TOPIC 2

Linear relationships
2.1 Overview
Through understanding linear relationships we can begin to construct and analyse linear models. These
models can be used to help us see and understand patterns that occur in the world.
Linear models can be used to help us solve problems such as the distance covered by an airplane
travelling at constant speed, or how much fuel can be purchased with a given amount of money.

DISCUSSION
Can you think of some more real-life situations which can be modelled by linear relationships?
Are there any limitations that must be put on these models in order for them to work?

LEARNING SEQUENCE
2.1 Overview
2.2 Direct variation
2.3 The gradient and intercepts
2.4 Sketching linear graphs
2.5 Linear models
2.6 Review

CURRICULUM CONTENT
Students:
• model, analyse and solve problems involving linear relationships, including constructing a straight-line
graph and interpreting features of a straight-line graph, including the gradient and intercepts
(ACMMM002, ACMMM003) AAM ◊
• construct and analyse a linear model, graphically or algebraically, to solve practical direct variation
problems, including but not limited to the cost of filling a car with fuel or a currency conversion graph
(ACMGM043) AAM ◊

TOPIC 2 Linear relationships 29

2.2 Direct variation
2.2.1 Defining direct variation
• Two quantities vary directly, or are said to be directly proportional, when one quantity is a constant
multiple of the other quantity.
• An example of direct variation can be seen in the relationship between the sides of a square and its
perimeter. If the side of a square is 10 cm, then the perimeter is 40 cm. Or generally, if the side of the
square is x cm, then the perimeter, P cm, is 4 times the side. This can be written simply as P = 4x. As
x increases, P also increases and is always four times the length of the side.
• This relationship can also be illustrated in a table of values or graphically.
P
22
20
18
16
x 0 1 2 3 4 5 14
12
P 0 4 8 12 16 20 10
8
6
4
2

0 x
1 2 3 4 5 6

Since the sides of squares do not have to be integers, the dots can be joined to produce a straight-line graph.
• A direct variation relationship produces a straight-line graph which passes through the origin.
It is a linear function in the form y = mx, where m is the constant multiple.

WORKED EXAMPLE 1

A special drink is being sold for $3 per can. Anita decides to purchase up to 8 cans.
Is there a direct variation relationship between the total cost of the cans and the
number of cans purchased? If there is a direct variation, determine the relationship.
THINK WRITE
1 Identify the two quantities and choose x = number of cans purchased
a pronumeral to represent them. y = total cost of cans
2 Use the information to complete a 1 can (x) costs $3 (y) .
table of values. Remember the cans 2 cans (x) costs $6 (y) .
cost $3 each. and so on …
x 0 1 2 3 4 5 6 7 8
y 0 3 6 9 12 15 18 21 24

3 Are both quantities increasing at a The number of cans x is increasing by 1.

constant rate? The cost of the cans y is increasing by 3.
4 Answer the question. There is a direct variation between the number of cans and
the total cost of the cans. It can be written as y = 3x.

30 Jacaranda Maths Quest 11 Mathematics Standard 5E

Note: In Worked example 1 the number of cans has to be a whole number, so if we drew a graph to
represent this situation we could not join the plotted points with a straight line.

WORKED EXAMPLE 2

Consider the linear function y = 5x.

a Complete the table of values for y = 5x.
x 0 1 2 3
y 20 21
b State why this is a direct variation relationship.
THINK WRITE
a 1 Substitute the required values of either x or When x = 0, y = 5 × 0
y into the linear function y = 5x. =0
When x = 1, y = 5 × 1
=5
When x = 2, y = 5 × 2
= 10
When x = 3, y = 5 × 3
= 15
When y = 20, 20 = 5 × x
x = 20 ÷ 5
x =4
When y = 21, 21 = 5 × x
x = 21 ÷ 5
x = 4.2
2 Complete the table. x 0 1 2 3 4 4.2
y 0 5 10 15 20 21

b For a direct variation relationship, it must be For y = 5x, when x = 0:

a straight-line graph and pass through the y=5×0
origin (0, 0). =0
Both values must increase by a constant. So it passes through point (0, 0).
The y-value is always 5 times the x-value, so as
x increases, y increases.
Therefore, y = 5x is a direct variation
relationship.

WORKED EXAMPLE 3

A straight-line graph, starting at the origin, is shown. y

a From the graph, generate a table of values to illustrate this 6
5
information.
4
b Do these points represent a direct variation relationship? 3
c State the relationship between x and y. 2
d Complete the following table. 1

x 6 35 0 x
1 2 3 4 5 6
y 42 90

TOPIC 2 Linear relationships 31

 THINK WRITE
a Enter the given values of x and y from the graph. x 0 1 2 3 4
Remember the x-axis is the horizontal axis and the
y 0 1.5 3 4.5 6
y-axis is the vertical axis.
b 1 As x increases, does y increase? The x-values increase by 1.
The y-values increase by 1.5.
2 Does the graph pass through the origin? The graph passes through the origin.
3 Answer the question. These points represent a direct
variation relationship.
c Use the table of values or the graph to find the 1 × 1.5 = 1.5
relationship between x and y. 2 × 1.5 = 3
3 × 1.5 = 4.5
4 × 1.5 = 6
The pattern is x × 1.5 = y or y = 1.5x.
d 1 Enter the required values of either x or y into the For x = 6: For x = 35:
linear function y = 1.5x. y = 1.5 × 6 y = 1.5 × 35
=9 = 52.5
For y = 42: For y = 90:
42 = 1.5 × x 90 = 1.5 × x
42 ÷ 1.5 = x 90 ÷ 1.5 = x
x = 28 x = 60

2 Complete the table. x 6 28 35 60

y 9 42 52.5 90

2.2.2 Straight-line graphs passing through the origin

•• If the line formed is a straight line passing through the origin, there is a y
direct variation relationship between the x-coordinates and the y-coordinates 6
5
of the points on the line. Likewise, if a straight-line graph passes through the
4
origin, then it is representing a direct variation relationship. 3
•• The equation that describes the relationship between the x- and y-coordinates 2
of the points can be determined by listing the coordinates in a table of values. 1
The table of values for the points on the number plane is as shown. 0 x
1 2 3 4 5 6
x 0 1 2 3
y 0 2 4 6
•• The table shows that the y-coordinate is always twice the value of the x-coordinate, so this can be
described by the linear function y = 2x. All direct variation relationships can be represented by a
linear function in the form y = mx.

2.2.3 Constructing straight-line graphs in the form y = mx

•• Straight-line graphs can be plotted if you are given:
–– a table of values
–– any two points on the straight line
–– the linear function y = mx.

32 Jacaranda Maths Quest 11 Mathematics Standard 5E

•• Handy hints when constructing straight-line graphs:
–– The horizontal axis is the x-axis and the vertical axis is the y-axis.
–– A table of values can be very useful when the linear function is given.
–– Each axis needs to be marked with a suitable scale. Remember, the axes can have different scales,
depending on the values to be plotted.
–– Plot each point in the table and join with a straight line.
–– Straight-line graphs can be extended past the given points and will include other points that fit the
given equation.
•• There are a number of graphing packages available online or through app stores, often free. Usually
they ask for the relationship and then graph it on a prepared number plane. Following are two examples
of using technology to construct straight-line graphs.

WORKED EXAMPLE 4

With the aid of technology, graph the straight line y = 2x using:

a the free online Desmos graphing calculator
b Microsoft Excel.

THINK WRITE
a Follow these steps. y
•• Open the Desmos graphing calculator. 6
•• Click ‘Start Graphing’.
4
•• Using your keypad, enter the equation in line 1:
y = 2x. 2
•• Use the + or − on the right-hand side of the
graph to zoom in or out. x
–2 0 2 4 6
•• Click on the line to show the coordinates of the
points. –2

b Follow these steps. y

•• Open an Excel workbook page. 14
•• In column A, enter x in the first cell. 12
•• Enter the values of x from 0 to 6. 10
•• In column B, enter y = 2x in the first cell. 8
y = 2x
•• In cell B2 enter the formula = 2*A2. 6
4
•• Press enter, then drag down the bottom right-hand
2
corner of the cell to complete the column.
•• Highlight values in columns A and B. 0
1 2 3 4 5 6 7
x
•• Insert: Charts: Scatter with Straight Lines and
Markers.

RESOURCES

Interactivity: Plotting linear graphs (int-3834)

Weblink: Desmos graphical calculator

TOPIC 2 Linear relationships 33

Exercise 2.2 Direct variation
Understanding, fluency and communicating
1. WE1 A shop has a special offer on DVDs at $8 per
DVD. Benji decides to purchase up to 10 DVDs and
needs to know how many he can afford to purchase.
a. Is there a direct variation relationship between the
total cost of the DVDs and the number of DVDs
purchased?
b. If there is a direct variation, determine the
relationship.
2. Biscuits are advertised at $3.50 per packet. Charlotte
decides to purchase a number of packets. Determine the
relationship between the number of packets purchased,
n, and the total cost, $c.
3. WE2 Consider the linear function y = 6x.
a. State why this is a direct variation relationship.
b. Complete the table of values for y = 6x, giving values correct to 2 decimal places where necessary.

x 0 1 2 3
y 30 40
5
4. Consider the linear function y = x.
2
a. State why this is a direct variation relationship.
5
b. Complete the table of values for y = x.
2
x 0 1 2 3
y 15 20

5. WE3 A straight-line graph, starting at the origin, is as shown. y

70
a. From the graph, generate a table of values to illustrate this
60
information. 50
b. Do these points represent a direct variation relationship? 40
c. State the relationship between x and y. 30
d. Complete the following table. 20
10
x 7 15 0 x
1 2 3 4 5 6 7 8 9
y 80 160
y
6. A straight-line graph is as shown.
7
a. From the graph, generate a table of values to illustrate this 6
information. 5
b. Do these points represent a direct variation relationship? 4
c. State the relationship between x and y. 3
d. Complete the following table. 2
1
x 10 20 x
0 1 2 3 4 5 6 7 8
y 15 25

34 Jacaranda Maths Quest 11 Mathematics Standard 5E

 7. a. Given the following tables of values, plot their straight-line graphs on separate number planes.

x 0 1 2 3 4
y 0 1 2 3 4

x 0 1 2 3 4
y 0 5 10 15 20

x 0 3 6 9 12
y 0 1 2 3 4

b. Determine the direct variation relationship for these straight-line graphs. Write your answers in the
form y = mx.
8. For each of the following relationships, complete a table of values from x = 0 to x = 5. Represent
each of the graphs on a number plane.
a. y = 9x b. y = x c. y = 3.5x
7
4
9. WE4 Using technology of your own choice, plot the straight-line graphs found in question 8.
10. Use technology of your choice to construct the straight-line graphs of:
a. y = x b. y = 2.25x
7
5
Problem solving, reasoning and justification
11. Anita works casually in a cafe and is paid $8.50 per hour. She is working out how much she will earn.
Let n hours represent the number of hours worked and $c the total amount earned.
a. Is there a direct variation relationship between n and c? Justify your answer.
b. Create a table of values for n and c, where n = 0, 1, 2, 3, 4, 5.
c. Draw the graph of the number of hours worked, n,
against the total earned, c.
d. Determine the relationship between n and c.
12. The distance, d kilometres, a fast train travels in
t hours is given by the formula d = 120t.
a. Is there a direct variation relationship between
d and t? Justify your answer.
b. Create a table of values for d and t, where
t = 0, 1, 2, 3, 4, 5.
c. Draw the graph of distance, d, against time, t.
13. Below are three tables of values relating x and y.
i. x 1 2 3 4 5
y 3.5 7 10.5 14 17.5

ii. x 1 2 3 4 5
y 0 3 6 9 12

iii. x 0 1 2 3 4
y 0 1 4 9 16

TOPIC 2 Linear relationships 35

 a. From these tables of values, plot the points on separate number planes to represent the
relationships.
b. For each graph, determine if it is a direct variation relationship. Justify your answer.
14. The circumference of a circle, C, is given by the formula C = πd, where d is the diameter of the
circle.
a. Find the circumference, correct to 2 decimal places, of a circle with a diameter of 5 cm.
b. Find the circumference, correct to 2 decimal places, of a circle with a radius of 5 cm.
c. Is there a direct variation relationship between the circumference of a circle and its diameter?
Justify your answer.
d. Construct a straight-line graph to represent this relationship.
15. Andrew is driving from Sunny Beach to Jetville, a distance of 720 km. He drives at a constant speed
of 90 km/h. Let n hours represent the number of hours driving and k kilometres the total distance
travelled.
a. Is there a direct variation relationship between distance travelled and time? Justify your
answer.
b. Create a table of values for n and k, where n = 0, 1, 2, 3, 4, 5.
c. Draw the graph of the number of hours driving, n, against the total distance travelled, k.
d. Determine the relationship between n and k.
e. How far does Andrew travel in 2.5 hours?
f. How long does it take Andrew to drive from Sunny Beach to Jetville?

2.3 The gradient and intercepts

2.3.1 Linear relationships
•• A pattern that changes consistently by the same amount is called a linear pattern. A simple pattern
such as 2, 5, 8, 11, … is a linear pattern.
•• A linear relationship means that as one variable changes uniformly, so does the other. Linear
relationships can be identified by using a table of values, plotting points or looking at an
equation.

y
30 y = 3x + 4
+3 +3 +3 +3 25
(8, 28)
20
x −4 −1
(5, 19)
2 5 8 15
y = 3x + 4
y −8
10
1 10 19 28 5
(2, 10)
(–1, 1)
+9 +9 +9 +9 –6 –4 –22–50 2 4 6 8 10 x
(–4,–8)
–10

Each variable has a constant Both variables are raised to the Points form a straight line.
difference. power of 1. y1 = y and x1 = x.

36 Jacaranda Maths Quest 11 Mathematics Standard 5E

WORKED EXAMPLE 5

For the following tables of values, determine whether a linear relationship exists. Explain your
reasoning.
a x 1 2 3 4 5
y 10 8 6 4 2

b x 0 2 4 6 8
y 1 2 4 8 16

c x 1 4 9 16 25
y 1 2 3 4 5
THINK WRITE

a 1 Look for constant differences in the x-values +1 +1 +1 +1

and in the y-values.
•• The x-values have a constant difference x 1 2 3 4 5
of +1, as shown in blue. y 10 8 6 4 2
•• The y-values have a constant difference
of −2, as shown in pink. −2 −2 −2 −2

2 Answer the question. As the x-values increase by 1, the y-values

decrease by 2. Since x is changing by a constant
amount and y is changing by a constant amount,
the table of values represents a linear relationship.
b 1 Look for constant differences in the x-values    +2 +2 +2 +2
and in the y-values.
•• The x-values have a constant difference of 2, x 0 2 4 6 8
as shown in blue. y 1 2 4 8 16
•• The y-values do not change by a constant
amount. +1 +2 +4 +8

2 Answer the question. As the x-values increase by 2, the y-values

increase by different amounts each time;
1, then 2, then 4 and then 8. Since y is not
changing by a constant amount, the
relationship is not linear.
c 1 Look for constant differences in the x-values +3   +5  +7   +9
and in the y-values.
•• The x-values do not have a constant x 1 4 9 16 25
difference. y 1 2 3 4 5

2 Answer the question. Since the x-values increase by different amounts

each time, this method cannot be used to
determine whether the table represents a linear
relationship.

TOPIC 2 Linear relationships 37

2.3.2 The y-intercept
•• All linear relationships can be represented by y y=x+2
a linear function in the form y = mx + c,
5 y=x+1
4
where x and y are variables and m and c are 3 y=x–1
constants. 2
1 y=x–3
•• The graph shows four parallel straight lines.
Each line has the same slope but passes –2 –1–10 1 2 3x
through the y-axis at a different point. –2
•• The y-intercept is the point at which a line –3
–4
crosses the y-axis.

Line colour Equation Cuts y-axis at: y-intercept

Blue y=x+2 2 (0, 2)
Pink y=x+1 1 (0, 1)
Green y=x−1 −1 (0, −1)
Orange y=x−3 −3 (0, −3)

•• As you can see, the y-intercept and the constant in the equation (represented by the letter c) are
related. In fact, regardless of the value of m in the equation y = mx + c, the value of c will always be
the y-value of the y-intercept.

2.3.3 The x-intercept

•• From the previous table, you can see that every y-intercept has an x-value of 0.
•• The y-intercept is where the straight line crosses the y-axis, and occurs when x = 0.
•• The x-intercept is where the straight line crosses the x-axis, and occurs when y = 0.

WORKED EXAMPLE 6

State the coordinates of the x- and y-intercepts in the following graph.

y
5 y-intercept
4
3
2 x-intercept
1
–5–4 –3–2–1 0 x
–1 1 2 3 4 5
–2
–3
–4
–5

THINK WRITE
1 The x-intercept is the point at which the line intersects x-intercept = 5
the x-axis. At the x-intercept, the y-coordinate is The x-intercept is at (5, 0).
equal to 0.
2 The y-intercept is the point at which the line intersects the y-intercept = 3
y-axis. At the y-intercept, the x-coordinate is equal to 0. The y-intercept is at (0, 3).

38 Jacaranda Maths Quest 11 Mathematics Standard 5E

 WORKED EXAMPLE 7

Calculate the x- and y-intercepts for the graph with the equation y = 2x + 4.
THINK WRITE
1 To find the y-intercept, remember that the x-coordinate of the y = 2x + 4
intercept is 0. Substitute x = 0 into the equation, as shown in y=2×0+4
black, and calculate the value of y. y=4
The y-intercept is the point
(0, 4).
2 •• To find the x-intercept, remember that the y-coordinate y = 2x + 4
of the intercept is 0. Substitute y = 0 into the equation, 0 = 2x + 4
as shown in pink. −4 = 2x
•• Calculate the value of x by using inverse operations. −2 = x
The x-intercept is the point
(−2, 0).

2.3.4 The gradient y = 4x

y y = 2x
•• Some lines may appear as if they are Line colour Equation Slope 5
going uphill, while others will head
y = 4x 4 y=x
Orange 4
downhill. The graph at right shows a 3
Pink y = 2x 2 2
number of straight lines with the same
y-intercept but different slopes. Green y=x 1 1

•• The coefficient of x in the equation and Blue y = −x −1 –2 –1

–1
0 1 2 3x
the slope of the line are related. –2
–3
•• The slope or gradient of a line can be determined by measuring the –4 y=–x
change in the y-value for each increase of 1 unit in the x-value. –5
•• The change in the y-value is referred to as the rise. A negative value for
the rise indicates that the y-value is decreasing.
•• The increase in the x-value is referred to as the run.
rise
Gradient =
run
•• If a right-angled triangle is formed (using the line itself as the hypotenuse),
the ‘rise’(vertical distance) and ‘run’ (horizontal distance) can be found.
•• The gradient (m) of the line can be calculated by dividing the rise y
6
by the run. 5 y = 3x + 1
rise 4
m= 3
run 2
3 units
•• In the diagram shown at right, the line has a rise of 3 units and a run of 1
1 unit
1 unit. –3 –2 –1–10 1 2 3 x
rise
Therefore, the slope = –2
run
–3
3
=
1
= 3.
•• The gradient of a straight line with the equation y = mx + c is the value of the coefficient of x, which
is m. When c = 0, this is also known as the constant of variation, as the value of m is a constant in
the equation.

TOPIC 2 Linear relationships 39

 A positive gradient has a A negative gradient has A horizontal line has no A vertical line has an
positive slope. a negative slope. slope and a gradient of infinite slope and an
zero. infinite or undefined
gradient.
•• A negative slope follows the same slope as the diagonal line in a capital
letter N.

egative
•• The greater a slope’s magnitude (positive or negative value), the steeper the line formed.
y
m=3
rise Vertical Horizontal 4
m m= distance distance 3
run
2
rise 3 m = 12
=
3 Rise of 3 Run of 1 1
run 1 –4 –3 –2 –1 0 1 2 3 4x
rise 1 m = –2
=
1 Rise of 1 Run of 2 –2 3
2 run 2 –3
–4 m = –2
−2 rise −2
= Fall of 2 Run of 3
3 run 3
−2 rise −2
= Fall of 2 Run of 1
run 1

WORKED EXAMPLE 8

Determine the gradient of the line for each of the graphs shown.
a y b y
6 6
5 5
4 4
3 3
2 2
1 1
–2 –1–10 1 2 3 4 5 x –2 –1–10 1 2 3 4 5x

THINK WRITE
rise
a 1 Gradient = . 6
y
run
5
•• Look for two points where the x- and y-coordinates can be
4
easily read from the grid, as shown in pink. 3
•• Form a right-angled triangle and use this to find rise 2
and run. 1
–– The y-value increases from 3 to 5, a rise of 2. –2 –1–10 1 2 3 4 5x
–– The x-value increases from 1 to 2, a run of 1.

40 Jacaranda Maths Quest 11 Mathematics Standard 5E

 rise
2 Write the gradient formula and calculate the gradient. Gradient =
run

=
2
1
=2
b 1 •• Look for two points where the x- and y-coordinates can be y
6
easily read from the grid.
5
•• Form a right-angled triangle and use this to find rise and 4
run. 3
–– The y-value decreases from 5 to 4, a rise of −1. 2
1
–– The x-value increases from 0 to 3, a run of 3.
–2 –1–10 1 2 3 4 5x

Gradient =
rise
2 Write the gradient formula and calculate the gradient.
run
−1
=
3

WORKED EXAMPLE 9

State the gradient and the x- and y-intercepts of the following linear functions.
a y = 5x
b y = 5x − 10
c y = −3x + 12
d 2x + 3y = 6
e 3x − 4y + 6 = 0
THINK WRITE
a 1 Write the equation in the form y = mx + c. y = 5x
2 Identify the coefficient of x as the gradient. m=5
3 Identify the value of c, the y-intercept. c=0
4 For the x-intercept, substitute y = 0. 0 = 5x
∴x=0
5 Answer the question. For y = 5x, the gradient is 5, the
y-intercept is (0, 0) and the
x-intercept is (0, 0).
b 1 Write the equation in the form y = mx + c. y = 5x − 10
2 Identify the coefficient of x as the gradient. m=5
3 Identify the value of c, the y-intercept. c = −10

4 For the x-intercept, substitute y = 0. 0 = 5x − 10

10 = 5x
x=2
5 Answer the question. For y = 5x − 10, the gradient is 5,
the y-intercept is (0, −10) and the
x-intercept is (2, 0).

TOPIC 2 Linear relationships 41

 c 1 Write the equation in the form y = mx + c. y = −3x + 12
2 Identify the coefficient of x as the gradient. m = −3
3 Identify the value of c, the y-intercept. c = 12
4 For the x-intercept, substitute y = 0. 0 = −3x + 12
3x = 12
x =4
5 Answer the question. For y = −3x + 12, the gradient is
−3, the y-intercept is (0, 12) and the
x-intercept is (4, 0).
d 1 Write the equation in the form y = mx + c. 2x + 3y = 6
3y = −2x + 6
−2 6
y= x+
3 3
−2
y= x+2
3
2 Identify the coefficient of x as the gradient. −2
m=
3
3 Identify the value of c, the y-intercept. c=2
4 For the x-intercept, substitute y = 0. 2x + 3(0) = 6
2x = 6
x=3
−2
5 Answer the question. For 2x + 3y = 6, the gradient is ,
3
the y-intercept is (0, 2) and the
x-intercept is (3, 0).
e 1 Write the equation in the form y = mx + c. 3x − 4y + 6 = 0
3x + 6 = 4y
4y = 3x + 6
3 6
y= x+
4 4
3 3
y= x+
4 2
2 Identify the coefficient of x as the gradient. 3
m=
4
3 Identify the value of c, the y-intercept. 3
c=
2
4 For the x-intercept, substitute y = 0. 3x − 4(0) + 6 = 0
3x + 6 = 0
3x = −6
x = −2

5 Answer the question. For 3x − 4y + 6 = 0, the gradient is

, the y-intercept is (0, ) and the
3 3
4 2
x-intercept is (−2, 0).

42 Jacaranda Maths Quest 11 Mathematics Standard 5E

 RESOURCES

Interactivity: The y-intercept (int-3837)

eLesson: The gradient (eles-1889)
Interactivity: The gradient (int-3836)

Exercise 2.3 T
 he gradient and intercepts
Understanding, fluency and communicating
1. WE5 For the following tables of values, determine whether a linear relationship exists. Explain your
reasoning.
a. x 0 1 2 3 4
y 12 9 6 3 0

b. x 1 3 5 7 9
y 1 2 3 4 5
2. For the following tables of values, determine whether a linear relationship exists. Explain your reasoning.
a. x 2 4 6 8 10
y 4 2.5 1 −0.5 −2

b. x 0 1 3 6 10
y 0 1 2 3 4
3. WE6 State the x- and y-intercepts for each of the following straight lines.
a. y b. y c. y
4 4 4
3 3 3
2 2 2
1 1 1

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

–2 –2 –2
–3 –3 –3
–4 –4 –4

4. State the coordinates of the x- and y-intercepts in the following graphs.

a. y b. y
4 16
3 14
2 12
1 10
8
–5 –4 –3 –2 –1–10 1 2 3 4 5 6 x 6
–2 4
–3 2
–4
–5 –10 –8 –6 –4 –2 0 2 4 6 8 10 12 x
–2
–6 –4
–7 –6
–8 –8

5. WE7Calculate the x- and y-intercepts for the following straight-line graphs.

a. y = 3x + 6 b. y = 4x − 12
6. Calculate the x- and y-intercepts for the following straight-line graphs.
a. y = −2x + 5 b. y = 3x − 8

TOPIC 2 Linear relationships 43

 7. For each of the linear graphs below, state whether the gradient is positive, negative or zero.
a. y b. y c. y d. y

x x x x

8. Use the triangles provided for each straight line graph below to determine the gradients of the lines.
Hint: Check the scale on the axes before simply counting squares.
a. y b. y
14 14
12
10 10
8
6 6
4
2 2

–3 –2 –1 0 1 2 3 4 5 x –5 –4 –3 –2 –10
–2 1 2x

9. WE8 Calculate the gradient for each of the following straight line graphs.
a. y b. y
4 2
3 1
2
1 –5 –4 –3 –2 –1–10 1 2 3 x
–2
–5 –4 –3 –2 –1
–1
0 1 2 3 4 5 x –3
–2 –4
–3 –5
–4 –6
–5 –7

10. WE9 State the gradient and the x- and y-intercepts of the following linear functions.
a. y = 2x − 1 b. y = −5x + 4 c. y = −6x
d. 2x + 5y = 10 e. 7x − 8y = 56 f. 7x + 12y − 42 = 0
Problem solving, reasoning and justification
11. Copy and complete the following table.
Rise Run Gradient
a 10 metres 4 metres
b 10 metres 5
1
c 10 metres
2
y
12. a. Match the descriptions given below with their corresponding lines. 4
i. Straight line with a y-intercept of (0, 1) and a positive gradient 3 A
2
ii. Straight line with a gradient of 112 1
B
iii. Straight line with a gradient of −1
C
D
–4 –3 –2 –1–10 1 2 3 4x
b. Write a description for the unmatched graph.
–2
–3
–4

44 Jacaranda Maths Quest 11 Mathematics Standard 5E

13. Three right-angled triangles have been superimposed on the graph shown. y
12
a. Use each of these to determine the gradient of the line. 10
b. Does it matter which points are chosen to determine the gradient 8
of a line? Explain. 6
4
c. Describe the shape of the graph. 2

–8 –6 –4 –2–20 2 4 6 8 x
–4
–6
–8
–10

14. Which of the following graphs represents a linear function of the form y = mx + c?
a. y b. y

x x

c. y d. y

x x

15. For each of the straight-line graphs shown below:

i. state the y-intercept
ii. calculate the gradient
iii. write a linear equation to describe the graph.
iv. Do any of these graphs represent direct variation? Explain your reasoning.
y y y
a. b. 8
c. 4
2
1
6 2
–4 –2 –10 2 4x
–2 4
–2 –1 0 1 2 3 4x
2 –2

–4
–1 0 1 2 3 4 x
–2

–4

TOPIC 2 Linear relationships 45

2.4 Sketching linear graphs
2.4.1 Sketching linear graphs from intercepts
•• Handy hints when constructing linear graphs using the axis intercepts:
–– Plot the y-intercept on the y-axis.
•• Find the y-intercept by substituting x = 0 into the equation and solve for y.
–– Plot the x-intercept on the x-axis.
•• Find the x-intercept by substituting y = 0 into the equation and solve for x.
–– Join the points with a straight line, extended in both directions.
–– If both intercepts are at the origin, (0, 0), choose any other x-value and calculate the corresponding
y-value. Plot this second point and join to the origin.
–– Draw arrows at both ends of the line to give an indication of other points that fit the equation.
–– Name the graph with its equation.

WORKED EXAMPLE 10

By finding the x- and y-intercepts, sketch the graph of the equation y = 2x + 4.

THINK WRITE
1 The y-intercept is found by substituting x = 0 into y = 2(0) + 4
the equation. =0+4
=4
y-intercept: (0, 4)
2 The x-intercept is found by substituting y = 0 into 0 = 2x + 4
the equation. 2x = −4
x = −2
x-intercept: (−2, 0)
3 •• Plot these two points on a suitably scaled y y = 2x + 4
5
Cartesian plane. 4
3
•• Join the two intercepts with a straight line, 2
extending the line in both directions. 1
•• Write the equation of the line. –5–4 –3–2–1 0
–1 1 2 3 4 5
x
–2
–3
–4
–5

WORKED EXAMPLE 11

Sketch the graph given by the equation y = 4x.

THINK WRITE
1 The y-intercept is found by substituting x = 0 into y= 4x
the equation. y= 4×0
y= 0
The y-intercept is the point (0, 0).

46 Jacaranda Maths Quest 11 Mathematics Standard 5E

 2 The x-intercept is found by substituting y = 0 into y = 4x
the equation. 0= 4x
0= x
The x-intercept is the point (0, 0).
3 As both intercepts are at the origin, we have only y = 4x
one coordinate so far. Choose any other x-value, =4×1
say x = 1, and substitute this into the original =4
equation to find a second point. Another point is (1, 4).
4 Plot these two points on a suitably scaled Cartesian y
6
plane. Join the two points with a straight line, 5 y = 4x
extending the line in both directions. 4
3
2
1
–4 –3 –2 –1 0 1 2 3 4 5x
–1
–2
–3
–4
–5

2.4.2 Sketching linear graphs using the gradient and y-intercept

•• Handy hints when constructing linear graphs using the gradient and y-intercept:
–– Mark the y-intercept on the y-axis.
–– Another point is found by using the gradient.
rise
–– The gradient is .
run
–– From the y-intercept, move horizontally by the ‘run’ value, then vertically by the ‘rise’ value. For
example, for a gradient of 3, the ‘run’ is 1 and the ‘rise’ is 3.
–– If the gradient is −3, the ‘rise’ will be down by 3.
–– Connect the two points with a straight line.
–– Remember to have arrows on the ends of the line and to name the graph.

WORKED EXAMPLE 12

For each of the linear equations below:

i state the gradient and y-intercept
ii sketch the graph of the equation.
a. y = 4x − 11
b. y = −4x
THINK WRITE
a i Compare the equation given with the general form For y = 4x − 11
of a linear equation: y = mx + c. The coefficient Gradient (m) = 4 and y-intercept (c) = −11.
of x is m (the gradient), and the constant c is the
y-intercept.

TOPIC 2 Linear relationships 47

 ii •• Construct a set of axes and mark the position y
of the y-intercept. –2 –1 0 1 2 3 4x
•• The y-intercept is −11, as shown in black.
rise 4
•• The gradient is 4, so = .
run 1
–5
•• From the y-intercept, rise 4 and run 1, then
mark in a second point, as shown in pink.
•• The two points can now be connected with a
y = 4x – 11
straight line. –10
•• Write the equation next to the line.

–15

b i Compare the equation given with the general form For y = −4x or (y = −4x + 0)
of a linear equation: y = mx + c. Identify m as the Gradient (m) = −4 and y-intercept (c) = 0.
gradient and c as the y-intercept.
ii •• Construct a set of axes. y
8
•• Mark in the position of the y-intercept at 0, as
shown in black. The gradient is −4, so 6
rise −4
= . 4
run 1
•• From the y-intercept, rise −4 and run 1, then 2
mark in a second point, as shown in pink.
•• The two points can now be connected with a –4 –3 –2 –1 0 1 2 3 4 x
y = –4x
straight line to form the graph. –2
•• Write the equation next to the line.
–4

–6

RESOURCES

eLesson: Sketching linear graphs (eles-1919)

Interactivity: The intercept method (int-3840)
Interactivity: The gradient–intercept method (int-3839)

Exercise 2.4 Sketching linear graphs

Understanding, fluency and communicating
1. WE10 For each of the linear functions below:
i. find the x- and y-intercepts
ii. sketch the graph of the function.
a. y = 3x + 6 b. y = 3x − 9 c. y = 3x + 12

48 Jacaranda Maths Quest 11 Mathematics Standard 5E

 2. For each of the straight-line graphs below:
i. find the x- and y-intercepts
ii. sketch the graph of the function.
a. y = 4x + 2 b. y = 2x − 5 c. y = −2x + 1
3. WE11 Sketch the graphs given by the following linear equations.
a. y = x b. y = 3x c. y = −3x
4. Sketch the graphs given by the following linear equations.
5 −5
a. y = x b. y = x c. y =
1
x
2 2 2
5. WE12 For each of the linear functions below:
i. state the gradient and the y-intercept
ii. sketch the graph of the function.
a. y = 2x + 4 b. y = 2x + 6 c. y = 2x − 6
d. y = x − 6 e. y = x + 4 f. y = 4x − 8
6. For each of the linear functions below:
i. state the gradient and the y-intercept
ii. sketch the straight-line graph.
a. y = 2x + 5 b. y = −4x − 3 c. y = −3x + 5
−3
d. y = x − 3 e. y = x+3 f. y = x
1 4
2 2 5
7. Using the gradient and y-intercept, sketch the following linear graphs on the same set of axes.
Gradient y-intercept
3 2
4 −3
−2 0
1
8. a. Sketch the graph of the linear function with a gradient of and y-intercept of 4.
2
b. State the equation of this straight-line graph.
−2
9. a. Sketch the graph of the linear function with a gradient of and a y-intercept of −5.
3
b. State the equation of this straight-line graph.
10. Using technology of your choice, sketch the following linear equations on the same number plane.
−1
a. y = 2x + 12 b. y = x+6 c. y = x − 1.5
2
Problem solving, reasoning and justification
−5 3
11.   a. Sketch the linear equation y = x− :
7 4
i. using the y-intercept and the gradient
ii. using the x- and y-intercepts.
b. Compare and contrast the methods and generate a list of advantages and disadvantages for each
method. Which method do you think is best? Why?
12.   a. Sketch each of the following straight lines on the same set of axes.
5 −5
i. y = x + 5 ii. y = x+5
2 2
b. Find the x-intercepts for these straight lines.
c. What shape is formed by the three axis intercepts?
d. Find the area enclosed by the axis intercepts.
13.   a. Using an appropriate method, sketch each of the following straight lines on the same set of axes.
i. y = 4x + 4 ii. y = 4x − 6 iii. x + y = 4 iv. x + y + 1 = 0
b. What shape is formed by these four lines?
c. Write down the coordinates of the vertices (corners) of this shape.

TOPIC 2 Linear relationships 49

14. Refer to the diagram and answer the following questions. y
6
a. Find the gradient of the straight-line graph.
5
b. State the equation that represents this graph. 4
c. Is this a graph of a direct variation relationship? Justify your answer. 3
d. Copy and complete the statement: The y-value is _________ times the 2
x-value, so the constant of variation is _________. 1
e. Is there a relationship between the constant of variation and the gradient? 0 x
1 2 3 4 5 6
Justify your answer.
3
15. MC Which sketch below represents the equation y = x − 6?
2
y y y
a. b. c.
6
(8, 5)

–4 x 4 x x
4

–6

d. y e. y

–4 x 4 x

–6

2.5 Linear models

2.5.1 Constructing a linear model
•• Practical, everyday problems may often be modelled by linear equations or straight-line graphs.
Examples include:
–– the cost of filling a car with petrol
–– the cost of hiring a tradesman
–– currency conversion
–– water leaking from a tank
–– distance travelled at a constant speed.
•• To construct a linear model:
–– identify the two variables
–– identify the constant change between the variables, represented by the gradient, m
–– identify the initial starting point or value, represented by c, the y-intercept when x = 0
–– write the relationship in the form y = mx + c
–– sketch the graph of the linear function if necessary.
•• An example of a linear model is the amount of pay a casual employee receives when employed at a
rate of $20 per hour. For every hour worked, the employee is paid $20. The two variables are the
number of hours worked, x hours, and the amount paid, $y. The amount paid is increasing by a
constant $20 every hour, so m = 20. The starting point is $0, so c = 0.

50 Jacaranda Maths Quest 11 Mathematics Standard 5E

 This gives the linear model y = 20x, where y is the y
amount paid, in dollars, and x is the number of 80
hours worked. 70

Amount paid ($)

60
•• Note: In a linear model we can also use pronumerals
50
other than x and y to represent our variables. For 40
example, we could have used n to represent the 30
number of hours and p to represent the amount 20
paid, giving us the linear model p = 20n. 10

0 x
1 2 3 4 5
Hours worked
2.5.2 Solving practical problems
•• Once the linear relationship that models the practical problem has been found, questions can be
answered by substituting into the linear equation and solving the equation for the unknown value.
Alternatively, information may be read from a graph.

WORKED EXAMPLE 13

A currency converter shows that an Australian dollar buys £0.60. Eddie is planning a holiday to
London.
a Find a relationship between the Australian dollar and the pound sterling.
b How much would Eddie have if he changed $500 to pounds sterling?
c A day tour from London is advertised for £24. How much would this be in Australian
dollars?
d Is this an example of direct variation? Explain your response.
THINK WRITE
a 1 Identify the variables. x: amount in Australian dollars to be converted, $
y: value in pounds sterling, £
2 Identify the constant change and the Constant change = £0.60 (every $1 converts to £0.60)
starting point. Starting point = £0
3 Write the relationship between the y = 0.6x
Australian dollar and the pound sterling.

b 1 For $500, substitute x = 500. y = 0.6(500)

= 300
2 Answer the question. $500 is £300.
c 1 To change £24 to AUD substitute 24 = 0.6x
y = 24 and solve for x. 24 0.6
= x
0.6 0.6
40 = x

2 Answer the question. The day trip would cost Eddie the equivalent of $40.
d Answer the question. The equation is y = 0.6x so it is an example of direct
variation of the form y = mx.

TOPIC 2 Linear relationships 51

 WORKED EXAMPLE 14

The local petrol station is selling fuel for $1.25/litre.

Tom has run out of petrol and needs to fill his car.
a Identify the relationship between the total cost
and the number of litres purchased.
b If Tom needs 35 litres for work next week, how
much will this cost?
c Tom checks his wallet to find only a $20 note.
How many litres of fuel can be buy?
d Is this a direct variation relationship? Explain
your answer.
e Sketch the graph of the linear model.
THINK WRITE
a 1 Identify the variables. n: number of litres of fuel purchased
C: cost of fuel in dollars
2 Identify the constant change and the starting Every extra litre costs $1.25.
point. Constant change = 1.25
Starting point = $0
3 Write the relationship as an equation. C = 1.25n
b 1 For 35 litres, substitute n = 35. C = 1.25 × 35
= 43.75
2 Answer the question. 35 litres would cost $43.75.
c 1 For $20, substitute C = 20 and solve. C = 1.25n
20 = 1.25n
20 1.25n
1.25 = 1.25
n = 16
2 Answer the question. $20 would purchase 16 litres of fuel.
d Answer the question. The equation C = 1.25n is an example
of direct variation since it is of the form
y = mx.
e 1 State the gradient and y-intercept. Gradient = 1.25
y-intercept = 0, so plot another point
(16, 20).
2 Plot the two points and join them with a straight C
20
line, or choose technology to graph.
18
16
14
12
10
8
6
4
2

0 n
2 4 6 8 10 12 14 16

52 Jacaranda Maths Quest 11 Mathematics Standard 5E

2.5.3 The limitations of models
•• Straight-line graphs have arrows at each end to indicate that the line continues.
•• In modelling practical problems with straight-line graphs or linear functions, limitations may need to
be placed on the variables.
•• For example, in Worked example 13, since x and y represent money both x and y must be zero or
positive.
•• Practical problems involving variables such as time, length and volume, which can only be zero or
positive, will have limitations placed on them for the linear model to be valid.

WORKED EXAMPLE 15

A water tank has developed a leak, with water flowing out at the rate of 16 litres per minute.
Initially, the water tank contained 2000 litres.
a Construct a linear model that represents the amount of water, W litres, in the tank any time t
minutes after the water started leaking.
b Determine how many litres of water remained in the tank after 8 minutes.
c Determine how long it would take for the water in the tank to reduce to 1000 litres.
d If the water continued flowing out, how long would it take for the water tank to be empty?
e What are the limitations required for this linear model to be valid?
f Sketch the graph of this linear model.
THINK WRITE
a 1 Use pronumerals to represent the given Let t = time in minutes from when water starts leaking
information. Let W = amount of water, in litres, in the tank at
any time
2 Find the constant change and the initial Constant change = −16 (negative since flowing out,
information. decreasing)
Initially: 2000 litres in the tank
3 Write the linear equation. W = −16t + 2000
b 1 Substitute t = 8 into the linear equation. W = −16 × 8 + 2000
= −128 + 2000
= 1872
2 Answer the question. There are 1872 litres in the water tank after 8 minutes.
c 1 Substitute W = 1000 into equation. 1000 = −16t + 2000
Solve for t. 1000 − 2000 = −16t + 2000 − 2000
−1000 = −16t
−1000 −16t
−16 = −16
62.5 =t
2 Answer the question. It would take 62.5 minutes to reduce to 1000 litres of
water.
d 1 To be empty, W = 0. 0 = −16t + 2000
Substitute and solve for t. 16t = 2000
16 2000
16 t = 16
t = 125
2 Answer the question. It would take 125 minutes for the water tank to empty.

TOPIC 2 Linear relationships 53

 e Time and capacity both have to be greater The model is valid from 0 to 125 minutes, or
than or equal to zero. 0 ≤ t ≤ 125 and from 0 (empty) to 2000 litres.
0 ≤ W ≤ 2000

f Construct the straight line representing W

2000
W = –16t + 2000.
1800
This is a linear function of the form

Amount of water (litres)

1600
y = mx + c, with gradient = −16 and 1400
y-intercept = 2000. 1200
Label the axes. 1000
800
600
400
200

0 t
20 40 60 80 100 120
Time (minutes)

Exercise 2.5 Linear models

Understanding, fluency and communicating
1. WE13 Maddie is planning a holiday to Europe. A currency converter shows
that one Australian dollar buys €0.72.
a. Find the relationship between Australian dollars and euros.
b. How much would Maddie have if she changed $800 to euros?
c. A day tour from Paris is advertised for €145. How much would this be in
Australian dollars? Give your answer to the nearest 5 cents.
d. Is this an example of direct variation? Explain your response.
2. A currency converter is showing one Australian dollar would buy 81
Japanese yen. Alan is planning a skiing trip to Japan.
a. Find the relationship between the Australian dollar and the Japanese yen.
b. How much would Alan have if he changed $2000 to Japanese yen?
c. A weekly ski pass at the resort costs 33 500 yen. How much, in Australian dollars, would Alan have
to budget for this? Give your answer to the nearest 5 cents.
d. Is this an example of direct variation? Explain.
e. Sketch the linear model relating Australian dollars and Japanese yen.
3. WE14 The local petrol station is selling fuel for $1.53/litre. Betty has run out of petrol and needs to fill
her car with fuel.
a. Identify the relationship between the total cost and the number of litres purchased.
b. Betty knows her petrol tank holds 55 litres. What would it cost Betty to fill the tank from empty?
c. If Betty only has $35 in her purse, how many litres of fuel, to 2 decimal places, can she buy?
d. Is this a direct variation relationship? Explain your answer.
e. Sketch the graph of the linear model.
4. Diesel fuel is being advertised for 130.5 cents/litre. Terry needs to refuel his van.
a. Identify the relationship between the total cost and the number of litres purchased.
b. If Terry needs 65 litres for the weekend, how much will this cost to the nearest 5 cents?
c. Terry only has $50. How many litres of diesel, to 2 decimal places, can he buy?
d. Is this a direct variation relationship? Explain your answer.
e. Sketch the graph of the linear model.

54 Jacaranda Maths Quest 11 Mathematics Standard 5E

5. WE15 A water tank has developed a leak, with

water flowing out at the rate of 12 litres per

minute. Initially, the water tank contained
1000 litres.
a. Construct a linear model that represents the
amount of water, W litres, in the tank any
time t minutes after the water started
leaking.
b. Determine how many litres of water
remained in the tank after 5 minutes.
c. Determine how long it would take for the
water in the tank to reduce to 400 litres.
d. If the water continued flowing out, how
long would it take for the water tank to be empty?
e. What are the limitations required for this linear model to be valid?
f. Sketch the graph of this linear model.
6. Water is being pumped into a holding tank at a rate of 18 litres/minute. Initially the holding tank
was empty.
a. Construct a linear model that represents the amount of water, W litres, in the tank at any time
t minutes after starting the pump.
b. Determine how many litres of water are in the holding tank after 5 minutes.
c. The holding tank has a capacity of 1500 litres. Determine the time taken to fill the tank.
d. Is this a direct variation relationship? Explain your answer.
e. What are the limitations required for this linear model to be valid?
f. Sketch the graph of this linear model.
7. Australia measures speed in kilometres per hour and the United Kingdom
in miles per hour. 1 km/h is equivalent to 0.6214 mph. Tony has been
asked to construct a linear model so he and his friends can check their
speeds. Tony decides to let x represent km/h and y mph.
a. Construct the linear equation that connects km/h and mph.
b. Tony knows the speed limit on the open road in Australia is
100 km/h. What would this be in the UK?
c. Tony noticed a road sign in the UK that showed 50. What would
this speed be in Australia to the nearest km/h?
d. Is the situation an example of direct variation? Explain.
8. A jogger runs for 1.5 hours. The graph shows the distance, d km, the
jogger travels in this time. Use the graph to answer the following
Distance jogged (km)

questions. 12
a. How far did the jogger run in the first hour? 10
8
b. Calculate the gradient of the straight-line graph. 6
c. Write an equation to represent the relationship between distance 4
jogged, d km, and time, t hours. 2
d. How many minutes would it take for the jogger to pass the 0 0.5 1 1.5 2
4-kilometre mark? Time (hours)
e. Does this represent a direct variation relationship? Explain your
answer.

TOPIC 2 Linear relationships 55

 9. The graph shows how the cost of a school formal varies
9000
with the number of students attending. 8000
a. Is there a direct variation relationship between the cost 7000
of the formal and the number of students attending? 6000

Cost ($)
5000
b. Calculate the gradient of the straight-line graph. 4000
c. Write the equation that connects the cost, $C, and the 3000
number of students, n, attending. 2000
1000
d. State the constant of variation.
e. Find the total cost if 165 students attended to school formal. 0 20 40 60 80 100 120
10. The graph shows the speed of travel, s km/h, versus the Number of people
tachometer reading, r revolutions/minute, in top gear. Speed of travel versus tachometer
reading in top gear
a. Is there a direct variation relationship between the speed of
travel and the tachometer reading? 125
b. Calculate the gradient of the straight-line graph.

Speed of travel (km/h)

c. Write the equation that connects the speed, s km/h, and the 100
tachometer reading, r revolutions/minute.
d. State the constant of variation. 75
e. Find the speed of travel for a tachometer reading of
50
3450 revolutions/minute.
f. Find the tachometer reading if the speed of travel was 25
150 km/h.
0
Problem solving, reasoning and justification 1000 2000 3000 4000 5000
11. The manager of a manufacturing company purchased a new Tachometer reading (revolutions/minute)
machine valued at $180 000. The value of the machine
depreciates (decreases) constantly over a 5-year period. The value of the machine, $v, at any time, t
months, is given by the equation v = 180 000 − 3000t.
a. Sketch the graph of this relationship.
b. What is the value of the machine after 4 years?
c. How long would it take for the machine to halve in value?
d. Are there any limitations on the straight-line graph in this context? Justify your answer.
e. Does this situation represent a direct variation relationship? Justify your answer. y
12. Nick is saving part of his pocket money to buy a new TV. The graph shows his 115
Savings ($)

110
total savings, $y, for x weeks. 105
a. Construct an equation of this graph, connecting $y and x weeks. 100
b. How much savings would Nick have after a year? 0 1 2 3 4 5 x
c. The TV is advertised for $1250. How long will it take Nick to save to buy this TV? Weeks
d. Since the graph is increasing by a constant value each week, it represents a direct
variation relationship. True or false? Justify your answer.
13. The fuel-consumption rate of a particular car is given as 10.6 km/L.
a. Write an equation connecting the distance travelled, D km,
with the amount of fuel consumed, n L.
b. Calculate the distance travelled on 25 litres of fuel.
c. Calculate the amount of fuel required for a trip of 850 km.
Give your answer to 2 decimal places.
d. Sketch a graph of the relationship between distance and the fuel consumed.
e. Does this represent a direct variation relationship? Justify your answer.
f. Complete the statement: Since the gradient of the straight-line model is _________________, then
the _________________ of variation is _________________.

56 Jacaranda Maths Quest 11 Mathematics Standard 5E

14. Abigail, Bruce and Charlotte are friends. They are discussing their A
y
wages for working up to 8 hours per day. The graph shows how 600 B

Total wage ($)

their wages compare. 500 C
400
a. Whose wage represents a direct variation relationship? Justify
300
your answer. 200
b. What is Abigail’s wage if she only works 5 hours? 100
c. Construct an equation that connects Abigail’s wage, $y, with the 0 1 2 3 4 5 6 7 8 x
number of hours worked, x hours. Time worked per day (h)
d. How many hours would Bruce and Charlotte have to work in a
day to receive the same wage?
e. Construct an equation that connects Charlotte’s wage, $y, with the number of hours she works, x hours.
f. How much more than Charlotte would Abigail make if F
they both work for 7.5 hours? 140

15. a. The graph shown is used to convert temperature from 120

degrees Celsius to degress Fahrenheit.
Use the graph to convert 100

Fahrenheit (°F)
i. 25° C to degrees Fahrenheit
ii. 100° F to degrees Celsius. 80
b. The linear model that converts degrees Celsius to
9 60
degrees Fahrenheit is given by F = C + 32.
5
i. Use the linear model to convert: 40
I. 25° C to degrees Fahrenheit
20
II. 100° F to degrees Celsius (to 2 decimal places).
ii. Compare the answers from b with those in a.
Comment on the results. –20 0 20 40 60 80 100 C
iii. State the gradient of the straight line shown in part a. –20 Celsius (°C)
iv. Is this an example of direct variation? Justify your
answer.

2.6 Review
2.6.1 Summary
•• In this topic you have learnt:
–– when direct variation occurs
–– about the graphs of direct variation relationships
–– about the gradient of a straight-line graph
–– how to plot points from a table of values
–– how to draw a straight-line graph using two points
–– how to draw a straight-line graph using the gradient and y-intercept
–– how to draw a straight-line graph using the x- and y-intercepts
–– how to draw a straight-line graph with the aid of technology
–– the general equation for straight-line graphs
–– how to calculate the gradient
–– how to determine a second point using the gradient
–– how to calculate the y-intercept
–– how to calculate the x-intercept
–– how to create a linear model
–– the limitations that may need to be placed on variable for the model to be valid.

TOPIC 2 Linear relationships 57

Note: A comprehensive summary of key learning points can be found in the resources section of your
eBookPLUS.

Exercise 2.6 Review

Understanding, fluency and communicating
1. Given the following tables of values, plot the straight-line graphs on separate number planes.
a. b.
x 0 1 2 3 4 x 0 2 4 6 8
y 2 4 6 8 10 y −4 2 8 14 20
c. x −2 −1 0 1 2 d. x −2 −1 0 1 2
y 9 10 11 12 13 y −7 −4 −1 2 5

2. For each of the following linear relationships, complete a table of values for x = −2,−1, 0, 1, 2.
Sketch the graphs on separate number planes.
a. y = 2x − 1 b. y = 5x + 4 c. y = –2x + 3
d. y = 0.5x + 6 e. y = −0.5x + 1.5 f. y = 5 − 2x
3. For each of the straight-line graphs shown below:
i. state the y-intercept
ii. calculate the gradient
iii. write a linear equation to describe the graph.
a. y b. y c. y
4 2 4
1
2 2
–4 –2 –10 2 4x
–2
–4 –2 0 2 4x –2 –1 0 1 2 3 4x
–2 –2

–4 –4

4. Three straight-line graphs are shown. For each graph, find:

i. the y-intercept
ii. the gradient
iii. the equation of the straight-line graph.
y y y
a. 6
b. 24
c. 8
4 20
2 16 6
12
–6 –4 –2–20 2 4 6x 8 4
–4 4
–6 2
–8 –6 –4 –2–40 2 4 6 8 10 x
–8
–1 0 1 2 3 4 x
–2

–4

5. State the value of m and c in each of the following linear equations.

a. y = −5x + 4 b. y = 3x + 11 c. y = −6x
5
d. y = x + 5 e. y = x − 6 f. y = 2x − 1
2
2 3

58 Jacaranda Maths Quest 11 Mathematics Standard 5E

 6. Write the linear equations for the lines with the following properties:
b. gradient = −2
3
a. gradient = 2 c. gradient = −
y-intercept = −2 y-intercept = −1 8
y-intercept = 2
d. gradient = 0 e. gradient = 1 f. gradient = −0.25
y-intercept = 4 y-intercept = 0 y-intercept = −4
7. Use the y-intercept and gradient to sketch the following straight-line graphs.
a. y = 3x − 10 b. y = − x − 1
2
5
8. Calculate the x- and y-intercepts of the following linear graphs.
a. y = x + 2 b. y = 3x + 7 c. y = −2x – 3
d. y = −4x + 5 e. y = 2x − 1 f. y = x − 10
9. Calculate the x- and y-intercepts of the following linear graphs.
a. y = 5x − 20 b. y = 20x + 20 c. y = 0.5x + 1
d. y = 10x + 5 e. y = x − 12 f. y = −3x + 1
10. For each of the linear equations, calculate the x- and y-intercepts and sketch the graph.
a. 2x + 5y = 10 b. 3x + 4y = 24 c. −2x − 3y = 12
d. 7y + 8x = 56 e. 6x + 4y = 18 f. 7x − 12y = 42
11. For each of the following linear equations:
i. rearrange in the form y = mx + c
ii. state the gradient
iii. state the y-intercept.
2x + 6
a. 2y = −8x + 4 b. y − 5x = 11 c. y =
8
12. Sketch the straight-line graphs given by the following equations.
a. y = 2x + 5 b. y = 2x − 5 c. y = 2x + 1.5
d. y = 2.5x − 5 e. y = −x + 0.5 f. y = 4x − 5.6
13. Sketch the straight-line graphs given by the following equations.
a. y = 3x b. y = −2x c. y = −x
d. y = −3x e. y = 5x f. y = 2.5x
14. Sketch the straight-line graphs given by the following equations.
a. 5x + 2y = 10 b. −3x − 4y = −12 c. 2x + 3y = 12
d. −2x − 7y = 14 e. 4x + 5y = 16 f. 11x + 44y = 22
15. a. Sketch the straight-line graph with the gradient of 2.5 and the y-intercept of 4.
b. Sketch the straight-line graph with the gradient and y-intercept of 4.
16. The wages earned by Tiffany for different numbers of hours are shown
in the table.
Time (hours) 1 2 3 4
Wages ($) 25 50 75 100

a. How much does Tiffany earn per hour?

b. Is there a direct variation relationship between Tiffany’s wage and the
number of hours she works?
c. Determine the relationship.

TOPIC 2 Linear relationships 59

17. MC The equation of the straight-line graph shown is: y
4
a. y = 2x − 2
1 2
b. y= x−2
2
1 0 4x
c. y=− x+1 –4 –2 2
2 –2
d. y = −2x + 1
e. y = −2x + 2 –4

18. MC The gradient of the linear function 10x − 2y + 5 = 0 is:

a. 10 b. −2 c. 5
1
d. −5 e. −
5
19. MC The x- and y-intercepts for the straight-line graph 3x – 4y = 12 are respectively:
a. (−3, 0) and (0, 4)
b. (3, 0) and (0, −4)
c. (4, 0) and (0, 3)
d. (4, 0) and (0, −3)
e. (−3, 0) and (0, −4)
20. MC For the straight-line graph y = 250 + 20x, which statement is not correct?
a. The gradient is 20.
b. The y-intercept is 250.
c. When x = 10, y = 450
d. It represents a direct variation relationship.
e. When y = 500, x = 12.5
Problem solving, reasoning and justification
21. a. Plot the graph for each of the following equations from the table of values provided.
i. y = 5 ii. y = −3
x −2 −1 0 1 2 x −2 −1 0 1 2
y 5 5 5 5 5 y −3 −3 −3 −3 −3
b. What do you notice about the graphs in part a?
c. State the gradient of the straight-line graph.
d. Is there a reason for the shape of these graphs? Justify your answer.
22. a. Plot the graph for each of the following equations from the table of values provided.
i. x = 5 ii. x = −3
x 5 5 5 5 5 x −3 −3 −3 −3 −3
y −2 −1 0 1 2 y −2 −1 0 1 2
b. What do you notice about the graphs in part a?
c. State the gradient of the straight-line graph.
d. Is there a reason for the shape of these graphs? Justify your answer.
23. The time, T minutes, that a Year 11 student is expected to take to complete a Maths skill sheet
consisting of 20 questions is given by the linear model T = 4.5Q + 2, where Q is the number of
questions the student answers.
a. How long is it expected to take students to complete all of the questions?
b. State any limitations of this linear model.
c. Sketch a graph of time taken, T, for the number of questions answered, Q.
d. What is a possible explanation of the number 2 in the given equation.
e. Is this a linear model of a direct variation relationship? Give reasons for your answer.

60 Jacaranda Maths Quest 11 Mathematics Standard 5E

24. The graph shows the connection between the number of
2200
revolutions of a bicycle wheel and the distance travelled in 2000
metres.

Distance travelled (m)

1800
a. Does this graph represent a direct variation relationship 1600
1400
between the distance travelled and the number of 1200
revolutions? Give reasons for your answer. 1000
b. Calculate the gradient of the straight line. 800
600
c. Write an equation in the form y = mx, where y represents
400
the distance travelled and x the number of revolutions. 200
d. Calculate the distance travelled, in kilometres, for 2000 0
200 400 600 800 1000
revolutions of a bicycle wheel.
Number of revolutions
e. Calculate the number of revolutions required to travel a
distance of 6.5 kilometres.
9
25. The linear model that converts degrees Celsius to degrees Fahrenheit is given by F = C + 32.
5
a. The average maximum and minimum temperatures for four cities are given in the
following table.

Maximum Minimum
City temperature temperature
Sydney, NSW 23° C 12° C
London, UK 19° C 5° C
New York, USA 76° F 35° F
Los Angeles,
72° F 56° F
USA

i. Which city has the lowest minimum temperature? Justify your answer.
ii. What is the difference between the average maximum temperatures of London and Los Angeles?
Give your answer in degrees Fahrenheit.
iii. Convert the New York temperatures to degrees Celsius, correct to 2 decimal places.
b. An old cake recipe shows an oven setting of 420° F. Your oven is in degrees Celsius.
What temperature would you set your oven to? Give your answer to the nearest 5 degrees.
26. The local petrol station is showing fuel for 129.9 cents/L.
Tom has run out of petrol and needs to fill his car.
a. Identify the relationship between the total cost and the
number of litres purchased.
b. Tom knows his petrol tank holds 75 litres. What would it
cost Tom to fill the tank?
c. Is this a direct variation relationship? Explain your answer.
d. Sketch the graph of the linear model.
e. State any limitations of this linear model.
27. The fuel-consumption rate of a new car was advertised as 16.4 km/L.
a. Write an equation connecting the distance travelled, D km, with the amount of fuel consumed,
n litres.
b. The fuel tank holds 50 L. If the fuel tank is full, how far are you able to travel?
c. A road trip of 1250 km is being planned. How many litres of fuel, to 2 decimal places, would you
expect to use?

TOPIC 2 Linear relationships 61

 d. Sketch a graph of the relationship between distance and the fuel consumed.
e. Does this represent a direct variation relationship? Justify your answer.
f. Complete the statement: Since the gradient of the straight-line model is ___________, then the
___________ of variation is ___________.
28. A tank has developed a leak, with water flowing out at the rate of 25 litres per minute. Initially, the
water tank contained 5000 litres.
a. Construct a linear model that represents the amount of water, W litres, in the tank any time t minutes
after the water started leaking.
b. Sketch the graph of this linear model.
c. Determine how many litres of water remained in the tank after an hour.
d. If the water continued flowing out, how long would it take for the water tank to be empty? Give your
answer in hours and minutes.
e. What are the limitations required for this linear model to be valid?
f. Is this a model of a direct variation relationship? Explain.
29. Fuel is being pumped into a petrol tank at a rate of 16 L/min. Initially the holding tank was empty.
a. Construct a linear model that represents the amount of fuel, F litres, in the tank at any time t minutes
after starting the pump.
b. The capacity of the petrol tank is 3400 litres. Determine the time taken to fill the tank. Give your
answer in hours and minutes to the nearest minute.
c. Sketch the relationship of the linear model.
d. What are the limitations required for this linear model to be valid?
e. Is this a model of a direct variation relationship? Explain.
30. A currency converter is showing one Australian dollar would buy 50.48
Indian rupees.
Ben is a cricket fan and plans to fly to India for a test match.
a. Find a relationship between Australian dollars and Indian rupees.
b. How much would Ben have if he changed $1200 to Indian rupees?
c. Tickets for a match range from 350 to 2500 rupees. Find this range in
Australian dollars.
d. Is this an example of direct variation? Explain.
e. Sketch the linear model relating Australian dollars and Indian rupees.
31. Charlie has spent the day at the pool. When he was leaving the pool to drive home, he realised there
was a linear model that connected his distance from home, d km, with the time he takes to get home,
t minutes. The equation was d = 6 − t.
1
2
a. Sketch the graph of this equation.
b. How far is the pool from Charlie’s home?
c. How long does it take for Charlie to drive home?
d. What are the limitations on this linear model?
e. Does this linear model represent a direct variation relationship? Justify your answer.

62 Jacaranda Maths Quest 11 Mathematics Standard 5E

Answers
Exercise 2.2 Direct variation
1. a. Yes, there is a direct variation between the number of DVDs purchased and the total cost, as the cost is always 8 times the
number of DVDs purchased.
b. y = 8x
2. c = 3.5n
3. a. I t passes through (0, 0) and the y-value is always 6 times the x-value, so as x increases, y increases. Therefore y = 6x is a
direct relationship.
b. x 0 1 2 3 5 6.67
y 0 6 12 18 30 40
5
4. a. It passes through (0, 0) and the y-value is always 2.5 times the x-value, so as x increases, y increases. Therefore y = x is
a direct relationship. 2

b. x 0 2 3 4 6 8
y 0 2.5 5 7.5 15 20
5. a. x 0 1 2 3 4 5 6 7
y 0 10 20 30 40 50 60 70
b. It passes through (0, 0) and the y-value is always 10 times the x-value, so as x increases, y increases. Therefore it is a direct
relationship.
c. y = 10x
d. x 7 8 15 16
y 70 80 150 160

6. a. x 0 1 2 3 4 5 6 7 8
y 0 0.5 1 1.5 2 2.5 3 3.5 4

b. It passes through (0, 0) and the y-value is always 0.5 times the x-value, so as x increases, y increases. Therefore, it is a
direct relationship.
1
c. y = x
2
d. x 10 30 20 50
y 5 15 10 25
7. a. y y y b. y = x
6 25 5 y=5x
5 20 4
1
4 15 3 y= x
3 10 2 3
2 5 1
1 x x
0 1 2 3 4 5 0 3 6 9 12 15
0 x
1 2 3 4 5 6

8. a. x 0 1 2 3 4 5 b. x 0 1 2 3 4 5
y 0 9 18 27 36 45 7 7 21 35
y 0 7
4 2 4 4
y y
50 10
40 8
30 6
20 4
10 2
0 x 0 x
1 2 3 4 5 1 2 3 4 5

TOPIC 2 Linear relationships 63

 c. x 0 1 2 3 4 5
y 0 3.5 7 10.5 14 17.5

y
18
15
12
9
6
3
0 x
1 2 3 4 5 6

9. See the graphs from question 8.

10. a. y b. y
7 9
6 8
5 7
4 6
3 5
2 4
1 3
x 2
0 1 2 3 4 5 6 1
0 x
1 2 3 4

11. a. It passes through (0, 0) and the value of c is always 8.5 times the value of n, so as n increases, c increases. There is a direct
relationship between n and c.
b. n 0 1 2 3 4 5
c 0 8.5 17 25.5 34 42.5
c. d. c = 8.5n
50
c ($ earned)

40
30
20
10
0 1 2 3 4 5
n (hours)

12. a. I t passes through (0, 0) and the value of d is always 120 times the value of t, so as t increases, d increases. There is a direct
relationship between d and t.
b.
t 0 1 2 3 4 5 c.
600
d 0 120 240 360 480 600
d (kilometres)

500
400
300
200
100
0 1 2 3 4 5 6
t (hours)

13. a. i. y ii. y iii. y

18 15 16
16 12 14
14 9 12
12 6 10
10 3 8
8 x 6
6 –2 –1 0 1 2 3 4 5 6 7 8 4
–3
4 2
2
0 x
x 1 2 3 4 5
0 2 4 6

64 Jacaranda Maths Quest 11 Mathematics Standard 5E

 b. i. If this graph was extended, it would pass through (0, 0). The y-value is always 3.5 times the x-value, so as x increases,
y increases. Therefore, it is a direct relationship.
ii. Since this graph does not pass through (0, 0), it is not a direct-variation relationship.
iii. Even though this graph passes through (0, 0), it is not linear. Therefore, it is not a direct-variation relationship.
14. a. 15.71 cm
b. 31.42 cm
c. It passes through (0, 0) and the value of C is always π (approximately 3.142) times the value of d, so as d increases,
C increases. There is a direct relationship between C and d.
d. c
16
14
12
10
8
6
4
2
0 1 2 3 4 5 6 d
15. a. It passes through (0, 0) and the value of k is always 90 times the value of n, so as n increases, k increases. There is a direct
relationship between k and n.
b. n 0 1 2 3 4 5

k 0 90 180 270 360 450

c. d. k = 90n e. 225 km f. 8 hours

600
k (kilometres)

400

200

0 2 4 6
n (hours)

Exercise 2.3 The gradient and intercepts

1. a. The x-values increase by 1 and the y-values decrease by 3. Since both are changing by a constant amount, the table of
values represents a linear relationship.
b. The x-values increase by 2 and the y-values increase by 1. Since both are changing by a constant amount, the table of
values represents a linear relationship.
2. a. The x-values increase by 2 and the y-values decrease by 1.5. Since both are changing by a constant amount, the table of
values represents a linear relationship.
b. The y-values increase by 1, a constant amount; the x-values do not increase by a constant amount. The table of values does
not represent a linear relationship.
3. a. x-intercept = (−2.5, 0) b. x-intercept = (−1.5, 0) c. x-intercept = (0, 0)
y-intercept = (0, −2) y-intercept = (0, 1) y-intercept = (0, 0)
4. a. x-intercept = (−4, 0) b. x-intercept = (10, 0)
y-intercept = (0, −6) y-intercept = (0, 12)
5. a. x-intercept = (−2, 0) b. x-intercept = (3, 0)
y-intercept = (0, 6) y-intercept = (0, −12)
b. x-intercept = ( , 0)
8
6. a. x-intercept = (2.5, 0)
3
y-intercept = (0, 5)
y-intercept = (0, −8)
7. a. positive b. positive c. negative d. zero
8. a. 4 b. −3
1 5
9. a. b. −
2 3

TOPIC 2 Linear relationships 65

10. a. Gradient = 2, x-intercept = (0.5, 0), y-intercept = (0, −1)
b. Gradient = −5, x-intercept = (0.8, 0), y-intercept = (0, 4)
c. Gradient = −6, x-intercept = (0, 0), y-intercept = (0, 0)
−2
d. Gradient = , x-intercept = (5, 0), y-intercept = (0, 2)
5
7
e. Gradient = , x-intercept = (8, 0), y-intercept = (0, −7)
8
−7
, x-intercept = (6, 0), y-intercept = (0, )
7
f. Gradient =
12 2
11.
Rise Run Gradient
5
a 10 metres 4 metres
2
b 10 metres 2 metres 5
1
c 5 metres 10 metres
2

12. a. i. Straight line C (green line) ii. Straight line B (pink line) iii. Straight line A (blue line)
1
b. The unmatched straight line, D (orange line) has a rise of 1 and a run of −4, so it has gradient of − .
3 4
13. a. −
2
b. No, it does not matter which points are used as the gradient is always simplified to the same value.
3
c. The graph is a straight line with a negative gradient of − .
2
14. Diagram A is a linear function of the form y = mx + c.

Diagram B is not linear; it has curves.

Diagram C is not linear; it is a circle.

Diagram D although it has parts of three different straight lines, it cannot be written in the required form.
15. a. i. y-intercept = (0, 0)
1
ii.
4
1
iii. y = x
4
iv. Yes, it is a straight line passing through the point (0, 0).
b. i. y-intercept = (0, 6)
ii. −3
iii. y = −3x + 6
iv. No, it does not pass through the point (0, 0).
c. i. y-intercept = (0, −3)
ii. 3
iii. y = 3x − 3
iv. No, it does not pass through the point (0, 0).

Exercise 2.4 Sketching linear graphs using the gradient and y-intercept
1. a. x-intercept: (−2, 0) b. x-intercept: (3, 0) c. x-intercept: (−4, 0)
y-intercept: (0, 6) y-intercept: (0, −9) y-intercept: (0, 12)
y y y
6 5 15

4 10
0 x
–5 5
2 –5 5

0 x –10 x
–2 2 –5 0 5
–2 –5

66 Jacaranda Maths Quest 11 Mathematics Standard 5E

2. a. x - intercept: (−0.5, 0) b. x- intercept: (2.5, 0) c. x- intercept: (0.5, 0)
y- intercept: (0, 2) y- intercept: (0, −5) y- intercept: (0, 1)
y y y
2 2 1.5

1.5 0 x 1
–2 2 4
1 –2 0.5

0.5 –4
x
–0.5 0 0.5 1
x –6 –0.5
–1 –0.5 0 0.5 1

3. y 4. y
6 6
5 5
(c) 4 (b) (a) 4
(c)
3 3
(b)
2 2 (a)
1 1
x x
–1 0 1 2 3 4 5 6 –2 –1 0 1 2 3 4 5 6
–1 –1
–2 –2
–3 –3
–4
–5
–6

5. a. i. Gradient = 2; y-intercept = (0, 4) b. i. Gradient = 2; y-intercept = (0, 6)

ii. y ii.    y
6
6
4
4
2
2
0 x
–4 –2 2 4
0 x
–2 –4 –2 2 4
–2

c. i. Gradient = 2; y-intercept = (0, −6) d. i. Gradient = 1; y-intercept = (0, −6)

ii.    y ii.    y
2 2

0 x 0 x
–2 2 4 –2 2 4 6
–2 –2

–4 –4

–6 –6

e. i. Gradient = 1; y-intercept = (0, 4) f. i. Gradient = 4; y-intercept = (0, −8)

ii.    y ii.    y
6 5

4 x
–5 0 5
2 –5

x –10
–6 –4 –2 0 2
–2

TOPIC 2 Linear relationships 67

6. a. i. Gradient = 2; y-intercept = (0, 5) b. i. Gradient = −4; y-intercept = (0, −3)
y
     ii. y        ii.  4
10

5 2

x 0 x
–5 0 5 –4 –2 2 4
–5 –2

–4

1
c. i. Gradient = −3; y-intercept = (0, 5) d. i. Gradient = ; y-intercept = (0, −3)
2
ii.    y ii.    y
6 2

4 x
–2 0 2 4 6 8
2 –2

–4
0 x
–2 2 4 6
–2

−3 4
e. i. Gradient = ; y-intercept = (0, 3) f. i. Gradient = ; y-intercept = (0, 0)
2 5
ii.    y ii.    y
4 6

2 4

x 2
–2 0 2 4 6
–2
–2 0 2 4 6 8 x
–2

7. y (a) (b) 8. a. y
(c) 6 6
5 5
4 4
3 3
2 2
1 1
x x
–3 –2 –1 0 1 2 3 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2
–1 –1
–2 –2
–3
–4
1
b. y = x+4
2
9. a. y 10. y
2 12
1 (a)
x 8 (c)
–9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 (b)
–1
–2 4
–3
–4 x
–8 –4 0 4 8 12
–5
–6 –4

−2
b. y = x−5
3

68 Jacaranda Maths Quest 11 Mathematics Standard 5E

11. a. y 12. a. y b. i. (−2, 0)    ii. (2, 0)
3 6 (i)
2 (ii) c. Isosceles triangle
2 4 d. 10 units2
x
–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 2
–1
–2
–3
–4 0 x
–2 2
–2
b. Answers will vary.

13. a. y b. Parallelogram c. (−1, 0), (0, 4), (2, 2) and (1, −2)
4 (iii)
(i)
2
(iv) (ii)
0 x
–2 2 4
–2

–4

–6

–8

2 2
14. a. b. y = x
3 3
2
c. The graph is of the form y = mx. It passes through (0, 0) and the y-value is always of the x-value, so as x increases,
y increases by a constant amount. 3
This graph is a graph of a direct-variation relationship.
2 2
d. The y-value is times the x-value, so the constant of variation is .
3 3
2
e. Both the constant of variation and the gradient are , so they are equal.
3
15. C

Exercise 2.5 Linear models

1. a. y = 0.72x b. €576 c. $201.40
d. Yes, this is an example of direct variation. It is of the form y = mx. The y-value is always 0.72 times the x-value, so it is
increasing at a constant rate.
2. a. y = 81x b. 162 000 yen c. $413.60
d. Yes, this is an example of direct variation. It is of the form y = mx. The y-value is always 81 times the x-value, so it is
increasing at a constant rate.
e.
200000
Japanese Yen

150000

100000

50000

0 500 1000 1500 2000

Australian $
3. a. y = 1.53x b. $84.15 c. 22.88 litres
d. Yes, this is an example of direct variation. It is of the form y = mx. The y-value is always 1.53 times the x-value, so it is
increasing at a constant rate.

TOPIC 2 Linear relationships 69

 e.
100
Cost ($)

50

0 10 20 30 40 50 60 70 80 90
Fuel (litres)

4. a. y = 1.305x b. $84.85 c. 38.31 litres

d. Yes, this is an example of direct variation. It is of the form y = mx. The y-value is always 1.305 times the x-value, so it is
increasing at a constant rate.
e.
100
Cost ($)

50

0 10 20 30 40 50 60 70
Fuel (litres)
5. a. W = −12t + 1000 b. 940 litres c. 50 minutes d. 83 minutes 20 seconds
e. For the model to be valid, time, t, would need to be from 0 to 83.33 minutes and the amount of water in the tank, W litres,
would need to be from 0 to 1000.
f.
1000
Water (litres)

800
600
400
200
0 10 20 30 40 50 60 70 80
Time (minutes)
6. a. W = 18t b. 90 litres c. 83 minutes 20 seconds
a. Yes, this is an example of direct variation. It is of the form y = mx. The W-value is always 18 times the t-value, so it is
increasing at a constant rate.
b. For the model to be valid, time, t, would need be from 0 to 83.33 minutes and the amount of water in the tank, W litres,
would need to be from 0 to 1500.

c.
1500
Water (litres)

1000

500

0 20 40 60 80
Time (minutes)

7. a. y = 0.6214x b. 62.14 mph c. 80 km/h

d. Yes, this is an example of direct variation. It is of the form y = mx. The y-value is always 0.6214 times the x-value, so it is
increasing at a constant rate.
8. a. 6 km b. 6 c. d = 6t d. 40 minutes
e. Yes, this is an example of direct variation. It is of the form y = mx, the d-value is always 6 times the t-value, so d is
increasing at a constant rate.

70 Jacaranda Maths Quest 11 Mathematics Standard 5E

  es, this is an example of direct variation. It is of the form y = mx. The cost ($) is always a constant multiple of the
9. a. Y
number of people.
b. 60 c. C = 60n d. 60 e. $9900
 es, this is an example of direct variation. It is of the form y = mx. The speed (km/h) is always a constant multiple of the
10. a. Y
tachometer reading (revolutions/minute).
b. 0.025 d. 0.025 f. 6000 revolutions/minute
c. s = 0.025r e. 86.25 km/h
11. a. b. $36 000
200000
c. 30 months (2.5 years)
150000 d. Time can’t be negative, so time is from 0 to 60 months (5 years).
Value ($)

The value of the machine can’t be negative, so value is from $0 to $180 000.
100000
e. No, this is not an example of direct variation as it is not of the form y = mx.
50000

0 10 20 30 40 50 60
Time (months)
12. a. y = 5x + 100 b. $360
c. 230 weeks (4 years and 22 weeks) d. False, not of the form y = mx
13. a. D = 10.6n b. 265 km c. 80.19 litres
d. y e. Yes, this is an example of direct variation. It is of the form y = mx. The y-value is
150 always 10.6 times the x-value, so it is increasing at a constant rate.
f. Since the gradient of the straight-line model is 10.6, then the constant of variation is
D (km)

100
10.6.
50

0 10 20
n (litres)

14. a. Abigail. It is of the form y = mx.

100
b. $400 c. y = 80x d. 6 hours e. y = x + 200 f. $150
3
15. a. i. 78° F ii. 38° C
b. i. I. 77° F ii. II. 37.78° C
9
ii. The answers are very close, but it is easier to read off the graph. iii.
5
iv. No, this is not an example of direct variation as it is not of the form y = mx. It does not pass through the point (0, 0).

Exercise 2.6
1. a. y b. y
4 4

2
–2 0 2 4 6 8 x
–2

0 x –4
–2 2

c. y d. y
15 15

10 10

5 5

0 x 0 x
–15 –10 –5 5 –5 5 10
–5 –5

TOPIC 2 Linear relationships 71

 −2
2. a.
x −1 0 1 2 b. x −2 −1 0 1 2

y −5 −3 −1 1 3 y −6 −1 4 9 14
y y
6 14

4 12

2 10

0 x 8
–2 –1 1 2
–2 6

–4 4

0 x
–2 –1 1 2
–2

–4

–6

c. d.
x −2 −1 0 1 2 x −2 −1 0 1 2
y 7 5 3 1 −1 y 5 5.5 6 6.5 7
y y
6 10

4 5

2
0 x
–15 –10 –5 5
0 x –5
–2 –1 1 2 3 4
–2

–4

e. x e. −2 −1 0 1 2 x −2
f. −1 0 1 2
y 2.5 2 1.5 1 0.5
y 9 7 5 3 1

y y
2 8

1 4

0 x 0 x
–2 –1 1 2 3 –2 –1 1 2
1 –4

3. a. i. (0, −3) ii. 2 iii. y = 2x − 3

b. i. (0, 0) ii. 0.25 iii. y = 0.25x
5 5
c. i. (0, −3) ii. iii. y = x − 3
2 2
4. a. i. (0, 0) ii. −2 iii. y = −2x
b. i. (0, 12) ii. −2 iii. y = −2x + 12
c. i. (0, 6) ii. −3 iii. y = −3x + 6
5. a. m = −5, c = 4 b. m = 3, c = 11 c. m = −6, c = 0
5 2
d. m = , c = 5 e. m = , c = −6 f. m = 2, c = −1
2 3

72 Jacaranda Maths Quest 11 Mathematics Standard 5E

6. a. y = 2x − 2 b. y = −2x − 1
−3
c. y = x+2 d. y = 4
8
e. y = x f. y = −0.25x − 4
7. a. y b. y
15 5

10 0
–10 –5 5 10 x
5 –5

0 x
–5 5 10 15
–5

–10

−7
b. x-intercept = (
3 )
8. a. x-intercept = (−2, 0), y-intercept = (0, 2) , 0 , y-intercept = (0, 7)
c. x-intercept = (−1.5, 0), y-intercept = (0, −3) d. x-intercept = (1.25, 0), y-intercept = (0, 5)
e. x-intercept = (0.5, 0), y-intercept = (0, −1) f. x-intercept = (10, 0), y-intercept = (0, −10)
9. a. x-intercept = (4, 0), y-intercept = (0, −20) b. x-intercept = (−1, 0), y-intercept = (0, 20)
c. x-intercept = (−2, 0), y-intercept = (0, 1) d. x-intercept = (−0.5, 0), y-intercept = (0, 5)
f. x-intercept = ( , 0), y-intercept = (0, 1)
1
e. x-intercept = (12, 0), y-intercept = (0, −12)
3
10. a. x-intercept = (5, 0), y-intercept = (0, 2) b. x-intercept = (8, 0), y-intercept = (0, 6)

y y
4 6

2 4

2
0 x
–2 2 4 6
–2 0 x
–2 2 4 6 8
–2

c. x-intercept = (−6, 0), y-intercept = (0, −4) d. x-intercept = (7, 0), y-intercept = (0, 8)
y y
2
8
0 x
–8 –6 –4 –2 2 6
–2
4
–4
2
–6

0 x
–2 2 4 6 8
–2

e. x-intercept = (3, 0), y-intercept = (0, 4.5) f. x-intercept = (6, 0), y-intercept = (0, −3.5)
y y
6 2

4 x
–2 0 2 4 6 8
2 –2

x –4
–2 0 2 4
–2

TOPIC 2 Linear relationships 73

11. a. i. y = −4 x + 2 ii. −4 iii. 2
b. i. y = 5 x + 11 ii. 5 iii. 11
1 3 1 3
c. i. y = x + ii. iii.
4 4 4 4
12. a. y b. y c. y
6 2 3

4 2
–2 0 2 4 x
2 –2 1

x –4 x
–4 –2 0 2 –2 –1 0 1
–2 –6 –1

d. y e. y f. y
2 2 2

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

–6 –2 –6

–8

13. a. y b. y c. y
3 6 4

2 4 2

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

d. y e. y f. y
6 6 3

4 4 2

2 2 1

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

–4

14. a. y b. y c. y
6 3 4
2 3
4 1 2
x 1
2 –1 0 1 2 3 4 5 6
–1 0 x
–1 1 2 3 4 5 6 7
x –1
–2 0 2 4
–2

74 Jacaranda Maths Quest 11 Mathematics Standard 5E

 d. y e. y f. y
2 6 2
4
x 2 1
–8 –6 –4 –2 0 2
x
–2 –6 –4 –2 0 2 4 6
–2 0 x
–4 –3 –2 –1 1 2 3
–4 –6 –1

–2

15. a. y b. y
6 6

4 4

2 2

0 x 0 x
–4 –2 2 4 –4 –2 2 4
–2 –2

–4 –4

–6 –6

16. a. $25
b. Yes
c. w = 25n, where w is the wage in $, and n is number of hours worked.
17. E
18. C
19. D
20. D
21. a. i. y ii. y
8 8

4 4

0 x 0 x
–8 –4 4 8 –8 –4 4 8
–4 –4

–8 –8

b. Both lines are horizontal. The equation only has a y; there is no x in the equation.
c. 0
d. All of the y-values are the same; they do not change. The gradient is zero, so the line is horizontal.
22. a. i. y ii. y
8 8

4 4

0 x 0 x
–8 –4 4 8 –8 –4 4 8
–4 –4

–8 –8

b. Both lines are vertical. The equation only has x; there is no y.

c. The gradient is undefined.
d. All of the x-values are the same; they do not change. The gradient is undefined, so the line is vertical.

TOPIC 2 Linear relationships 75

23. a. 92 minutes
b. Q must be from 0 to 20, as there are 20 questions on the Maths skill sheet.
T must be a positive number or zero, as it is time in minutes.
c. d. Before starting the sheet, the student may have taken
2 minutes to get everything organised.
T (minutes)

100
e. No, this is not a linear model of direct variation as it is
50 not of the form y = mx.

0 5 10 15 20 25
Q (questions)

24. a. Yes, this graph does represent a direct-variation relationship as it starts at (0, 0) and is of the form y = mx.
b. 2.2 c. y = 2.2x d. 4.4 km e. 2955 revolutions
25. a. i. New York; the temperature in Fahrenheit is the lowest (35° F).
ii. 5.8° F
iii. Maximum: 24.44° C; minimum: 1.67° C
b. 215° C
26. a. y = 1.299x b. $97.45
c. Yes, this is an example of direct variation. It is of the form y = mx. The y-value is always 1.299 times the x-value, so it is
increasing at a constant rate and passes through (0, 0).
d.
100
90
80
70
Cost ($)

60
50
40
30
20
10

0 10 20 30 40 50 60 70 80
Fuel (litres)
e. The tank holds 75 litres of fuel, so the x-values lie from 0 to 75.
The cost of the fuel must always be positive, giving the y-values from $0 to $97.40 for a full tank of fuel.
27. a. D = 16.4n b. 820 km c. 76.22 litres
d.
1000
D (km)

500

0 10 20 30 40 50 60 70 80 90
n (litres)
e. Yes, this is an example of direct variation. It is of the form y = mx. The D-value is always 16.4 times the n-value, so it is
increasing at a constant rate and passes through (0, 0).
f. 16.4, constant, 16.4

76 Jacaranda Maths Quest 11 Mathematics Standard 5E

28. a. W = −25t + 5000
b. c. 3500 litres
6000
d. 200 minutes (3 hours 20 minutes)
e. For the model to be valid, t would need to be from
0 to 200 minutes and the amount of water in the tank,
4000 W litres, would need to be from 0 to 5000.
W (litres)

f. No, this is not an example of direct variation. It is not of

the form y = mx, and does not start at (0, 0).
2000

0 50 100 150 200

t (minutes)

29. a. F = 16t b. 3 hours 30 minutes

c. F
4000

3000
Fuel (litres)

2000

1000

0 t
100 200 300
t (minutes)

d. For the model to be valid, t would need be from 0 to 212.5 minutes and the amount of fuel in the tank, F litres, would need
to be from 0 to 3400.
e. Yes, this is an example of direct variation. It is of the form y = mx. The F-value is always 16 times the t-value, so it is
increasing at a constant rate and starts from (0, 0).
30. a. y = 50.48x b. 60 576 Indian rupees c. $6.93 to $49.52
d. Yes, this is an example of direct variation. It is of the form y = mx. The y-value is always 50.48 times the x-value, so it is
increasing at a constant rate and starts at (0, 0).
e. y
40000

30000
Indian rupees

20000

10000

0 x
100 200 300 400 500 600 700 800 900
Australian dollars
31. a.
6
d (kilometres)

0 2 4 6 8 10 12
t (minutes)
b. 6 km
c. 12 minutes
d. The limitations on this linear model are that time, t minutes, is greater than or equal to zero, and the distance, d kilometres,
is from 0 to 6 km.
e. No, this is not an example of a direct-variation relationship. It is not of the form y = mx, and does not start at (0, 0).

TOPIC 2 Linear relationships 77