Edexcel GCSE Maths - Graphs of Linear Equations (FH) PhysicsAndMathsTutor.

com

1. –2 < x ≤ 1

x is an integer.

Write down all the possible values of x.

.................................................
(Total 2 marks)

2. (a) Complete the table of values for y = 2x + 3

x –2 –1 0 1 2
y 1 3
(2)

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(b) On the grid, draw the graph of y = 2x + 3

y
10

–2 –1 O 1 2 3x
–1

–2

–3

–4
(2)

(c) Use your graph to find

(i) the value of y when x = –1.3

y = ....................

(ii) the value of x when y = 5.4

x = ....................
(2)
(Total 6 marks)

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3. (a) Complete the table of values for y = 3x + 1

x –2 –1 0 1 2 3
y –5 1
(2)

(b) On the grid, draw the graph of y = 3x + 1

10

–2 –1 O 1 2 3 x

–2

–4

–6
(2)

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(c) Use your graph to find

(i) the value of y when x = –0.8

y = .................................

(ii) the value of x when y = 8.2

x = .................................
(2)
(Total 6 marks)

4.

Diagram NOT accurately drawn

A is the point (0, 1)

B is the point (10, 6)

(a) Find the coordinates of the midpoint of AB.

(................... , ...................)
(2)

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1
The equation of the straight line through A and B is y = x+1
2

1
(b) Write down the equation of another straight line that is parallel to y = x+1
2

.........................................
(1)

(c) Write down the equation of another straight line that passes through the point (0, 1)

.........................................
(1)
(Total 4 marks)

5. (a) Complete the table of values for y = 2x − 3

x –1 0 1 2 3 4
y –3 –1
(2)

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(b) On the grid, draw the graph of y = 2x − 3

y
6

–1 O 1 2 3 4 x
–1

–2

–3

–4

–5

–6
(2)
(Total 4 marks)

6. (a) Complete the table of values for y = 2x + 1

x –2 –1 0 1 2 3
y –1 1
(2)

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(b) On the grid, draw the graph of y = 2x + 1

(2)

(c) Use your graph to find

(i) the value of y when x = –1.5

y = ..................

(ii) the value of x when y = 6

x = ..................
(2)
(Total 6 marks)

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7. (a) Complete this table of values for y = 2x – 1

x –1 0 1 2 3 4
y –1 3 5
(2)

y
8

–3 –2 –1 O 1 2 3 4 x

–2

–4

(b) On the grid, draw the graph of y = 2x – 1

(2)
(Total 4 marks)

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8. (a) Complete the table of values for y = 3x + 1

x –3 –2 –1 0 1 2

y –8 –2
(2)

(b) On the grid, draw the graph of y = 3x + 1

y
8

–3 –2 –1 O 1 2 x
–1

–2

–3

–4

–5

–6

–7

–8

–9
(2)
(Total 4 marks)

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9. (a) Complete the table of values for y = 4x – 3

x −2 −1 0 1 2 3

y −11 −3 9
(2)

(b) On the grid, draw the graph of y = 4x – 3, for values of x from –2 to 3

12

10

–2 –1 O 1 2 3 x
–2

–4

–6

–8

–10

–12
(2)
(Total 4 marks)

10. (a) Complete the table of values for y = 2x – 3

x −3 −2 −1 0 1 2 3
y −9 −5 3

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(2)

(b) On the grid, draw the graph of y = 2x – 3

–3 –2 –1 O 1 2 3 x
–1

–2

–3

–4

–5

–6

–7

–8

–9

(2)
(Total 4 marks)

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11. Find the gradient of the straight line with equation 5y = 3 – 2x.

………………………
(Total 2 marks)

12. (a) Complete the table of values for y = 3x − 2

x −3 −2 −1 0 1 2 3
y −11 −5 7
(2)

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(b) On the grid below, draw the graph of y = 3x − 2

y
12

10

–3 –2 –1 O 1 2 3 x
–2

–4

–6

–8

–10

–12
(2)
(Total 4 marks)

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13. On the grid, draw the graph of y = 2x – 3

Use values of x from x = –1 to x = 4

y
6

–2 –1 O 1 2 3 4 x
–1

–2

–3

–4

–5

–6
(Total 3 marks)

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14. A man left home at 12 noon to go for a cycle ride.

The travel graph represents part of the man’s journey.

At 12.45pm the man stopped for a rest.

(a) For how many minutes did he rest?

…………… minutes
(1)

The man stopped for another rest at 2pm.

He rested for one hour.
Then he cycled home at a steady speed. It took him 2 hours.

(b) Complete the travel graph.

(2)
(Total 3 marks)

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15. On the grid, draw the graph of y = 3x + 1

11

10

–1 O 1 2 3 x

–1

–2

–3

–4
(Total 3 marks)

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16. (a) Complete the table of values for y = 2x + 5

x –3 –2 –1 0 1 2
y 1 5
(2)

(b) On the grid, draw the graph of y = 2x + 5

y
10

–3 –2 –1 O 1 2 x
–1

–2

(2)
(Total 4 marks)

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17.
y

–2 –1 O 1 2 x
–1

–2

–3

–4

–5

–6

–7

–8

On the coordinate grid, draw the graph of y = 2x – 3

Use values of x from –2 to +2

(Total 3 marks)

18. (a) Complete the table of values for y = 3x – 1

x –2 –1 0 1 2

y –4 2
(2)

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(b) On the grid, draw the graph of y = 3x – 1

–2 –1 O 1 2 x

–1

–2

–3

–4

–5

–6

–7

–8

(2)
(Total 4 marks)

19. (a) Complete the table of values for y = 4x + 3

x −2 −1 0 1 2

y −1 11
(2)

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(b) On the grid, draw the graph of y = 4x + 3

y
12

11

10

–2 –1 O 1 2 x
–1

–2

–3

–4

–5

–6
(2)
(Total 4 marks)

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20. (a) Complete the table of values for y = 3x + 2

x –2 –1 0 1 2
y –1 5
(2)

(b) On the grid, draw the graph of y = 3x + 2

y

O x
1 2
–1

–2

–3

–4

–5
(2)
(Total 4 marks)

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21. (a) Complete the table of values for y = 4x – 3

X –1 0 1 2 3
y –3 5

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(b) On the grid, draw the graph of y = 4x – 3

y

–1 O 1 2 3 x
–1

–2

–3

–4

–5

–6

–7

(2)
(Total 4 marks)

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22. On the grid, draw the graph of y = 4x – 3

Use values of x from –1 to +3

–1 O 1 2 3 x
–1

–2

–3

–4

–5

–6

–7

(Total 3 marks)

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23. (a) Complete the table of values for x + y = 6

x 0 1 2 3 4 5

y 5 2
(2)

(b) On the grid, draw the graph of x + y = 6

y
8

O 1 2 3 4 5 6 7 8 x
(2)
(Total 4 marks)

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24. On the grid, draw the graph of x + y = 6

Use values of x from x = 0 to x = 6

y
8

O 1 2 3 4 5 6 7 8 x
(Total 3 marks)

25. (a) Complete the table of values for y = 5x + 1

x −1 0 1 2 3

y 1 16

(2)

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(b) On the grid, draw the graph of y = 5x + 1

y
18

16

14

12

10

–1 O 1 2 3 x
–2

–4

–6
(2)
(Total 4 marks)

26. (a) Complete the table of values for y = 2x – 3

x −2 −1 0 1 2 3
y −7 −3 −1 3
(2)

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(b) On the grid, draw the graph of y = 2x – 3

–3
–3 –2 –1 O 1 2 3 4 x
–1

–2

–3

–4

–5

–6

–7

–8
(2)
(Total 4 marks)

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27. Draw the graph of y = 3x – 2 for values of x from –1 to 3

y
8

–1 O 1 2 3 x
–1

–2

–3

–4

–5

–6
(Total 3 marks)

1. −1, 0, 1 2
B2 for −1, 0, 1 only
(B1 for −1, 0 or 0,1 or −1, 1 or –2, -1, 0, 1 only)
[2]

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2. (a) –1, (1), (3), 5, 7, 9 2

B2 cao
(B1 for 2 values)
(b) Graph 2
B1 ft for plotting points ± 1/2 square
B1 cao for line between x = –2 and x = 3
(c) (i) 0.4 2
B1 for 0.4 or ft from single straight line with positive gradient
(ii) 1.2
B1 for 1.2 or ft from single straight line with positive gradient
[6]

3. (a) (–5)–2, (1) 4 7 10 2

B2 cao
(B1 for at least 2 correct missing values)

(b) Graph 2
B1 ft for plotting 4 points ± 1sq
B1 cao for line between x = –2 and x = 3

(c) (i) –1.4

B1 for –1.4 or ft straight line segment with positive gradient
(±1 sq)
(ii) 2.4 2
B1 for 2.4 or ft straight line segment with positive gradient
(±1 sq)
[6]

4. (a) (5, 3½) 2

B1 for x = 5
B1 for y = 3½

(b) 1
B1 for y = ½x + k, k ≠ 1, oe

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(c) 1
B1 for y = mx + 1, m ≠ ½, oe
or x = 0
[4]

5. (a) −5 (−3) (−1) 1 3 5 2

B2 cao
(B1 for any 2 or 3 correct)
(b) Points plotted
= Line 2
B2 for line from (−1, −5) to (4, 5)
(B1 ft for plotting at least 5 “points”)
[4]

6. (a) –3 (–1) (1) 3 5 7

= –3, 3, 5, 7 2
B2 all correct
(B1 2, 3 correct)

(b) (–2, –3), (–1, –1), (0, 1), (1, 3), (2, 5), (3, 7)
line 2
B2 cao for line from x = –2 to x = 3
(B1 plotting at least 5 points crectly or single line passing
through (0, 1) or single line of gradient 2)
The six possible points are:
(–2, –3), (–1, –1), (0, 1), (1, 3), (2, 5), (3, 7)

(c) (i) –2
B1 y= –2 or ft from line segment
(ii) 2.5 2
B1 x= 2.5 or ft from line segment
[6]

7. (a) –3,…, 1,.…, …., 7 2

B2 for all values correct
(B1 for 2 values correct)

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(b) 2
B2 cao for line between x = –1 and x = 4
B1 ft for 4 points correctly plotted ± 1 (2mm sq) or for a line
with gradient 2 or for a line passing through (0, –1)
[4]

8. (a) (–8), –5, (–2), 1, 4, 7 2

B2 for all 4 values
(B1 for any 2 correct)
(b) Points + line
Correct line 2
B2 cao for correct line between x = –3 and x = 2
(B1 ft for plotting 4 points correctly or for a line with gradient 3
or for a line passing through (0, 1))
[4]

9. (a)
x −2 −1 0 1 2 3
y −11 −7 −3 1 5 9

2
B2 all 3 correct
(B1 for 1 or 2 correct)

(b) Graph 2
B2 for correct line between x = –2 and x = 3
(B1ft for plotting 5 of their points correctly or for a straight line
with gradient 4 or for a straight line passing through (0, –3))
[4]

10. −7, −3, −1, 1 4

B2 for all 4 correct
(B1 for 2 or 3 correct)
B2 for correct straight line
(B1 (ft) for all points plotted correctly)
[4]

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−2
11. oe
5
3 2
y= − x 2
5 5
−2
B1 for y = x + constant
5
−2
B1 ft for gradient “ ”
5
[2]

12. (a) −8, −2, 1, 4 2

B2 for fully correct table
(B1 for 2 or 3 correct)
(b) Correct line 2
B2 for a correct line
[B1 for correct plots from their table]
[4]

13. Straight line 3

B3 for a line through 2 or more correct points (no polygons
accepted)
(B2 for 2 or more correctly plotted points or for a line through
2 or more correct points (with extra lines/curves)
(B1 for 1 correctly plotted point or for a line through one
correct point (integer coordinates only)
Or for a line of gradient 2 or a table of values with one correct
ordered pair)
[3]

14. (a) 15 1
B1 cao for 15(± 1)
(b) 2
B1 horiz. line from (2, 20) to (3, 20)
B1 line from (3, 20) to (5, 0) or horiz. translation of it
SC: B1 for any journey ending at (5, 0)
[3]

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15. x: –1 0 1 2 3
y: –2 1 4 7 10
correct line 3
B3 for a single straight line only, passing through any 3 of the
points (–1,–2), (0,1), (1,4), (2,7), (3,10)
(B2 for 2 correct points joined with a line segment)
(B1 for 1 correct point plotted or 1 correct y-value calculated)
[sc B1 for a single line of gradient 3 if no marks awarded]
[3]

16. (a) –1, (1), 3, (5), 7, 9 2

B2 for all 4 correct
(B1 for 2 correct)

(b) correct line 2

M1 for plotting “points” (one error condoned)
A1 cao
[4]

17. 3
x –2 –1 0 1 2
y –7 –5 –3 –1 1

Straight line
M1 for one point correctly plotted or calculated or a straight
line through one correct point
M1 for 2 points correctly plotted or calculated
A1 for correct line between –2 and 2
[3]

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18. (a) –7, –1, 5 2

B2 for all values correct
(B1 for 1 or 2 values correct)
(b) Line from (–2, –7) to (2, 5) 2
B2 for straight line from (–2, –7) to (2, 5)
[B1ft for at least four “points” correctly plotted or
B1 for a single line of gradient 3 or B1 for a single line passing
through (0, –1)]
The first B1 is for plotting at least 4 of the points quoted in their
table of values. Note: Points do not have to be plotted; if the
correct straight line is drawn, B2 is awarded.
Accept a freehand drawn line if it clearly passes through the
correct points, within a tolerance of about 2 mm. Here we
really do have to apply our professional judgment.
Ignore anything drawn outside of the range (–2, –7) to (2, 5)
[4]

19. (a) –5 –1 3 7 11 2
B2 for a fully correct table
[B1 for 1 or 2 correct entries in the table]

(b) Straight line drawn from (–2, –5) to (2, 11) 2

B2 for a straight line drawn from (–2, –5) to (2, 11)
[B1 ft from (a) for at least 4 ‘correct’ plots or for a single line
of gradient 4 or for a single line passing through (0, 3)]
[4]

20. (a) –4, (–1), 2, (5), 8 2

B2 for all3 extra values correct
(B1 for 1 or 2 extra values correct)

(b) 2
B2 for correct straight line for at least –2 ≤ x ≤ 2
(B1ft for at least two “points” correctly plotted)
(SC: if no marks scored in (b) then B1 for a line of gradient 3 or
a line through (0,2))
[4]

21. (a) –7 (–3) 1 (5) 9 2

B2 for all values correct
(B1 for 1 or 2 values correct)

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(b) Line from (–1, –7) to (3, 9) 2

B2 for correct line from (–1, –7) to (3, 9)
(B1 ft for 4 of their points plotted correctly)
[SC B1 for any single line through (0, –3) or any single line of
gradient 4]
[4]

22. Points
(–1, –7), (0, –3), (1, 1), (2, 5), (3, 9)
Straight line of gradient 4 through (0, –3)
From (–1, –7)
To (3, 9) 3
B3 for correct straight line from (–1, –7) to (3, 9)
[B2 for 4 or 5 points plotted correctly or for a single line of
gradient 4 passing through (0, –3)]
[B1 for 2 or 3 points plotted correctly or for a single line of
gradient 4 or for any single line (not horizontal) through
(0, –3)]
[3]

23. (a) 6, 4, 3, 1 2
B2 for correct values in table
(B1 for any 2 correct)

(b) graph 2
B2 for correct line
(B1 for all “points” plotted correctly) or gradient –1 or y
intercept at 6
[4]

24. (0, 6), (1, 5), (2, 4), (3, 3), (4, 2), (5, 1), (6, 0)
Line 3
M1 for plotting at least two correct points (may be implied by
correct answer)
A1 for line drawn through at least two points
A1 for a line from (6, 0) to (0, 6)
(B2 for plotting three correct points /
B1 for plotting two correct points)
SC B1 for line through (0, 6) or for gradient of –1
[3]

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25. (a) –4, (1), 6, 11, (16) 2

B2
(B1 for 1 correct entry)

(b) Straight line 2

M1 for plotting at least 4 of ‘their points’ correctly
A1 for correct straight line for –1 ≤ x ≤ 3
S.C. B1 for line of gradient 5 or y-intercept 1 on y axis if M0
above
[4]

26. (a)
x −2 −1 0 1 2 3
y −7 −5 −3 −1 1 3

Table 2
B2 for 2 correct entries
(B1 for1 correct entry)

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(b)
y
6

-3 -2 -1 O 1 2 3 4 x

-2

-4

-6 2
B2 for straight line from (–2, –7) to (3, 3)
(B1 for 5 of their points correctly plotted
or single straight line passing through (0, –3) from x = –2 to +3
or for a straight line with gradient 2 from x = –2 to +3
or correct straight line that passes through 3 correct points)
[4]

27.
x –1 0 1 2 3
y –5 –2 1 4 7

Straight line 3
M2 for two correct points plotted or a correct straight line
which does not cover the range x = –1 to x = 3
(M1 for one point correctly plotted or calculated or a straight
line through one correct point)
A1 for correct line between –1 and 3
OR
M1 for line with correct gradient
M1 for line with correct y intercept
A1 for correct line between –1 and 3
[3]

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1. Mathematics A
Paper 3
Most candidates gained at least 1 mark in this question, though attempts were not quite as good
as in previous years. There was clear confusion between ≤ and <.
Paper 5
Almost all candidates gained some credit in this inequality question. The main error was the
omission of 0. Even some high-grade candidates believed that 0 was not an integer.

Mathematics B
Paper 16
The majority of candidates gained 1 mark here, usually for listing just two possible values of x.
–1, 0 and 1 were excluded in even proportion. –2 was often included and only gained a mark if
all three of the other integers were quoted.
Paper 18
This question was well done. A minority of candidates incorrectly included the value – 2 in their
answer. The value of 0 was often included but then crossed out, possibly indicating that some
candidates did not recognise that 0 is an integer.

2. Mathematics A
Paper 2
Full marks were extremely rare and this question was often not attempted. In the table, the value
of y when x = –2 proved the most troublesome, 0 or 2 often appearing. Of those candidates who
did complete the table correctly, many were unable to go on and plot the points on the grid.
Many candidates’ “graphs” consisted of a single point, usually (2, 3), presumably related to the
equation y = 2x + 3. Without a line in part (b), part (c) was inaccessible.
Paper 4
The majority of the candidates were able to evaluate the points, but there were occasionally
some errors with x = –2. Again, it was the negative coordinates which presented some problems,
but most candidates were able to draw the correct straight line. It was disappointing when
candidates realised that a straight line was required, and yet did not use a ruler to draw it.
Reading off from the scales proved difficult for a minority of candidates, who either failed to
account for the scaling, or were inaccurate in reading from one axes to another, typically by
reading off one square to the left or right of the desired point on the axes.

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Mathematics B
Paper 15
It was disappointing to see how few candidates scored any marks on this question. Even those
candidates who managed to complete the table struggled to plot their points, and very few
candidates had their points lying in a straight line. In part (a) candidates sometimes got the
positive y coordinates correct but struggled to evaluate y when x was negative. It was not
uncommon to see just one point plotted in part (b), namely the point (2, 3), possibly obtained by
interpreting the given equation of y = 2x + 3 as x = 2 and y = 3. Correct answers for part (c)
were a rare sight.
Paper 17
The table of values was generally completed accurately with mistakes, if any, being made on the
substitution of x = –2. A significant number of candidates simply wrote 0, 4, 5, 6 in the table.
In part (b) the straight line graph was usually correctly drawn and candidates dropping marks in
part (a) often were able to score one mark by plotting their points correctly.

3. Almost three quarters of candidates completed the table of values correctly. Some worked out
the y value as –4 or –3 when 1x = –1 and a common error was for the four values to be given as
-3, 3, 5 and 7. Most candidates gained one mark in part (b) for plotting their points but a
surprising number then failed to join them up. Candidates had some difficulty in part (c) reading
the negative value of y from the graph and in (i) answers such as 0.7 and 1.4 were common.
Many failed to appreciate the scale on the y-axis and read from y = 8.4 instead of from y = 8.2.
A significant number substituted into the equation rather than use the graph, but frequently
failed to cope with the given value of y in (ii).

4. In was very common for the answer to part (a) to be given as (5, 3) instead of (5, 3½), i.e.
halving the coordinates of B. Almost one quarter of candidates gave a correct equation in part
(b) and slightly fewer in part (c) but many did not appreciate that the gradient should be ½ in
part (b) and that the y-intercept should be 1 in part (c). In part (b), some interchanged the x with
the y and some changed ½ into an equivalent fraction. In part (c), some simply quoted the given
equation.

5. Only the candidates who scored the most marks were successful in completing the table of
values correctly. In part (b) the modal mark was 0 whilst very few scored 2 marks.
Some candidates gained a mark for plotting their points from the table. It was a shame that
there were some candidates who correctly filled in the table and plotted the points correctly and
then did not go on to draw the line. The most common error was the failure to realise the table
of values gave co-ordinates to plot.

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6. Despite having a relatively easy equation to deal with, it was surprising how many errors
candidates made in deriving the numbers for the table. Those who did not know what to do
usually populated the table with the numbers 2, 3, 4. In part (b) where candidates plotted the
points, far too many ignored the requirement to join them. In part (c) the most common error
was in giving 4 as the answer, after having read the answer from x = 1.5 rather than x = –1.5.

7. Many candidates were able to gain 1 mark in part (a) when they worked out two of the values in
the table and a further 1 mark if they plotted 4 of their points correctly but fully correct
solutions were rare.

8. Although a lot of fully correct tables were seen in part (a) there were many that contained errors.
Candidates found calculating with negative numbers a problem and the y-value for x = –2 was
frequently incorrect. Some candidates failed to work out any correct values and a commonly
seen set of y-values was –8, –4, –2, 0, 2, 4. Many candidates who managed to calculate the
entries in the table then either failed to plot the points or plotted the points but did not join them
up. Some candidates were able to gain 1 mark in (b) by plotting their incorrect values from the
table in (a).

9. This question was answered well with the majority of candidates completing the table
accurately and drawing the correct straight line.
In part (a) the most common error was an incorrect y-value for x = –1.
Candidates with an error in the table frequently went on to draw the correct line but
unfortunately did not return to (a) to correct the table. A significant number of candidates found
it difficult to plot negative coordinates, often plotting negative values of y as positive values. A
few plotted the points correctly but failed to join them up.

10. The question was generally well answered, many candidates scoring at least 1 mark for the
table, in part (a), and often an arithmetic slip was recovered by drawing the correct straight line
in part (b). A significant number of candidates however made the common error of correctly
working out the point (−2, −7) only then to quote, and plot, the points (0, 0), (1, 1) and (2, 2),
showing a failure in the use of the given equation.

11. This was not well answered. A common incorrect answer was –2. Those candidates who tried to
rearrange the equation into the form y = mx + c were often unsuccessful in their rearrangement.

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12. Nearly 4 candidates in every 5 completed the table of values accurately and the majority (65%)
went on to draw the correct straight line graph, those failing to do so was often through not
joining their plotted points.

13. It was pleasing to see so many gaining full marks in this question; although attempts by others
frequently failed to score any marks. Quite often just the point (2, –3) was plotted. Many
attempts were made to construct a table of values, often inaccurate or incomplete, leading to
polygons instead of a straight line. The lines y = x and y = x + 3 were also seen. Some
candidates plotted the points (–1, 0), (4, 0), (0, 2) and (0, –3), often joining them up to make a
quadrilateral.

14. The majority of candidates in part (b) understood the concept of a rest period equating to a zero
gradient and read the time scale accurately to gain the mark for this part of the resulting journey.
Usually candidates completed the graph correctly, terminating at 5 pm; however a significant
number used the end of the grid (5:15pm) as their end point. Some thought the return journey
was still a positive gradient and a line segment joining (3, 20) to (5, 21) was not uncommon.
Those who failed to accurately show the 1 hour rest period on the graph often still showed that
the journey finished at 5 pm and thus were awarded one mark.

15. Despite not having a table of values to complete, many candidates were able to draw a correct
straight line, either by construction of their own table of values (using the space provided) or by
using y = mx + c. Common errors were lines y = 1.5x + 1, y = 3x and y = 1. Weaker candidates
often merely plotted the point (3, 1) or joined the points (0, 3) and (1, 0). There were still some
candidates who plotted points accurately and then failed to join them with a straight line,
gaining one mark only for their correct plots.

16. This question was beyond many candidates. It was not attempted by some. Only 20% of
candidates were able to complete all 4 of the missing entries in the table of values successfully.
Some values were already given in the hope that they may be used to check understanding of
the question before candidates attempted to find the values required. Centres are advised to
emphasise this when preparing future candidates. In some cases candidates who successfully
completed the table in part (a) made no attempt at part (b). Relatively few candidates seemed to
appreciate that the equation would be represented by a straight line graph and only 1 in 10
candidates gained both of the marks available in this part of the question. Some plotted their
(incorrect) values from part (a) correctly on the grid to salvage one mark.

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17. Candidates struggled to draw the graph of y = 2x − 3. A few tried to draw a table to help them
get some of the coordinates of the point on the graph but most just drew random points. By far
the most common incorrect answer was to just plot one point, generally (2, −3), sometimes
joining this point to the axes. Several joined the points (2, −3) and (−2, 3). Others joined (0, 2)
and (−2, 0) possibly trying to do something about using the x values from –2 to 2. Quite a few
candidates did realize the line went through the point (0, −3), thereby scoring only one mark.
The mean mark for this 3 mark question was only 0.4.

18. (a) Few candidates gained full marks in completing the table of values; usually making errors
when substituting -2 and/or 0 into the equation.
(b) Many candidates gained one mark for correctly plotting at least 4 of their values from the
table, but few gained full marks. A significant number of candidates, having plotted 5
correct points, failed to join them up to give the required graph.
Some candidates were aware of the significance of the coefficient of ‘x’ and the number
on the end but often had them the wrong way around. Graph crossing at (–1, 0). A few
had a line drawn with a gradient of 3 but as before going through (–1, 0)

19. Foundation
This question was not answered well, many candidates failing to get even one correct value in
the table of values. Even when the table of values was totally incorrect, many also failed to plot
at least 4 points from their table. This would have earned them one mark. A few candidates
were successful in drawing an accurate graph despite an inaccurate table of values. These could
have gained extra marks by returning to part (a) and reading off values of y from their line.

Higher
Overall both parts of this question were very well done. Correct tables of values were seen more
often than not. Errors were usually with the value of y at x + –2, –4 being a common error. Most
candidates gained at least 2 marks on this question, failure to score both marks in (b) was often
the result of failing to actually join up correctly plotted points. Candidates, whose table was
wrong, were still able to gain some credit for their attempt in (b)

20. Foundation
Quite a few candidates were able to complete the table correctly or get at least one value correct.
Most did not recognise that the equation was linear such that they could have checked their
values by looking for a pattern in the y-values. A significant number also managed to find the
values and plot the points correctly but then failed to join up the points to create a straight line
thus losing the final mark. Only 27% completed the table correctly and drew the correct line
scoring all 4 marks with 9% scoring 3, 15% scoring 2 and 18* scoring 1 mark.

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Higher
Completing the table of values and then drawing the graph produced some first class results
with accurate values being given and precise points located and joined up to give a straight line
graph. Over 75% scored all 4 marks on this question. Some had difficulty in calculating the
values to begin with and clearly did not recognise that the equation was linear such that they
could have checked their values by looking for a pattern in the y-values. A significant number
also managed to find the values and plot the points correctly but then failed to join up the points
to create a straight line thus losing the final mark. Several candidates had errors in their tables
but still managed to have a totally correct graph. Perhaps, they did not recognise that the table of
values was anything to do with the second part of the question. A significant number also
seemed to be able to complete the table of values without difficulty, but then had no idea how to
draw the graph and consequently this was left blank. Only around 4% of the candidates failed to
score any marks on this question.

21. In part (a), many candidates gained full marks; errors tended to be in the substitution of x = −1,
where y = −1 was the most common mistake. In part (b), most candidates were able to score at
least one mark for correctly plotting 4 or 5 points from their table of values.
Many gained full marks and a significant number should have done but for failing to actually
join up 5 correct points. A few candidates recognised that the line intercepted the y-axis at −3
but then failed to draw a correct gradient.

22. The greater majority of candidates drew their own table of values in order to draw the graph of
the given function. Many accurately completed this method to gain full marks, however errors
in the substituting of negative values of x often prevented this. 1 or 2 marks could still be
awarded for some correctly plotted points. A number of candidates recognised that the line
intercepted the y-axis at −3 but rarely then drew the line with correct gradient. This was
awarded 1 mark.

23. A well understood question with almost all candidates gaining at least 2 marks. Full marks were
gained by about half of all candidates with about a quarter of candidates gaining 3 marks,
usually for not joining their points with a straight line.

24. A well understood question with almost all candidates obtaining full marks. Those that did not
score maximum marks usually gained 2 marks for plotting the points and not drawing the line.

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25. Questions of this type are almost always set on this paper. However whilst many candidates
were able to calculate the positive values of x in the table of values then could not then
substitute x = –1 into y = 5x + 1 correctly. 31% of candidates scored all 4 marks whilst a further
9% scored 3 marks. 2 marks were awarded in 19% of cases and a further 14% of candidates
were able to score 1 mark. Other typical errors were to plot the points correctly and then not
draw in the straight line and some candidates got the table of values incorrect but were able to
score the marks for a correct straight line.

26. This question was very well understood with 80% of candidates scoring all four marks. A
further 9% scored 3 marks for either drawing a graph from their table of values or for plotting at
least 5 of their points correctly. There were still far too many candidates just plotting the points
and not drawing in the straight line. Only 4% of candidates scored 1 mark or less.

27. Foundation
The most successful attempts at drawing the line on the grid were from those candidates who
drew up a table of values first. Only 15% % of candidates gained full marks for this question.
Some candidates failed to join their points with a straight line and others did not extend their
line to cover the full range of values. A further 15% of candidates scored 1 or 2 marks for
calculating or plotting 1 or 2 correct points. There was little evidence of candidates entered for
this tier using the gradient-intercept method for drawing the line. A disappointingly large
number of candidates plotted the points (3, –2) and (–1, 3) then joined them, showing little
understanding of this topic.

Higher
Many candidates (57%) found this question straightforward and scored all 3 marks. However,
there was a significant minority of pupils who plotted the points (3, –2) and (–1, 3) sometimes
joining them. It is disappointing to report that such responses were seen from candidates entered
for the Higher Tier. Some candidates attempted to use the gradient-intercept method to draw the
line but only scored 1 mark because they did not relate the gradient to the different scales used
on the x- and y-axes.

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