Grade 10 Maths

Functions
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And
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Relationships
Now, you are probably wondering what having a boyfriend or girlfriend has to do with maths.
There are always two people in a relationship (unless you have a meddling friend, but let’s
pretend that we are in a perfect world and they don’t exist). What the one person in the
relationship does, affects the other person in the relationship and vice versa.

The same is true in maths – you can have a relationship occurring between two different
variables. What happens to one variable affects the other variable and vice versa. They are
related to each other by a set of numbers or constraints.
For example: 𝑦 = 3𝑥 + 8
When 𝑥 = 3 it means that 𝑦 = 3 × 3 + 8 = 17
Or when 𝑥 = 0 it means that 𝑦 = 3 × 0 + 8 = 8
As you can see, changing the 𝑥-value has an effect on the 𝑦-value.

What happens if we can change the 𝑦-value?

And when 𝑦 = 2 then 2 = 3𝑥 + 8
2 − 8 = 3𝑥
−6 = 3𝑥
−2 = 𝑥

Or when 𝑦 = 0 it means that 0 = 3𝑥 + 8

−8 = 3𝑥
8
−3 = 𝑥

As you can see, when the 𝑦-value changes the 𝑥-value also changes. Both variables have an
effect on each other that depends on their relationship with each other.

The value that is on its own is the dependent variable (you don’t need to rearrange the equation
to find it) because it depends on the other variable. The independent variable is the variable that
can be changed so that the dependent variable is affected. The independent variable does not
depend on any other variable. The input variable is also known as the input value – you put a
value into the equation in place of the 𝑥 (most commonly – like we did in the example above)
and then we get an output value which is the y or dependent variable (because it depends on
𝑥).
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There are several ways to represent relationships: using tables, using words, using graphs and
using formulae.

Using Tables
𝑥 -4 -3 -2 -1 0 1 2 3 4

𝑦 -3 -1 1 3 5 7 9 11 13

From the table you can see that you are adding 2 to the previous y-value to get to the next y-
value, and that if we start at zero our initial y-value is 5. While the 𝑥 shows us what position or
input value we used to reach the y-value.

Using Words
You can use words to represent a relationship. For example, starting at 5, add 2 to the previous
number to get to the next value.
Here these words represent the same relationship as the table above.

Using Formulae
A formula tells us how one variable relates to another by giving us an input value (usually 𝑥) and
an output value (usually 𝑦), just like the examples we used at the beginning of this section.
1
Another example might be: 𝑦 = 2 𝑥 − 10

Using Graphs
As you can see – the graph represents the
values in the table above. Look at the point on
the table where 𝑥 = 1. Do you see that the y-
value is 7? On the graph, the horizontal axis (↔)
is the 𝑥-axis. The 𝑥-value is plotted against the
𝑥-axis, and then the 𝑦-value is placed by
following the vertical grid-line until it reaches the
point where 𝑦 = 7. You can plot all the points
from the table like this.
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As you can see, the four methods are related to each other and are interchangeable. A graph
can help you find a table, or a formula or help to describe the relationship in words. You can
interchange between any of the four methods given and any of the four should be able to help
you find the other three ways of representing a relationship.

There are another two methods for representing relationships.

The first is coordinates – where each set of coordinates represents a relationship, for example
(0; 5), (1; 7), (2, 9), (3; 11) and so on.
Or secondly, you could use a mapping function where you match the 𝑥-coordinates to the 𝑦-
coordinates.
0 5
1 7
2 9
3 11

A function occurs when every input value has only one output value. You can have two or three
input values that give you the same output value, but it does not have a single input value that
gives you more than one output value (in grade 12 we call this a one (𝑥) to many (y) function).
This means that for every relationship where an input value has 2 (or more) output values, that
relationship is not a function (that’s why circles are not considered functions, but more about this
in grade 12 )

Activity 1

1. Say whether the following are functions, or not, and why or why not.
a) 𝑦 = 3𝑥 + 6 b) 𝑦 = 𝑥2 + 9
8
c) 𝑦2 = 𝑥 + 9 d) 𝑦=
𝑥
e) (1; 3), (2; 5), (3; 7) and (4, 9)
f) (-1; 4), (0; 5), (-1; 6), and (-2; 7)
𝑥
g) 𝑦=8 h) (-1; -4), (0; -6), (1; -6), and (2, -4)
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i)

j)

2. State the following relationships in words:

a) 𝑦 = 25 − 3𝑥 b) (1; 9), (2; 6), (3; 3) and (4; 0)
c)

𝒙 -3 -2 -1 0 1 2 3

𝒚 14 9 6 5 6 9 14
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d)

3. Determine a formula for each of the following relationships:

a) (-2; 7), (-1; 5), (0; 3), (1; 1), (2; -1), and (3; -3)
b) (-3; 9), (-2; 4), (-1; 1), (0, 0), (1; 1), (2, 4), and (3; 9)
c)

𝒙 -2 -1 0 1 2 3 4

𝒚
1 1 1 2 4 8 16
4 2

d)
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4. Draw a graph to represent each of these relationships:

a) If you buy 4 apples, you get the 5th one free. Represent the relationship between
the number of free apples, and the total number of apples that you have.
b) (-2; -4), (-1; -1), (0; 0), (1; -1), and (2; -4)
1
c) 𝑦 = 3𝑥 + 2
d)

𝒙 -8 -4 -2 -1 0 1 2 4 8

New
𝒚 -1 -2 -4 -8 8 4 2 1
graph
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Straight Line Graphs

Here are some reminders for straight line graphs.
Input value

𝒚 = 𝒎𝒙 + 𝒄
Output value gradient y-intercept

Important things to remember about gradient:

• Gradient gives you the rise and run of the graph – in other words – how high you climb vs
how far you walk forward (or backward when the gradient is negative).
∇𝑦 𝑦 −𝑦
• 𝑚 = ∇𝑥 = 𝑥2−𝑥1 (Change in y over the change in 𝑥). Gradient formula.
2 1

• If your gradient is positive then the graph slopes like this:

• If the gradient is negative then the graph slopes like this:
• If your lines are parallel, it means that the gradients are the same (equal)
• If your lines are perpendicular (at right angles to each other) then 𝑚1 × 𝑚2 = −1 or
gradient 1 multiplied by gradient 2 is negative one.
• If you have a horizontal line (your y-values are all the same) then your gradient is zero,
or 𝑚 = 0. This means that the equation of your line is 𝑦 = 𝑐 (the constant is whatever
the repeating y-value is in the coordinates).
• If you have a vertical line (your 𝑥-values are all the same) then your gradient is
undefined (because you are trying to divide by 0 – think about your gradient formula).
This means that the equation of your line is 𝑥 = 𝑐 (the constant is whatever the repeating
𝑥-value is in the coordinates).

To find the y-intercept, we find the place where the graph cuts the y-axis – this is the value of
your y-intercept. To find it algebraically, we substitute the coordinate that has an 𝑥-value of zero
and solve for c. In other words, make 𝑥 = 0 and solve for y.
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Activity 2

1. Draw the following graphs on separate axes:

a) 𝑦 = 2𝑥 b) 𝑦 = −2𝑥
1
c) 𝑦 = 2𝑥 + 5 d) 𝑦 = −2𝑥 + 1

2. Determine the equation of the graphs from the diagrams given:

a)

b)
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c)

d)
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e)

3. Given two points on a line, determine the equation of the line:

1
a) (1; 2) and (3; 6) b) (3; 2) and (-1; 6)
c) (-2; 5) and (2; 3) d) (1; 3) and (-1; -3)
e) (2; 3) and (-6; -3)

4. Determine whether the following graphs are parallel, perpendicular or neither

a) 𝑦 = 3𝑥 + 3 and 𝑦 = 3𝑥 + 6
b) 𝑦 = 3𝑥 + 3 and 𝑦 = −3𝑥 + 6
1
c) 𝑦 = 3𝑥 + 3 and 𝑦 = −3𝑥 + 6
d) 𝑦=3 and 𝑥=3
e) 𝑦=3 and 𝑦=5
1
f) 𝑦 = −2𝑥 + 4 and 𝑦 = 2𝑥 + 3
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Parabolas

A parabola looks like the mouth of a happy or sad face - or

The equation for a parabola is 𝑦 = 𝑎𝑥 2 + 𝑞
𝑎 determines how fat or thin the graph is – the larger the value of 𝑎 is (>1 or <-1) the
thinner the graph. The closer to zero 𝑎 is, the wider the graph (−1 < 𝑎 < 1 – in other words,
when a is a fraction).
Look at the graphs below to see what we mean:

The 𝑎 value also tells you whether the graph is happy or sad.

• If 𝑎 is negative (𝑎 < 0) then the graph is sad (because negative people are sad ).

Think
• If 𝑎 is positive (𝑎 > 0) then the graph is happy (because positive people are happy).

Think
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Let’s explore parabolas using your calculator:

On your calculator go to table mode. (We will be using the Sharp EL-W535SA for this

exercise so press .)

Now type in 𝑥 2 by pressing .

Press .

Ignore Function 2, by pressing again. (In other words, leave it blank for
now, we will come back to it soon).

Make the X_start = -5 by typing

Leave the step as 1, so press again.

Now you have a screen that looks like this:
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Use your and to scroll through the table and look at the
different coordinate pairs.

Now press the button once, it will take you back to the function of 𝑥 2 .

Press to go to Function 2.

In function 2, press and then press until you

reach the table again. Now it should look like this:

Plot these coordinates onto a graph for both function 1 and function 2. Can you see that
all of the y-values have moved up by 2 units?

Now press once and go to function 2 by pressing . Delete the +2

by pressing twice. Now subtract 2 (press ) and then press

until you reach the table again. Now you should see:

Draw this third graph on the same set of axes as the other two.
Here are the graphs:
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The black graph is the original graph. The blue is the graph shifted down two units from
the original graph or 𝑦 = 𝑥 2 − 2, and the red graph is shifted up by two from the original graph
or 𝑦 = 𝑥 2 + 2.
This shows us that the q value shifts our graph up (when it’s a plus) or down (when it’s a
minus).

Now, let’s experiment with the 𝑎 value.

Press the once and leave the first function as it was before, or 𝑥 2 .

Press .

Now clear function 2 (if it isn’t already) by pressing .

Type in and then press until you reach the

table again.
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Plot these graphs on a Cartesian plane.

Now press once, and then .

Press to delete Function 2. Type in

and then press until you reach the table again.

Here is a diagram with all three graphs drawn in:

Do you see that the blue graph is wider (or fatter) because it grows more slowly, and that the
red graph is growing more quickly and is also thinner. So, we can see that the bigger the
value of the 𝑎 in front of the 𝑥 2 the thinner the graph, and the closer to zero the value of
𝑎, the wider (or fatter) the graph.
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This means that the equation of any parabola can be found using this formula:

𝒚 = 𝒂𝒙𝟐 + 𝒒
The shape of the graph the y-intercept (shift up or down)

𝒙 and y intercepts
To find the 𝑥-intercept we make 𝑦 = 0, and then we solve for 𝑥.
To find the y-intercept we make 𝑥 = 0, and then we solve for y.

Example: Find the 𝑥- and y-intercepts of 𝑦 = 3𝑥 2 − 27

For the y-intercept let 𝑥 = 0
∴ 𝑦 = 3(0)2 − 27
∴ 𝑦 = −27
So, the y-intercept coordinate is (0; -27)
And for the 𝑥-intercept let 𝑦 = 0
∴ 0 = 3𝑥 2 − 27
∴ 0 = 3(𝑥 2 − 9)
∴ 0 = 3(𝑥 − 3)(𝑥 + 3)
∴ 𝑥 = 3 𝑜𝑟 𝑥 = −3
So, the 𝑥-intercept coordinates are (3; 0) and (-3; 0)

Domain and Range

The domain and range tell us about the
collection of 𝑥- and y-values that occur in a
graph. The domain tells us all the possible
𝑥-values and the range tells us all the
possible y-values of the graph.
In the diagram on the left, we can see that
the domain (all of our possible 𝑥-values)
would be from negative infinity (−∞) to
positive infinity (∞) because the graph never
ends. This would be written as −∞ < 𝑥 < ∞.
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The range (all the possible y-values) would be from -2 (the bottom or minimum of the graph) to
positive infinity (∞) because the graph continues upwards. This would be written as
−2 < 𝑦 < ∞.
On a side note:
Can you see that the graph ends
A at two points (A and B)? Point A
is an open dot which means that
the graph is up to but not
including that point (use < or >),
while B is a closed dot, which
means that the graph is up to and
including that point (use ≤ or ≥).
This means that the domain (𝑥)
is between -3 and 4; and is
written as −3 < 𝑥 ≤ 4. The range
(y) is from -1 to 5 (remember smallest to biggest) and written like this: −1 ≤ 𝑦 < 5.

Turning Point
The turning point happens when the graph changes from a negative to a positive gradient (when
the graph is a smiley face) or from a positive to a negative gradient (when the graph is a sad

face). This means that the turning point is the minimum (for happy parabolas - ) or maximum

(for sad parabolas ) point of the graph. The turning point is given by the coordinate (0; q).

Axes of Symmetry
A parabola has a single axis of symmetry which passes through the turning point of the graph. In
grade 10, the turning point is always the y-intercept coordinate.
The axis of symmetry is a straight line that splits the graph exactly in two so that each half is a
mirror image of the other half.
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Look at the graph on the left. If you had to

fold the page so that the one half of the
graphs lies exactly on top of the other half
of the graph, you would see that your fold
line lies on the y-axis. That means that the
axis of symmetry is the y-axis and this
means that the equation for the axis of
symmetry is 𝑥 = 0.

Activity 3

1. Draw each pair of graphs on the same system of axes.

a) 𝑦 = 𝑥2 + 1 and 𝑦 = 𝑥2 − 1
b) 𝑦 = 2𝑥 2 + 1 and 𝑦 = −2𝑥 2 + 1
1
c) 𝑦 = 3𝑥 2 + 2 and 𝑦 = 3 𝑥2 + 2
d) 𝑦 = 4𝑥 2 − 5 and 𝑦 = 4𝑥 2 − 3
1
e) 𝑦 = 2 𝑥 2 + 1 and 𝑦 = −2𝑥 2 + 1

2. For each of the graphs above determine the domain and range.
3. For each of the graphs above give the turning point and the axis of symmetry.
4. Find the equations for each of these parabolas:
a) The graph with a turning point (0; -4) and passing through the point
(4; 12).
b) The graph with the y-intercept at 2 and passing through the point (3; -25)
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c)
d) The graph passing through the points A (-6; 10) and B (4; 0).

e)
f) The graph passing through the points A (-1; 1) and B (3; 17)
g) The graph passing through the points A (-2; 16) and B (4; 52)

5. Give the domain and range of the each of the graphs in question 4.
6. Give the turning point and the equation of the axis of symmetry of each of the graphs in
question 4.
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Hyperbolas
A hyperbola is a discontinuous
graph (it is split or has two parts to
it that are not joined).
Do you see that in this graph the
set of axes split or separate the two
parts of the hyperbola? These are
called asymptotes. Asymptotes are
like electric fences – you cannot
touch them or you will get shocked.
In the same way the graph NEVER
touches the asymptotes.

On your calculator go to table mode (press ).

Type in

Press .

Skip function 2 by pressing again.

Make your start -5 by pressing and press .

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Press again so that you get to the table:

Before we plot the points, look for x = 0 on the table. Can you see that it gives a striped line (---
---)? This line means that the point where 𝑥 = 0 is an asymptote. Remember that we said that
asymptotes are like electric fences (or force fields) – the graph cannot touch that point anywhere
on the Cartesian plane. We draw asymptotes as striped lines on our graphs as well.
Now, let’s plot the points from the table:

If we look closely it looks like the graph is missing some information between -1 and 0, and
between 0 and 1.
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1
On your calculator press once so that we still have on the screen.
𝑥

Press twice to reach the screen that says start and step. Change your start to -1

(press ) and change your step to 0.1 (press

).

Press to move to the table.

Now we are going to add these extra points (where necessary – we don’t have to include them
all) to our graph:

Now we are going to join the dots together. Can you see that the hyperbola gets closer and
closer to the 𝑦-axis. The 𝑦-axis is another asymptote.
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The equation of the hyperbola is given by

Shape / quadrants
𝒂
𝒚= +𝒒
𝒙
Shift up or down
x- and y-intercepts
Just as we did with the parabola and straight-line graph, we can find the 𝑥-intercepts by making
y = 0 and solving for 𝑥. And we can find the y-intercept by making 𝑥 = 0.

Domain and Range

As we mentioned in the parabolas section, domain is all the possible 𝑥 values, and the range is
all the possible y values.
For a hyperbola, we must exclude the asymptotes from the domain and range.
1
For example, in the graph we drew at the beginning of this section (𝑦 = 𝑥), the asymptotes were
𝑥 = 0 and 𝑦 = 0. This means that our domain is every 𝑥-value except 0, and the range is every
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y-value except 0. We can write the domain as −∞ < 𝑥 < 0 and 0 < 𝑥 < ∞, while the range is
written as −∞ < 𝑦 < 0 and 0 < 𝑦 < ∞.

Turning Point
Because the gradient of the hyperbola never changes from negative to positive, or vice versa,
the hyperbola doesn’t have a turning point. We will learn more about changing gradient signs

when we reach grade 12

Asymptotes
In grade 10, the 𝑥-asymptote is always the line 𝑥 = 0. Our y-asymptote is the line 𝑦 = 𝑞 (or 0
when there is no q value).

Axes of Symmetry
Think about the possible ways you could fold the hyperbola graphs to create a mirror image.
There are actually two ways that we could fold the paper. The first is from the top left corner to
bottom right corner, and the second is from the top right corner to the bottom left corner. (Take a
moment to draw a quick hyperbola on a square piece of paper to see what I mean). This means
that there are two axes of symmetry for a hyperbola and that they are straight-lines. The gradient
for either line is -1 and 1 (and this will always be the case for hyperbolas). And the y-intercept is
q. We can write the formula as 𝑦 = 𝑥 + 𝑞 and 𝑦 = −𝑥 + 𝑞.

Activity 4

1. Draw each pair of graphs on the same system of axes.

2 −2
a) 𝑦=𝑥 and 𝑦= 𝑥
3 𝑥
b) 𝑦= and 𝑦=
𝑥 3
4 4
c) 𝑦 =𝑥+1 and 𝑦 =𝑥−2
−3 3
d) 𝑦= +3 and 𝑦 =𝑥−3
𝑥
5 7
e) 𝑦=𝑥 and 𝑦=𝑥
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2. For each of the graphs above determine the domain and range.
3. For each of the graphs above give the equations for the asymptotes and the axes of
symmetry.
4. Find the equations for each of these hyperbolas:
a) A hyperbola with a y-asymptote of 𝑦 = −2 and that passes through the
point (-4; -3).
b) The graph with the points (-1; 8) and (3;4)

c)
1
d) The graph passing through the 𝑥-intercept (2 2 ; 0) and with the asymptote
𝑦 = −2.

e)
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5. Give the domain and range of the each of the graphs in question 4.
6. Give the equations of the axes of symmetry and the asymptotes of each of the graphs in
question 4.

Exponential Graphs

An exponential graph is a graph

where the 𝑥 (input value) is the
exponent of the equation.
The graph grows “exponentially”, or
in other words, at an increasing rate.
When the exponential graph is in its
most basic form it will always cross
the y-axis at the point (0; 1), and
the graph has an asymptote of
y = 0. The gradient of the graph is
always negative, or always positive and does not change.

Let’s explore the exponential graph using our calculator again.

On your calculator go to table mode (press ).

In function 1, type in

Now press until you reach the screen with X_start and X_step.
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Make your step -5 by pressing

Press twice more and scroll through your table.

Can you see that the values increase more quickly the higher the value of 𝑥?
This is the graph that we plotted in the beginning of this section.

Let’s change the value of our base to a fraction. Press twice.

Now type in .

Press until you reach the table:

Let’s plot this graph onto the same Cartesian plane as the pervious graph:
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When the value of the base of the power is greater than one, the graph goes from small to big
(the blue graph). When the base of the power is a fraction less than one, the graph goes from
big to small (the red graph).

Let’s explore the effect of multiplying our power by a constant.

Press twice (make sure you are still in table mode).

Now type in

And press .
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In function 2 type in

Press . Make sure your X_start is set to -5 and press twice.

Can you see that the values in the second column (ANS2 column) are twice the size of the first
column (ANS1 column)?

Now, press twice, and into function 1 type

Press . Leave function 2 as is (2 × 3𝑥 ).

Press three more times.

Let’s plot these two graphs on a Cartesian plane.

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We can see that when the “a” value (the value

we are multiplying the power with) is positive
then the graph remains in the first and second
quadrants (that is, it stays in the positive part of
the Cartesian plane).
When the “a” value is negative, the graph is
reflected around the 𝑥-axis and is now drawn in
the third and fourth quadrants (that is, it stays in
the negative part of the Cartesian plane).
Note also the effect the “a” value has on the y-
intercept. The y-intercept is no longer 1, but a.
Finally, let’s investigate the effect of q on the graph.

Go back to function 1 of your table mode. (Press twice, or ).

Type in

Press .

Into function 2 type in

Press . For your X_start make sure that it is set to -5. Press twice more
(until you reach the table):
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Now we plot the two graphs on the same Cartesian plane:

I have included the original graph (𝑦 = 2𝑥 ) as a reference point in red. You can see that when
we add 1 to the original graph the entire graph shifts up by 1. When we subtract 1 from the
original graph it shifts the entire graph down by 1.

Now that we’ve explored the graphs features, here is its standard formula:
Direction of the graph

𝒚 = 𝒂. 𝒃𝒙 + 𝒒
Decides the quadrants shifts the graph up or down

x- and y-intercepts
As before, when we want our 𝑥-intercept, we make y = 0 and solve for 𝑥. This means that we
have to solve an exponential equation. When we have 𝑎. 𝑏 𝑥 = 0, then we cannot solve the
equation for 𝑥, because it is impossible for a number raised to any number to give us 0 (except
-∞ which we won’t deal with here). What this means for us, is that there is no 𝑥-intercept
(however, if there is a shift, there may be an 𝑥-intercept).
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When we are looking for the y-intercept, we make 𝑥 = 0. And we remember that any number
raised to the power of 0 is 1 (𝑏 0 = 1).

Domain and Range

For our domain, our graph includes all possible 𝑥 values, with no asymptotes, so our domain can
be written as −∞ < 𝑥 < ∞.
For our range we need to pay attention to our 𝑎 value, and our q value.
When 𝑎 > 0 (positive), then the range is given as 𝑞 < 𝑦 < ∞
When 𝑎 < 0 our graphs are reflected about the asymptote y = q, and therefore we can write our
range as −∞ < 𝑦 < 𝑞

Turning Points
Although the graph curves, it does not change the sign of its gradient (in other words, the
gradient does not change from positive to negative or vice versa). This means that there are no
turning points for the exponential graph.

Asymptotes
There is only one asymptote for the exponential graph. As we have mentioned before, this
asymptote is y = q.

Axes of Symmetry
There are no axes of symmetry for exponential graphs. These graphs cannot be folded along any
possible lines to get a mirror image. If you are not sure that you believe me, take a square piece
of paper with the cartesian plane on it, and draw an exponential graph with a thick marker so that
you can see it through the paper. Now try to fold the paper along any lines to see if you can get

a symmetrical graph
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Activity 5

1. Draw each pair of graphs on the same system of axes.

a) 𝑦 = 2𝑥 and 𝑦 = −2𝑥
b) 𝑦 = 3𝑥 and 𝑦 = 2(3𝑥 )
c) 𝑦 = 5𝑥 + 1 and 𝑦 = 5𝑥 − 2
d) 𝑦 = −3𝑥 + 3 and 𝑦 = 3𝑥 − 3
1 𝑥 1 𝑥
e) 𝑦 = (2) and 𝑦 = (3)

2. For each of the graphs above determine the domain and range.
3. For each of the graphs above give the equation for the asymptote.

4. Find the equations for each of these exponential graphs:

a) An exponential graph with an asymptote of y = 2, and passing through the point (-
2; 6), when a = 1.
1
b) The graph with the points (−1; 2 3) and (3; 29) when a = 1.
c) An exponential graph 𝑦 = 𝑎. 𝑏 𝑥 with the graph below:
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1
d) The graph passing through the points (1; −1 ) and (-2; 46) and with the
4
asymptote y = −2
e) The exponential graph with the equation 𝑦 = 𝑏 𝑥 + 𝑞 and the graph below:

5. Give the domain and range of the each of the graphs in question 4.
6. Give the equation of the asymptote of each of the graphs in question 4.
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Summary

Straight-line graphs
Equation - 𝑦 = 𝑚𝑥 + 𝑐
𝑦 −𝑦
Gradient - 𝑚 = 𝑥2−𝑥1
2 1

Remember – when two lines are parallel, the gradients are the same. When two lines are
perpendicular (they cross at right-angles to each other), then 𝑚1 × 𝑚2 = −1.
When a line is horizontal (I.e., the y-value remains the same) then the equation of the
line is y = constant, and the gradient is 0.
When the line is vertical (I.e., the 𝑥-value remains the same) then the equation of the
line is 𝑥 = constant, and the gradient is undefined.
Domain → −∞ < 𝑥 < ∞
Range → −∞ < 𝑦 < ∞

Parabola
Equation – 𝑦 = 𝑎𝑥 2 + 𝑞
Shape – when a > 0 then and when a < 0 then
𝑥-intercepts - Remember, that there are 2 𝑥-intercepts and that you need to factorise the
expression as a difference of squares. If you cannot factorise the expression, it means
that there are no 𝑥-intercepts. (remember that if q is positive, and a is positive, there will
be no 𝑥-intercepts, because the graph is above the 𝑥-axis).
Domain – −∞ < 𝑥 < ∞
Range – when a > 0 we have 𝑞 < 𝑦 < ∞, and when a < 0 we have −∞ < 𝑦 < 𝑞
Turning Point – is the y-intercept, so it is the point (0; q).
Axis of Symmetry – Given by the vertical line 𝑥 = 0
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Hyperbola
𝑎
Equation - 𝑦 = 𝑥 + 𝑞
Shape – when a > 0 then the two parts of the graph are in quadrants 1 and 3, and when a < 0,
then the two parts of the graph are in quadrants 2 and 4.
Domain - −∞ < 𝑥 < 0 𝑎𝑛𝑑 0 < 𝑥 < ∞
Range - −∞ < 𝑦 < 𝑞 and 𝑞 < 𝑦 < ∞
Asymptotes - 𝑥 = 0 𝑎𝑛𝑑 𝑦 = 𝑞
Axes of symmetry - 𝑦 = 𝑥 + 𝑞 and 𝑦 = −𝑥 + 𝑞

Exponential Graph
Equation - 𝑦 = 𝑎. 𝑏 𝑥 + 𝑞
Shape – when a > 0 the graph “faces” or “grows” upwards. When a < 0 the graph faces or
grows downwards.
Domain - −∞ < 𝑥 < ∞
Range – When a > 0 then 𝑞 < 𝑦 < ∞, and when a < 0 then −∞ < 𝑦 < 𝑞
Asymptotes – one asymptote - 𝑦 = 𝑞
Axis of Symmetry – none

Dealing with questions that have more than one graph

When we start dealing with questions that have more than one graph (usually there are only two
graphs, and more often than not, one of them will be a straight-line graph) we need to pay
attention to a couple of things.

Write down everything you know about the two graphs before you begin. This means that you
need to read the introduction to the question carefully before you start answering the questions
that follow.
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Pay attention to the points that are given to you, and to which of the graphs they belong to (and
whether it belongs to both graphs). Look for any asymptotes and see whether you can write
down their equations.

Answer the questions in order. Usually, information from the previous question can be used to
answer the next question. If you do not know the answer, or think you know the answer but
you’re not sure why, and it is needed in the next question, simply write “assuming that ….” And
write down what you think the previous answer was. This will help you with follow through marks,
as you won’t lose the marks for the rest of the question. This is particularly important for tests
and exams, and less so for worksheets and homework.

When two graphs intercept each other, you need to solve them simultaneously in order to find
the coordinates of the point(s) where they intersect. This means that we need to make the two
graphs equal to each other and solve for 𝑥. Make sure, in this case, that y is by itself before you
do that.

Remember that practice makes perfect, so while there are some exercises below for you to
practice with, you can find more questions on www.mathsatsharp.co.za . Before your test or
exam remember to practice past exam paper questions (these will be similar in style to the ones
given in the activity on the next page).

Activity 6
1. For each of the statements below, say whether the statement is true or false, and if it is
false, give the correct statement.
a) When the straight-line graph is horizontal, the 𝑥-value is constant and the
gradient is undefined.
𝑘
b) The equation for the hyperbola is given by 𝑦 = 𝑥 + 𝑝
c) When a > 0 the graph of an exponential graph is a sad face.
d) The parabola has two 𝑥-intercepts, while all the other graphs only have one.
e) The exponential graph can have values for b < 0.
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2. Examine the graphs given below before answering the questions that follow. The
parabola 𝑓(𝑥) = 𝑎𝑥 2 + 𝑞 has the 𝑥-intercepts A (-2; 0) and B, and the y-intercept C
(0; -8). The straight-line
𝑔(𝑥) = 𝑚𝑥 + 𝑐 has the points F (0;
2) and G (-1; 5). The two graphs
intercept at the points D and E.

a) Find the equation of the

straight-line.
b) Find the equation of the
parabola.
c) Find the other 𝑥-intercept of
the parabola.
d) Find the 𝑥-intercept of the
straight-line graph.
e) What is the distance between the points C and F on the graph?
f) If a straight-line is drawn connecting the points A and G
i) Give the equation for this line
ii) Is this line perpendicular to the straight-line g?
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3. Given the graph below, examine the information carefully before answering the questions
𝑘
that follow. The two graphs given are a hyperbola 𝑓(𝑥) = 𝑥 + 𝑞, and the exponential
graph is given by 𝑔(𝑥) = 𝑏 𝑥 + 𝑞. The asymptote belongs to both graphs and is given by
𝑦 = 1. The exponential graph passes through the point C (0; 2) and the hyperbola
passes through the point B (-3; 0). The graphs intersect at A (1; 4)

a) Give the equations of the exponential graph g, and the hyperbola f.

b) Do the graphs f and g touch or cross each other at any other point? Why do you
say so?
c) Give the equations for the axes of symmetry for the hyperbola?
d) A straight-line is drawn from point A to point B.
i) Give the equation of this straight-line.
ii) Is this straight-line parallel to either of the axes of symmetry for the
hyperbola?
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4. Given the graphs below. Examine them carefully before answering the questions that
follow. There are three functions pictured below. The straight-line graph ℎ(𝑥) = 𝑚𝑥 + 𝑐,
which passes through the points D (-2; 0) and F (-1; 2). The parabola 𝑓(𝑥) = 𝑎𝑥 2 + 𝑞
which passes through the points B (0; 12), D, and E. The exponential graph
𝑔(𝑥) = 𝑏 𝑥 + 𝑞, which passes through the points F, A (0; 0) and has the asymptote
𝑦 = −1. The graphs of f and g intersect at the points C and G.

a) Give the equations for the straight-line, parabola and exponential graphs.
b) Find the coordinates of H – the point where the straight line intersects with
the parabola.
c) Is it possible to find the values for the coordinates C and G? Give a reason
for your answer.
d) Give the other 𝑥-intercept for the parabola, i.e. find E.
e) Give the parabola’s equation for the axis of symmetry.
f) If the graph of f (the parabola) was shifted down by 3 units, give the new
𝑥-intercepts of the parabola.