 0 1 2 c. One similarity is that both graphs turn at the point
graph of y = −x2 − 2 is turned upside down (inverted)

y 5 2 1 2 5
b. y compared to the graph of y = x2 − 2.
−2 −1
7
5. i. a.
−1 −4 −5 −4 −1
6 x 0 1 2
(–2, 5) 5 (2, 5)
y
4
y = x2 + 1
3
b. y
(–1, 2) 2 (1, 2)
5
1
(0, 1) 4
x
–4 –3 –2 –1 0 1 2 3 4 3
–1 2
–2
1 y = x2 – 5
–3
–4 x
–4 –3 –2 –1 0 1 2 3 4
–5 (–2, –1) (2, –1)
–2
–6
–3
–7
(–1, –4)–4 (1, –4)
−2 −1
–5
3. a. –6 (0, –5)
−1
x 0 1 2
–7
y 3 0 0 3
ii. a. −2 −1
−3 −3
b. y x 0 1 2
5
y 0 1 0
4
3 (2, 3)
(–2, 3) 2 y = x2 – 1
1
(–1, 0) (1, 0)
x
–3 –2 –1 0 1 2 3
–1 (0, –1)

b. y b. y
7 10
6 9
5 (2, 5) 8 (2, 8)
(–2, 5) 4 7
3 6
y = x(x + 2)
2 y = 2x2 – 3 5
1 4
3 (1, 3)
x
–4 –3 –2 –1 0 1 2 3 4 2
(–1, –1) –1
–2 (1, –1)
(–2, 0) 1
(0, 0)
–3 x
(0, –3) –3 –2 –1 0 1 2 3
–4
(–1, –1)–1
−2 −1
–2
−2 −1
iii. a.
−1 −3 −1
x 0 1 2
iii. a.
−3 −4 −3
y 5 5 x 0 1 2
y 0 5
b. y
4 b. y
3 7
2 6
(0, 1)
1 5
(–1, 0) (1, 0) (2, 5)
x 4
–4 –3 –2 –1 0 1 2 3 4 3
–1 y = –x2 + 1
–2 2 y = x2 + 2x – 3
(–2, –3) (2, –3)
–3 1
(1, 0)
–4
x
–3 –2 –1 0 1 2 3
−2 −1
–1
–2
6. i. a.
−1
x 0 1 2 –3
y 11 2 2 11 (–2, –3) –4 (0, –3)
(–1, –4)
–5
b. y
7. a. y
11
(–2, 11) (2, 11) 12
10
9
10
8 (2, 10)
7
8
6 y = x2 + 3x
y = 3x2 – 1
5
6
4
3
(–4, 4) 4 (1, 4)
(–1, 2) 2 (1, 2)
1
2
x
–3 –2 –1 0 1 2 3 (–3, 0)
–1 (0, –1) (0, 0)
–2 x
–5 –4 –3 –2 –1 0 1 2 3
−2 −1
(–2, –2) –2
ii. a. (–1, –2)
−1
x 0 1 2
–4
y 0 0 3 8
expression x(x + 3), it gives x2 + 3x. This means that

b. When the Distributive Law is used to expand the
x(x + 3) and x2 + 3x are equivalent, and will produce the

same graph.
8. a. Linear graphs show a constant relationship between the
x- and y-values. As x increases, y increases or decreases
by the same amount.
b. i. Graph 2
ii. Graph 1; graph 3

9. a. Straight line 13. a. (0, 0)
b. i. Linear b. (1, 1)
y = 0; yes
ii. Linear
c. (2, 0)
y = 1; yes
d.
iii. Non-linear
y = 2; yes
e.
iv. Non-linear f.
v. Non-linear
14. a. 2.8
10. a. Non-linear b. 4.1
b. 1.6, 2.5, 3.6, 4.9 c. 1.7 m
c. y d. 3.2 m
6 e. No
a = −1, b = 4
5
y= –1 (x + 2)2 (5, 4.9) 15. (−1, 3) and (1, 3)
4 10
(4, 3.6) 16.
3
2 (3, 2.5)
Project
Option 1: $60; Option 2: $52.50; Option 3: $40
1 (2, 1.6)
Option 1: C = $60; Option 2: C = $ (30 + 0.25x)

1.
x
–1 0 1 2 3 4 5 6 2.
–1
3. See the graph at the bottom of the page.*
Graphing a very small portion of a non-linear graph can
d.
200 km, it is the least expensive, remaining at $60 for the

result in it looking linear. More of the graph needs to be 4. Option 1 starts off the most expensive but, by the end of the
11. a. y = −x + 3
drawn to see the curvature.
b. y = −x − 1
travelling 200 km, it is the most expensive at $80. Option 3’s
2 day. Option 2 looks the least expensive at the start, but after
c. y = −3x + 1
cost is $40 up to 100 km travelled, but it increases to $75 by
2
2
Option 1: $60; Option 2: $80; Option 3: $75

the end of 200 km of travel.
12. a. i. y
5.
6
Option 1: $420; Option 2: $723; Option 3: $753.20

5 6. 2052 km
4 7.
3 8. Yes
2 y = x2 + 1
9. Responses will vary depending upon student research.
1
x Exercise 12.9 Review questions
–3 –2 –1 0 1 2 3
–1 1. a. Namiko b. Rina c. No
iii. y 2. y
6 6
D
5 5
4 4 A
3 3 B
y = 4–1 x2 + 1
2 2 C
1 1
1 2 3 4 5 6 x x
–6 –5 –4 –3 –2 –1 0 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6
–1 –1
–2
b. Makes graph narrower –3
c. Makes graph wider –4
–5
–6
*3. y
100 Option 1
90 Option 2
Cost of hiring a car ($)
80 Option 3
70
60
50
40
30
20
10
0 x
20 40 60 80 100 120 140 160 180 200
Distance travelled (km)

3. y 9. a. x −2 −1 0 1 2
6
f(x) 3 4 5 6 7
5
4 b. y
3 6
2 5
E 1 y=x+5 4
F
x 3
–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 2
–1
–2 1
–3
x
H –4 –6 –5 –4 –3 –2 –1 0 1
–1
−2 −1
–5
10. a.
−10 −6 −2
G –6 x 0 1 2
4. f(x) 2 6
y
6 b. y
5 3
4 2 y = 4x – 2
3 1
2
x
1 –3 –2 –1 0 1 2 3
L –1
x –2
–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6
x=9
–1 J –3
–2
–3 K 11.
–4 12. a. y b. y
I
–5 8 3
–6 y=x+7 6 2
A (1, 3), B (5, −4), C (3, 0), D (−6, −4),

4 1
E (−5, 5), F (2, −6), G (0, −1), H (−3, −3)

5. 2
x
–3 –2 –1 0 1 2 3
x –1
6. a. b.
–8 –6 –4 –2 0 2 –2 y = 2x – 2
y y –2
5 6 –3
4 4
3 2 13. a. y b. y
2 1 4
x
1 –3 –2 –1 0 1 2 3 3 y = –2x + 4
–2 x
–1 0 1 2 3 4 5 2
x –4 –1
–3 –2 –1 0 1 2 3 –6 –2 1
–1 y = 3x – 5
–2 –8 –3 x
–4 –1 0 1 2 3 4
–10 –1
–12 –5 –2
14. Lena (it will take her 10 months, while Alex will need
7. a. Number of figure 1 2 3 15 months)
Number of squares 5 9 13 15. 1200 m
b. Number of squares = number of figure × 4 + 1

c. 81
8. a. −2 −1
−4 −3 −2 −1
x 0 1 2
y 0
b. y
3
2 y=x–2
1
x
–3 –2 –1 0 1 2 3
–1
–2
–3

16. a. x −3 −2 −1 0 1 2 3 19. a. See the table at the bottom of the page. *
b. y
y 13 8 5 4 5 8 13 125
Distance (km)
100
b. y 75
16
50
25
14
0 x
(–3, 13) (3, 13) 1 2 3 4 5
12 Time (hours)
Distance = 25 × time + 0 or d = 25t + 0 or d = 25t

c. Yes
y = x2 + 4
10 d.
e. 175 km
8
(–2, 8) (2, 8) f. 200 km
40 litres
Number of litres remaining = 60 − × distance in km
6 20. a.
(–1, 5) 20
(1, 5) b.
travelled l = 60 − k (l is the number of litres; k is the

4 3
(0, 4) 20
2 3
distance in hundreds of kilometres travelled)
2
c. 26 litres
–4 –2 0 2 4 x 3
d. 900 km
17. a. See the table at the bottom of the page.* 21. a. Yes, they could crash, as the lines are not parallel.
b. y
b. They would meet at the point (−1, 5).
210 c. By drawing the graphs of the two equations and finding
the intersection point
Height (cm)
140
70
0 x
1 2 3 4 5 6
y = 35x + 0 or y = 35x
Time (weeks)
d. Height = 700 cm
c.
18. a. See the table at the bottom of the page.*

b. y
500
400
Pay ($)
300
200
100
0 x
1 2 3 4 5 6 7 8 9 10
Number sold
P = 20n + 300
c. Yes
e. $800
d.
*17a. Time (weeks) 0 1 2 3 4 5 6

Height (cm) 0 35 70 105 140 175 210
*18a. Number sold (n) 0 1 2 3 4 5 6 7 8 9 10

Pay ($) 300 320 340 360 380 400 420 440 460 480 500
*19a. Distance (km) 0 25 50 75 100 125

Time (hours) 0 1 2 3 4 5

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Coordinates and

37°48′ 49′′ S, 144°57′ 47′′ E — this is a spherical coordinate system

Where to get help

612 Jacaranda Maths Quest 8

2. Determine the missing value in the table below.

6. MC What does y = 6x − 3 mean?

7. MC For the equation y = x + 4, the gradient and y-intercept respectively are:

TOPIC 12 Coordinates and linear graphs 613

form, and write it in the form y = mx + c.

12. MC The x- and y-intercepts, respectively, of the equation y = 4x − 12 are:

every 15 minutes of the repairer’s time.

614 Jacaranda Maths Quest 8

12.2.1 The Cartesian plane

TOPIC 12 Coordinates and linear graphs 615

d. 3 , 2 means start at the origin, move

WORKED EXAMPLE 2 Determining the coordinates of points on a Cartesian plane

Determine the Cartesian coordinates for each of the y

616 Jacaranda Maths Quest 8

Placing points in quadrants

COLLABORATIVE TASK: Creating a picture

1. Draw a Cartesian plane and create a picture of your choice on y

TOPIC 12 Coordinates and linear graphs 617

b. State the location of each point. Point A is in the second quadrant.

618 Jacaranda Maths Quest 8

c. G (−2, −3) d. H (−4, −5)

a. I (0, −3) b. J (1, −2) c. K 3, −1 d. L 4 , 0

A (2, 5), B (−3, 2), C (−1, −5), D (−2, −5)

I (24, 0), J (−1, 1), K (−7, −1), L (0, −8)

TOPIC 12 Coordinates and linear graphs 619

C. −2 on the x-axis, 0 on the y-axis. D. −2 on the y-axis, 0 on the x-axis.

E. 2 on the x-axis, 0 on the y-axis.

START (−4, 6) (−4, −6) (6, 0) (−4, 6) STOP

START (6, 2.5) (6.5, 3) (6.5, 4) (6, −4) (4, 3) STOP

620 Jacaranda Maths Quest 8

Identify which of the following statements are true.

Identify which of the following statements are true.

(1, ___), (2, ___), (___ , 3), (___ , 4)

b. On this line, when x = , what does y equal?

(–1, ___), (–2, ___), (___ , –3), (___ , –4)

TOPIC 12 Coordinates and linear graphs 621

23. Consider the square ABCD shown. y

12.3 Linear patterns

12.3.1 Plotting points from a table of values

Position in the pattern (x) 1 2 3 4 …

622 Jacaranda Maths Quest 8

12.3.2 Straight-line patterns

TOPIC 12 Coordinates and linear graphs 623

WORKED EXAMPLE 5 Plotting a set of points

( −2, 1), ( −1, 2), (0, 3), (1, 4) and (2, 5)

b. Comment on any pattern formed.

The lowest value for the x-axis is −2; the highest is 2.

WORKED EXAMPLE 6 Plotting a set of points

a. Plot the points in the following table on a Cartesian plane.

624 Jacaranda Maths Quest 8

The lowest value for the x-axis is −4; the highest is 1.

The lowest value for the y-axis is −2; the highest is 3.

Exercise 12.3 Linear patterns

PRACTISE CONSOLIDATE MASTER

TOPIC 12 Coordinates and linear graphs 625

(1, _), (2, _), (_ , 3), (_ , 4)

(–1, _), (–2, _), (_ , –3), (_ , –4)