CHAPTER 6 Linear Functions and Graphs ‘What do our NRIC numbers, car plate numbers, vending machines, calculators, and keyboards have in common? Allof them show a relation between an input and a unique corresponding output. This special relation is known as a function, an important concept in mathematics. In 1673, the famous mathematician Leibniz used the word “function” to represent any quantity varying from point to point of a curve, and eventually used it to represent quantities that depend on a variable. However, it was the invention of the Cartesian coordinate system in the 17® century by René Descartes that pushed the boundaries of mathematics by connecting geometry to algebra, and placed functions at the heart of mathematics. In this chapter, we will be introduced to the concept of function, learn about the connections between geometry and algebra (enabled by the Cartesian coordinate system), and explore one of the simplest geometry objects — the straight line. Learning Outcomes What will we learn in this chapter? -wi linear functions and graphs are + How to plot points on graph paper and draw the graph of a linear function + How to find the gradient of a straight line and state its y-intercept + Why linear functions and graphs have useful applications in real-world contexts >Introduct ry Loire) dla) In this two-player battleship game, each player isto place five ships on a square grid, as shown in Fig, 6.1, without Jetting his/her opponent see the grid. Players will then take turns to call out a square on the grid. Part ofa ship is hit when a square that it occupies is called out. Otherwise, it will be a miss. The objective is to sink all the ships on your ‘opponent’ board, Self Opponent Follow the instructions below. ‘A. On the grid labelled ‘Self; arrange the following five ships, where each [J occupies one square grid: + Anaircraft carrier [2 BIB + A battleship (9)[) (0 + A cruiser [RRB «A destroyer Il "The ships must be placed horizontally or vertically; none of the ships can be placed diagonally. Note that players are not allowed to see each other’ grid. ‘Take turns to try to sink your opponent’ ships. A ship is sunk when all the spaces it occupies have been called out C. A player wins the game when all his/her opponent’ ships have been sunk 1. What did you have to do to the grids in Fig. 6. in order to play the game? 2. Think of a way to uniquely locate any square on the grid. 3. How many ways can you think of? Which is better? What makes you say that? In this chapter, we will earn about a system to locate the position of a point om a plane, I ‘A plane ia fat wo-dimes and to describe a line on a plane using the equation of a function. surface, Ithasallength and a E ig mea breadth, but no thickness 142 rTERS 1 Functions andCartesian coordinates From the Introductory Problem, we gain two important insights. Kumar an Cartesian coordinate system 2 shows the same square grid used in the Introductory Problem. The columns and rows are now numbered from 1 to 7 in relation to the reference point O. 1, Square Pis located along Column 2 and Row 4, so we label its position 7 as(2,4). 6 t alm ‘Why must we use two numbers to label the square P? Is one number al sufficient to describe the exact position of P? Expl are ss seein eet Neotel re reat ore | as(4,2) at tt ft fat ft Is the order in which the two numbers are written important? Do (2, 4) 2 Q and (4, 2) indicate the same position? Explain. 1 | 3.. ‘The pair of numbers (2, 4) is called an ordered pair, Why do you think it 01234567 is called an ordered pair? Column 4. Label the positions of the squares R and S. Fig. 62 5. The position of square Tis (3,5). Label T in Fig. 6.2. 6. What other examples in real-world contexts use ordered pairs to pinpoint a location? How can we make use ofthe above concept to locate the positon of any point on a plane? Fig. 6.3 shows the same square grid with green horizontal and vertical lines drawn through the centres of the boxes. We indicate each point il by marking out the centre of each of the squares P, Q, R and S with a cross. 5 T Row 4 oo 3 1 . fog 1 Oo123 4567 Column Fig. 6.3 sphs CHAPTERS 9 43, ;‘We can now extend this system to locate any point on a given plane. Fig. 64 shows a Cartesian plane consisting of two number lines intersecting at right angles at the reference point O, called the origin, The horizontal and vertical axes are called the x-axis and the y-axis respectively. coordinate system opened a new ‘way to communicate the location ‘of points — the building blocks cof other geometric objects — and represent relationships between quantities using a simple diagram. As many of these relationships can be represented using algebraic ‘expressions, the use of Cartesian coordinates made it posible to build connections between algebra and geometry. Fig. 6.4 ‘The position of any point in the plane can be determined by its distance from each of the axes. In Fig. 6.4, the point A is 2 units to the right of the y-axis and 3 units above the x-axis, Thus its position is given by the ordered pair (2, 3). ‘We can also say that the point A is 2 units from the origin along the positive x-axis and 3 units from the origin along the positive y-axis. This is why we call 2 the x-coordinate of A and 3 the y-coordinate of A. Together, (2, 3) are called the coordinates of A. ints pe Similarly the position of the point Bis given by the coordinates (-4, ~1) since B is 4 units to the left of the y-axis and 1 unit below the x-axis. We can also say that the point B is 4 units from the origin along the negative x-axis and 1 rom the origin along the negative y-avis. 1. Explain why the position of the point C is given by the coordinates (-1, 2). 2. Describe how you would find the coordinates of the point D. 3. What are the coordinates of the origin 0? Why? 4, What is the difference between the two terms ‘ordered pair’ and ‘coordinates’? The coordinate system described above was invented by René Des (1596-1650) when he apparently tried to outline the path of a fly crawling along crisscrossed beams on the eiling while he lay on his bed. This is why itis called the Pte occas ‘We have now learnt how to use the Cartesian coordinate system to locate any point on a plane. A Cartesian plane consists of two axes, the x-axis and the y-axis, intersecting at right angles at the origin (0, 0). The position of point P on a Cartesian plane can be described by an ordered pair (x,y). ‘144 CHAPTER 6 5 FunctPERENEIIN actc porns racy ora. ae Similar and page 144. Further Questions 2) and $(3, -1) on the Cartesian plane in Fig. 6.4 0n 1. What have I previously learnt about number lines that could have helped me learn the coordinate system? 2. Given a point with coordinates (1, 2), how can I remember which value refers to the x-coordinate and to the y-coordinate? Functions In the previous section, we have learnt how to use the coordinates (x, y) to describe the position of a point in a plane. In this section, we will study the relationship between the two variables x and y. Function machine Let us explore the relationship between two quantities or variables x and y: The relationship is called a funetion and can be thought of as a function machine. A function machine follows a rule to perform an operation on an input x to obtain an output y. Part 1 Fig. 6.5 shows a function machine where the rule of the function is to ‘add 3°to any We can representa function integer input x to produce an integer output y. sing words esd 3, Inputx—> || —> Output y Fig. 6.5 For example, if we input x = 2, the output will be y= 2 +3 =5. =a 1. Write down an equation to show the relationship between the input x and the We can representa function enRtaae using an equation 2. Write down the output y for each of the following inputs x. (a) Input.x=4— Output y= (b) Input x=-7 > Output y= > sphs CHAPTERS gs ;3. Write down the input x for each of the following outputs y. (a) Inputx= > Output y=9 (b) Inputx= + Output y=0 4, The above data can be represented by Table 6.1. Copy and complete the table. | ‘We an represent a function using table. 7 2|4 ols 9 Table 6.1 5, Fig. 6.6 shows the point (2, 5) plotted on a graph paper. Plot the rest of the points based on Table 6.1 Do not connect the points because the specified inputs for this function are integers. 4 Bet { t Fig. 6.6 6. Based on Table 6.1 and Fig. 66, state the number of outputs y for each input x. Part2 ‘Now, consider the function where the rule is ‘add 3° again, but this time, instead of integers, the input x and the ‘output y can be any real number. 7. Isthis new function the same function as the function in Part 1? Why or why not? ‘146 CHAPTER 6 1 Functions and Graphs8. Isthe equation of this new function the same as the equation of the function in Part 1? Explain, 9. How will the graph of this new function look like? Explain, Part 3 Fig. 6.7 shows another function machine where the rule of the function is to ‘multiply by (-2)’ to any integer input x before ‘subtracting 1” from the result, to produce an integer output y. —> Output y Fig. 6.7 For example, if we input x = 3, the output will be y= 3 x (-2) ~ 1 10. Representation of a function using an equation Write down the equation of the function: y= 11. Representation ofa function using a table: Copy and complete Table 6.2 to show the corresponding output values for the input values. zi 2[3 ofa Table 6.2 12, Representation of a function using a graph In Fig. 68, the point (3, ~7) is shown. Plot the rest of the points based on Table 6.2. f A I pe ROE pe : 44 t Ser eee! fran inactive uncon Nachle ‘where you can key in an input i eee ree eee | x cite efthe tot Fig. 6.8 13, Based on Table 6.2 and Fig. 6.8, state the number of output(s) y for each input x. sphs CHAPTERS 4 47 :From the Investigation on pages 145-147, we observe the following: | “The word graph could mean the entire graph paper including the axes, ori could just mean the graph ofthe function, eg, the straight line y= +3, It is important to specify the input x to completely describe a function. Different inputs produce different graphs, even if the functions are the same. When the inputs are only integers, the graph will consist of discrete points. When the inputs can be any real number, the graph will consist of a straight line, which we will explore further in the next section, When the inputs are not specified (e.g. as integers only), we can assume that they can be any real number. 1. An input value of x= 4 has two output values y = 2 and y eshte. Is the relationship between x and ya function? Explain, arey bee. Pere ee nearest ae Is the relationship between x and ya function? Explain. 3. An input value of x= 4 has an output value of y = 16. Another input value of x = ~4 has the same output value of y = 16, Tea bags ‘Tea leaves Is the relationship between x and y a function? Explai $2 per box $2 per kg 4, Fig. 6.9 shows two advertisements. Fig. 6.9 Match each of the graphs below to each advertisement. Explain your choice. Cost f Cost os F Eee : + x f t | | Aer He x E + f t eo t Te a - f t HEHE | na EE | Amount t | 1 > Amount | oftea of tea EEE EEE Pert Graph A Graph B ‘148 CHAPTER 6 inear Functions and GraGSTS) 1. The equation ofa function is y = 2x - 3. Find ou (i) the value of y when Further Questions Gil) the value of x when y The equation ofa functio (i) the value of y when x (ii) the value of x when y = 1, Based on my understanding, (@)_ what isa function? (b)_ what does a graph of a function represent? 2. What have I learnt in this section that I am still unclear off Exercise | @ Write down the coordinates of each point shown in the figure. A att : Fo @ Plot the points P(2, 5), Q(1, 2), R(-2, -1), $(6, -2), T(3, -2) and U(-1, 2) on the Cartesian plane in Question 1. > Pu ee ahs CHAPTERS. 4Q :Exercise e@ “The equation of a function is y = 4x +5. Find the value of y when. @ x=3, (i) x=-2, The equation of a function is y = 25 ~ 3x. Find the value of x when @ y=3, (i) y=-5, | 5) Plot each set ofthe given points on the Cartesian plane below: Join the point (in order) with straight lines and identify each geometrical shape obtained. (a) (6,4), ), (-6, -4), (6, -4) (b) (0,4), (-5,0), (0,4), (©) (0,0), (0,4), (4,2) (4) (1,0), (0, 3), (-1, 4), (~5, -2) (e) (5,2), (-1, 3), (1, ~3), (5, -2) 4 +—+ +—+ tex ett ee ttre rt 4 6 THT £150 CHAPTER 6Exercise I ‘The vertices of a right-angled triangle are A(1, 0), B(7, 0) and C(1, 6). Plot the points A, B and Con the Cartesian plane below. Hence, find the area of AABC, i pe + Plot each of the following points on the Cartesian plane in Question 6, 3-5), 2,-3), (1), @, Ds 1,3), 2,5), 3,7) Do you notice that the points lie in a special pattern? Describe the pattern. & ‘The equation of a function is. 21g pxtg: Find (a) the value of y when @ x=-3, (i) x (b)_ the value of x when 1 (i) y= @ y Two of the vertices of a triangle ABC are A(|, 1) and B(5, 5). The area of AABC is 12 units? and the y-coordinate of the point Cis 1. By plotting the points A and B on the Cartesian plane in Question 6, determine the possible a-coordinates of C. “UU ee {near Functions and Graphs cuapteRs yy :ATT eal) A. Graph of linear function In the previous section, we have seen how we can represent a function by drawing its graph. In this section, we will learn how to draw the graph of a linear function given its equation. Drawing graph of linear function (8 Ona sheet of graph paper, using a scale of 2 cm to represent I unit on the x-axis and cm to represent 1 unit on the y-axis, draw the graph of the function y= 2x for values of x from 0 to 4. (ii) The point (3, p) lies on the graph in part (i) Find the value of p. "Solution ° o[2[4 Poa er 0 4:8 for x and y. We need to plot a een eens endpoints since we need to plot eae Eee Pea plotting only 2 points, but we “use the 3° point to check for a Graph “The table of values ls us that the ange of values is Oto for the atis,and Ot 8 for the {axis Usea pencil to draw the aes with these values a the fend, forthe given cles, Plot the3 points and draw a straight lin pssng through all the 3 points the ine mst end at ‘the two endpoints of the given range of values of Label the line with the equation y= 25 (ii) From the graph in part (i), when x=3, p= y=6. 1. (Ona sheet of graph paper, using a scale of 1 em to represent I unit on the x-axis and Z |cm to represent 1 unit on the y-axis, draw the graph of the function y = 2x + 1 for remem values of x from 0 to 4. poe ii)_‘The point (q, 6) lies on the graph in part (). Find the value of q. 2. Ona sheet of graph paper, using a scale of 2 cm to represent 1 unit on the x-axis and 1 em to represent 2 units on the y-axis, draw the graphs of the functions y = 6x and y = 2.~ 4x for values of x from -2 to 2. 152. TRS Linear Functions and GraphsClass rey yee rete) |_StaPhs of linear functions 1, Li Ting says that the straight line in Worked Example 1 consists of only 3 points. Do you agree? Explain. 2, ‘The coordinates of the points A and B are (1, 2) and (3, 7) respectively. How do you determine whether these two points lie on the straight line in Worked Example 12, 3. The line drawn in Worked Example 1 is said to be the graph of the linear function y = 2x because the graph is a straight line. Nadia says that the graphs of the functions y = x +3 and y= -2x~ 1 are linear. Do you agree with her? Explain your answer. B. Equation of straight line From the above Class Discussion, we see that the equation ofa straight line can be written in the form y= mx +6 where m and ¢ are constants. What happens to the line if we change the value of m and of c? Equation of straight line Let us find out how the graph ofa straight line in the form y= mx + c changes when either m or cvaries. Go to wwwsl-education.com/tms1A/pgl53 or scan the QR code on the right and open the spreadsheet “Equation of a straigh Fig. 6.10 1, Change the value of c from -4 to 4 by moving the slider. What happens to the line? State the coordinates of the point where the line cuts the y-axis. 2. Change the value of m from 0 to 4 using the slider. What happens to the line? 3. Change the value of m from 0 to ~4 using the slider. What happens to the line? 4, What is the difference between a Line with a positive value for m and a line with a negative value for m? From the above Investigation, we observe that the value of ¢ corresponds to where the line cuts the y-axis. In fact, the value of cis the y-coordinate of the point of intersection of the line with the y-axis, so cis called the y-intercept. ‘We also see that the slope of the line changes when we change the value of m. mis the gradient, which is a measure ofthe slope of the line. sphs CHAPTERS 453 ;Equation of straight line (a) ‘The equation of a straight line is y = 2x ~ 1. State its gradient and y-intercept. (b) A line has gradient —3 and y-intercept 4. State its equation. en) ei SB “Solution (a) Line: y=2x-1 Gradient = 2; y-intercept = (b) ‘The equation of the straight line is y= 3x + 4. tercept of each of the foll ey pee) (@) y=4e-3 (b) y=-x47 (© y= Creer ey @ y= 16-05x (e) y=6x () y= 2, State the equation of each of the following lines given its gradient and y-intercept. (@) gradient = 3; y-intercept = 5 (b) gradient 2 3 0 y-intercept = -2 (© gradient = 1; y-intercept = (d) gradient = -1; y-intercept = 7.69 (©) gradi + y-intercept = (6) gradient intercept = C. Calculation of gradient of straight line In this section, we will learn how to calculate the gradient ofa straight line by looking at its graph. From the Investigation on page 153, we have discovered that the gradient of a line can be positive or negative. slope slope upwards from downwards from left to right left to right {In Fig. 6.11(a, the line slopes lvwivards froma eight to let butits gradient is postive. Thus (a) Positive gradient (b) Negative gradient itisimportant to specify from J left tori Fig. 6.11 si | “The absolute value of number westigatic wi azul ent xisthe non-negative value of x, ‘The Investigation on page 153 also showed us that as the absolute value of the gradient ene ‘m increases, the steepness ofthe line increases. For example, line with a gradient of 3 “=u is steeper than a line with a gradient of 2 since 3 > 2; and a line with a gradient of -3 is, also steeper than a line with a gradient of -2 (comparing absolute values, 3 > 2). TW insist oay tht ase atadient m increases, the Secpness ofthe line increases because when m is negative, eg. when m increases from 2, the steepness ofthe line actually decreases. i 154 HrrERS Jnear Functions and Graphsferns es, . ie es Tyee tecten Gradient of straight tine 1. Both graphs in Fig. 6.12 below show the graph of y = 2x. Why do they look different? FE i Graph A Fig. 6.12 2. Which of the two lines is steeper or has the larger gradient? Explain. 3. What does a gradient of 2 mean in both graphs, i. how do you find the gradient of the line in both graphs? From the above Class Discussion, we learn that the use of different scales for both axes in Graph B will change how the graph looks. Hence, the gradient of the line in Graph B might not appear to be 2, as expected. The use of different scales also makes, Jfdifficalto-compare thelr sieepine «alled ahomogeneous coordinate it difficult to compare their steepness. ee Graph B uses diferent scales for the axes this is called anon: homogeneous coordinate sytem. incar Functions and Graphs CHAPTER 6 155 }Regardless of the scales used, we can still calculate the gradient of the ine by looking. at its graph. The gradient of both graphs in the Class Discussion on page 155 should be 2, as indicated in the equation of the line y = 2x. This means that for every 1 unit of "Gradient isa measure of the horizontal change, the vertical change is 2 units (see Fig. 6.13 below). Therefore, when _ steepness of slope, which eater ‘measuring the horizontal change in Graph B, we do not use the actual length of 2cm. — Silepeisundtocomper the Instead, we use the units indicated on the scale, ie. 1 unit. seepness of two oF more slopes. “Hlre, we use a rato to measure ‘ steepness. Hence it has no i i =m ‘Other measures ofthe steepness ‘ofa slope include the angle of inclination between the slope and the horizontal line. J _/ puns Tunit shortramtal chomee a ‘ me Graph A Graph B Fig. 6.13 “Thus, the definition of gradient is: - 156 “rrRS Linear Functions and GraphsFinding gradients of straight lines Watt Find the gradient of each of the following lines. Example o w a) A x Fa k La) I f iE HH Het Be eae ae a4 I | FH i f + me be FORA ofa { t *Solution @ y f Vertical change ‘Choose two points onthe line * (or tise) ‘with coordinates that can be 4 | _‘ fead easily (A and B). Then draw dotted lines to form the t right-angld triangle ABC. To ; find the vertical change, we 6 Horizontal change Bil she venta change we (or run) eae netater tae s+ from 1 t07. Silay, forthe horizontal change. ahs corms 157 |Vertical change HH (ernie) ‘Choose two points on the line =-6 ‘with coordinates that can be i ead easly (Pand Q). Because “|| Horizontal change _theline slopes downwards from (or run) eft to right, the vertical change =4 {is negative. Thus vertical change . = ~6. Using this method the gradient = SS© horizontal change will always TUN be postiveas it goes from let wot ‘to right. To find the horizontal “a change, we can stil count the "3 umber of units from Oto 4 = =F (otic diference in sale for aut). ft HEHE d i Het be FES | ‘i 15g nes Linear Functions and GraphsConsider the points D(1, 4) and E(1.5, 5.5) on the lin 1, Find the gradient of DE, 2. Isgradient of DE = gradient of AB? Explain. 3. Can you choose any two points on a line to find its gradient? Why or why not? in Worked Example 3(a) on page 157. From the above Thinking Time, we observe that we can choose any two points on a line to find its gradient because the gradient of a straight line is a constant. However, wwe should still choose the points with coordinates that can be easily read. Linear Functions and Graphs cuarreRs 5gD. Sense of magnitude of gradient How steep isa line with gradient 1? Let us discuss this using real-life examples of a straight road. Straight lines can be used to model slopes of straight roads in real lif, P yanctigns and Models ‘where a straight road (from the side view) can be seen asa straight line, This can then Functions are important 1 because they can be used bbe modelled using a linear function. aaa oar situation. In Section 64, we will examine some real-world situations that linear funetions can be used to model o eee Sense of magnitude of steepness Ee Pieces S es Look at the roads around you, Some roads are steeper than others and hence more difficult to walk up. 1. Can the gradient of a road be negative? 2. () How steep isa road with a gradient of 1? Fig. 6.14 shows aline with a gradient angle of of 1. Measure the angle of inclination between the line and the horizontal inclination dotted line. How steep is a road with a gradient of 2? Draw a line with a gradient of 2 labelling the vertical change and horizontal change clearly. ‘Measure the angle of inclination. i) Repeat Question 2(i) fora road witha gradient of 3. (i) Doyou considera road with a gradient of 1 steep oF gentle? Are the gradients of most roads in Singapore greater than or less than 1? Do you consider road with a gradient of 4 steep or gentle? Are the gradients of most roads i ingapore greater than or less than 3 2 4, The Guinness World Records states that the steepest road in the world is Baldwin Street in the city of Dunedin in New Zealand. The gradient of the road at its steepest portion is about 0.35. With reference to the steepest road in the world, do you think the gradients of most roads in Singapore are 1 greater than or less than >? E. Horizontal line Gradient of horizontal line Fig. 6.15 shows a horizontal line. A(-3,2) 160 “Pree Functions and Graphs1, There are 4 points on the lin ‘The coordinates of A and Care given, Write down the coordinates of B and D. 2. (i) In the line segment AC, vertical change (rise) = and horizontal change (run) = (i) In the line segment BD, vertical change (rise) = and horizontal change (run) = 3. What can you conclude about the gradient of a horizontal line? From the above Investigation, we learn that the gradient of a horizontal line is 0 because the vertical change (rise) is always 0 for any horizontal change (run), ie. horizontal line has no slope. F. Vertical line Gradient of vertical line Fig. 6.16 shows a vertical line. (i) Inthe line segment PR, vertical change (rise) = and horizontal change (run) = a preter Exercise 6B 3. What can you conclude about the gradient ofa vertical line? Question: (i) In the line segment QS, vertical change (rise) and horizontal change (run) = From the above Investigation, we learn that the gradient of a vertical line is undefined because the horizontal change (run) is always 0. In other words, a vertical line is so steep that we cannot specify a value for its gradient. : CHAPTER 6Exercise mw @ (Ona sheet of graph paper, using a scale of ® Given that the equation of the line representing, (@)_ gradient = -1; y-intercep' (e) gradient = -2 (f) gradient = 0; y-intercept = emo represent | unit on the x-axis and cach of the following linear graphs i in the form em to represent 1 unit on the y-axis, draw y= mx, find the gradient m and state the c: the graph of each of the following functions yeimtercept c. for values of «from 0 0 4. @ ce () y=2r48 (hb) y=2042 HEHEHE (© y=2x-3 @ y=2x-6 i ce (ii) What do you notice about the ines you have HeEeet - drawn in part (i)? ce oH On a sheet of graph paper, using a seale of ce 1 em to represent 1 unit on the x-axis and cm to represent 2 units on the y-axis, draw ce the graph of each of the following functions for values of « from_—4 to 4, xc (@) y=3x47 (© y=3x-3 oy c: (ii) What do you notice about the lines you have 7 drawn in part (? 3 c | @ © Onasheet of graph paper, using a scale of ce | emo represent 1 unit on the x-axis and 7 1 cm to represent 2 units on the y-axis, draw ce: the graph of each ofthe following functions for values of x from ~4 to 4, PEE Cc (@) y=-2ee5 (b) y=-2e03 site ~ ( y=-2e-4 @) y=-2x-7 cK: (ii) What do you notice about the lines you have drawn in part ()? cc @ Siate tne gradient and y-intercept of each ofthe © i cK following lines (a) y=3r+7 He - ce (© y=6r46 c (©) y=02s ( y=- ae c @ uate the equation of each of the following lines given its gradient and y-intercept. cK (@) gradient = 2;y-intercept = 4 (b) gradient = -2; y-intercept = -4 7 ‘ t t aaa ce (6) gradient = 1; y-intercept = EEE c: 162 “HAPERSnt (f) (h) 5 Exercise wm y 4 0) y ih EL EEE 0 4 q @ © () AAA AAAAAAAA AAA mS 163 |Exercise mw ine 2 ¥ Line} Wri Bo (ii) ite down the gradient of each of the given lines. Ona sheet of graph paper, using a scale of, cm to represent 1 unit on the x-axis and L.cmto represent 2 units on the y-axis, draw the graph of each of the following functions for values of x from -4 to 4. (@) y=-4+8 b) y (© y=-4r-3 @) y Write down another set of four linear functions whose graphs are parallel to each other. Ona sheet of graph paper, using a scale of 2m to represent I unit on the x-axis and. Lem to represent | unit on the y-axis, draw the graph of the function y= 6 ~ 3x for values of x from -3 to 3. ‘The points (a, 0), (-2, 6) and (¢, 1.5) lie on the graph in (i). Find the values of a, band c 10, On a sheet of graph paper, using a scale of 2m to represent 1 unit on the x-axis and 1 cm to represent “Ty the figure shows five line segments LLine 5 mx (i) Find the gradient of each of the line segments. (ii) Find the equations of Lines 1, 3 and 4. e@ In the figure, Line | is parallel to the x-axis and Line 3 is parallel to the y-axis, Line 2 is parallel to Line 5 and Line 4 is parallel to Line 6. If the gradients of Line 5 and Line 6 are -3 and 4 respectively, write down the gradients of Line 1, Line 2, Line 3 and Line 4 a Line 1 Line 6 Line 5 THT 1 unit on the y-axis, draw the graphs of the functions y = 2x + 4 and y= 2 ~ 3x for values of x from -2 to 2. S64 coresApplications of linear graphs in ike Wola Reel kody Linear functions and graphs are used in many daily situations. In this section, we will examine how linear functions can be used to model some real-world situations. Sense of magnitude of steepness Which graph in Fig, 6.17 best represents the height of a school flag during the flag raising ceremony? Height Height Time Time Graph A Graph B Fig. 6.17 In Fig, 6.17, the vertical line in Graph A might look like a flagpole but itis riot the correct answer. A graph is not a visual representation ofa situation or phenomenon but an abstract representation of the relationship between two variables. Therefore, the correct answer is Graph B, which shows that the height of the flag increases as time increases, and plateaus when it reaches the maximum height. Taxi fare ‘The flag-down fare of a taxi is $3. (Given that a passenger is charged $0.50 for each kilometre the taxi travels, find the >» 4 amount of money the passenger has to pay ifthe taxi covers a distance of (a) 2km, (b) 6km, (© 10km. (Gi) Given that $y represents the amount of money a passenger has to pay ifthe taxi travels axkm, copy and complete the table. a , (iii) On a sheet of graph paper, using a scale of 1 cm to represent 2 km on the horizontal axis and 1 cm to represent $1 on the vertical axis, plot the pairs of values of (x, y). Nc) ee 10 (iv) Write down the equation of the straight line, (v) How much does a passenger have to pay for a taxi ride of (a) 8km, (b) 17km? sphs CHAPTERS 9 65 ;“Solution @ @ Cost for 2km. (b) Cost for 6 km = $3 +2x $0.50 = $3 46% $0.50 = 86 (iv) From the graph, gradient = > -+ the equation of the straight line ™ @ () 166 EH Ft BT 10° 2 yrintercept = 3 ‘Method 1: Cost for 8 km = $3 + 8 x $0.50 =87 ‘Method 2: Substitute x= 8 into y= ates ©. the cost for 8 km is $7. Method 3: From the graph, when x «=. the cost for 8 km is $7. Method 1: Cost for 17 km. Method 2: Substitute x= 17 into y= 2x43: 1 «the cost for 17 km is $11.50. (©) Cost for 10 km = $3 +10 x $0.50 =$8 | How are Methods land 2 12 Which method do you | For(b), wecannot use Method 3 like in (a), asthe graph is plotted for values oF pa monthly. raselesna dial (i) Given that a customer is charged $12 for every GB of data used that exceeds 2 GB, find the amount that a customer will be charged if he uses a monthly data of (a) 3GB, (b) 5GB, (© 8GB. (ii) Given that Sy represents the amount a customer is charged if he uses x GB of data, copy and complete the table. BE (iii) On a sheet of graph paper, using.a scale of 2 cm to represent 1 GB on the horizontal axis, and 1 cm to represent $5 on the vertical axis, plot the pairs of values of (x,y. (iv) Write down the equation of the straight line for x > 2. (v) How much will a customer be charged if he uses a monthly data of (a) 768, (b) 13 GB? Distance-time graph ‘The travel graph shows a journey taken by a cyclist. He started his 50-km journey at (0800 hours. At 0900 hours, he spent half an hour replacing a punctured tyre. He then >» 5 continued his journey and reached his destination at 1130 hours. Nac] er (i) How far did the cyclist travel before his bicycle tyre was punctured? (ii) Find the gradient of each of the following line segments, stating clearly what each, gradient represents. (a) OA (b) AB () BC Distance Ere eeeeree reel travelled (km) pater amet ei 4 ‘ase, the model isa simplification pert EEE ~ ofthe situation because in realy Of and BC may not be Hae nea Can you expan wh Bae wot ora t +> Hus) 0800 0830. 091 L5p0, 10001030111 1130 “Solution @ 20km = 20 kam Tia pacied ort iesine (i) (@) Gradient of 04 = 22" tee ae _ ‘measure of the speed ofthe =20km/h abject. Note that inthis contest, ‘This means that the average speed of the cyclist from the gradient hasa unit of Oto A was 20 km/h, sues sphs CHAPTERS 4 67 :(6) Gradient of AB=0. ‘This means that the average speed of the cyclist from A to B was 0 km/h, ie. he was stationary. _30km (©) Gradient of BC = 95 = 15 km/h ‘This means that the average speed of the cyclist from B to C was 15 km/h. A technician in a computer firm drove from his workshop to repair a customer's computer. ee] On his way back, he stopped to repair another customer's computer. The distance-time graph ele shows his entire journey. Exercise 6 Ol ap20jo ao go (minutes) (i) How long did he take to repair each computer? )) How far from his workshop was his first customer? (iii) Find the gradient of each of the following line segments, stating clearly what each gradient represents. (@) 0A (b) AB (Bc @ cD (e) DE 6g mre Linear Functions and GraphsExercise I An online retailer charges a basic service fee of $3 (ili) On a sheet of graph paper, using a scale of for any purchases made, 2.cm to represent 1 kg on the horizontal axis (i) A fee of $2 per kg is charged for the delivery and 1 cm to represent $1 on the vertical axis, of packages. Find the amount a customer will plot the pairs of values of (x,y). have to pay if the package weighs (iv) Write down the equation of the straight line. © 05ky 0) sie Oe (¥) How much will a customer have to pay for a (ii) Given that Sy represents the amount a customer package that weighs pays fora package that weighs x kg, copy and (a) 75kg, (b) 185 kg? complete the table. else @® Tre graph shows the distance, D km, travelled for every Pitre of petrol used. Distance travelled (D km) 50 t bo + 6 Petrol used (Plitres) Use the graph to find (i) how far the car can travel ifit has (a). 2litres of petrol, (b)_ 5.2litres of petrol, (Gi) the cost of petrol required to travel 30 km, given that 1 litre of petrol costs $1.40. > “UU ee aphs CHAPTERS 4 GQ :Exercise Devi works for a customisable T-shirt printing shop and is tasked to plot a graph that displays the cost of printing T-shirts so that the shop can plan the charges for their services. Cost ($C) ‘Number of. ‘T-shirts (NV) ert ptt 1 10 a 30 4k 0) ao a (Copy and complete the table. BE 10 30 0 (ii) Devi notices that the cost per T-shirt decreases when more T-shirts are printed and is puzzled by the observation from the graph that ‘0 T-shirts cost $50. Provide a possible explanation to this problem. (iii) Find the cost of printing 68 T-shirts. (iv) A charitable organisation has a budget of $410 to print ‘T-shirts for a charity event. How should Devi advise on the number of T-shirts that she can print for them? THT £170 CHAPTER 6 inear FunctExercise e@ “The graph shows Kumar's journey when he visited a friend in Town C. During the journey, he stopped for breakfast ata cafeteria, after which he continued to drive to Town C. Distance travelled (km) sot 70 ot 507 t ; Time > Gicurs} t t u 1030 1100 1180 1200 (i) Atwhat time did he leave home? (ii) How far did he travel before he reached the cafeteria? (iii) Find the gradient of each of the following line segments, stating clearly what each gradient represents. (a) OA (b) AB (© BC Lee > cuapteRs y7y :Exercise @ ‘Weiming cycled from home to a post office. On his way back, he stopped at a hawker centre to have his breakfast. The distance-time graph shows his entire journey. Distance frol q pt Ey Time 10. 0900 1000. 1100.1 our How far was the post office from Weiming's home? Find the total time he stayed at the post office and at the hawker centre. Find the gradient of each of the following line segments, stating clearly what each gradient represents. (@ 04 () BC (© DE (iv) What i his speed at the following times? (a) 0700 hours (©) 0830 hours (© 1015 hours THT £172 CHAPTER 6 inear Funct<0 00 8 y Looking a Bac ‘This chapter introduced us to an important concept in mathematics — function — which we will continue to explore, Functions describe the relationship between two or more variables and thus are often used to model many real-world situations. The uniqueness of a function's output can be illustrated by many machines, from calculators to vending machines. These machines use specific inputs to produce a corresponding output. The linear function is the simplest function in mathematics. This important function describes two variables that follow a linear (straight-line) relationship. An important measure or property of a straight line is its gradient, which is constant. It represents the rate of change of one variable over the other. These ideas are made accessible to us through the Cartesian coordinate system, which makes us of diagrams to help us visualise relationships. Just like the battleship game in the Introductory Probl. the Cartesian coordinate system helps us to make connections between. geometry and algebral WO eee i 4. Bs Cartesian coordinate system A Cartesian plane consists of two axes, the x-axis and the y-axis, intersecting at right angles at the origin (0,0). ‘The position of a point P on a Cartesian plane can be described by an ordered pair (x,y). We call x the x-coordinate of Pand y the y-coordinate of P, ie. the coordinates P are (x,y) Function A function isa relationship between two variables x and y such that every input x produces exactly one output y. ‘The input x and the output y of a function can be written as an ordered pait (x,y). A function can be represented using words, an equation, a table of values and a graph, ‘An example of a linear function is y = 2x + 3. + Give two other examples of linear functions Equation of straight line ‘The equation of a straight line is y = mx + c, where the constant m is the gradient of the line and the constant ¢ is the y-intercept. Gradient of straight line ‘The gradient of a straight line is a measure of its steepness: vertical change rise Gradient = Frizontal change °" run Ifa line slopes upwards from left to right, its gradient is positive. Ifa line slopes downwards from left to right, its gradient is negative. Positive gradient Negative gradient Distance-time graph ‘The gradient of a line in a distance-time graph is a measure of the speed of the object. + Give another real-life example of a graph of a linear function, cuarreRs 4-73 ;1. Plot each set of the given points on a sheet of graph paper. Join the points (in order) with straight lines and identify each geometrical shape obtained. (a) (-2,2),(-2, 6), (4,6), (4,2) (b) (2,2), (6,2), (2,6), (-2,2) (©) (2,-4),(8, 4), 6,8), (2,4) @ 0,7),2,7,25.40 2, The figure shows a circle. mx (a) Write down the coordinates of each of the points shown in the figure. (b)_ State the point on the circle that has (i) the same x-coordinate as E, (ii)_ the same y-coordinate as J. 3. The equation of. function is y= 4x14. Find the value of y when (@) x=12, (b) x=25, © x a 4, The equation ofa function is y = 250 ~ 20x. Find the value of x when (a) y=150, (b) y= 450, (Q y=-1150. 5. (i) Onasheet of graph paper, using a scale of 2.cm to represent I unit on the x-axis and 1 cm to represent 1 unit on the y-axis, draw the graph of the linear function y= 24.x+3 for values ofx from -3 to 3. (ii) The points (-2, a) and (b, 3) lie on the graph in part (i). Find the value of a and of b. 174 arreRe near Function6. Given that the equation of the line representing each of the following linear graphs is in the form y= mx +c find the gradient m and state the y-intercept c. @ f O) j 7. Two mobile phone companies, A and B, offer plans with a talk time rate as shown in the graph. “Charges (8) | Tae HE t B A + 3 { t + ar t Het H+ | Time He ata * (minutes) EHH pp How much does Company A charge for 20 minutes of talk time? How much does Company B charge for 50 minutes of talk time? IfRaju uses less than 30 minutes of talk time per month, which company offers him a better price? Explain your answer. (iv) Which company has a greater rate of increase in charges? Explain your answer. (v) If Albert wants to pay only $4 for a talk time plan per month, which company should he choose? Explain your answer. CHAPTERS 4-755 ;SS 8, The flag-down fare of a taxi is $m, The taxi charges $n for each kilometre it travels. Use the graph to find the value of mand of n. Charges (8) a I L { Distance ah f t t travelled (ken) ! 2 { © Priel eee ee an eet rere aera seen ieel dese ires fe peer Corea ener ttt seetira that you can ask based on the graph and provide the solutions. Distance from Greenfield Greenfield 176 rR a