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Year 11 Methods Homeworki

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Year 11 Mathematics Methods - Holiday Homework

This work will be graded S (Satisfactory), I (Incomplete) or N (Not submitted)

Name: ______________________________________________________
• All work is to be neatly ruled, numbered and corrected, i.e. mark it right or wrong.
• Circle any question on the cover sheet that you could not do (should be very few!).
• Page numbers are from the second addition. Students with earlier additions will need to find the
problems using “Ex. 1A”, for example.
• All questions must show full worked examples. Answers only will not be accepted, and will result in
your homework not being submitted!..
The worked solutions to these problems are to be submitted in your work book

Teacher
Session Exercise Question
Check

1A Linear Equations 3)g,h,i,j,k,l,4, 5, 6,

7, 8, 9
1B Constructing Linear ALL
Revision Equations
of Linear 1C Simultaneous Equations Every second
Equations letter
1D Constructing 5-17
Simultaneous Equations
1F Using and Transposing 1)c,f,h, 2), 6-11
Formulas
2B The Gradient of a 1)every second, 2,
straight line 3, 4)a,d,g,i,j,k,
5,6,7,8,9
2C The equation of a 1)c,d, 2, 3)c,d,
Revision straight line 4)c,d, 5, 6)b,d, 9,
of Linear 11, 12, 14, 15
Graphing 2D Graphing straight lines 1, 2)a,d,f, 3)a,c,
4)b,d, 5)c,d, 6,
7)c,d,10, 11
2G Linear Models ALL
1E Solving Literal Equations ALL
New 2A Distance and Midpoints ALL
content 2E Parallel and ALL
Perpendicular Lines
2F Families of straight lines ALL

In addition, there may be extra practice worksheets given on this topic, which will need to be
submitted along with this Chapter work.

Students who do not complete the bookwork BY the first class of

2021 will be issued a period 9.
1
Chapter 1
Reviewing linear equations

Objectives
! To solve linear equations in one unknown.
! To construct linear equations.
! To use linear equations to solve problems.
! To solve simultaneous linear equations by substitution and elimination methods.
! To solve linear inequalities.
! To use and transpose formulas.

Many problems may be solved by first translating them into mathematical equations and then
solving the equations using algebraic techniques. An equation is solved by finding the value
or values of the variables that would make the statement true.
Consider the equation 2x + 11 = 3 − 2x. If x = −2, then
LHS = 2(−2) + 11 = 7 and RHS = 3 − 2(−2) = 7
The statement is true when x = −2. The solution to the equation is therefore x = −2. In this
case there is no other value of x that would give a true statement.
The equations that we deal with in this chapter are called linear equations since they are
related to the equation of a straight line.
Linear equations have either one solution (as shown in the example above), no solutions or
infinitely many solutions. The equation 2x + 3 = 2x + 4 has no solutions, since no value of x
makes the statement true. The equation 2(x + 3) = 2x + 6 has infinitely many solutions, since
it is true for all values of x.
We note that the equation x2 = 16 has exactly two solutions, x = 4 or x = −4, but this
equation is not linear.

Cambridge Senior Maths AC/VCE ISBN 978-1-107-52013-4 © Evans et al. 2016 Cambridge University Press
Mathematical Methods 1&2 Photocopying is restricted under law and this material must not be transferred to another party.
2 Chapter 1: Reviewing linear equations

1A Linear equations
A linear equation (in one unknown) is a particular type of polynomial equation in which the
variable is to the first power. The following are examples of linear equations:
z − 3 2z − 5
3x − 5 = 11, 7 − 2t = 8t − 11, + = 11
4 3
In each of these equations, the variable is to the first power.
The following are examples of non-linear polynomial equations:
x2 − x − 12 = 0 (quadratic), 2x3 − x = 0 (cubic), x4 = 16 (quartic)
In each of these equations, the highest power of the variable is not the first power. You have
met some of these in your previous study, and they are also in later chapters of this book.

! Solving linear equations

It is important when setting out the solution to an equation that each step is written under the
previous one with the equals signs aligned. This careful setting out makes the algebra easy to
check. Unsystematic methods, such as guess and check, will generally be of limited use for
more complicated equations.
It is often helpful to look at how the equation has been constructed so that the steps necessary
to ‘undo’ the equation can be identified. It is most important that the steps taken to solve the
equation are done in the correct order.

Linear equations of the form ax + b = c

Many linear equations that arise in applications are of the form ax + b = c.

Example 1
Solve the equation 3x + 4 = 16 for x.

Solution Explanation
3x + 4 = 16
3x = 12 Subtract 4 from both sides.
x=4 Divide both sides by 3.
Check: Once a solution has been found it may be
LHS = 3(4) + 4 = 16 checked by substituting the value back into
both sides of the original equation to ensure
RHS = 16
that the left-hand side (LHS) equals the
∴ the solution is correct. right-hand side (RHS).

The first three equations in the above example are equivalent equations. Obtaining the second
two equations enables us to solve the first equation.

Given an equation, an equivalent equation can be formed by:

# adding or subtracting the same number on both sides of the equation
# multiplying or dividing both sides of the equation by the same non-zero number.
Importantly, two equivalent equations have the same solution. By forming suitable equivalent
equations, we solve linear equations.

Equations with the unknown on both sides

Group all the terms containing the variable on one side of the equation and the remaining
terms on the other side.

Example 2
Solve 4x + 3 = 3x − 5.
Solution Explanation
4x + 3 = 3x − 5
x + 3 = −5 Subtract 3x from both sides and then
x = −8 subtract 3 from both sides.

Check: The solution can be checked as previously

LHS = 4(−8) + 3 = −29 shown.

RHS = 3(−8) − 5 = −29

∴ the solution is correct.

Equations containing brackets

A frequently used first step is to remove brackets and then to follow the procedure for solving
an equation without brackets.

Example 3
Solve 3(2x + 5) = 27.

Solution Explanation
3(2x + 5) = 27 We note that since 27 is divisible by 3, the
6x + 15 = 27 following method is also possible:

6x = 12 3(2x + 5) = 27
x=2 2x + 5 = 9

Check: 2x = 4
x=2
LHS = 3(2 × 2 + 5) = 27
RHS = 27
∴ the solution is correct.

Equations containing fractions

A frequently used first step is to multiply both sides of the equation by the lowest common
multiple of the denominators of the fractions.

Example 4
x x
Solve −2= .
5 3
Solution Explanation
x x
−2= The denominators of the fractions are 3
5 3
and 5. The lowest common multiple of 3
x x and 5 is 15.
× 15 − 2 × 15 = × 15
5 3
Multiply both sides of the equation by 15.
3x − 30 = 5x
This means that each term of the LHS
−2x = 30 and the RHS of the equation is multiplied
x = −15 by 15.

−15
Check: LHS = − 2 = −3 − 2 = −5
5
−15
RHS = = −5
3
∴ the solution is correct.

Example 5
x − 3 2x − 4
Solve − = 5.
2 3
Solution Explanation
x−3 2x − 4 Remember that the line separating the
×6− ×6=5×6
2 3 numerator and the denominator (the
3(x − 3) − 2(2x − 4) = 30 vinculum) acts as brackets.
3x − 9 − 4x + 8 = 30 Multiply both sides of the equation by 6,
−x = 31 the lowest common multiple of 2 and 3.

x = −31
Check:
−31 − 3 2 × (−31) − 4
LHS = −
2 3
−34 −66
= − = −17 + 22 = 5
2 3
RHS = 5
∴ the solution is correct.

Using the TI-Nspire

# To find the solution to the linear equation,
use a Calculator application.
# Select > Algebra > Solve.
menu
# Enter the equation
x − 3 2x − 4
− =5
2 3
# Press enter to obtain the solution.
Note: A template for fractions may be obtained by pressing . ctrl ÷
For more details on the use of the calculator refer to the TI-Nspire appendix in the
Interactive Textbook.

Using the Casio ClassPad

# Go to the M screen and turn on the
keyboard.
# Select the fraction icon N found in
the Math1 keyboard.
# Enter the equation
x − 3 2x − 4
− =5
2 3
# Highlight the equation using the
stylus and select Interactive >
Equation/Inequality > solve.
# Tap on OK to obtain the solution.
(Note that the default variable is x.)
Note: For more details on the use of the calculator refer to the Casio ClassPad appendix
in the Interactive Textbook.

Literal equations
An equation for the variable x in which all the coeﬃcients of x, including the constants, are
pronumerals is known as a literal equation.

Example 6
Solve ax + b = cx + d for x.
Solution Explanation
ax + b = cx + d Collect terms in x on the left-hand side and
ax − cx = d − b constants on the right-hand side.
(a − c)x = d − b Factorise the left-hand side.
d−b
x=
a−c

Using the TI-Nspire

# To solve the literal equation ax + b = cx + d,
use a Calculator application.
# Select menu > Algebra > Solve.
# Enter ax + b = cx + d as shown.
# Press enter to obtain the solution.
Note: Ensure a multiplication sign is placed
between the letters of the expression,
otherwise the calculator will read them
as a single variable rather than a product.
That is, enter a × x and not ax.

Using the Casio ClassPad

# To solve the literal equation ax + b = cx + d, first go
to the M screen and turn on the keyboard.
# Select the Var keyboard. This will bring up the
variables.
# Enter the equation ax + b = cx + d and highlight it.
# Select Interactive > Equation/Inequality > solve and
ensure that the variable selected is x.
# Tap on OK to obtain the solution.
# If necessary, the answer may be simplified further
by copying the answer into the next line and then
selecting Interactive > Transformation > simplify.

Section summary
# An equation is solved by finding the value or values of the variables that would make
the statement true.
# A linear equation is one in which the variable is to the first power.
# There are often several diﬀerent ways to solve a linear equation. The following steps
provide some suggestions:
1 Expand brackets and, if the equation involves fractions, multiply through by the
lowest common denominator of the terms.
2 Group all of the terms containing a variable on one side of the equation and the
terms without the variable on the other side.

Exercise 1A

1 Solve each of the following equations for x:

a x+3=6 b x−3=6 c 3−x=2 d x + 6 = −2
e 2 − x = −3 f 2x = 4 g 3x = 5 h −2x = 7
3x −3x −5x
i −3x = −7 j =5 k =2 l = −2
4 5 7
2 Solve each of the following literal equations for x:
x ax
a x−b=a b x+b=a c ax = b d =b e =c
a b
Example 1 3 Solve the following linear equations:
a 2y − 4 = 6 b 3t + 2 = 17 c 2y + 5 = 2 d 7x − 9 = 5
y t 1 1
e 2a − 4 = 7 f 3a + 6 = 14 g − 11 = 6 h + =
8 3 6 2
x
i +5=9 j 3 − 5y = 12 k −3x − 7 = 14 l 14 − 3y = 8
3
Example 2 4 Solve the following linear equations:
a 6x − 4 = 3x b x − 5 = 4x + 10 c 3x − 2 = 8 − 2x

5 Solve the following linear equations:

Example 3 a 2(y + 6) = 10 b 2y + 6 = 3(y − 4) c 2(x + 4) = 7x + 2
y+2
d 5(y − 3) = 2(2y + 4) e x − 6 = 2(x − 3) f =4
3
x x 3 7x + 3 9x − 8
Example 4 g + = 10 h x+4= x i =
2 3 2 2 4
2(1 − 2x) 2 4(2 − 3x) 4y − 5 2y − 1
Example 5 j − 2x = − + k − =y
3 5 3 2 6
Example 6 6 Solve the following literal equations for x:
a ax + b = 0 b cx + d = e c a(x + b) = c d ax + b = cx
x x a b ax + c
e + =1 f + =1 g ax − b = cx − d h =d
a b x x b
7 Solve each of the following for x:
2x + 12
a 0.2x + 6 = 2.4 b 0.6(2.8 − x) = 48.6 c = 6.5
7
1
d 0.5x − 4 = 10 e (x − 10) = 6 f 6.4x + 2 = 3.2 − 4x
4
b − cx a − cx
8 Solve + + 2 = 0 for x.
a b
a b a+b
9 Solve + = for x.
x+a x−b x+c

1B Constructing linear equations

As stated earlier, many problems can be solved by translating them into mathematical
language and using an appropriate mathematical technique to find the solution. By
representing the unknown quantity in a problem with a symbol and constructing an equation
from the information, the value of the unknown can be found by solving the equation.
Before constructing the equation, each symbol and what it stands for (including the units)
should be stated. It is essential to remember that all the elements of the equation must be in
units of the same system.

Example 7
A chef uses the following rule for cooking a turkey:
‘Allow 30 minutes for each kilogram weight of turkey and then add an extra 15 minutes.’
If the chef forgot to weigh a turkey before cooking it, but knew that it had taken 3 hours to
cook, calculate how much it weighed.

Solution Explanation
Let the weight of the turkey be x kilograms. Assign a variable to the quantity that is to
Then the time taken is (30x + 15) minutes. be found. In this example, the weight of
∴ 30x + 15 = 180 the turkey is x kilograms.

30x = 165 Find, in terms of x, the time to cook the

turkey. Then form the equation. Note that
x = 5.5
3 hours is 180 minutes.
The turkey weighed 5.5 kilograms.
State the solution to the problem in words.

Example 8
Find the area of a rectangle whose perimeter is 1.08 m, if it is 8 cm longer than it is wide.

Solution Explanation
Let length = ℓ cm. We know that
Then width = (ℓ − 8) cm. Perimeter = 2 × length + 2 × width
Perimeter = 2 × length + 2 × width and that the width is 8 cm less than the
= 2ℓ + 2(ℓ − 8) length. Let ℓ cm be the length. Then the
= 4ℓ − 16 cm width is (ℓ − 8) cm.
Perimeter = 108 cm Find the perimeter in terms of ℓ. Find the
∴ 4ℓ − 16 = 108 length and width, and hence find the area.
4ℓ = 124
ℓ = 31 cm
The length is 31 cm and the width is 23 cm.
Therefore the area is 31 × 23 = 713 cm2 .

Example 9
Adam normally takes 5 hours to travel between Higett and Logett. One day he increases
his speed by 4 km/h and finds the journey from Higett to Logett takes half an hour less
than the normal time. Find his normal speed.

Solution Explanation
Let x km/h be his normal speed. In problems such as this, the speed is the
The distance from Higett to Logett is average speed.
x × 5 = 5x kilometres. We note that
Adam’s new speed is (x + 4) km/h. distance = speed × time
9
Hence (x + 4) × = 5x
2
9(x + 4) = 10x
9x + 36 = 10x
36 = x
His normal speed is 36 km/h.

Section summary
Steps for solving a word problem with a linear equation:
# Read the question carefully and write down the known information clearly.
# Identify the unknown quantity that is to be found.
# Assign a variable to this quantity.
# Form an expression in terms of x (or the variable being used) and use the other relevant
information to form the equation.
# Solve the equation.
# Write a sentence answering the initial question.

Exercise 1B

1 For each of the following, write an equation using the variable x, then solve the
equation for x:
a A number plus two is equal to six.
b A number multiplied by three is equal to ten.
c Six is added to a number multiplied by three and the result is twenty-two.
d Five is subtracted from a number multiplied by three and the result is fifteen.
e Three is added to a number. If the result of this is multiplied by six, then fifty-six is
obtained.
f Five is added to a number and the result divided by four gives twenty-three.

2 $48 is divided among three students, A, B and C. If B receives three times as much
as A, and C receives twice as much as A, how much does each receive?

3 The sum of two numbers is 42, and one number is twice the other. Find the two
numbers.

Example 7 4 A chef uses the following rule for cooking food on a spit: ‘Allow 20 minutes for each
kilogram weight and then add an extra 20 minutes.’ If the chef forgot to weigh the food
before cooking it but knew that it had taken 3 hours to cook, calculate how much it
weighed.

Example 8 5 Find the area of a rectangle whose perimeter is 4.8 m, if it is 0.5 m longer than it is
wide.

6 Find three consecutive whole numbers with a sum of 150.

7 Find four consecutive odd numbers with a sum of 80.

8 Two tanks contain equal amounts of water. They are connected by a pipe and
3000 litres of water is pumped from one tank to the other. One tank then contains
6 times as much water as the other. How many litres of water did each tank contain
originally?

9 A 120-page book has p lines to a page. If the number of lines were reduced by three
on each page, the number of pages would need to be increased by 20 to give the same
amount of writing space. How many lines were there on each page originally?

Example 9 10 A rower travels upstream at 6 km/h and back to the starting place at 10 km/h. The total
journey takes 48 minutes. How far upstream did the rower go?

11 A shopkeeper buys a crate of eggs at $1.50 per dozen. He buys another crate,
containing 3 dozen more than the first crate, at $2.00 per dozen. He sells them all
for $2.50 a dozen and makes $15 profit. How many dozens were there in each of the
crates?

Example 9 12 Jess walked for 45 minutes at 3 km/h and then ran for half an hour at x km/h. At the end
of that time she was 6 km from the starting point. Find the value of x.

13 A man travels from A to B at 4 km/h and from B to A at 6 km/h. The total journey takes
45 minutes. Find the distance travelled.

14 A boy is 24 years younger than his father. In two years time the sum of their ages will
be 40. Find the present ages of father and son.

1C Simultaneous equations
A linear equation that contains two unknowns, e.g. 2y + 3x = 10, does not have a single
solution. Such an equation actually expresses a relationship between pairs of numbers,
x and y, that satisfy the equation. If all possible pairs of numbers (x, y) that satisfy
the equation are represented graphically, the result is a straight line; hence the name
linear relation.
If the graphs of two such equations are drawn on y
the same set of axes, and they are non-parallel,
the lines will intersect at one point only. Hence 4

=4
there is one pair of numbers that will satisfy both 3

–y
equations simultaneously. 2

2x
The intersection point of two straight lines can 1
–3 –2 –1 1 2 3
be found graphically; however, the accuracy of x
0
the solution will depend on the accuracy of the –1
graphs. –2 x+
2y
Alternatively, the intersection point may be found –3 =–
3
algebraically by solving the pair of simultaneous (1, –2)
–4
equations. We shall consider two techniques for
solving simultaneous equations.

Example 10
Solve the equations 2x − y = 4 and x + 2y = −3.

Solution Explanation
Method 1: Substitution

2x − y = 4 (1) Using one of the two equations, express

x + 2y = −3 (2) one variable in terms of the other variable.

From equation (2), we get x = −3 − 2y.

Substitute in equation (1): Then substitute this expression into the
2(−3 − 2y) − y = 4 other equation (reducing it to an equation
in one variable, y). Solve the equation for y.
−6 − 4y − y = 4
−5y = 10
y = −2
Substitute the value of y into (2): Substitute this value for y in one of the
x + 2(−2) = −3 equations to find the other variable, x.

x=1
Check in (1): LHS = 2(1) − (−2) = 4 A check can be carried out with the other
RHS = 4 equation.

Method 2: Elimination
If one of the variables has the same
2x − y = 4 (1)
coeﬃcient in the two equations, we can
x + 2y = −3 (2) eliminate that variable by subtracting one
To eliminate x, multiply equation (2) by 2 equation from the other.
and subtract the result from equation (1). It may be necessary to multiply one of
When we multiply equation (2) by 2, the the equations by a constant to make the
pair of equations becomes: coeﬃcients of x or y the same in the two
equations.
2x − y = 4 (1)
2x + 4y = −6 (2′ )
Subtract (2′ ) from (1):
−5y = 10
y = −2
Now substitute for y in equation (2) to
find x, and check as in the substitution
method.

Note: This example shows that the point (1, −2) is the point of intersection of the graphs of
the two linear relations.

Using the TI-Nspire

Calculator application
Simultaneous equations can be solved in a
Calculator application.
# Use menu > Algebra > Solve System of
Equations > Solve System of Equations.
# Complete the pop-up screen.

# Enter the equations as shown to give the

solution to the simultaneous equations
2x − y = 4 and x + 2y = −3.
Note: The solution can also be found with
solve(2x − y = 4 and x + 2y = −3, x, y).

Graphs application
The simultaneous equations can also be solved graphically in a Graphs application.
Entering the equations:
# The equations can be entered directly in
the form a · x + b · y = c using menu >
Graph Entry/Edit > Equation > Line >
a · x + b · y = c.
# Enter the equations as shown.
Hint: Use $ to enter the second equation.

Alternatively:
# The equations can be rearranged to make y the subject. The equations in this form are
−3 − x
f 1(x) = 2x − 4 and f 2(x) = .
2
# Enter these in the default function entry line.
Note: If the entry line is not visible, press tab or double click in an open area. Pressing
enter will hide the entry line.
Finding the intersection point:
# Use menu > Geometry > Points & Lines > Intersection Point(s).
# Use the touchpad to move the cursor to select each of the two graphs.

# The intersection point’s coordinates will

appear on the screen. Press esc to exit the
Intersection Point(s) tool.

Note: You can also find the intersection point using menu > Analyze Graph >
Intersection.

Using the Casio ClassPad

To solve the simultaneous equations algebraically:
# Go to the M screen and turn on the keyboard.
# Open the Math1 keyboard and select the simultaneous
equations icon ~.
# Enter the two equations
2x − y = 4
x + 2y = −3
into the two lines.
# Type x, y in the bottom-right square to indicate the
variables.
# Select EXE .

The simultaneous equations can also be solved graphically:

# Tap on the graph icon $ to display the graph screen.
# Using your stylus, highlight the first equation 2x − y = 4
and drag it down into the graph screen. Lift the stylus oﬀ
the screen for the graph to appear.
# Repeat by highlighting the second equation x + 2y = −3
and dragging it down into the graph screen. Lift the stylus
oﬀ the screen for the second graph to appear.

# To find the solution, tap into the graph screen to select it,
and then select Analysis > G-Solve > Intersection.

! The geometry of simultaneous equations

Two distinct straight lines are either parallel or meet at a point.

There are three cases for a system of two linear equations with two variables.

Example Solutions Geometry

Case 1 2x + y = 5 Unique solution: Two lines meeting at a point

x−y=4 x = 3, y = −1

Case 2 2x + y = 5 No solutions Distinct parallel lines

2x + y = 7

Case 3 2x + y = 5 Infinitely many solutions Two copies of the same line

4x + 2y = 10

This is further discussed in Chapter 2.

Section summary
We have two methods for solving simultaneous linear equations in two variables by hand.
1 Substitution
Make one of the variables the subject in one of the equations and substitute for that
variable in the other equation.
For example, for the equations:
3x + y = 6 (1)
5x + 3y = −2 (2)
# From (1), we have y = 6 − 3x.
# Substitute this into (2), and solve the resulting equation 5x + 3(6 − 3x) = −2 for x.
# Substitute this value for x back into one of the original equations to find the value of
the other variable, y.
# Check that your solution satisfies the original equations.

2 Elimination
In this method, one of the variables is eliminated. For example, with the same
equations considered above:
3x + y = 6 (1)
5x + 3y = −2 (2)
# Decide which variable to eliminate. We will eliminate y.
# If necessary, multiply both sides of one or both equations by a number to obtain the
same or opposite coeﬃcient for the variable to be eliminated. With this example,
multiply (1) by 3:
9x + 3y = 18 (1′ )
# Add or subtract the equations to eliminate the chosen variable. In this example,
subtract (2) from (1′ ).
# Solve the resulting equation, and then proceed as with the substitution method.

Exercise 1C

1 Solve each of the following pairs of simultaneous equations by the substitution method:
a y = 2x + 1 b y = 5x − 4 c y = 2 − 3x
y = 3x + 2 y = 3x + 6 y = 5x + 10
d y − 4 = 3x e y − 4x = 3 f y − 4x = 6
y − 5x + 6 = 0 2y − 5x + 6 = 0 2y − 3x = 4

2 Solve each of the following pairs of simultaneous equations by the elimination method:
a x+y=6 b y−x=5 c x − 2y = 6
x − y = 10 x+y=3 x + 6y = 10

Example 10 3 Solve each of the following pairs of simultaneous linear equations by either the
substitution or the elimination method:
a 2x − 3y = 7 b 2x − 5y = 10 c 2m − 1 = n
y = 5 − 3x 4x + 3y = 7 2n + m = 8
d 7x − 6y = 20 e 3s − 1 = t f 4x − 3y = 1
3x + 4y = 2 5s + 2t = 20 4y − 5x = 2
g 15x − 4y = 6 h 2p + 5q = −3 i 2x − 4y = −12
9x − 2y = 5 7p − 2q = 9 2y + 3x − 2 = 0

4 For each of the following pairs of simultaneous linear equations, state whether there is
one, none or infinitely many solutions:
a 3x + y = 6 b 3x + y = 6 c 3x + y = 6 d 3x − y = 6
6x + 2y = 7 6x + 2y = 12 6x − 2y = 7 6x + 2y = 7

1D Constructing simultaneous linear equations

Skillsheet Problems involving two unknowns can often be solved by using simultaneous equations with
two variables. The following examples show how this may be done.

Example 11
The sum of two numbers is 24 and their diﬀerence is 96. Find the two numbers.
Solution Explanation
Let x and y be the two numbers. Then The problem can also be solved by
x + y = 24 (1) eliminating x. Subtracting (2) from (1)
gives 2y = −72 and hence y = −36.
x − y = 96 (2)
Add equations (1) and (2):
The problem can also be solved by
2x = 120 substitution. From (1), we have y = 24 − x.
x = 60 Substitute in (2).
Substitute in equation (1): The values found for x and y have to make
each of the equations true. The equation
60 + y = 24
which has not been used in the final
y = −36
substitution is the one to use for the check.
The two numbers are 60 and −36.
Check in (2): 60 − (−36) = 96

Example 12
3 kg of jam and 2 kg of butter cost $29, and 6 kg of jam and 3 kg of butter cost $54.
Find the cost per kilogram of jam and butter.

Solution Explanation
Let the cost of 1 kg of jam be x dollars and The unknowns are the cost per kilogram of
the cost of 1 kg of butter be y dollars. jam and the cost per kilogram of butter.
Then 3x + 2y = 29 (1) Three kilograms of jam and two kilograms
and 6x + 3y = 54 (2) of butter cost $29.
Multiply (1) by 2: 6x + 4y = 58 (1′ ) Six kilograms of jam and three kilograms
Subtract (1′ ) from (2): −y = −4 of butter cost $54.
y=4 Check in the original problem:
Substitute in (2): 6x + 3(4) = 54
3 kg of jam = $21 and 2 kg of butter = $8
6x = 42 Total = $29
x=7
6 kg of jam = $42 and 3 kg of butter = $12
Jam costs $7 per kg and butter $4 per kg. Total = $54

Section summary
Steps for solving a word problem with simultaneous linear equations:
# Read the question carefully and write down the known information clearly.
# Identify the two unknown quantities that are to be found.
# Assign variables to these two quantities.
# Form expressions in terms of x and y (or other suitable variables) and use the other
relevant information to form the two equations.
# Solve the system of equations.
# Write a sentence answering the initial question.

Exercise 1D

1 Find two numbers whose sum is 138 and whose diﬀerence is 88.

2 Find two numbers whose sum is 36 and whose diﬀerence is 9.

3 Six stools and four chairs cost $58, while five stools and two chairs cost $35.
a How much do ten stools and four chairs cost?
b How much do four stools cost?
c How much does one stool cost?

4 A belt and a wallet cost $42, while seven belts and four wallets cost $213.
a How much do four belts and four wallets cost?
b How much do three belts cost?
c How much does one belt cost?

Use simultaneous equations to solve the following.

Example 11 5 Find a pair of numbers whose sum is 45 and whose diﬀerence is 11.

6 In four years time a mother will be three times as old as her son. Four years ago she
was five times as old as her son. Find their present ages.

7 A party was organised for thirty people at which they could have either a hamburger or
a pizza. If there were five times as many hamburgers as pizzas, calculate the number
of each.

8 Two children had 110 marbles between them. After one child had lost half her marbles
and the other had lost 20 they had an equal number. How many marbles did each child
start with and how many did they finish with?

9 One hundred and fifty tickets were sold for a basketball match and $560 was the total
amount collected. Adult tickets were sold at $4.00 each and child tickets were sold at
$1.50 each. How many adult tickets and how many child tickets were sold?

10 The sum of the numerator and denominator of a fraction expressed in simplest form
is 17. If 3 is added to the numerator, the value of the fraction will be 1. What is the
fraction?

11 Linda thinks of a two-digit number. The sum of the digits is 8. If she reverses the digits,
the new number is 36 greater than her original number. What was Linda’s original
number?

12 Tickets to a musical cost $30 for adults and $12 for children. At one particular
performance 960 people attended and $19 080 was collected in ticket sales. Find the
number of adults and the number of children who attended the performance.

13 An investor received $1400 interest per annum from a sum of money, with part of it
invested at 10% and the remainder at 7% simple interest. This investor found that if
she interchanged the amounts she had invested she could increase her return by $90 per
annum. Calculate the total amount invested.

Example 12 14 A shopkeeper sold his entire stock of shirts and ties in a sale for $10 000. The shirts
were priced at 3 for $100 and the ties $20 each. If he had sold only half the shirts and
two-thirds of the ties he would have received $6000. How many of each did he sell in
the sale?

15 A tent manufacturer produces two models, the Outback and the Bush Walker. From
earlier sales records it is known that 20 per cent more of the Outback model is sold than
the Bush Walker. A profit of $200 is made on each Outback sold, but $350 is made on
each Bush Walker. If during the next year a profit of $177 000 is planned, how many of
each model must be sold?

16 Oz Jeans has factories in Mydney and Selbourne. At the Mydney factory, fixed costs
are $28 000 per month and the cost of producing each pair of jeans is $30. At the
Selbourne factory, fixed costs are $35 200 per month and the cost of producing each
pair of jeans is $24. During the next month Oz Jeans must manufacture 6000 pairs of
jeans. Calculate the production order for each factory, if the total manufacturing costs
for each factory are to be the same.

17 A tea wholesaler blends together three types of tea that normally sell for $10, $11 and
$12 per kilogram so as to obtain 100 kilograms of tea worth $11.20 per kilogram. If the
same amounts of the two higher priced teas are used, calculate how much of each type
must be used in the blend.

1E Solving linear inequalities

Skillsheet An inequality is a mathematical statement that contains an inequality symbol rather than an
equals sign: for example, 2x + 1 < 4. When you solve the inequality 2x + 1 < 4, you answer
the question:
‘Which numbers x satisfy the property that 2x + 1 is less than 4?’
You will find that your answers can be described using a number line. This is a good way to
represent the solution, as there are infinitely many numbers that satisfy an inequality such as
2x + 1 < 4. For example:
!1"
2(1) + 1 = 3 < 4, 2(0) + 1 = 1 < 4, 2 + 1 = 2 < 4, 2(−1) + 1 = −1 < 4
2
To solve linear inequalities, proceed exactly as for equations with the following exception:
# When multiplying or dividing both sides by a negative number, the ‘direction’ of the
inequality symbol is reversed.

Example 13
Solve the inequality 2x + 1 < 4.

Solution Explanation
2x + 1 < 4
2x < 3 Subtract 1 from both sides.
3
x< Divide both sides by 2.
2

The solution can be represented on a real number line.

–2 –1 0 1 3 2
2

Note: In a number-line diagram, the ‘endpoint’ of an interval is indicated with a closed circle
if the point is included and with an open circle if it is not.

Example 14
Solve the inequality 3 − 2x ≤ 4.

Solution Explanation
3 − 2x ≤ 4
−2x ≤ 1 Subtract 3 from both sides.
1
x≥− Divide both sides by −2. Note that the inequality
2
symbol is reversed.

–2 –1 – 1 0 1 2
2

Example 15
2x + 3 3 − 4x
Solve the inequality > + 2.
5 3
Solution Explanation
2x + 3 3 − 4x
> +2 Multiply both sides by 15, the lowest
5 3
common denominator of 5 and 3.
3(2x + 3) > 5(3 − 4x) + 30

3(2x + 3) − 5(3 − 4x) > 30 Collect the terms containing x on the

6x + 9 − 15 + 20x > 30 left-hand side of the inequality.
26x − 6 > 30
36
x>
26
18
∴ x>
13

Using the TI-Nspire

The inequality can be solved in a Calculator
application.
# Choose solve( ) from the Algebra menu to
give the solution to
2x + 3 3 − 4x
> +2
5 3
Note: For the inequality signs template, press ctrl = .

Using the Casio ClassPad

To solve the inequality:
# Go to the M screen and turn on the keyboard.
# Select the fraction icon N found in Math1 .
# Enter the inequality
2x + 3 3 − 4x
> +2
5 3
Note: The inequality sign can be found in Math3 .
# Highlight the inequality using the stylus.
# Select Interactive > Equation/Inequality > solve and
ensure that the variable selected is x.
# Tap on OK to obtain the solution.

Section summary
# We can add or subtract the same number on both sides of an inequality, and the
resulting inequality is equivalent to the original.
# We can multiply or divide both sides of an inequality by a positive number, and the
resulting inequality is equivalent to the original.
# If we multiply or divide both sides of an inequality by a negative number, then we must
reverse the inequality sign so that the resulting inequality is equivalent.

Exercise 1E

Example 13, 14 1 Solve each of the following inequalities for x:

a x+3<4 b x−5>8 c 2x ≥ 6
x
d ≤4 e −x ≥ 6 f −2x < −6
3
−3x
g 6 − 2x > 10 h ≤6 i 4x − 4 ≤ 2
4
Example 14, 15 2 Solve for x in each of the following and show the solutions on a real number line:
1
a 4x + 3 < 11 b 3x + 5 < x + 3 c (x + 1) − x > 1
2
1 2 3x − 1 2x + 3
d (x + 3) ≥ 1 e (2x − 5) < 2 f − < −2
6 3 4 2
4x − 3 3x − 3 1 − 7x 5x − 2 2 − x
g − <3 h ≥ 10 i − > −1
2 3 −2 3 3

3 a For which real numbers x is 2x + 1 a positive number?

b For which real numbers x is 100 − 50x a positive number?
c For which real numbers x is 100 + 20x a positive number?

4 In a certain country it costs $1 to send a letter weighing less than 20 g. A sheet of paper
weighs 3 g. Write a suitable inequality and hence state the maximum number of pages
that can be sent for $1. (Ignore the weight of the envelope in this question.)

5 A student receives marks of 66 and 72 on two tests. What

is the lowest mark she can obtain on a third test to have an
average for the three tests greater than or equal to 75?

1F Using and transposing formulas

Skillsheet An equation containing symbols that states a relationship between two or more quantities
is called a formula. An example of a formula is A = ℓw (area = length × width). The value
of A, called the subject of the formula, can be found by substituting in given values of ℓ
and w.

Example 16
Find the area of a rectangle with length (ℓ) 10 cm and width (w) 4 cm.

Solution Explanation
A = ℓw
A = 10 × 4 Substitute ℓ = 10 and w = 4.
2
A = 40 cm

Sometimes we wish to rewrite a formula to make a diﬀerent symbol the subject of the
formula. This process is called transposing the formula. The techniques for transposing
formulas include those used for solving linear equations detailed in Section 1A.

Example 17
Transpose the formula v = u + at to make a the subject.

Solution Explanation
v = u + at
v − u = at Subtract u from both sides.
v−u
=a Divide both sides by t.
t

If we wish to evaluate an unknown that is not the subject of the formula, we can either
substitute the given values for the other variables and then solve the resulting equation, or we
can first transpose the formula and then substitute the given values.

Example 18
Evaluate p if 2(p + q) − r = z, and q = 2, r = −3 and z = 11.

Solution Explanation
Method 1: Substituting then solving

2(p + 2) − (−3) = 11 First substitute q = 2, r = −3 and z = 11.

2p + 4 + 3 = 11 Then solve for p.
2p = 4
p=2

Method 2: Transposing then substituting

2(p + q) − r = z First solve for p.

2(p + q) = z + r
z+r
p+q=
2
z+r
p= −q
2
11 + (−3)
∴ p= −2 Substitute q = 2, r = −3 and z = 11.
2
p=2

Example 19
A path x metres wide surrounds a rectangular lawn. The lawn is ℓ metres long and
b metres wide. The total area of the path is A m2 .
a Find A in terms of ℓ, b and x.
b Find b in terms of ℓ, A and x.

Solution
a b + 2x m

bm + 2x m
m

The area of the path is

A = (b + 2x)(ℓ + 2x) − bℓ
= bℓ + 2xℓ + 2xb + 4x2 − bℓ

∴ A = 2xℓ + 2xb + 4x2

b A − (2xℓ + 4x2 ) = 2xb

Therefore
A − (2xℓ + 4x2 )
b=
2x

Example 20
For each of the following, make c the subject of the formula:
√ 1 1 1
a e= 3c − 7a b − =
a b c−2

Solution
√ 1 1 1
a e= 3c − 7a b − =
a b c−2
Square both sides of the equation: Establish common denominator on the
e2 = 3c − 7a left-hand side of the equation:
b−a 1
Therefore =
ab c−2
3c = e2 + 7a Take the reciprocal of both sides:
e2 + 7a ab
c= =c−2
3 b−a
ab
Therefore c = +2
b−a

Using the TI-Nspire

Literal equations can be solved for a given
variable in a Calculator application.
# Use solve( ) from the Algebra menu to make
c the subject of the formula
1 1 1
− =
a b c−2

Using the Casio ClassPad

To solve a literal equation for a given variable:
# Go to the M screen and turn on the keyboard.
# Select the fraction icon N found in Math1 .
# Select the Var keyboard.
# Enter and highlight the equation
1 1 1
− =
a b c−2
# Select Interactive > Equation/Inequality > solve and
ensure that you change the selected variable to c.
# Tap on OK to obtain the solution.
# If necessary, copy the solution and use Interactive >
Transformation > expand to produce a neater answer.

Section summary
# A formula relates diﬀerent quantities: for example, the formula A = πr2 relates the
radius r with the area A of the circle.
# The variable on the left is called the subject of the formula: for example, in the formula
A = πr2 , the subject is A.
# To calculate the value of a variable which is not the subject of a formula:
Method 1 Substitute the values for the known variables, then solve the resulting
equation for the unknown variable.
Method 2 Rearrange to make the required variable the subject, then substitute values.

Exercise 1F
1 For each of the following, find the value of the letter in parentheses:
a c = ab, a = 6, b = 3 (c) b r = p + q, p = 12, q = −3 (r)
c c = ab, a = 6, c = 18 (b) d r = p + q, p = 15, r = −3 (q)
√ √
e c = a, a = 9 (c) f c = a, c = 9 (a)
u u
g p = , u = 10, v = 2 (p) h p = , p = 10, v = 2 (u)
v v
2 For each of the following, construct a formula using the given symbols:
a S , the sum of three numbers a, b and c
b P, the product of two numbers x and y
c the cost, $C, of five CDs which each cost $p
d the total cost, $T , of d chairs which cost $p each and c tables which cost $q each
e the time, T , in minutes, of a train journey that takes a hours and b minutes

Example 16 3 Find the values of the following:

a E = IR, when I = 5 and R = 3 b C = pd, when p = 3.14 and d = 10
RT E
c P= , when R = 60, T = 150 and V = 9 d I = , when E = 240 and R = 20
V R
e A = πrℓ, when π = 3.14, r = 5 and ℓ = 20 f S = 90(2n − 4), when n = 6
Example 17 4 For each of the following, make the symbol indicated the subject of the formula:
a PV = c; V b F = ma; a c I = Prt; P
2R
d w = H + Cr; r e S = P(1 + rt); t f V= ; r
R−r
Example 18 5 Find the value of the unknown symbol in each of the following:
T +2
a D= , when D = 10, P = 5
P
b A = 12 bh, when A = 40, h = 10
c V = 13 πr2 h, when π = 3.14, V = 100, r = 5
d A = 12 h(a + b), when A = 50, h = 5, a = 10

6 The diagram represents the brick wall of a bm bm bm

dwelling with three windows. Each of the
windows is h m high and w m wide. Other
dimensions are as shown.
am am am am
a Find the length of the wall.
b Find the height of the wall.
bm bm bm
c Find the total area of the three windows.
d Find the total area of brickwork.
7 A lampshade has a metal frame consisting of two circular hoops of
radii p cm and q cm joined by four straight struts of length h cm.
The total length of metal is T cm.
a i Find an expression for T in terms of p, q and h.
ii Find T when p = 20, q = 24 and h = 28.
b The area of the material covering the frame is A cm2 , where
A = πh(p + q). Find an expression for p in terms of A, h, q and π.

8 Find the value of the unknown symbol in each of the following:

T−M a a
a P= , P = 6, T = 8, M = 4 b H = + , H = 5 and a = 6
D 3 b
90(2n − 4) r r
c a= ,a=6 d R = + , a = 2 and R = 4
n a 3
Example 19 9 Right-angled triangles XYZ and ABC are B
similar.
XY YZ ZX c cm Y
= = =k X Z
AB BC CA
A C
If AB = c cm and AC = b cm, find: b cm
a the area, D cm2 , of the shaded region in terms of c, b and k
b k in terms of D, b and c
c the value of k if D = 2, b = 3 and c = 4.

10 Two rectangles each with dimensions

c cm × b cm are used to form a cross as shown.
b b cm b cm
The arms of the cross are all of equal length.
a Find the perimeter, P cm, of the cross in
terms of b and c. c c c cm
2
b Find the area, A cm , of the cross in terms of b and c.
c Find b in terms of A and c.
Example 20 11 For each of the following, make the symbol in brackets the subject of the formula:
√ a+x b−y
a a = a + 2b (b) b = (x)
a−x b+y
$
# x v2
c px = 3q − r (r)2 d = 1 − 2 (v)
y u
Cambridge Senior Maths AC/VCE ISBN 978-1-107-52013-4 © Evans et al. 2016 Cambridge University Press
Mathematical Methods 1&2 Photocopying is restricted under law and this material must not be transferred to another party.
2
Chapter 2
Coordinate geometry
and linear relations

Objectives
! To find the midpoint of a line segment.
! To find the distance between two points.
! To calculate the gradient of a straight line.
! To calculate the angle of slope of a straight line given the gradient.
! To interpret and use different forms of an equation of a straight line.
! To establish and use necessary and sufficient conditions for two lines to be perpendicular
or parallel.
! To use a parameter to describe families of straight lines.
! To apply knowledge of linear relations to solving problems.
! To solve and apply simultaneous linear equations.

The number plane (Cartesian plane) is divided into four quadrants by two perpendicular axes.
These axes intersect at a point called the origin. The position of any point in the plane can be
represented by an ordered pair of numbers (x, y), called the coordinates of the point. Given
the coordinates of two points, we can find the equation of the straight line through the two
points, the distance between the two points and the midpoint of the line segment joining the
points. These are the beginning ideas of coordinate geometry. The topic of calculus, which is
introduced later in this book, builds on these ideas.
A relation is defined as a set of ordered pairs in the form (x, y). Sometimes we can give
a rule relating the x-value to the y-value of each ordered pair, such as y = 2x + 1, and this
is a more convenient way of describing the relation. A relation may also be represented
graphically on a set of axes. If the resulting graph is a straight line, then the relation is called
a linear relation.

2A Distance and midpoints

Skillsheet In this first section we look at the method to find the coordinates of the midpoint of a line
segment and we apply Pythagoras’ theorem to find the distance between two points.

! Midpoint of a line segment

Finding the midpoint of a line segment parallel to an axis is a simple special case, and it is
useful in obtaining the more general result.

A line segment parallel to an axis

The midpoint of the line segment AB with endpoints A(2, 3) and y
B(2, −4) is the point P with coordinates (2, − 12 ). A(2, 3)
Note that − 12 is the average of 3 and −4. The line through A and B is
parallel to the y-axis. x
0 P(2, – 1 )
2

B(2, –4)

Similarly for the line segment CD with endpoints C(−1, 2) y

and D(3, 2), the midpoint is the point P with coordinates
(1, 2).
Note that 1 is the average of −1 and 3. The line through C C(–1, 2) D(3, 2)
and D is parallel to the x-axis. P(1, 2)
x
0

A line segment not parallel to one of the axes

Let P(x, y) be the midpoint of the line segment y
joining A(x1 , y1 ) and B(x2 , y2 ), where the line B(x2, y2)
through A and B is not parallel to either axis.
y2 – y
Let points C and D be chosen so that AC and P(x, y)
PD are parallel to the x-axis, and PC and BD x2 – x D
y – y1
are parallel to the y-axis. A(x1, y1)
x – x1 C
The triangles APC and PBD are congruent
(AAS). Hence
x
0
AC = PD and PC = BD
∴ x − x1 = x2 − x y − y1 = y2 − y
2x = x1 + x2 2y = y1 + y2
x1 + x2 y1 + y2
x= y=
2 2

We have proved the following result.

The coordinates of the midpoint P of the line segment AB joining A(x1 , y1 ) and B(x2 , y2 )
are
!x + x y + y "
1 2 1 2
,
2 2
That is, we take the average of the x-coordinates and the average of the y-coordinates.

Example 1
Find the midpoint of the line segment joining A(2, 6) with B(−3, −4).

Solution Explanation
The midpoint of line segment AB has The coordinates of the midpoint of the line
coordinates segment joining A(x1 , y1 ) and B(x2 , y2 ) are
! 2 + (−3) 6 + (−4) " ! 1 " !x + x y + y "
1 2 1 2
, = − ,1 ,
2 2 2 2 2

! The distance between two points

The distance between given points A(x1 , y1 ) and y
B(x2 , y2 ) can be found by applying Pythagoras’ B(x2, y2)
theorem to the triangle ABC:
y2 – y1
AB2 = AC 2 + BC 2
A(x1, y1)
= (x2 − x1 )2 + (y2 − y1 )2 x2 – x1 C

Therefore, the distance between the two points x

A(x1 , y1 ) and B(x2 , y2 ) is 0
#
AB = (x2 − x1 )2 + (y2 − y1 )2

Example 2
Calculate the distance EF if E is (−3, 2) and F is (4, −2).

Solution Explanation
#
y
EF = (x2 − x1 )2 + (y2 − y1 )2
$ E
= (4 − (−3))2 + (−2 − 2)2 2
$ 1
= 72 + (−4)2
√ x
= 65 –3 –2 –1 0 1 2 3 4
–1
= 8.06 (to two decimal places) –2
F

Section summary
# The coordinates of the midpoint of the line segment joining A(x1 , y1 ) and B(x2 , y2 ) are
!x + x y + y "
1 2 1 2
,
2 2
# The distance between points A(x1 , y1 ) and B(x2 , y2 ) is
#
(x2 − x1 )2 + (y2 − y1 )2

Exercise 2A

Example 1 1 Find the coordinates of M, the midpoint of AB, where A and B have the following
coordinates:
a A(2, 12), B(8, 4) b A(−3, 5), B(4, −4)
c A(−1.6, 3.4), B(4.8, −2) d A(3.6, −2.8), B(−5, 4.5)

2 Find the midpoints of each of the sides of a triangle ABC, where A is (1, 1), B is (5, 5)
and C is (11, 2).

3 The secretary of a motorcross club wants to km N

organise two meetings on the same weekend. 14
W E
One is a hill climb starting from point A(3.1, 7.1)
12
and the other is a circuit event with the start at 1cm = 2 km
S
B
B(8.9, 10.5), as shown on the map. Only one 10

ambulance can be provided. The ambulance can be + C

8
A
called up by radio, so it is decided to keep it at C,
6
halfway between A and B.
What are the coordinates of C? 4

2 4 6 8 10 km

4 If M is the midpoint of XY, find the coordinates of Y when X and M have the following
coordinates:
a X(−4, 2), M(0, 3) b X(−1, −3), M(0.5, −1.6)
c X(6, −3), M(2, 1) d X(4, −3), M(0, −3)

5 Find the coordinates of the midpoint of the line segment joining (1, 4) and (a, b),
in terms of a and b. If (5, −1) is the midpoint, find the values of a and b.

Example 2 6 Find the distance between each of the following (correct to two decimal places):
a (3, 6) and (−4, 5) b (4, 1) and (5, −3)
c (−2, −3) and (−5, −8) d (6, 4) and (−7, 4)

7 Calculate the perimeter of a triangle with vertices (−3, −4), (1, 5) and (7, −2).

8 The diagram shows the four points y

A(6, 6), B(10, 2), C(−1, 5) and
D(−7, 1). If the midpoint of AB is
8
P and the midpoint of CD is M, A
calculate the distance PM. C
4
B
D
x
–8 –4 0 4 8

9 There is an oﬀ-shore oil drilling platform in Bass Strait situated at D(0, 6), where
1 unit = 5 km. Pipes for this oil drill come ashore at M(−6, 1) and N(3, −1). Assuming
the pipelines are straight, which is the shorter DM or DN?

2B The gradient of a straight line

B
Through any two points it is only possible to draw a
single straight line. Therefore a straight line is defined
by any two points on the line. rise
In coordinate geometry the standard way to define the
rise A
gradient of a line segment AB is where: run
run
# rise is the change in the y-values as you move from A to B
# run is the change in the x-values as you move from A to B.

The gradient of a line is defined to be y

the gradient of any segment within the B (x2, y2)
line. This definition depends on the fact
that any two segments of a line have rise = y2 – y1
the same gradient. Hence given any A (x1, y1)
two points on the line, A(x1 , y1 ) and
B(x2 , y2 ), the gradient of the line can be
run = x2 – x1
found. The symbol used for gradient
x
is m. 0
rise y2 − y1
Gradient m = =
run x2 − x 1

Note that since

y2 − y 1 y1 − y2
=
x2 − x1 x1 − x 2
it does not matter which point we take as the first and which point we take as the second.

Example 3
Find the gradient of each line:
a y b y

2 3

2
1
1
x
–2 –1 0 x
0 1 2

Solution Explanation
2−0
a Gradient m = Let (x1 , y1 ) = (−2, 0)
0 − (−2)
and (x2 , y2 ) = (0, 2).
2
= y2 − y1
2 Gradient m =
x2 − x 1
=1
0−3
b Gradient m = Let (x1 , y1 ) = (0, 3)
2−0
and (x2 , y2 ) = (2, 0).
3
=− y2 − y1
2 Gradient m =
x2 − x 1

Notes:
# The gradient of a line that slopes upwards from left to right is positive, as illustrated in
Example 3a.
# The gradient of a line that slopes downwards from left to right is negative, as illustrated in
Example 3b.
# The gradient of a horizontal line (parallel to the x-axis) is zero, since y2 − y1 = 0.
# The gradient of a vertical line (parallel to the y-axis) is undefined, since x2 − x1 = 0.

Example 4
Find the gradient of the line that passes through the points (1, 6) and (−3, 7).

Solution Explanation
y2 − y1 The gradient can also be found using
m=
x2 − x 1 y1 − y2
m=
7−6 x1 − x 2
=
−3 − 1 6−7 1
= =−
1 1 − (−3) 4
=−
4

! The tangent of the angle of slope

We will look first at the case when the gradient is positive and then when the gradient is
negative.

Positive gradient
From Year 10 you will be familiar with the trigonometric
ratio
opposite opposite
tan θ =
adjacent θ
adjacent

Consider a straight line with positive gradient. The line forms an acute angle, θ, with the
positive direction of the x-axis.
The gradient, m, of the line is given by y
y2 − y1 B(x2, y2)
m= (x1 ! x2 )
x2 − x 1
From the diagram, it follows that y2 – y1
A(x1, y1) θ
m = tan θ x2 – x1
where θ is the angle that the line makes with
the positive direction of the x-axis.
θ
x
0

Example 5
Determine the gradient of the line passing through the points (3, 2) and (5, 7) and the
angle θ that the line makes with the positive direction of the x-axis.

Solution Explanation
7−2 The gradient is given by
m=
5−3 y2 − y1
m=
5 x2 − x 1
=
2 The gradient is positive and so the angle θ
5 is acute.
tan θ =
2

∴ θ = 68.1986 . . .◦ The angle can be found with a calculator

= 68.20◦ using inverse tan.

correct to two decimal places.

Negative gradient
Now consider a line with negative gradient. y
The line forms an acute angle α with the
negative direction of the x-axis, and an obtuse
x2 – x1
angle θ with the positive direction of the x-axis.
We have θ = 180◦ − α. A(x1, y1) α
y2 – y1
From the diagram, we see that the gradient
satisfies B(x2, y2)
y2 − y1 −(y1 − y2 ) θ
m= = = − tan α α
x2 − x 1 x2 − x 1 x
0

From your work on circular functions in Year 10 you may recall that
tan θ = tan(180◦ − α) = − tan α
Thus the gradient satisfies

m = − tan α = tan θ

Example 6
Determine the gradient of the line passing through the points (5, −3) and (−1, 5) and the
angle θ that the line makes with the positive direction of the x-axis.

Solution Explanation
5 − (−3) The gradient is negative and so the angle θ
m=
−1 − 5 between the line and the positive direction
4 of the x-axis is obtuse.
=−
3 You first use your calculator to find the
4 adjacent supplementary angle α, which is
tan θ = − acute. You do this by finding the inverse
3
tangent of 43 . The magnitude of this angle is
∴ θ = 180◦ − (53.130 . . .◦ )
53.130 . . .◦ .
= 126.87◦
You subtract this from 180◦ to obtain θ.
correct to two decimal places.

Section summary
# The gradient of a line segment AB joining two points A(x1 , y1 ) and B(x2 , y2 ) is
y2 − y1
provided x1 ! x2
x2 − x 1
# The gradient of a line is defined as the gradient of any line segment of that line.
# A horizontal line has gradient zero.
# A vertical line does not have a gradient.

# Let θ be the angle that a line makes with the positive direction of the x-axis.
• The gradient m is positive if and only if θ is acute.
• The gradient m is negative if and only if θ is obtuse.
• If θ is acute or obtuse, then m = tan θ.
• If θ = 0◦ , then m = tan 0◦ = 0.
• If θ = 90◦ , then the gradient is not defined.

Exercise 2B
Example 3 1 Calculate the gradient of each of the following lines:
a y b y c y

6 2
4
4 1
3 x
2 2 0 1 2 3 4
x –1
1 0 1 2 3
x
–2 –1 0 1

d y e y f y

4
3 3
3
2 2
2 1
1
1 x x
x 0 1 2 3 –3 –2 –1 0 1
–1 0 1 2
g y h y i y
(6, 10)
(0, 8) 5

(3, 2)
(–2, 0)
x x x
0 0 0 4
j y k y

3
4

x
0
x
–3 0

2 Sketch a graph of a line with gradient 1.

3 Sketch a graph of a line with gradient 0 which passes through the point (1, 6).

Example 4 4 For each of the following, find the gradient of the line that passes through the two
points with the given coordinates:
a (6, 3), (2, 4) b (−3, 4), (1, −6)
c (6, 7), (11, −3) d (5, 8), (6, 0)
e (6, 0), (−6, 0) f (0, −6), (−6, 0)
g (3, 9), (4, 16) h (5, 25), (6, 36)
i (−5, 25), (−8, 64) j (1, 1), (10, 100)
k (1, 1), (10, 1000) l (5, 125), (4, 64)

5 a Find the gradient of the straight line that passes through the points with coordinates
(5a, 2a) and (3a, 6a).
b Find the gradient of the straight line that passes through the points with coordinates
(5a, 2a) and (5b, 2b).

6 a A line has gradient 6 and passes through the points with coordinates (−1, 6) and
(7, a). Find the value of a.
b A line has gradient −6 and passes through the points with coordinates (1, 6) and
(b, 7). Find the value of b.

7 Find the angle, correct to two decimal places, that the lines joining the given points
make with the positive direction of the x-axis:
a (0, 3), (−3, 0) b (0, −4), (4, 0)
c (0, 2), (−4, 0) d (0, −5), (−5, 0)

Example 5, 6 8 Find the angle, correct to two decimal places, that the lines joining the given points
make with the positive direction of the x-axis:
a (−4, −2), (6, 8) b (2, 6), (−2, 4)
c (−3, 4), (6, 1) d (−4, −3), (2, 4)
e (3b, a), (3a, b) f (c, b), (b, c)

9 Find the gradient of a straight line which is:

a inclined at an angle of 45◦ to the positive direction of the x-axis
b inclined at an angle of 135◦ to the positive direction of the x-axis
c inclined at an angle of 60◦ to the positive direction of the x-axis
d inclined at an angle of 120◦ to the positive direction of the x-axis.

2C The equation of a straight line

Skillsheet In this section we discuss diﬀerent ways of determining the equation of a straight line.
In general two ‘independent pieces of information’ are required. The following given
information is considered:
# gradient and y-axis intercept
# gradient and a point
# two points.
Sketching straight lines given the equation is discussed in Section 2D.

! Gradient–intercept form of the equation of a straight line

We first consider an example before stating the general result. The argument in the general
case is exactly the same.

The line y = 2x + 4
Consider the line with gradient 2 and y-axis intercept 4. y
This line passes through the point A(0, 4). Let B(x, y) be
any other point on the line. B(x, y)
y−4 y−4
Gradient of line segment AB = =
x−0 x
We know that the gradient of the line is 2. Therefore A(0, 4)
y−4
=2
x x
0
y − 4 = 2x
y = 2x + 4
So the coordinates (x, y) satisfy the equation y = 2x + 4.
Conversely, if a point B(x, y) in the plane satisfies y = 2x + 4, then
y−4
=2
x
Thus we know that the gradient of the line segment joining point B to the point A(0, 4) is 2.
Therefore the line through A(0, 4) and B(x, y) has gradient 2 and y-axis intercept 4.

The line y = mx + c
In the same way as for the line y = 2x + 4, we can show that:

# The line with gradient m and y-axis intercept c has equation y = mx + c.

# Conversely, the line with equation y = mx + c has gradient m and y-axis intercept c.

This is called the gradient–intercept form.

Example 7
Find the gradient and y-axis intercept of the line y = 3x − 4.

Solution Explanation
The gradient is 3 and the y-axis intercept m = 3 and c = −4
is −4.

Example 8
Find the equation of the line with gradient −3 and y-axis intercept 5.

Solution Explanation
y = −3x + 5 y = mx + c

Example 9
State the gradient and y-axis intercept of the line 3y + 6x = 9.

Solution Explanation
3y + 6x = 9 Rearrange the equation 3y + 6x = 9 into
3y = 9 − 6x gradient–intercept form.
9 − 6x
y=
3
y = 3 − 2x
i.e. y = −2x + 3 Now the gradient and y-axis intercept can
Therefore m = −2 and c = 3. be read directly from the equation.

! Point–gradient form of the equation of a straight line

If A(x1 , y1 ) is a point on a line with gradient m and P(x, y) is y
any other point on the line, then
P(x, y)
y − y1
=m
x − x1
A(x1, y1)
and so we have
x
y − y1 = m(x − x1 ) 0

The point–gradient form of the equation of a straight line is

y − y1 = m(x − x1 )
where (x1 , y1 ) is a point on the line and m is the gradient.

Example 10
Find the equation of the line which passes through the point (−1, 3) and has gradient 4.

Solution Explanation
Method 1
(x1 , y1 ) = (−1, 3) and m = 4. We use the equation y − y1 = m(x − x1 ).
(It is not necessary to work from first
The equation is
principles every time.)
y − 3 = 4(x − (−1))
Rearrange to make y the subject and write
y = 4(x + 1) + 3
the equation in the form y = mx + c.
= 4x + 4 + 3
= 4x + 7
Method 2
Since m = 4, the equation is of the form We can also use the equation y = mx + c
y = 4x + c. and find the value of c. The gradient is 4.
When x = −1, y = 3. The point (−1, 3) lies on the line.
Therefore
3 = 4 × (−1) + c
7=c Solve for c.
The equation is y = 4x + 7.

Example 11
Find the equation of the line that passes through the point (3, 2) and has a gradient of −2.

Solution Explanation
y − 2 = −2(x − 3) y
y − 2 = −2x + 6
8
y = −2x + 8
The equation is
y = −2x + 8
which could also be expressed as (3, 2)
2
2x + y − 8 = 0 1
x
0 1 2 3 4

! A line through two points

To find the equation of the line through two given y
points (x1 , y1 ) and (x2 , y2 ), first find the gradient
y2 − y1 B(x2, y2)
m= P(x, y)
x2 − x 1
and then use the point–gradient form A(x1, y1)
x
y − y1 = m(x − x1 ) 0

We can also find the equation directly by taking the point P(x, y) and noting that
y − y1
=m
x − x1

Example 12
Find the equation of the straight line passing through the points (1, −2) and (3, 2).

Solution Explanation
y2 − y1 First find the gradient m and then use
m=
x2 − x 1 y − y1
=m
2 − (−2) x − x1
=
3−1 Choose (x1 , y1 ) = (1, −2).
4
= y
2
=2
2 (3, 2)
y − (−2)
∴ 2= P(x, y)
x−1 x
2x − 2 = y + 2 0 1 2 3 4

∴ y = 2x − 4 –2 (1, –2)

–4

Example 13
Find the equation of the straight line with y-axis intercept −3 which passes through the
point with coordinates (1, 10).

Solution Explanation
The gradient is Find the gradient using (x1 , y1 ) = (0, −3)
10 − (−3) and (x2 , y2 ) = (1, 10).
m= = 13
1−0 The general equation of a line with y-axis
Therefore the equation is y = 13x − 3. intercept −3 is y = mx − 3.

Two intercepts
A special case of finding the equation of a line given the coordinates of two points is when
the intercept with each axis is known, that is, finding the line through (a, 0) and (0, b), where
a, b ! 0.
In this case, the gradient is y
b−0 b
m= =−
0−a a
Thus the equation of the line is (0, b)
b
y − 0 = − (x − a)
a
Multiplying both sides of the equation by a gives
ay + bx = ab
x
Dividing both sides of the equation by ab gives the 0 (a, 0)
following:

The intercept form of the equation of a straight line is

x y
+ =1
a b
where a and b are the x-axis intercept and y-axis intercept respectively.

Example 14
y
Find the equation of the line shown in the graph.

4 A

1
B
x
0 1 2

Solution Explanation
The intercept form of the equation is The coordinates of A and B are (0, 4) and
x y (2, 0).
+ =1
2 4
Multiply both sides by 4:
2x + y = 4
The equation of the line is y = −2x + 4.

! Vertical and horizontal lines

If a line is horizontal, then its gradient m = 0 and its equation is simply y = c, where c is the
y-axis intercept.
If a line is vertical, then its gradient is undefined and its equation is x = a, where a is the
x-axis intercept.

Equation y = 2 y Equation x = 3 y
x=3
3
2 y=2

1
x
x 0 1 2 3
0

Note that the equation of a vertical line is not of the form y = mx + c.

! General form of the equation of a straight line

We have seen that all points on the line through two given points satisfy an equation of
the form mx + ny + p = 0, with m and n not both 0. Conversely, any ‘linear equation’
mx + ny + p = 0 is the equation of a (straight) line. This is called the general form of the
equation of a line.

Section summary
# Gradient–intercept form: The line with gradient m and y-axis intercept c has equation
y = mx + c. Conversely, the line with equation y = mx + c has gradient m and y-axis
intercept c.
# Point–gradient form: If (x1 , y1 ) is a point on a line with gradient m and (x, y) is any
other point on the line, then
y − y1
=m
x − x1
which can be written as
y − y1 = m(x − x1 )
# Two points: To find the equation of the line through two given points (x1 , y1 ) and
(x2 , y2 ), first find the gradient
y2 − y1
m=
x2 − x 1
and then use the point–gradient form
y − y1 = m(x − x1 )

# Intercept form: If a line has x-axis intercept a and y-axis intercept b, the equation of
the line is
x y
+ =1
a b
# Horizontal line: A line parallel to the x-axis through the point (a, c) has equation y = c.
# Vertical line: A line parallel to the y-axis through the point (a, c) has equation x = a.
# General form: Every straight line satisfies an equation of the form mx + ny + p = 0,
with m and n not both 0. Conversely, any ‘linear equation’ mx + ny + p = 0 is the
equation of a straight line.

Exercise 2C

Example 7 1 State the gradient and y-axis intercept of the graph of each equation:
a y = 3x + 6 b y = −6x + 7 c y = 3x − 6 d y = −x − 4

Example 8 2 a Find the equation of the straight line with gradient 3 and y-axis intercept 5.
b Find the equation of the straight line with gradient −4 and y-axis intercept 6.
c Find the equation of the straight line with gradient 3 and y-axis intercept −4.

Example 9 3 State the gradient and y-axis intercept of the graph of each equation:
a 3x − y = 6 b 4x − 2y = 8 c 5x − 10y = 20 d 2x − 6y = 10

4 Express in gradient–intercept form and hence state the gradient and y-axis intercept of
each of the following linear relations:
a 2x − y = 9 b 3x + 4y = 10 c −x − 3y = 6 d 5x − 2y = 4

Example 10 5 a Find the equation of the straight line that has gradient 3 and passes through the point
with coordinates (6, 7).
Example 11 b Find the equation of the straight line that has gradient −2 and passes through the
point with coordinates (1, 7).

Example 12 6 Find the equations of the straight lines passing through the following pairs of points.
(Express your answer in gradient–intercept form.)
a (−1, 4), (2, 3) b (0, 4), (5, −3) c (3, −2), (4, −4) d (5, −2), (8, 9)

Example 13 7 For the straight line that has y-axis intercept 6 and passes through the point with
coordinates (1, 8), find:
a the gradient b the equation

8 Find the equation of the straight line that passes through the point (1, 6) and has
gradient:
a 2 b −2

9 Write, in the form y = mx + c, the equations of the lines which have the given gradient
and pass through the given point:
a m = 2; (−1, 4) b m = −2; (0, 4) c m = −5; (3, 0)

Example 14 10 Find equations defining the lines which pass through the following pairs of points:
a (0, 4), (6, 0) b (−3, 0), (0, −6)
c (0, 4), (4, 0) d (2, 0), (0, 3)

11 Find the equations, in the form y = mx + c, of the lines which pass through the
following pairs of points:
a (0, 4), (3, 6) b (1, 0), (4, 2)
c (−3, 0), (3, 3) d (−2, 3), (4, 0)
e (−1.5, 2), (4.5, 8) f (−3, 1.75), (4.5, −2)

12 Find the equation of each of the following lines:

a y b y c y

4 3 2
3 2 1
2 1 x
1 x –2 –1–10 1 2
–3 –2 –1 0 1
x –2
–2 –1 0 1 2

d y e y f y

2 4 4
1 3 3
x 2 2
–1 0 1 2 3 1 1
–1
–2 x x
–2 –1 0 1 2 –2 –1 0 1 2

13 Do the points P(1, −3), Q(2, 1) and R(2 12 , 3) lie on the same straight line?

14 For which of the following does the line pass through the origin?
a y+x=1 b y + 2x = 2(x + 1) c x+y=0 d x−y=1

15 a Find the equation of the line that is parallel to the y-axis and passes through the point
with coordinates (4, 7).
b Find the equation of the line that is parallel to the x-axis and passes through the
point with coordinates (−4, 11).
c Find the equation of the line that is parallel to the y-axis and passes through the point
with coordinates (11, −7).
d Find the equation of the line that is parallel to the x-axis and passes through the
point with coordinates (5, −1).

2D Graphing straight lines

In the previous section we discussed methods of finding the equation of a straight line given
suitable information. In this section we look at sketching a straight line from an equation. To
sketch the graph we need to derive the coordinates of two points on the line. A convenient
way to sketch graphs of straight lines is to plot the two axis intercepts.

Example 15
Sketch the graph of 2x + 4y = 10.

Solution
y
x-axis intercept (y = 0): 2x + 4(0) = 10
x=5
2.5
y-axis intercept (x = 0): 2(0) + 4y = 10
y = 2.5 5
x
1 2 3 4

Example 16
Sketch the graph of y = 2x − 6 by first finding the intercepts.

Solution
y
x-axis intercept (y = 0): 0 = 2x − 6
x=3

y-axis intercept (x = 0): y = 2(0) − 6

x
y = −6 0 3

Note: You can also obtain the y-axis intercept

directly from the equation.
–6

Using the TI-Nspire

To sketch the graph of 6x + 3y = 9:
# Open a Graphs application: press c on and
select the Graphs icon, or use ctrl I and
select Add Graphs.
# Equations of the form ax + by = c can
be entered directly using menu > Graph
Entry/Edit > Equation > Line. Enter as
6x + 3y = 9.

Note: The window settings ( menu >

Window/Zoom > Window Settings)
will have to be changed if the axis
intercepts do not appear on the screen.
# The axis intercepts can be found using menu
> Geometry > Points & Lines > Intersection
Point(s). Select the x-axis and the graph to
display the x-axis intercept. Select the y-axis
and the graph to display the y-axis intercept.
# To show the coordinates of these points,
use menu > Actions > Coordinates and
Equations and double click on each of the
points.
# Press esc to exit the Coordinates and
Equations tool.

Using the Casio ClassPad

# Type the equation 3y + 6x = 9 in the main screen M. Tap on the graph icon $ to
display the graph screen.
# Using your stylus, highlight the equation and drag it down into the graph screen. Lift
the stylus oﬀ the screen for the graph to appear.

# The graph window setting can be adjusted using the window setting icon 6.
# Ensure the graph window is selected and the intercepts are visible on the graph.

# To find the intercepts, go to Analysis > G-Solve. Select y-Intercept for the y-axis
intercept and select Root for the x-axis intercept.

Note: The equation is displayed in gradient–intercept form in the top-left corner of the
graph screen.

From Section 2B we know that the gradient of a line is the tangent of the angle of slope (that
is, the angle formed by the line with the positive direction of the x-axis).

Example 17
For each of the following lines, find the magnitude of the angle θ (correct to two decimal
places) that the line makes with the positive direction of the x-axis:
a y = 2x + 3 b 3y = 3x − 6
c y = −0.3x + 1.5

Solution
a y = 2x + 3 b 3y = 3x − 6
Gradient = 2 y= x−2
Hence tan θ = 2 Gradient = 1
◦
Therefore θ = 63.43 Hence tan θ = 1
correct to two decimal places Therefore θ = 45◦

c y = −0.3x + 1.5
Gradient = −0.3
Hence tan θ = −0.3
Therefore θ = (180 − 16.699 . . . )◦
= 163.30◦ correct to two decimal places

Section summary
# The most practical way to sketch a straight line is to plot two points known to be on the
required line and draw the line through them.
• Two important points are the intercept with the x-axis and the intercept with the
y-axis. These are the best two points to use in order to sketch a line that does not
pass through the origin and is not parallel to one of the axes.
• To sketch a line with equation of the form y = mx, plot one other point on the line
besides the origin.
# The gradient m of a line y = mx + c is equal to tan θ, where θ is the angle of slope
measured between the line and the positive direction of the x-axis.

Exercise 2D

1 For each of the following, give the coordinates of the axis intercepts:
a x+y=4 b x−y=4 c −x − y = 6 d y−x=8

Example 15 2 Sketch the graphs of each of the following linear relations:

a 2x − 3y = 12 b x − 4y = 8 c −3x + 4y = 24
d −5x + 2y = 20 e 4x − 3y = 15 f 7x − 2y = 15

Example 16 3 For each of the following, sketch the graph by first finding the axis intercepts:
a y= x−1 b y= x+2 c y = 2x − 4

4 Sketch the graphs of each of the following by first determining the axis intercepts:
a y = 2x − 10 b y = 3x − 9 c y = 5x + 10 d y = −2x + 10

5 Sketch the graphs of each of the following:

a y= x+2 b y = −x + 2 c y = 2x + 1 d y = −2x + 1

6 Sketch the graphs of each of the following:

a x+y=1 b x−y=1 c y−x=1 d −x − y = 1

7 Sketch the graphs of each of the following:

a y= x+3 b y = 3x + 1 c y = 4 − 12 x d y = 3x − 2
e 4y + 2x = 12 f 3x + 6y = 12 g 4y − 6x = 24 h 8x − 3y = 24

8 Sketch the graphs of each of the following:

a y=3 b x = −2 c y = −2 d x=5

Example 17 9 Find the magnitude of the angle, correct to two decimal places, made by each of the
following with the positive direction of the x-axis:
a y=x b y = −x c y= x+1
d x+y=1 e y = 2x f y = −2x

10 Find the magnitude of the angle, correct to two decimal places, made by each of the
following with the positive direction of the x-axis:
a y = 3x + 2 b 2y = −2x + 1 c 2y − 2x = 6 d 3y + x = 7

11 A straight line has equation y = 3x − 4. The points with coordinates (0, a), (b, 0), (1, d)
and (e, 10) lie on the line. Find the values of a, b, d and e.

2E Parallel and perpendicular lines

Skillsheet ! Parallel lines
# Two non-vertical lines are parallel if they have the same gradient.
# Conversely, if two non-vertical lines are parallel, then they have the same gradient.

This is easily proved through considering the angles of inclination of such lines to the
positive direction of the x-axis and using the following two results:

θ1 θ2 x
0

1 Two non-vertical lines are parallel if and only if the corresponding angles θ1 and θ2 formed
by the lines and the positive direction of the x-axis are equal.
2 If θ1 and θ2 are two angles which are acute, obtuse or zero, then tan θ1 = tan θ2 implies
θ1 = θ2 .
For example, consider the lines y
y = 2x + 3
y = 2x + 3
4
y = 2x − 4 3 y = 2x – 4
2
Both lines have gradient 2, and so they are parallel. 1
x
–2 –1 0 1 2
–2
–3
–4

! Perpendicular lines
We prove that two lines are perpendicular if and only if the product of their gradients is −1
(or if one is horizontal and the other vertical).

Two lines with gradients m1 and m2 (both non-zero) are perpendicular if and only if
m1 m2 = −1.

Proof Initially we consider the case where the two lines intersect at the origin.
Step 1 Draw two lines passing through the origin with one of the lines having
positive gradient, m1 , and the other negative gradient, m2 . Form right-angled triangles
OPQ and OAB with OQ = OB.
y
AB
Gradient m1 = gradient
BO m2 gradient
OQ Q m1
Gradient m2 = − P
PQ A
OQ AB
Product m1 m2 = − ×
PQ BO x
O B
OQ AB
=− ×
PQ OQ
AB
=−
PQ
Step 2 We now prove: If two lines passing through the origin are perpendicular, then
the product of their gradients is −1.
If the lines are perpendicular, then ∠POQ = y
∠AOB. Therefore triangles OPQ and OAB
are congruent. So PQ = AB and therefore the
Q
product of the gradients is P
A
AB AB 90° –
m 1 m2 = − =− = −1
PQ AB
x
O B

Step 3 We next prove the converse: If for two lines passing through the origin the
product of their gradients is −1, then the lines are perpendicular.
If the product m1 m2 = −1, then AB = PQ, which implies that the triangles OAB and
OPQ are congruent. Therefore ∠POQ = ∠AOB and so ∠AOP = 90◦ .
Step 4 If we are given two lines anywhere in the plane, we can draw lines through the
origin parallel to the original two lines. The slopes of the new lines are the same. So
the result holds for lines that do not necessarily pass through the origin.

Example 18
Find the equation of the straight line which passes through (1, 2) and is:
a parallel to the line with equation 2x − y = 4
b perpendicular to the line with equation 2x − y = 4.

Solution Explanation
The equation 2x − y = 4 is equivalent
to y = 2x − 4. The line y = 2x − 4 has
gradient 2.
a The required line passes through (1, 2) A line parallel to y = 2x − 4 has gradient 2.
and has gradient 2. Hence
We use y − y1 = m(x − x1 ) where
y − 2 = 2(x − 1) (x1 , y1 ) = (1, 2) and m = 2.
Therefore the line has equation y = 2x.
b The required line passes through (1, 2) A line perpendicular to a line with
and has gradient − 12 . Hence gradient m has gradient − m1 (provided
1 m ! 0).
y − 2 = − (x − 1)
2 We use y − y1 = m(x − x1 ) where
Therefore 2y − 4 = −x + 1 and (x1 , y1 ) = (1, 2) and m = − 12 .
equivalently 2y + x = 5.
The line has equation 2y + x = 5.

Example 19
The coordinates of the vertices of a triangle ABC are A(0, −1), B(2, 3) and C(3, −2 12 ).
Show that the side AB is perpendicular to the side AC.

Solution Explanation
Let m1 be the gradient of the line AB and We use the fact that two lines with
let m2 be the gradient of the line AC. gradients m1 and m2 (both non-zero) are
3 − (−1) perpendicular if and only if m1 m2 = −1.
m1 =
2−0 We show the product of the gradients is −1.
=2 Hence the lines are perpendicular.

−2 12 − (−1)
m2 =
3−0
−1 12
=
3
1
=−
2
Since m1 × m2 = 2 × (− 12 ) = −1, the lines
AB and AC are perpendicular to each other.

Section summary
# Two non-vertical lines are parallel if they have the same gradient. Conversely, if two
non-vertical lines are parallel, then they have the same gradient.
# Two lines are perpendicular if the product of their gradients is −1 (or if one is
horizontal and the other vertical). Conversely, if two lines are perpendicular, then the
product of their gradients is −1 (or one is horizontal and the other vertical).

Exercise 2E

Example 18 1 Find the equation of the straight line which passes through (4, −2) and is:
a parallel to the line with equation y = 2x + 1
b perpendicular to the line with equation y = 2x + 1
c parallel to the line with equation y = −2x + 1
d perpendicular to the line with equation y = −2x + 1
e parallel to the line with equation 2x − 3y = 4
f perpendicular to the line with equation 2x − 3y = 4
g parallel to the line with equation x + 3y = 5
h perpendicular to the line with equation x + 3y = −4.

2 For which of the following pairs of equations are the corresponding lines parallel to
each other? Sketch graphs to show the pairs of non-parallel lines.
a 2y = 6x + 4; y = 3x + 4 b x = 4 − y; 2x + 2y = 6
c 3y − 2x = 12; y + 13 = 23 x d 4y − 3x = 4; 3y = 4x − 3

3 Find the equation of the line:

a perpendicular to the line x = 3 and which passes through the point (3, 4)
b perpendicular to the line y = 3 and which passes through the point (2, 3)
c perpendicular to the line x = −2 and which passes through the point (−2, 4)
d perpendicular to the line y = −4 and which passes through the point (3, −4).

4 Find the equation of the straight line which passes through the point (1, 4) and is
perpendicular to the line with equation y = − 12 x + 6.

5 Points A and B have coordinates (1, 5) and (−3, 7) respectively. Find the coordinates of
the midpoint M of the line segment AB and find the equation of the line which passes
through the point M and is perpendicular to the line AB.

Example 19 6 If the points A, B and C have the coordinates A(5, 2), B(2, −3) and C(−8, 3), show that
the triangle ABC is a right-angled triangle.

7 Given the points A(3, 7), B(6, 1) and C(20, 8), prove that AB is perpendicular to BC.

8 Show that RS T U is a rectangle if the coordinates of the vertices are respectively

R(2, 6), S (6, 4), T (2, −4) and U(−2, −2).

9 Given that the lines 4x − 3y = 10 and 4x − ℓy = m are perpendicular and intersect at the
point (4, 2), find the values of ℓ and m.

10 The line y = 2x + 3 intersects the y-axis at A. The points B and C on this line are
such that AB = BC. The line through B perpendicular to AC passes through the point
D(−1, 6). Find:
a the equation of BD
b the coordinates of B
c the coordinates of C.

2F Families of straight lines

Skillsheet Here are three families of straight lines:
# y = mx, where the gradient m of the lines varies – the graphs are the straight lines through
the origin.
# y = 3x + c, where the y-axis intercept c of the lines varies – the graphs are the straight lines
with gradient 3.
# y = mx + 2, where the gradient m of the lines varies – the graphs are the straight lines with
y-axis intercept 2. Some graphs in this family are illustrated below.

y = –3x + 2 y
y = 3x + 2
y = –x + 2
y=x+2

1 1
y =– x+2 y= x+2
2 2
(0, 2)

x
0

The variable m is called a parameter. We will consider other families of graphs in later
chapters of this book.

Example 20
Find the value of m if the line y = mx + 2 passes through the point (3, 11).

Solution
We can write
11 = 3m + 2
Therefore 3m = 9 and hence m = 3. It is the line y = 3x + 2.

Example 21
A family of lines have equations of the form y = mx + 2, where m is a negative number.
a Find the x-axis intercept of a line in this family in terms of m.
b For which values of m is the x-axis intercept greater than 3?
c Find the equation of the line perpendicular to the line y = mx + 2 at the point (0, 2).

Solution Explanation
a When y = 0: mx + 2 = 0 To find the x-axis intercept put y = 0.
mx = −2
2
x=−
m
The x-axis intercept is − m2 .
2
b − >3 Multiply both sides of the inequality by m.
m
Since m is negative, the inequality sign is
−2 < 3m reversed. Then divide both sides by 3.
2
− <m
3
Therefore the x-axis intercept is greater
than 3 for − 23 < m < 0.
c The equation is y − 2 = − m1 x and the The perpendicular line has gradient − m1 and
gradient–intercept form is y = − m1 x + 2. passes through (0, 2).

Section summary
Families of straight lines can be described through the use of a parameter. For example:
# All the non-vertical lines passing through (0, 2) have equation of the form y = mx + 2,
where m is a real number. (If m = 0, the line is horizontal.)
# All the lines with gradient 3 have equation of the form y = 3x + c, where c is a real
number.
x y
# All the lines with x-axis intercept 4 have equation of the form + = 1, where b is a
4 b
non-zero real number.

Exercise 2F

Example 20 1 The line with equation y = mx − 3, where m is a positive number, passes through the
point (2, 7). Find the value of m.

2 The line with equation y = 2x + c, where c is a number, passes through the point (3, 11).
Find the value of c.

3 A line has equation y = mx + 3, where m ! 0. A second line is perpendicular to this line

and passes through the point (0, 3).
a Find the equation of the second line in terms of m.
b Find the value of m if the second line passes through the point (1, −4).

4 The line with equation y = mx + 2, where m is a positive number, passes through the
point (3, 8). Find the value of m.

Example 21 5 A family of lines have equations of the form y = mx − 3, where m is a positive number.
a Find the x-axis intercept of a line in this family in terms of m.
b Find the value of m if the line passes through the point (5, 6).
c For which values of m is the x-axis intercept less than or equal to 1?
d Find the equation of the line perpendicular to the line y = mx − 3 at the point (0, −3).

6 A family of lines have equations of the form y = 2x + c, where c is a number.

a Find the x-axis intercept of a line in this family in terms of c.
b Find the value of c if the line passes through the point (5, 6).
c For which values of c is the x-axis intercept less than or equal to 1?
d Find the equation of the line perpendicular to the line y = 2x + c at the point (0, c).
x y
7 A family of lines have equations of the form − = 4, where a is a non-zero number.
a 12
a Find the x-axis intercept of a line in this family in terms of a.
b Find the gradient of the line in terms of a.
c Find the value of a if the gradient is
i 2 ii −2

8 A family of lines have equations of the form y = −2x + c, where c is a positive number.
a Find the x-axis intercept of a line in this family in terms of c.
b Find the value of c if the line passes through the point (1, 7).
c For which values of c is the x-axis intercept less than or equal to 1?
d Find the equation of the line perpendicular to y = −2x + c at the point (0, c).
e Let O denote the origin, and let A and B be the x-axis and y-axis intercepts of
y = −2x + c.
i If the midpoint M of the line segment AB is (3, 6), find the value of c.
ii If the triangle AOB has area 4, find the value of c.
√
iii If the midpoint M of AB is such that OM = 2 5, find the value of c.

9 A family of lines have equations of the form 3x + by = 12, where b is a non-zero

number.
a Find the y-axis intercept of a line in this family in terms of b.
b Find the gradient of the line in terms of b.
c Find the value of b if the gradient is
i 1
ii −2
d Find the equation of the line perpendicular to the line 3x + by = 12 at the point (4, 0).

2G Linear models
Skillsheet There are many practical situations where a linear relation can be used.

Example 22
Austcom’s rates for local calls from private telephones consist of a quarterly rental fee of
$50 plus 25c for every call. Construct a cost function that describes the quarterly telephone
bill and sketch the linear graph for this.

Solution
Let C
C = cost ($) of quarterly telephone bill
100
n = number of calls
80
Then
60
C = 0.25n + 50
40
The number of calls is counted in whole numbers 20
including zero.
50 100 150 200 n
Draw the graph of the function C = 0.25n + 50 where
n is a whole number including zero.
Note: The graph should be a series of discrete points rather than a continuous line,
because n is a whole number. With the scale used it is not practical to show it
correctly.

An important linear relation is the relation between distance travelled and time taken when an
object is travelling with constant speed. If a car travels at 40 km/h, the relationship between
distance travelled (s kilometres) and time taken (t hours) is
s = 40t (for t ≥ 0)
The graph of s against t is a straight-line graph through the origin. The gradient of this graph
is 40.

Example 23
A car starts from point A on a highway 10 kilometres past the Wangaratta post oﬃce. The
car travels at a constant speed of 90 km/h towards picnic stop B, which is 120 kilometres
further on from A. Let t hours be the time after the car leaves point A.
a Find an expression for the distance d1 of the car from the post oﬃce at time t hours.
b Find an expression for the distance d2 of the car from point B at time t hours.
c On separate sets of axes sketch the graphs of d1 against t and d2 against t and state the
gradient of each graph.

Solution
a At time t the distance of the car from the post oﬃce is 10 + 90t kilometres.
b At time t the distance of the car from B is 120 − 90t kilometres.
c
d1 d2

4
, 130 120
3

10
O t O 4 t
3
Gradient = 90 Gradient = −90

Exercise 2G

Example 22 1 The weekly wage, $w, of a vacuum cleaner salesperson consists of a fixed sum of $350
plus $20 for each cleaner sold. If n cleaners are sold per week, construct a rule that
describes the weekly wage of the salesperson.

Example 23 2 a A train moves at 50 km/h in a straight line away from a town. Give a rule for the
distance, d1 km, from the town at time t hours after leaving the town.
b A train has stopped at a siding 80 km from the town and then moves at 40 km/h in
a straight line away from the siding towards the town. Give a rule for the distance,
d2 km, from the town at time t hours after leaving the siding.
c On separate sets of axes sketch the graphs of d1 against t (0 ≤ t ≤ 4) and d2 against t
and state the gradient of each graph.

3 a An initially empty container is being filled with water at a rate of 5 litres per minute.
Give a rule for the volume, V litres, of water in the container at time t minutes after
the filling of the container starts.
b A container contains 10 litres of water. Water is then poured in at a rate of 5 litres
per minute. Give a rule for the volume, V litres, of water in the container at time
t minutes after the pouring starts.

4 The reservoir feeding an intravenous drip contains 500 mL of a saline solution. The
drip releases the solution into a patient at the rate of 2.5 mL/minute.
a Construct a rule which relates the amount of solution left in the reservoir, v mL, to
time, t minutes.
b State the possible values of t and v.
c Sketch the graph of the relation.

5 The cost ($C) of hiring a taxi consists of two elements, a fixed flagfall and an amount
that varies with the number (n) of kilometres travelled. If the flagfall is $2.60 and the
cost per kilometre is $1.50, determine a rule which gives C in terms of n.

6 A car rental company charges $85, plus an additional amount of 24c per kilometre.
a Write a rule to determine the total charge $C for hiring a car and travelling
x kilometres.
b What would be the cost to travel 250 kilometres?

7 Two towns A and B are 200 km apart. A man leaves town A and walks at a speed of
5 km/h towards town B. Find the distance of the man from town B at time t hours after
leaving town A.

8 The following table shows the extension of a spring when weights are attached to it.

x, extension (cm) 0 1 2 3 4 5 6
w, weight (g) 50 50.2 50.4 50.6 50.8 51.0 51.2

a Sketch a graph to show the relationship between x and w.

b Write a rule that describes the graph.
c What will be the extension if w = 52.5 g?

9 A printing firm charges $35 for printing 600 sheets of headed notepaper and $47 for
printing 800 sheets.
a Find a formula, assuming the relationship is linear, for the charge, $C, in terms of
number of sheets printed, n.
b How much would they charge for printing 1000 sheets?

10 An electronic bank teller registered $775 after it had counted 120 notes and $975 after it
had counted 160 notes.
a Find a formula for the sum registered ($C) in terms of the number of notes (n)
counted.
b Was there a sum already on the register when counting began?
c If so, how much?

2H Simultaneous linear equations

Skillsheet In this section we revisit the geometry of simultaneous equations, first introduced in
Section 1C, and also make use of parameters to explore these properties. Finally we consider
some of the many applications of simultaneous equations.

! The geometry of simultaneous equations

There are three possible outcomes when considering a system of two simultaneous linear
equations in two unknowns:
# There is a unique solution. (Lines intersect at a point.)
# There are infinitely many solutions. (Lines coincide.)
# There is no solution. (Lines are parallel.)

Example 24
Explain why the simultaneous equations 2x + 3y = 6 and 4x + 6y = 24 have no solution.

Solution
First write the equations in the form y = mx + c. They become
2 2
y=− x+2 and y=− x+4
3 3
Each of the lines has gradient − 23 . The y-axis intercepts are 2 and 4 respectively. The
equations have no solution as they correspond to parallel lines and they are diﬀerent lines.

Example 25
The simultaneous equations 2x + 3y = 6 and 4x + 6y = 12 have infinitely many solutions.
Describe these solutions through the use of a parameter.

Solution
The two lines coincide, and so the solutions are all points on this line. We make use of a
6 − 3λ
third variable λ as the parameter. If y = λ, then x = . The points on the line are all
! 6 − 3λ " 2
points of the form ,λ .
2

Using the TI-Nspire

Simultaneous equations can be solved in a
Calculator application.
# Use menu > Algebra > Solve System of
Equations > Solve System of Equations.
# Complete the pop-up screen.

The solution to this system of equations is given by the calculator as shown. The variable
c1 takes the place of λ.

Using the Casio ClassPad

To solve the simultaneous equations 2x + 3y = 6 and
4x + 6y = 12:
# Open the Math1 keyboard.
# Select the simultaneous equations icon ~.
# Enter the two equations into the two lines and
type x, y in the bottom-right square to indicate
the variables.
# Select EXE .
6 − 3λ
Choose y = λ to obtain the solution x = , y = λ where λ is any real number.
2

Example 26
The family of lines y = mx + 2 with varying gradient m all pass through the point (0, 2).
a For what values of m does the line y = mx + 2 not intersect the line y = 5x − 3?
b For what values of m does the line y = mx + 2 intersect the line y = 5x − 3?
c If the line y = mx + 2 intersects the line y = 5x − 3 at the point (5, 22), find the value
of m.

Solution
a The y-axis intercept of y = mx + 2 is 2 and the y-axis intercept of y = 5x − 3 is −3. The
lines will not intersect if they are parallel, that is, if they have the same gradient. So
m = 5.
b The lines intersect when m ! 5.
c If (5, 22) lies on the line y = mx + 2, then
22 = 5m + 2
20 = 5m
m=4
Thus the lines intersect at (5, 22) when m = 4.

Example 27
The lines y = x + k and y = mx + 4 intersect at (1, 3). Find the values of m and k.

Solution
When x = 1, y = 3.
So 3 = 1 + k and 3 = m + 4.
Hence k = 2 and m = −1.

Example 28
The lines (m − 2)x + y = 2 and mx + 2y = k intersect at (2, 8). Find the values of m and k.

Solution
(m − 2)x + y = 2 (1)
mx + 2y = k (2)
When x = 2, y = 8. Substituting these values into equations (1) and (2), we have the
equations
2(m − 2) + 8 = 2 (3)
2m + 16 = k (4)
From (3), we have 2m − 4 + 8 = 2. Therefore m = −1.
From (4), we have 2(−1) + 16 = k. Therefore k = 14.

Example 29
Consider the simultaneous linear equations (m − 2)x + y = 2 and mx + 2y = k. Find the
values of m and k such that the system of equations has:
a no solution b infinitely many solutions c a unique solution.

Solution
(m − 2)x + y = 2 (1)
mx + 2y = k (2)
We know that for no solution or infinitely many solutions, the corresponding lines are
parallel or coincide. If the corresponding lines are parallel or coincide, the gradients are
the same.
Gradient of line (1) = 2 − m
m
Gradient of line (2) = −
2
m
Hence 2−m=−
2
4 − 2m = −m
m=4
Substitute m = 4 in equations (1) and (2). We have
2x + y = 2
4x + 2y = k
a There is no solution if m = 4 and k ! 4.
b If m = 4 and k = 4, there are infinitely many solutions as the equations are equivalent.
c The solution is unique if m ! 4 and k is any real number.

! Applications of simultaneous equations

Example 30
There are two possible methods for paying gas bills:
Method A A fixed charge of $25 per quarter + 50c per unit of gas used
Method B A fixed charge of $50 per quarter + 25c per unit of gas used
Determine the number of units which must be used before method B becomes cheaper
than method A.
Solution
C ($)
Let C1 = charge ($) using method A C1 = 0.5x + 25
100
C2 = charge ($) using method B
x = number of units of gas used C2 = 0.25x + 50
Then C1 = 25 + 0.5x 50
C2 = 50 + 0.25x 25
From the graph we see that method B is
cheaper if the number of units exceeds 100. 0 25 50 75 100 125 150 x (units)

The solution can be obtained by solving simultaneous linear equations:

C1 = C2
25 + 0.5x = 50 + 0.25x
0.25x = 25
x = 100

Example 31
Robyn and Cheryl race over 100 metres. Robyn runs so that it takes a seconds to run
1 metre, and Cheryl runs so that it takes b seconds to run 1 metre. Cheryl wins the race by
1 second. The next day they again race over 100 metres but Cheryl gives Robyn a 5-metre
start so that Robyn runs 95 metres. Cheryl wins this race by 0.4 seconds. Find the values
of a and b and the speed at which Robyn runs.

Solution
For the first race: Time for Robyn − time for Cheryl = 1 s.
100a − 100b = 1 (1)
For the second race: Time for Robyn − time for Cheryl = 0.4 s.
95a − 100b = 0.4 (2)
Subtract (2) from (1). This gives 5a = 0.6 and therefore a = 0.12.
Substitute in (1) to find b = 0.11.
1 25
Robyn’s speed = = m/s.
0.12 3

Section summary
# There are three cases for a system of two linear equations with two variables:
• unique solution (lines intersect at a point), e.g. y = 2x + 3 and y = 3x + 3
• infinitely many solutions (lines coincide), e.g. y = 2x + 3 and 2y = 4x + 6
• no solution (lines are parallel), e.g. y = 2x + 3 and y = 2x + 4.
# There are many applications of simultaneous linear equations with two variables. The
problems often arise by working with two quantities both changing at a constant but
often diﬀerent rate.

Exercise 2H
Example 24 1 Explain why the simultaneous equations x + y = 6 and 2x + 2y = 13 have no solution.

Example 25 2 The simultaneous equations x + y = 6 and 2x + 2y = 12 have infinitely many solutions.

Describe these solutions through the use of a parameter.

Example 26 3 The family of lines y = mx + 6 with varying gradient m all pass through the point (0, 6).
a For what values of m does the line y = mx + 6 not intersect the line y = 4x − 5?
b For what values of m does the line y = mx + 6 intersect the line y = 4x − 5?
c If the line y = mx + 6 intersects the line y = 4x − 5 at the point (5, 15), find the value
of m.

Example 27 4 The lines y = 2x + k and y = mx − 4 intersect at (2, 6). Find the values of m and k.

Example 28 5 The lines (m − 2)x + y = 4 and mx + 3y = k intersect at (2, 8). Find the values of m
and k.

Example 29 6 Find the value of m for which the simultaneous equations mx − y = 5 and 3x + y = 6
have no solution.

7 Find the value of m for which the pair of simultaneous equations 3x + my = 5 and
(m + 2)x + 5y = m have:
a infinitely many solutions
b no solutions.

Example 30 8 Two bicycle hire companies have diﬀerent charges. Company A charges $C, according
to the rule C = 10t + 20, where t is the time in hours for which a bicycle is hired.
Company B charges $C, according to the rule C = 8t + 30.
a Sketch each of the graphs on the same set of axes.
b Find the time, t, for which the charge of both companies is the same.

Example 31 9 John and Michael race over 50 metres. John runs so that it takes at a seconds to run
1 metre and Michael runs so that it takes b seconds to run 1 metre. Michael wins the
race by 1 second. The next day they again race over 50 metres but Michael gives John a
3-metre start so that John runs 47 metres. Michael wins this race by 0.1 seconds. Find
the values of a and b and the speed at which Michael runs.

10 The distances, dA km and dB km, of cyclists A and B travelling along a straight road
from a town hall step are given respectively by dA = 10t + 15 and dB = 20t + 5, where t
is the time in hours after 1 p.m.
a Sketch each of the graphs on the one set of axes.
b Find the time in hours at which the two cyclists are at the same distance from the
town hall step.

11 A helicopter can be hired for $210 per day plus a distance charge of $1.60 per km or,
alternatively, at a fixed charge of $330 per day for an unlimited distance.
a For each of the methods of hiring, find an expression for cost, $C, in terms of the
distance travelled, x km.
b On one set of axes, draw the graph of cost versus distance travelled for each of the
methods.
c Determine for what distances the fixed-charge method is cheaper.

12 Three power boats in a 500 km handicap race leave at 5 hourly intervals. Boat A leaves
first and has a speed for the race of 20 km/h. Boat B leaves 5 hours later and travels at
an average speed of 25 km/h. Boat C leaves last, 5 hours after B, and completes the race
at a speed of 40 km/h.
a Draw a graph of each boat’s journey on the same set of axes.
b Use your graphs to find the winner of the race.
c Check your answer algebraically.
d Write a short description of what happened to each boat in the race.

13 If the line OT has the equation y = − 34 x y

and the line HT has the equation
y = 32 x − 12, determine the point over
which both craft would pass.
10
x
O

T Trawler

–10 H Hovercraft

Scale: 1 unit = 1 nautical mile

14 A school wishes to take some of its students on an excursion. If they travel by tram it
will cost the school $2.80 per student. Alternatively, the school can hire a bus at a cost
of $54 for the day plus a charge of $1 per student.
a For each mode of transport, write an expression for the cost ($C) of transport in
terms of the number of students (x).
b On one set of axes, draw the graph of cost, $C, versus number of students, x, for
each mode of transport.
c Determine for how many students it will be more economical to hire the bus.

15 Anne and Maureen live in towns that are 57 km apart. Anne sets out at 9 a.m. one day
to ride her bike to Maureen’s town at a constant speed of 20 km/h. At the same time
Maureen sets out to ride to Anne’s town at a constant speed of 18 km/h.
a Write down a rule for the distance, d km, that each of them is from Anne’s place at a
time t minutes after 9 a.m.
b On the same set of axes, draw graphs of the distance, d km, versus time, t minutes
after 9 a.m., for each cyclist.
c Find the time at which they will meet.
d How far has each of them travelled when they meet?

c F I
1E → 1 review

5 17 and 28 6 44 and 12 4 aV= b a= c P=

7 5 pizzas, 25 hamburgers p m rt
8 Started with 60 and 50; finished with 30 each w−H S −P R(V − 2)
d r= e t= f r=
7 C Pr V
9 134 adults, 16 children 10
10 5a T = 48 b b = 8 c h = 3.82 d b = 10
11 26 12 420 adults, 540 children 6 a (4a + 3w) m b (h + 2b) m
13 $17 000 14 120 shirts, 300 ties c 3wh m2 d (4ah + 8ab + 6wb) m2
15 360 Outbacks, 300 Bush Walkers
7 a i T = 2π(p + q) + 4h ii 88π + 112
16 2800 in Mydney, 3200 in Selbourne
A
17 20 kg at $10, 40 kg at $11 and 40 kg at $12 b p= −q
πh
Exercise 1E 2 60
8 a D= b b=2 c n= d r = 4.8
Answers

3 29
1 a x<1 b x > 13 c x≥3 d x ≤ 12 !
1 2D
e x ≤ −6 f x > 3 g x < −2 h x ≥ −8 9 a D = bc(1 − k2 ) b k = 1−
3 !2 √ bc
i x≤ 2 6
2 c k= =
2 a x<2 3 3
–2 –1 0 1 2 A + c2
10 a P = 4b b A = 2bc − c2 c b=
2c
b x < −1
a2 − a −ay
–2 –1 0 1 2 11 a b= b x=
2 b
#
c x < −1 $
" x2 %
–2 –1 0 1 2 c r = ± 3q − p2 x2 d v = ± u2 1 − 2
y
d x≥3
Chapter 1 review
–2 –1 0 1 2 3 4
e x<4 Technology-free questions
−3 −2
1 a1 b c d −27
2 3
–2 –1 0 1 2 3 4 44 1
e 12 f g h 31
f x>1 13 8
cd − b d
2 a t =a−b b c +c
–2 –1 0 1 2 3 4 a a
g x < 3 12 cb − a 2b 1 − cd
d e f
c−1 c−a ad
–2 –1 0 1 2 3 4 2 1 22 −7
3 a x< b x ≤ −148 2 c x < d x≥
h x≥3 3 29 17
4 x = 2(z + 3t), −10
–2 –1 0 1 2 3 4
d − e2 1
5 a d = e2 + 2 f b f = c f =
1 2 2
i x> 6 6 400π cm2
975π
0 1 2 3
7 a 196π b
2
−1 A T −P
3 a x> b x<2 c x > −5 8 a r= b w=
2 πs Pr
20 n− p ac − b2
4 3x < 20, x < , 6 pages 5 87 c r= d x=
3 v2 b
9 a s = 75 b t = 8
Exercise 1F √
10 5 2 cm
1 a 18 b 9 c 3 d −18
11 12 m and 17 m
e 3 f 81 g 5 h 20
12 m = 2 and n = 15
2 a S =a+b+c b P = xy c C = 5p
d T = d p + cq e T = 60a + b 13 Mr Apollo earns $100 000, Mr Adonis earns
$107 200 and Ms Aphrodite earns $96 000
3 a 15 b 31.4 c 1000 d 12
28 9 11 33
e 314 f 720 14 a a = ,b=− b a=− ,b=−
11 11 5 5
15 5 hours travelling on highways

Answers
Multiple-choice questions 2 Any line parallel 3 y
1 D 2 D 3 C 4 A 5 C 6 C to the one shown
7 B 8 B 9 A 10 B 11 E 12 B y= x−1
y (1, 6)
Extended-response questions
−10 x
1 aC= b F = 86 c x = −40 0
9
−160 x
d x = −62.5 e x = f k=5 0 1
13 –1
2uv v 1 5
2 a r= b m=

2A → 2C
u+v u 4 a− b− c −2 d −8 e 0 f −1
4 2
3 a T = 6w + 6ℓ g7 h 11 i −13 j 11 k 111 l 61
25
b i T = 8w ii ℓ = , w = 12 12 2
6 5 a −2 b
L − 6x 5
c i y= ii y = 22
8 5
d x = 10, y = 5 6 a 54 b
6
4 a Distance Tom travelled = ut km 7 a 45◦ b 45◦ c 26.57◦ d 135◦
Distance Julie travelled = vt km
d 8 a 45◦ b 26.57◦ c 161.57◦ d 49.4◦
b i t= h e 161.57 f 135◦
◦
u+v √ √
ud 9 a1 b −1 c 3 d − 3
ii Distance from A = km
u+v
c t = 1.25 h, distance from A = 37.5 km Exercise 2C
2uv
5 a Average speed = 1 a m = 3, c = 6 b m = −6, c = 7
u+v c m = 3, c = −6 d m = −1, c = −4
uT vT + uT
b i ii 2 a y = 3x + 5 b y = −4x + 6 c y = 3x − 4
v v
3 3 2ab 40 3 a m = 3, c = −6 b m = 2, c = −4
6 a + c i c= ii 1 1 5
a b a+b 3 c m = , c = −2 d m= ,c=−
x y 80(x + y) 2 3 3
7 a , b 3 5
8 10 10x + 8y 4 a m = 2, c = −9 b m=− ,c=
4 2
320 310 1 5
c x= ,y= c m = − , c = −2 d m = , c = −2
9 9 3 2
8 The three lines intersect at the point (4, 3) 5 a y = 3x − 11 b y = −2x + 9
1 11 7
6 a y=− x+ b y=− x+4
3 3 5
Chapter 2 c y = −2x + 4 d y=
11
x−
61
3 3
Exercise 2A 7 a2 b y = 2x + 6
&1 1' 8 a y = 2x + 4 b y = −2x + 8
1 a (5, 8) b 2, 2 c (1.6, 0.7)
d (−0.7, 0.85) 9 a y = 2x + 6 b y = −2x + 4
c y = −5x + 15
2 MAB (3, 3), MBC (8, 3 12 ), MAC (6, 1 12 )
2
3 Coordinates of C are (6, 8.8) 10 a y=− x+4 b y = −2x − 6
3
4 a (4, 4) b (2, −0.2) c (−2, 5) d (−4, −3) 3x
$1 + a 4 + b% c y = −x + 4 d y=− +3
5 , , a = 9, b = −6 2
2 2 2 2 2
√ √ 11 a y= x+4 b y= x−
6 a 5√ 2 ≈ 7.07 b 17 ≈ 4.12 3 3 3
c 34 ≈ 5.83 d 13 1 1 1
√ √ √ c y = x + 12 d y=− x+2
7 97 + √ 85 + 104 ≈ 29.27 2 2
8 PM = 145 ≈ 12.04 9 DN e y = x + 3.5 f y = −0.5x + 0.25
2
12 a y = 4x + 4 b y = − x c y = −x − 2
Exercise 2B 3
1 1
1 a4 b 2 c d −4 e 1 f −1 d y = x − 1 e y = 3 12 f x = −2
4 2
13 Yes 14 Only c
5 −5 4
g h −2 i j k 0 15 a x=4 b y = 11 c x = 11 d y = −1
4 4 3

Exercise 2D c y d y

1 a (0, 4), (4, 0) b (0, −4), (4, 0) 1 1

c (0, −6), (−6, 0) d (0, 8), (−8, 0) x
– 1 0 x
Answers

2 a y b y 2
0 1
2

x x
0 6 0 8 6 a y b y
–4 –2
1

y y 1 x
c d 0 x
0 1
6 10 –1

c y d y
x
–8 0 x
–4 0 1
e y f y x
x –1 0
–1 0
–1
x x
0 15 0 15

–5
4 – 15
2
7
7 a y b y

3 a y b y 3 3

2 x 1
–3 0 0
x
x x 1 1
0 1 –2 0 –
3

–1 c y d y

c y
1
4 8 x
x 0 2 1
x 0 3
0 2
–2
–4
e y f y
4 a y b y

5 3 2 4
x x 6
0 0 3 x x
0 0

–10 –9
g y h y
c y d y
x
6 0 3
10 10

x x –8
x
–2 0 0 5 –4 0

8 a y b y

y y (0, 3)
5 a b
y=3
2 (-2, 0)
2 x x
0 0
x x = -2
x 0 2
–2 0

Answers
c d y
y 7 a x = 4a b m= c i a = 6 ii a = −6
a
x=5 c 1
8a x= b c=9 c c≤2 d y= x+c
(5, 0) 2 2
x x e i c = 12 ii c = 4 iii c = 8
0 0
y = -2
12 3 3
(0, -2) 9a b − c i b = −3 ii b =
b b 2
b 4b
9 a 45◦ b 135◦ c 45◦ d 135◦ d y= x−
◦ ◦ 3 3
e 63.43 (to 2 d.p.) f 116.57 (to 2 d.p.)

2E → 2H
10 a 71.57◦ b 135◦ c 45◦ d 161.57◦ Exercise 2G
4 14
11 a = −4, b = , d = −1, e = 1 w = 20n + 350 for n ∈ N ∪ {0}
3 3
2 a d1 = 50t b d2 = 80 − 40t
Exercise 2E c Gradient = 50 Gradient = −40
1 d1 d2
1 a y = 2x − 10 b y=− x
2 200 (4,200) 80
1 150 60
c y = −2x + 6 d y= x−4
2 100 40
2 14 3 50 50
e y= x− f y=− x+4 0 t 0 t
3 3 2 0 2 4 0 2
1 2
g y=− x− h y = 3x − 14 3 a V = 5t b V = 10 + 5t
3 3
2 Parallel lines: a, b, c; non-parallel lines: d 4 a v = 500 − 2.5t
b Domain 0 ≤ t ≤ 200; Range 0 ≤ v ≤ 500
3 a y=4 b x=2 c y=4 d x=3
c
4 y = 2x + 2 v
5 Midpoint of AB is (−1, 6); y = 2x + 8 500
3 5
6 mBC = − , mAB =
5 3
3 5
∴ mBC × mAB = − × = −1 0 200 t
5 3
∴ △ABC is a right-angled triangle 5 C = 1.5n + 2.6
7 mAB = −2, mBC = 12 6 a C = 0.24x + 85 b $145
8 mRS = − 12 , mS T = 2 ∴ RS ⊥ S T 7 d = 200 − 5t
mUT = − 12 , mS T = 2 ∴ UT ⊥ S T 8 a
w (g)
(Also need to show S R = UT .)
51
∴ RS T U is a rectangle
16 80
9 ℓ=− ,m=
3 3 50
1 11 0 1 2 3 4 5 6 x (cm)
10 a y = − x + b B(1, 5) c C(2, 7)
2 2 b w = 0.2x + 50 c x = 12.5 cm
9 a C = 0.06n − 1 b $59
Exercise 2F
10 a C = 5n + 175 b Yes c $175
1 m=5
2 c=5 Exercise 2H
1 1 1 Both lines have gradient −1, but their y-axis
3 a y=− x+3 b m=
m 7 13
4 m=2 intercepts are 6 and
2
3 9 2 (t, 6 − t) where t is a real number
5 a x= b m= c m≥3
m 5 9
x 3 a m=4 b m!4 c m=
d y=− −3 5
m 4 k = 2, m = 5
c 5 k = 24, m = 0
6 a x = − b c = −4 c c ≥ −2
2
6 m = −3
1
d y=− x+c 7 a m = −5 b m = 3
2

8 a b t=5 Chapter 2 review

C
A Technology-free questions
B 1 a Midpoint = (3, 2); Length = 4
30 $ 1 9% √
20 b Midpoint = − , − ; Length = 74
2 2
$ 5%
0 t c Midpoint = 5, ; Length = 5
Answers

2
25 9 10
9 b = 0.28 and a = 0.3, m/s 2 a b − c Undefined
7 4 11
10 a b 2 p.m. b −b
d d −1 e f
dB a a
3 a y = 4x b y = 4x + 5
dA c y = 4x + 2 d y = 4x − 5
15
20
4 a a = −2 b
5 3
0 t 5 4y + 3x = −7
11 a C1 = 210 + 1.6x, C2 = 330 6 3y + 2x = −5
b 7 a y = 11 b y = 6x − 10 c 3y + 2x = −3
C √ √
8 3y − x = 3 3 − 2
300
9 y+x=1
75
1 20
200 10 y = x +
0 20 40 60 80 x 3 3
1
c Fixed-charge method is cheaper for x > 75 11 a = 1, b = − , d = 5, e = 3
2
12 a
d 12 a y
500
B y = 2x - 8
x
A 0 (4, 0)
C
0 5 10 15 20 25 t (hours) (0, -8)
b C wins the race
d C leaves 5 hours after B, and overtakes B b y

13 12 hours after B had started, then over- (0, 6)

3x + y = 6
takes A 20 hours after A had started. C wins x
with a total time of 22 12 hours (12 12 hours 0 (2, 0)

for journey + 10 hours handicap), with A

and B deadheating for second place, each
with a total time of 25 hours. c y

13 Both craft will pass over the point (5 13 , −4) 3x + y + 6 = 0

(-2, 0)
14 a CT = 2.8x, C B = 54 + x x
0
b $C c More than 30 (0, -6)
54
d y

y - 2x - 8 = 0 (0, 8)

0 30 x (-4, 0)
x
0
1
15 a dA = t b d (km)
3
3 57 e y
d M = 57 − t
10 (0, 6)
y = -6x + 6
(1, 0) x
0 90 t (min) 0
c 10:30 a.m. d Anne 30 km, Maureen 27 km

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