MATHEMATICS

GRADE 9

DATE: ……………………………………….
TOPIC: Functions and Relationships

CONCEPTS & SKILLS TO BE ACHIEVED:

By the end of the lesson learners should know and be able to:

 Determine input values, output values or rules for

patterns and relationships using, tables, formulae, equations

 Determine, interpret and justify equivalence of

different descriptions of the same relationship or rule presented:

‒ by equations/expressions
‒ by graphs on a Cartesian plane

DBE Workbook, Sasol-Inzalo book, Textbooks,

RESOURCES:
Refer to page 12 and 15.
When you see the icon below:

ONLINE RESOURCES

Grade 9 Page 1 of 31

Functions and Relationships

 DAY 1:
LESSON DEVELOPMENT

Introduction - Let’s consider the following 4 situations:

There are two quantities in each situation (Pay attention to how these quantities
behave.)

1. The number of calls you make, and the airtime left on your cell phone.

The more calls you make, the less airtime will be left on your cellphone.

2. The number of learners at a school and the number of classrooms needed.

The more learners, the more classrooms needed.

3. The number of songs performed and the duration of the concert.

The more songs performed , the longer the concert.

4. The number of matches in each arrangement, and the number of triangles in the
arrangement:

As more triangles are made, more matches are needed.

What do we notice:

The one variable quantity is influenced by another, we say there is a relationship between the
two variable quantities.

Let’s take it a step further:

A relationship between two variables in which there is only one output number for each input
number, is called a function.

Grade 9 Page 2 of 31

Functions and Relationships

Let’s illustrate:
The price the customer pays is dependent on how many cans of coke he buys.

A can of Coke costs R10.

If you put two R10 notes in the Coke Machine, determine how many can(s) you will receive.

Function rule:
𝑅𝑎𝑛𝑑𝑠
Number of cans =
10

Let’s discuss:

A Coke machine operates in much the same way

as a mathematical function:

The money we insert into the coke machine is the

input.

A function is an equation for example

𝑰𝒏𝒑𝒖𝒕
[Output = ] which shows the relationship
𝟏𝟎
between the input and the output and where
there is exactly one output for each input.

The can(s) of coke we receive in return is our

output.

Below is a function table to represent the Coke Machine’s input and output.

𝐼𝑛𝑝𝑢𝑡
Function rule: Output = 10
Input 10 20 30 40
Rand
Output 1 2 3 4
Can(s) of Coke

Grade 9 Page 3 of 31

Functions and Relationships

CLASSWORK:

Machine diagrams are used to represent functions. In the function machine below, the inputs
are labelled x of the function and the outputs are labeled y of the function.

1.
y = 2x + 5

Note:

Output values for given input values can

be calculated by using a formula.
1.1 If x = 7 is used as an input, what is the output y?
1.2 If x = -2 is used as an input, what is the output y? Example:
1.3 If x = 1 is used as an input, what is the output y?
If the formula is 𝒚 = 𝟐𝒙 − 𝟑 and the input
values are 5 and 10, the corresponding
2. output values can be calculated by
y = x2 + 2x + 3 substitution:

𝑭𝒐𝒓𝒎𝒖𝒍𝒂: 𝒚 = 𝟐𝒙 − 𝟑
𝑦 = 2 (𝟓) − 3 → (put 5 where x is)
𝑦 = 10 − 3
𝑦 = 7 → (output value)

and

𝑦 = 2 (𝟏𝟎) − 3 → (put 10 where x is)

𝑦 = 20 − 3
𝑦 = 17 → (output value)

2.1 Determine the y values.

Input values: x -1 0 1 2
Output values: y

Grade 9 Page 4 of 31

Functions and Relationships

CONSOLIDATION
IT IS IMPORTANT TO REMEMBER:
Relation:
If one variable quantity (input value) is influenced by another(output value), we say there is a
relationship between the two variables.

Function:
A function is an equation/rule which shows the relationship between the input and the output
and where there is exactly one output for each input.

Output value:
Value that you obtain when you apply the rule to the input numbers.

Input value:
The input is the number you feed into the function rule.

HOMEWORK:
Create your own rule in the function machine. Write your rule in the white box of the machine.
Set an input value and calculate the output value.

1.

Rule

x = ______ y =_______
2.

Rule

x = ______ y =_______

Grade 9 Page 5 of 31

Functions and Relationships

 DAY 2:
LESSON DEVELOPMENT
Finding the Input values:

To calculate the input value, we will make use of inverse operations that sends the set of
output values back to the input values.

Let’s illustrate:

If you are bare feet and want to wear your socks and shoes the process would be as follows:

Bare feet Put on socks Put on shoes Socks

And shoes

Now, if you are wearing socks and shoes and want to be bare feet, you would make use of the
reverse process to get back to being bare feet:

Bare feet Take off socks Take off shoes Socks

And shoes

Let’s apply the above-mentioned principle, mathematically using inverse operations to

determine the input value to the flow diagram below.

Example:

Use inverse operations to find the missing input values (a – c).

Input Output
𝑎 1
𝑏 5
6 𝟕
𝟐𝒙 − 𝟓
𝑐 11
10 15

Method:
6 Multiply by 2 Subtract 5 7
Inverse
Operations:

Divide by 2 + -
6 Add 5 7
× ÷
You try:
𝑥2 √
Calculate the Input values a, b and c from the example above.

Grade 9 Page 6 of 31

Functions and Relationships

CLASSWORK:
1. For each output, multiply the input by 4, then subtract 5.

Input x 2 3 4 7 a b
Output y 3 7 11 23 35 55

𝑥
2. 𝑦 = +4
2

Input x c 2 4 10 d e
Output y 4 5 6 9 12 17

3. Find the missing values of p, q, r, s and t.

CONSOLIDATION
IT IS IMPORTANT TO NOTE:
Alternative method:

If the output value (y) is given, it can be substituted in the formula and solving
this equation gives an input value (x).

Example:
Input value(x) 𝑦 = 2𝑥 − 3 13

Output value 13 is given, it can be substituted in the formula to produce the equation
and solving this equation using inverse operation gives an input value of 𝑥 = 8.

Rule: 𝑦 = 2𝑥 − 3 (substitute the letter y with output value13)

13 = 2𝑥 − 3,
13 + 𝟑 = 2𝑥 – 3 + 𝟑 (add 3 both sides)
16 = 2𝑥
16
𝟐
= 2𝑥
𝟐
(divide by 2 both sides)
8 = 𝑥 (input value)
∴ 8 𝒚 = 𝟐𝒙 − 𝟑 13

Grade 9 Page 7 of 31

Functions and Relationships

HOMEWORK:

A set of rectangles all have a perimeter of 24 units. The breadth of each rectangle (y)
varies in relation to the length (x) using the formula 𝟐(𝒙 + 𝒚) = 𝟐𝟒. Complete the table of
values to represent this situation.

𝑥 1 2 3 4 6
𝑦 5 4 3 2 1

DAY 3:
LESSON DEVELOPMENT

Finding the Function Rule:

Example 1

Rule: y =?

Input 1 2 3 4
Output 3 5 7 9

+2 +2 +2

The input values increase by 1 each time and the output values increase by 2 each time.
The common difference between the output values is 2.

This tells us that the first operation performed on the input was to multiply it by 2. Hence, part of
the function is 2 × 𝑥.

𝑦 = 2 × 𝑥 _______

We now must determine the relationship between the input values and output values.

Input (𝒙) 1 2 3 4
2×𝒙 2 x 1 + ____ 2 x 2 + _____ 2 x 3 + _____ 2 x 4 + ____
Output (𝑦) 3 5 7 9

Input (𝒙) 1 2 3 4
2×𝒙 2x1+1 2x2+1 2x3+1 2x4+1
Output (𝑦) 3 5 7 9

Hence, our rule is 2𝑥 + 1 which, as a function relating 𝑥 and 𝑦, is 𝑦 = 2 × 𝑥 + 1.

∴ 𝑦 = 2𝑥 + 1.

Grade 9 Page 8 of 31

Functions and Relationships

Example 2

Find the function rule for the following input-output table.

Input (𝑥) 1 3 5 8 11
Output (𝑦) 3 11 19 31 43

+2 +2 +3 +3

Input (𝑥) 1 3 5 8 11
Output (𝑦) 3 11 19 31 43

+8 +8 +12 +12

At first glance, it looks like there is no common difference between the output values.

However, this is because the difference between the input terms is also not constant.
In fact, there are the following relationships between the input and output:

Increase input by 2 ⟶ increase output by 8,

Increase input by 3 ⟶ increase output by 12.

This suggests that there is a common difference between consecutive terms, following the
pattern.
Increase input by 1⟶ increase output by 4.

Hence, the rule is 𝑦 = 4 × 𝑥 _________

We now must determine the relationship between the input values and output values.

Input (𝒙) 1 3 5 8 11
4×𝒙 4x1-1 4x3-1 4x5-1 4x8-1 4 × 𝟏𝟏 − 𝟏
Output (𝑦) 3 11 19 31 43

Hence the function rule is 𝑦 = 4 × 𝑥 – 1.

∴ 𝑦 = 4𝑥 − 1

Grade 9 Page 9 of 31

Functions and Relationships

 CLASSWORK:
Find the rules for the following function tables.

1.

𝑥 1 2 3 4 5
𝑦 10 14 18 22 26

2.

𝑥 1 4 10

𝑦 9 12 18

3. Find the function rule for this table. Then calculate the two missing numbers.

𝑥 12 13 14 15 16

𝑦 76 82 88 a b

HOMEWORK:

At Sunningdale Primary School, seventh graders spend 3 hours every night studying, eighth
graders spend 4 hours, nine graders spend 5 hours.

Let the students’ grade be the input (𝑥). What is the function rule between the students’ grade
and the amount of time the students spend on homework every night?

Grade 9 Page 10 of 31

Functions and Relationships

 DAY 4:
LESSON DEVELOPMENT

Representation of a Function

Discuss:

A functional rule can be represented in a variety of ways.

For example, we can indicate how to get from a function's input to its output using a formula, a
graph, or a table of values and a flow diagram.

Further Discussion:

Grade 9 Page 11 of 31

Functions and Relationships

Tables and Graphs

Formula: 𝑦 = 2𝑥 – 3

Input 𝑥 −5 0 2 4 6 8
Output 𝑦 −13 −3 1 5 9 13

Note:

The vertical blue line on this graph

represents the input number 6.

The heavy horizontal red line

represents the output number 9.

The black point where the blue and

red lines intersect indicates that the
input number 6 is associated with the
output number 9 x

We also say the black point represents

the ordered number pair (6; 9).

https://tinyurl.com/mecxvxl (When accessed the website, click on the step by step button.)

Grade 9 Page 12 of 31

Functions and Relationships

CLASSWORK: (Starter Activity)
Study the diagram and complete the worksheet below.

QUADRANT 2 QUADRANT 1
(− 𝑥; + 𝑦) (+ 𝑥; + 𝑦)

QUADRANT 3 QUADRANT 4
(− 𝑥; − 𝑦) (+ 𝑥; − 𝑦)

Grade 9 Page 13 of 31

Functions and Relationships

HOMEWORK:
Section A
On separate pages, represent each of the following functions with the following:

(a) a flow diagram

(b) a table of values for the set of integers from −5 to 5
(c) a graph

1. The relationship described by the expression 3𝑥 + 4.

2. The relationship described by the expression −3𝑥 + 4.
1
3. The relationship described by the expression 𝑥 + 2.
2
Section B
Match each of the four equations provided below with one of the following tables of the
values and a graph.
1.1 𝑦 = 2𝑥 + 4
1.2 2𝑥 + 3𝑦 = 6
1.3 𝑥𝑦 = 12
1.4 𝑦 = 𝑥 2 − 1

x −3 0 2 9 11 20
Table A
y 8 −1 3 80 120 399
Table B
x 1 2 3 4 6 12
y 12 6 4 3 2 1
Table C
x −3 0 3 6 9 12
y 4 2 0 −2 −4 −6
Table D
x 2 4 5 8 15 50
y 8 12 14 20 34 104

Grade 9 Page 14 of 31

Functions and Relationships

 DAY 5:
REVISION

Let’s revise what we have learned this week:

 A function is a relationship between an input and an output which assigns exactly one
output to each input.

How to Find a
Function When Given a Relation - Math Solutions.mp4

 A function rule is an equation that describes the relationship between inputs and
outputs.

 The input of a function is the number you feed into the expression.

 The output of a function is the value that results from substituting in a value for the input.

Let’s illustrate:

 Lastly, let’s remember, a functional rule can be represented in a variety of ways.

Let’s illustrate:

Graph the function rule 𝑦 = 𝑥 − 1 , using the inputs -1, 0, 1, 2:

Grade 9 Page 15 of 31

Functions and Relationships

CLASSWORK:
1. Copy and complete the following table for the relationship described by 𝑦 = 𝑥 2 .

𝑥 −5 −4 −3 −2 −1 0 1 2 3 4 5
𝑦

On a graph sheet, copy the axis as below and represent the ordered number pairs
in the table and join the points.

2. Copy and complete the table for the relationship 𝑦 = 15 + 𝑥. Represent the ordered
number pairs on the graph sheet and join the points.

𝑥 −15 −10 −5 0 5 10 15
𝑦

Grade 9 Page 16 of 31

Functions and Relationships

3. Copy and complete the table for the relationship 𝑦 = 15 − 𝑥. Represent the ordered
number pairs on the graph sheet and join the points.

𝑥 −15 −10 −5 0 5 10 15
𝑦

Refer to questions 1 – 3 to answer the questions 4 and 5:

4.
(a) The output values for 𝑦 = 𝑥 2 and 𝑦 = 15 + 𝑥 shows patterns.
Describe, in words, how the patterns differ.
Use the words increase and decrease in your description.

(b) Describe, in words, how the graphs of 𝑦 = 𝑥 2 and 𝑦 = 15 + 𝑥 differ.

5.
(a) Describe, in words, how the patterns in the output values for 𝑦 = 15 + 𝑥 and 𝑦 = 15 – 𝑥
differ.
Use the words increase and decrease in your description.

(b) Describe, in words, how the graphs of 𝑦 = 15 + 𝑥 and 𝑦 = 15 − 𝑥 differ.

Grade 9 Page 17 of 31

Functions and Relationships

MEMORANDUM: DAY 1:

Classwork:
𝒚 = 𝟐𝒙 + 𝟓

1.1 𝑦 = 2(7) + 5
𝑦 = 14 + 5
𝑦 = 19
1.2 𝑦 = 2(−2) + 5
𝑦 = −4 + 5
𝑦= 1
1.3 𝑦 = 2(1) + 5
𝑦 =2+5
𝑦=7

2.1
𝒚 = 𝒙𝟐 + 𝟐𝒙 + 𝟑

Input values: x -1 0 1 2
Output values: y 2 3 6 11

Homework:
Any mathematically sound answer is accepted.

MEMORANDUM: DAY 2:

Example:

Input Output
𝑎 1
𝑏 5
6 7
𝑐 𝟐𝒙 − 𝟓 11
10 15

3 ← divide by 2 ← add 5 ← 1 ∴ a=3

5 ← divide by 2 ← add 5 ← 5 ∴ b=5
8 ← divide by 2 ← add 5 ← 11 ∴ c=8

Grade 9 Page 18 of 31

Functions and Relationships

Classwork:
1.

10 ← divide by 4 ← add 5 ← 35 ∴ a = 10

15 ← divide by 4 ← add 5 ← 55 ∴ b = 15

2.

0 ← multiply by 2 ← subtract 4 ← 4 ∴c=0

16 ← multiply by 2 ← subtract 4 ← 12 ∴ d = 16

26 ← multiply by 2 ← subtract 4 ← 17 ∴ e = 26

3.

p → 𝒙𝟐 − 𝟏𝟎 → 15
2
± 𝟓 ← square root ( √ ) ← add 10 ← 15 ∴p=±5

q → 𝒙𝟐 − 𝟏𝟎 → 𝟑𝟗
2
± 𝟕 ← square root ( √ ) ← add 10 ← 39 ∴q=±7

OR
𝑝2 − 10 = 15 𝑞 2 − 10 = 39
2 2
√𝑝2 = 25 √𝑞 2 = 49
𝑝 = ±5 𝑞 = ±7

𝑟 = (−3)2 − 10 𝑠 = (−1)2 − 10 𝑡 = (3)2 − 10

𝑟 = 9 − 10 𝑠 = 1 − 10 𝑡 = 9 − 10
𝑟 = −1 𝑠 = −9 𝑡 = −1

Homework: 𝟐(𝒙 + 𝒚) = 𝟐𝟒.

𝑥 1 2 3 4 6 7 8 9 10 11
𝑦 11 10 9 8 6 5 4 3 2 1

2(𝑥 + 𝑦) = 24

𝑠𝑜, 𝑥 + 𝑦 = 12.

When 𝑦 = 5, 𝑥 = 7.

Grade 9 Page 19 of 31

Functions and Relationships

MEMORANDUM: DAY 3:

Classwork:

1. 𝑦 = 4𝑥 + 6
2. 𝑦 = 𝑥 + 8
3. 𝑦 = 6𝑥 + 4 𝑎 = 94 ; 𝑏 = 100

Homework:

Students Grade 𝑥 7 8 9

Time spent in hours 𝑦 3 4 5

+1 +1

Students Grade 𝑥 7 8 9
1×𝑥 1× 7 − 4 1× 8 − 4 1× 9 − 4
Time spent in hours 𝑦 3 4 5

∴ 𝑦 =𝑥−4

Grade 9 Page 20 of 31

Functions and Relationships

MEMORANDUM: DAY 4:
Classwork: (starter activity)

Grade 9 Page 21 of 31

Functions and Relationships

Homework:
Section A
1.

2.

Grade 9 Page 22 of 31

Functions and Relationships

3.

Section B

1.1 𝑦 = 2𝑥 + 4 → Table D → Graph B

(2; 8): 𝑦 = 2𝑥 + 4 ∴ 𝑦 = 2(2) + 4 ∴ 𝑦=8

(0; 4): 𝑦 = 2𝑥 + 4 ∴ 𝑦 = 2(0) + 4 ∴𝑦 = 4

1.2 2𝑥 + 3𝑦 = 6 → Table C → Graph C

(0; 2): 2(0) + 3𝑦 = 6 ∴ 0 + 3𝑦 = 6 ∴ 3𝑦 = 6 (÷ 3) ∴ 𝑦=2

(3; 0): 2(3) + 3𝑦 = 6 ∴ 6 + 3𝑦 = 6 ∴ 3𝑦 = 6 − 6 ∴ 3𝑦 = 0 (÷ 3 ) ∴ 𝑦 = 0

1.3 𝑥𝑦 = 12 → Table B → Graph D

(6; 2): 𝑥𝑦 = 12 ∴ (6)(2) = 12

(1; 12) : ∴ (1)(12) = 12

1.4 𝑦 = 𝑥 2 − 1 → Table A → Graph A

(0; −1): 𝑦 = (0)2 − 1 ∴ 𝑦 = −1

(−3; 8): 𝑦 = (−3)2 − 1 ∴ 𝑦 = 9 −1 ∴𝑦 =8

Grade 9 Page 23 of 31

Functions and Relationships

MEMORANDUM: DAY 5:

Classwork:

1.

2.

Grade 9 Page 24 of 31

Functions and Relationships

3.

4.

a) For 𝑦 = 𝑥 2 the rate at which the output values increase, and decrease is not
constant, but for 𝑦 = 15 + 𝑥, the output values increase at a constant rate.

b) The graph of 𝑦 = 𝑥 2 is a curve and the graph of 𝑦 = 15 + 𝑥 is a straight line.

5.

a) For 𝑦 = 15 + 𝑥 the output values increase by 5,

for 𝑦 = 15 − 𝑥 they decrease by 5.
In both cases the input values increase by 5.

b) Both are straight lines, but their directions differ:

𝑦 = 15 + 𝑥 goes upwards from left to right as the input values increase, and
𝑦 = 15 − 𝑥 goes downwards from left to right as the input values increase.

Grade 9 Page 25 of 31

Functions and Relationships

ASSESSMENT / REVISION TASK GRADE: 9

TOPIC: FUNCTIONS & RELATIONSHIPS

Question 1

In a discussion between Madison and Benjamin about functions, Benjamin said that the diagram below
represents a function, but Madison argued that it does not. Who is right?

Motivate your answer.

Question 2
Complete the following flow diagrams:
2.1
1 𝑎
2
1 𝑏
4 𝒚 = 𝟒𝒙
−1 𝑐
4
𝑑
−1
2

2.2

𝑒 8

𝑓 5
𝒙
𝑔 𝒚=
𝟐 2

ℎ 1

2.3 In each case consider the input values and state whether they are irrational numbers, natural
or rational numbers.

Grade 9 Page 26 of 31

Functions and Relationships

Question 3

3.1 Copy and complete the table.

3.2 By how much will the output number increases if the input number increases by 1?
3.3 Determine the function rule for the function table above.

Question 4

4.1 Use the graph above to complete the table.

x −2 −1 c d 2 3

y a b 3 4 e f

4.2 Determine a function rule to describe the relationship between 𝑥 and 𝑦.

Grade 9 Page 27 of 31

Functions and Relationships

Question 5
Describe and correct the error in graphing the function represented by the input-output table.

x −4 −2 0 2

y −1 1 3 5

Question 6
Match the graph with the function rule it represents.
6.1 6.2 6.3

𝑥
A. 𝑦= B. 𝑦 =𝑥+1 C. 𝑦 = −2𝑥 + 6
3

The End

Grade 9 Page 28 of 31

Functions and Relationships

ASSESSMENT / REVISION TASK GRADE: 9

TOPIC: FUNCTIONS & RELATIONSHIPS

MEMORANDUM

Question 1
Madison: A function is a relationship that assigns exactly one output value for each input value.
The input value of five has two outputs. It has an output of two and nine. So that input value of five
does not have exactly one output; it has two. That means this figure cannot represent a function.
So, our answer is: False.

Question 2
2.1
a 𝑦 = 4𝑥 ∴𝑦 = 4×2
1 ∴𝑦=2

b 𝑦 = 4𝑥 ∴𝑦 = 4×4
1 ∴𝑦=1

c 𝑦 = 4𝑥 −1 ∴ 𝑦 = −1
∴𝑦= 4×
4
d 𝑦 = 4𝑥 −1 ∴ 𝑦 = −2
∴𝑦= 4×
2

2.2
𝑥
e 𝑦=2 ∴ e ← 𝑚𝑢𝑙𝑡𝑖𝑝𝑙𝑦 𝑏𝑦 2 ← 8 ∴ 16 ← 𝑚𝑢𝑙𝑡𝑖𝑝𝑙𝑦 𝑏𝑦 2 ← 8

𝑥
f 𝑦=2 ∴ 𝑓 ← 𝑚𝑢𝑙𝑡𝑖𝑝𝑙𝑦 𝑏𝑦 2 ← 5 ∴ 10 ← 𝑚𝑢𝑙𝑡𝑖𝑝𝑙𝑦 𝑏𝑦 2 ← 5

𝑥
g 𝑦=2 ∴ 𝑔 ← 𝑚𝑢𝑙𝑡𝑖𝑝𝑙𝑦 𝑏𝑦 2 ← 2 ∴ 4 ← 𝑚𝑢𝑙𝑡𝑖𝑝𝑙𝑦 𝑏𝑦 2 ← 2

𝑥
h 𝑦=2 ∴ ℎ ← 𝑚𝑢𝑙𝑡𝑖𝑝𝑙𝑦 𝑏𝑦 2 ← 1 ∴ 2 ← 𝑚𝑢𝑙𝑡𝑖𝑝𝑙𝑦 𝑏𝑦 2 ← 1

2.3
2.3.1 {1 ; 1 ; −1 ; −1} → rational numbers
2 4 4 2

2.3.2 {16; 10; 4; 2} → natural numbers

Grade 9 Page 29 of 31

Functions and Relationships

Question 3
3.1

3.2 Output will increase by 3

3.3
Input 6 7 8 9 ……
3 ×𝑥 3 × 6 ____ 3 × 7_____ 3 × 8____ 3× 9_____ ……
3 × 𝑥 − 2 3 ×6 −2 3 × 7 −2 3 × 8 −2 3× 9 −2 ……

Output 16 19 22 25 …….

∴ 𝑦 = 3𝑥 − 2
Question 4
4.1
x -2 -1 0 1 2 3
y 1 2 3 4 5 6

4.2
Constant difference: +1

Input −2 −1 0 1 2 3
1 ×𝑥 1 × −2 ____ 1 × −1____ 1 × 0____ 1 × 1_____ 1× 2 1× 3

1× 𝑥+3 1 × −2 + 3 1 × −1 + 3 1 × 0+3 1× 1+3 1× 2+3 1× 3+3

Output 1 2 3 4 5 6

∴𝑦 =𝑥+3

Grade 9 Page 30 of 31

Functions and Relationships

 Question 5
The ordered pairs are written incorrectly from the table and therefor plotted wrong on the
Cartesian plane.
The 𝑥 𝑐𝑜𝑜𝑟𝑑𝑖𝑛𝑎𝑡𝑒 , which is the input value is always first.
The 𝑦 𝑐𝑜𝑜𝑟𝑑𝑖𝑛𝑎𝑡𝑒, which is the output value is second.
Therefore : (𝑥 − 𝑐𝑜𝑜𝑟𝑑𝑖𝑛𝑎𝑡𝑒 ; 𝑦 − 𝑐𝑜𝑜𝑟𝑑𝑖𝑛𝑎𝑡𝑒)

Input x −4 −2 0 2
(−4; −1) (−2; 1) (0; 3) (2; 5)
Output y −1 1 3 5

Question 6
Choose any coordinate on a straight line and substitute into respective equation.
(𝟎; 𝟏): 𝑦 = 𝑥 + 1 (𝟐; 𝟑): 𝑦 = 𝑥 + 1

∴ 𝑦 = (0) + 1 ∴ 𝑦 = (2) + 1 ∴ 6.1 𝑦 = 𝑥 + 1 (𝐵)

∴𝑦=1 ∴𝑦=3

(𝟏; 𝟒): 𝑦 = −2𝑥 + 6 (𝟑; 𝟎): 𝑦 = −2𝑥 + 6

∴ 𝑦 = −2(1) + 6 ∴ 𝑦 = −2(3) + 6 ∴ 𝟔. 𝟐 𝑦 = −2𝑥 + 6 (𝐶)
∴ 𝑦 = −2 + 6 ∴ 𝑦 = −6 + 6
∴𝑦=4 ∴𝑦 =0

𝑥 𝑥
(𝟎; 𝟎): 𝑦 =3 (𝟑; 𝟏): 𝑦=3
0 3 𝑥
∴ 𝑦= ∴𝑦=3 ∴ 6.3 𝑦 = 3 (𝐴)
3

∴ 𝑦=0 ∴𝑦=1

The End

Grade 9 Page 31 of 31

Functions and Relationships