3 Coordinate geometry

LEARNING SEQUENCE
3.1 Overview ................................................................................................................................................................. 150
3.2 Sketching linear graphs .................................................................................................................................... 152
3.3 Determining linear equations .......................................................................................................................... 163
3.4 Parallel and perpendicular lines ..................................................................................................................... 173
3.5 The distance between two points ................................................................................................................. 178
3.6 The midpoint of a line segment ......................................................................................................................182
3.7 Applications and collinearity ........................................................................................................................... 187
3.8 Review ..................................................................................................................................................................... 194
3.1 Overview
Why learn this?
Coordinate geometry in many ways represents the foundation upon
which your understanding in maths will be built upon over the final
years of your secondary schooling. The principles you learn in this
topic will be applied to a variety of contexts you encounter as you learn
about higher order polynomial functions and conic sections. Indeed,
skills presented in this subject, such as determining the midpoint
and length of a line segment, are regularly applicable to the study of
differential calculus, which forms a large part of your study in the final
years of high-school mathematics.
In the world beyond education, understanding the principles of
coordinate geometry will help you model real-world data and
behaviour, interpret the nature of market trends and population trends,
and determine points of market equilibrium in the finance sector. A
knowledge of algebra, linear quadratic and simultaneous equations is
used to create the computer games. Establishing a relationship between
variables is also fundamental to the study of science, and the principles
learned in this topic will help inform your understanding of the world
around us!

Where to get help

Go to your learnON title at www.jacplus.com.au to access the following digital resources. The Online
Resources Summary at the end of this topic provides a full list of what’s available to help you learn the
concepts covered in this topic.

Fully worked
Video Interactivities
solutions
eLessons
to every
question

Digital
eWorkbook
documents

150 Jacaranda Maths Quest 10 + 10A

Exercise 3.1 Pre-test
Complete this pre-test in your learnON title at www.jacplus.com.au and receive automatic marks,
immediate corrective feedback and fully worked solutions.
1. MC Lines that have the same gradient are:
A. parallel B. collinear C. perpendicular
D. of same lengths E. of different lengths

2. Determine the x-intercept of the line 6x + y − 3 = 0.

3. Sammy has $35 credit from an App Store. She only buys apps that cost $2.50 each.
Calculate the number of apps Sammy can buy and still have $27.50 credit.

4. Determine the equation of the line, in the form y = mx + c.

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

The distance between the points (−3a, 6b) and (a, 2b) is:
4a2 + 16b2 2a2 + 4b2 2a2 + 8b2 D. 4 a2 + b2 a2 + b2
5. MC
√ √ √ √ √
A. B. C. E. 16

A. y = −2 B. x = −2 C. y = 3 D. x = 3 E. x = 2
6. MC Identify the equation of the vertical line passing through the point (−2, 3).

7. The distance between the points (−3, 10) and (6, a) is 15 units. Determine the possible values of a.
Write the lowest value first.

8. MC The midpoint of a line segment AB is (3, −2). If the coordinates of A are (10, 7), the coordinates
of B are:

, , ,
( ) ( ) ( )
13 5 7 9 7 5
A. B. C. D. (5, 9) E. (−4, 11)
2 2 2 2 2 2

MC The equation of the straight line, in the form y = mx + c, passing through the point (3, −1) with a

gradient of −2 is:
9.

A. y = −2x + 2 B. y = −2x + 5 C. y = −2x + 3 D. y = −2x − 1 E. y = 3x − 1

The equation of the straight line, in the form by + ax = k, that passes through 2, −
( )
1
10. MC and
2
−6,
( )
3
is:
A. 2y − 4x = 15 B. 2y + 4x = 7 C. 2y + 8x = 7 D. 2y + 8x = 15 E. 2y − 8x = 15
2

TOPIC 3 Coordinate geometry 151

 11. ABCD is a parallelogram. The coordinates are A(3, 8), B(6, 1), C(4, −1) and D(1, a).
Calculate the value of a.

12. Determine the equation of the straight line, in the form y = mx + c, that passes through the midpoint of
A(0.5, −3) and B(−2.5, 7) and has a gradient of −2.

13. If 2y + 5x = 7 is perpendicular to 3y + 12 = nx, determine the value of n.

MC A is the point (−3, 2) and B is the point (7, −4).

The equation of the perpendicular bisector of AB, in the form y = mx + c, is:

14.

A. y = x − B. y = x + C. y = − x + D. y = − x + E. y = − x +
5 13 5 11 3 1 3 7 3 11
3 3 3 3 5 5 5 5 5 5

15. Write the equation of the straight line 8(y − 2) = −2(x + 3) in the standard form y = mx + c.

3.2 Sketching linear graphs

LEARNING INTENTION
At the end of this subtopic you should be able to:
• plot points on a graph using a rule and a table of values
• sketch linear graphs by determining the x and y intercept
• sketch the graphs of horizontal and vertical lines
• model linear graphs from a worded context.

3.2.1 Plotting linear graphs

• If a series of points (x, y) is plotted using the rule y = mx + c, then the points
eles-4736
y
10 y = 2x + 5
always lie in a straight line whose gradient equals m and whose y-intercept

• The rule y = mx + c is called the equation of a straight line written in

equals c. Quadrant 2 Quadrant 1
5

‘gradient–intercept’ form.
• To plot a linear graph, complete a table of values to determine the points. –10 –5 0 5 10
x
Quadrant 3 Quadrant 4
–5

–10

WORKED EXAMPLE 1 Plotting linear graphs

Plot the linear graph defined by the rule y = 2x − 5 for the x-values −3, −2, −1, 0, 1, 2 and 3.

−3 −2 −1
THINK WRITE/DRAW
1. Create a table of values using the given
x 0 1 2 3
x-values.
y

152 Jacaranda Maths Quest 10 + 10A

2. Determine the corresponding y-values by
−3 −2 −1 0
−11 −9 −7 −5 −3 −1
x 1 2 3
substituting each x-value into the rule.
y 1

3. Plot the points on a Cartesian plane and rule a y

straight line through them. Since the x-values 2 (3, 1)

drawn between the x-values of −3 and 3.

1
have been specified, the line should only be
x
–4 –3 –2 –1 0 1 2 3
4. Label the graph. –1 (2, –1)
–2
–3 (1, –3)
–4
–5
(0, –5)
–6
(–1, –7) –7
–8
(–2, –9)
–9
y = 2x – 5
–10
–11
(–3, –11)
–12

TI | THINK DISPLAY/WRITE CASIO | THINK DISPLAY/WRITE

1. In a new document, on a 1. On the Spreadsheet
Lists & Spreadsheet page, screen, enter the x-values
label column A as x and into column A.
label column B as y. Then in cell B1, complete

= 2A1 − 5
Enter the x-values into the entry line as:
column A.
Then in cell B1, complete Then press EXE.

= 2a1 − 5
the entry line as:

Then press ENTER.

2. Highlight cell B1, then 2. Highlight cell B1 to B7,

press CTRL then click then tap:
(the button in the middle • Edit
of the direction arrows). • Fill
Press the down arrow • Fill Range
until you reach cell • OK
B7 then press ENTER.

TOPIC 3 Coordinate geometry 153

 3. Open a Data & Statistics 3. Highlight cells A1 to B7,
page. then tap:
Press TAB to locate the • Graph
label of the horizontal • Scatter
axis and select the
variable x.
Press TAB again to
locate the label of the
vertical axis and select the
variable y. The graph will
be plotted as shown.

4. To join the dots with a 4. To join the dots with a

line, press: line, tap:
• MENU • Calc
• 2: Plot Properties • Regression
• 1: Connect Data Points • Linear Reg
Note that the equation is
given, if required.

3.2.2 Sketching linear graphs

eles-4737
Sketching a straight line using the x- and y-intercepts
• We only need two points in order to sketch a straight-line (linear) graph.
• Since we need to label all critical points, it is most efficient to plot these graphs by determining the x- and

• We determine the x-intercept by substituting y = 0.

y-intercepts.

• We determine the y-intercept by substituting x = 0.

Sketching a straight-line graph

• The x- and y-intercepts need to be labelled.
• The equation needs to be labelled.

y = mx + c Let y = 0 to determine
the x-intercept

(x, 0)
(0, y) x

Let x = 0 to determine
the y-intercept

154 Jacaranda Maths Quest 10 + 10A

WORKED EXAMPLE 2 Sketching linear graphs

a. 2x + y = 6 b. y = −3x − 12
Sketch graphs of the following linear equations.

a. 2x + y = 6
THINK WRITE/DRAW
a. 1. Write the equation.

2. Determine the x-intercept by substituting y = 0. x-intercept: when y = 0,

2x + 0 = 6
2x = 6
x=3
x-intercept is (3, 0).
3. Determine the y-intercept by substituting x = 0. y-intercept: when x = 0,
2(0) + y = 6
y=6
y-intercept is (0, 6).
4. Plot both points and rule the line. y
5. Label the graph.
2x + y = 6
(0, 6)

0 (3, 0) x

b. 1. Write the equation. b. y = −3x − 12

2. Determine the x-intercept by substituting y = 0 x-intercept: when y = 0,

−3x − 12 = 0
ii. Divide both sides of the equation by −3. −3x = 12
i. Add 12 to both sides of the equation.

x = −4
x-intercept is (−4, 0).
c = −12
form y = mx + c, so compare this with our equation y-intercept is (0, −12).
3. Determine the y-intercept. The equation is in the

to determine the y-intercept, c.

4. Plot both points and rule the line. y

5. Label the graph.

(–4, 0)
0 x

(0, –12) y = –3x – 12

TOPIC 3 Coordinate geometry 155

 Sketching a straight line using the gradient–intercept method
• This method is often used if the equation is in the form y = mx + c, where m represents the gradient (slope)
of the straight line, and c represents the y-intercept.
• The steps below outline how to use the gradient–intercept method to sketch a linear graph.
Step 1: Plot a point at the y-intercept.
Step 2: Write the gradient in the form m =
rise
. (To write a whole number as a fraction, place it over a
run
denominator of 1.)
Step 3: Starting from the y-intercept, move up the number of units suggested by the rise (move down if
the gradient is negative).
Step 4: Move to the right the number of units suggested by the run and plot the second point.
Step 5: Rule a straight line through the two points.

WORKED EXAMPLE 3 Sketching more linear graphs

Sketch the graph of y = x − 3 using the gradient–intercept method.

2
5
THINK WRITE

y= x−3
2
1. Write the equation of the line.

c = −3, so y-intercept: (0, −3)

5
2. Identify the value of c (that is, the y-intercept) and plot
this point.

m=
2
3. Write the gradient, m, as a fraction.
5
4. m = So rise = 2; run = 5.
rise
, note the rise and run.

5. Starting from the y-intercept at (0, −3), move 2 units up

run

and 5 units to the right to find the second point (5, −1).
y
0 1 2 3 4 5 6 7 8 x
We have still not found the x-intercept. –1
–2 (5, –1)
–3 (0, –3)
–4

• Graphs given by y = mx pass through the origin (0, 0), since c = 0.

Sketching linear graphs of the form y = mx

• A second point may be determined using the rule y = mx by substituting a value for x to determine y.
eles-4738

WORKED EXAMPLE 4 Sketching linear graphs of the form y = mx

Sketch the graph of y = 3x.

y = 3x
THINK WRITE/DRAW
1. Write the equation.

x-intercept: when y = 0,
0 = 3x
2. Determine the x- and y-intercepts.

equation, y = mx you can simply state that the x=0

Note: By recognising the form of this linear

graph passes through the origin, (0, 0). y-intercept: (0, 0)

Both the x- and y-intercepts are at (0, 0).

156 Jacaranda Maths Quest 10 + 10A

 When x = 1, y = 3×1
the y-value when x = 1. =3
3. Determine another point to plot by calculating

Another point on the line is (1, 3).

4. Plot the two points (0, 0) and (1, 3) and rule a
straight line through them.
5. Label the graph.

(0, 0)

3.2.3 Sketching linear graphs of the form y = c and x = a

• The line y = c is parallel to the x-axis, having a gradient of zero and a y-intercept of c.
eles-4739

• The line x = a is parallel to the y-axis and has an undefined (infinite) gradient.

Horizontal and vertical lines

• Horizontal lines are in the form y = c.
• Vertical lines are in the form x = a.

y y
x=a

y=c
(0, c)
(a, 0)
0 x 0 x

WORKED EXAMPLE 5 Sketching graphs of the form y = c and x = a

a. y = −3 b. x = 4
Sketch graphs of the following linear equations.

a. y = −3
THINK WRITE/DRAW
a. 1. Write the equation.

2. The y-intercept is −3. As x does not appear in the equation, the y-intercept = −3, (0, −3)

a y-coordinate equal to −3. That is, this line is the set of points
line is parallel to the x-axis, such that all points on the line have

(x, −3) where x is an element of the set of real numbers.

TOPIC 3 Coordinate geometry 157

 3. Sketch a horizontal line through (0, −3).
y

4. Label the graph.

0 x

(0, –3) y = –3

b. x = 4
x-intercept = 4, (4, 0)
b. 1. Write the equation.
2. The x-intercept is 4. As y does not appear in the equation, the
line is parallel to the y-axis, such that all points on the line have
an x-coordinate equal to 4. That is, this line is the set of points
(4, y) where y is an element of the set of real numbers.
3. Sketch a vertical line through (4, 0). y
x=4
4. Label the graph.

0 (4, 0) x

3.2.4 Using linear graphs to model real-life contexts

eles-4740
• If a real-life situation involves a constant increase or decrease at regular intervals, then it can be modelled
by a linear equation. Examples include water being poured from a tap into a container at a constant rate, or
money being deposited into a savings account at regular intervals.
• To model a linear situation, we first need to determine which of the two given variables is the independent
variable and which is the dependent variable.
• With numerical bivariate data, we often see the independent variable being referred to as the explanatory
variable. Likewise, another way to reference the dependent variable is to call it the response variable.
• The independent variable does not depend on the value of the other variable, whereas the dependent
variable takes its value depending on the value of the other variable. When plotting a graph of a linear
model, the independent variable will be on the x-axis (horizontal) and the dependent variable will be on
the y-axis (vertical).
• Real-life examples identifying the variables are shown in the following table.

Situation Independent variable Dependent variable

(explanatory variable) (response variable)
Money being deposited into a savings Time Money in account
account at regular intervals
The age of a person in years and their Age in years Height in cm
height in cm
The temperature at a snow resort and the Temperature Depth of snow
depth of the snow
The length of Pinocchio’s nose and the Number of lies Pinocchio Length of Pinocchio’s nose
number of lies he told told
The number of workers building a house Number of workers Time
and the time taken to complete the project

• Note that if time is one of the variables, it will usually be the independent variable. The final example
above is a rare case of time being the dependent variable. Also, some of the above cases can’t be modelled
by linear graphs, as the increases or decreases aren’t necessarily happening at constant rates.

158 Jacaranda Maths Quest 10 + 10A

WORKED EXAMPLE 6 Using linear graphs to model real-life situations

Water is leaking from a bucket at a constant rate. After 1 minute there is 45 litres in the bucket; after
3 minutes there is 35 litres in the bucket; after 5 minutes there is 25 litres in the bucket; and after
7 minutes there is 15 litres in the bucket.
a. Define two variables to represent the given information.
b. Determine which variable is the independent variable and which is the dependent variable.
c. Represent the given information in a table of values.
d. Plot a graph to represent how the amount of water in the bucket is changing.
e. Use your graph to determine how much water was in the bucket at the start and how long it will take
for the bucket to be empty.

THINK WRITE/DRAW
a. Determine which two values change a. The two variables are ‘time’ and ‘amount of water in
in the relationship given. bucket’.
b. The dependent variable takes its b. Independent variable = time
value depending on the value of the Dependent variable = amount of water in bucket
independent variable.
In this situation the amount of water
depends on the amount of time
elapsed, not the other way round.
c. The independent variable should c.
Time (minutes) 1 3 5 7
appear in the top row of the table of
Amount of water in
values, with the dependent variable 45 35 25 15
bucket (litres)
appearing in the second row.

d. The values in the top row of the d.

Amount of water in bucket (litres)

table represent the values on the 50

45
horizontal axis, and the values in the
40
bottom row of the table represent 35
the values on the vertical axis. As 30
the value for time can’t be negative 25
and there can’t be a negative amount 20
15
of water in the bucket, only the first
10
quadrant needs to be drawn for the 5
graph. Plot the 4 points and rule a
0 x
straight line through them. Extend 1 2 3 4 5 6 7 8 9 10
Time (minutes)
the graph to meet the vertical and
horizontal axes.
e. The amount of water in the bucket e. There was 50 litres of water in the bucket at the start,
at the start is the value at which the and it will take 10 minutes for the bucket to be empty.
line meets the vertical axis, and
the time taken for the bucket to be
empty is the value at which the line
meets the horizontal axis.
Note: Determining the time when
the bucket will be empty is an
example of extrapolation as this
time is determined by extending
the graph beyond the known data
points.

TOPIC 3 Coordinate geometry 159

 DISCUSSION
What types of straight lines have an x- and y-intercept of the same value?

Resources
Resourceseses
eWorkbook Topic 3 Workbook (worksheets, code puzzle and project) (ewbk-2029)
Digital documents SkillSHEET Describing the gradient of a line (doc-5197)
SkillSHEET Plotting a line using a table of values (doc-5198)
SkillSHEET Stating the y-intercept from a graph (doc-5199)
SkillSHEET Solving linear equations that arise when determining x- and y-intercepts (doc-5200)
SkillSHEET Using Pythagoras’ theorem (doc-5201)
SkillSHEET Substitution into a linear rule (doc-5202)
SkillSHEET Transposing linear equations to standard form (doc-5203)
Video eLessons Sketching linear graphs (eles-1919)
Sketching linear graphs using the gradient-intercept method (eles-1920)
Interactivities Individual pathway interactivity: Sketching graphs (int-4572)
Plottling linear graphs (int-3834)
The gradient-intercept method (int-3839)
The intercept method (int-3840)
Equations of straight lines (int-6485)

Exercise 3.2 Sketching linear graphs

Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 4, 7, 10, 13, 16, 21, 24 2, 5, 8, 11, 14, 17, 19, 22, 25 3, 6, 9, 12, 15, 18, 20, 23, 26

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency
1. WE1 Generate a table of values and then plot the linear graphs defined by the following rules for the given
range of x-values.

a. y = 10x + 25 −5, −4, −3, −2, −1, 0, 1

Rule x-values

b. y = 5x − 12 −1, 0, 1, 2, 3, 4
c. y = −0.5x + 10 −6, −4, −2, 0, 2, 4

2. Generate a table of values and then plot the linear graphs defined by the following rules for the given range
of x-values.

a. y = 100x − 240
Rule x-values

b. y = −5x + 3 −3, −2, −1, 0, 1, 2

0, 1, 2, 3, 4, 5

c. y = 7 − 4x −3, −2, −1, 0, 1, 2

160 Jacaranda Maths Quest 10 + 10A

 3. Plot the linear graphs defined by the following rules for the given range of x-values.

a. y = −3x + 2
Rule x-values
x −6 −4 −2 0 2 4 6
y

b. y = −x + 3
x −3 −2 −1 0 1 2 3
y

c. y = −2x + 3
x −6 −4 −2 0 2 4 6
y

WE2 For questions 4 to 6, sketch graphs of the following linear equations by determining the x- and
y-intercepts.
4. a. 5x − 3y = 10 b. 5x + 3y = 10 c. −5x + 3y = 10 d. −5x − 3y = 10 e. 2x − 8y = 20

5. a. 4x + 4y = 40 b. −x + 6y = 120 c. −2x + 8y = −20

d. 10x + 30y = −150 e. 5x + 30y = −150

6. a. −9x + 4y = 36 b. 6x − 4y = −24 c. y = 2x − 10 d. y = −5x + 20 e. y = − x − 4

1
2
WE3 For questions 7 to 9, sketch graphs of the following using the gradient–intercept method.
7. a. y = 4x + 1 b. y = 3x − 7 c. y = −2x + 3

8. a. y = −5x − 4 b. y = x−2 c. y = − x + 3
1 2
2 7

9. a. y = 0.6x + 0.5 b. y = 8x c. y = x − 7

WE4 For questions 10 to 12, sketch the graphs of the following linear equations on the same set of axes.

y = 2x y= x y = −2x
1
10. a. b. c.
2

y = 5x y= x y=− x
1 5
11. a. b. c.
3 2

y= x y = −3x y=− x
2 3
12. a. b. c.
3 2
WE5 For questions 13 to 15, sketch the graphs of the following linear equations.
13. a. y = 10 b. x = −10 c. x = 0

14. a. y = −10 b. y = 100 c. x = −100

15. a. x = 10 b. y = 0 c. y = −12

For questions 16 to 18, transpose each of the equations to standard form (that is, y = mx + c). State the x- and
Understanding

y-intercept for each.

16. a. 5(y + 2) = 4(x + 3) b. 5(y − 2) = 4(x − 3) c. 2(y + 3) = 3(x + 2)

TOPIC 3 Coordinate geometry 161

17. a. 10(y − 20) = 40(x − 2) b. 4(y + 2) = −4(x + 2) c. 2(y − 2) = −(x + 5)

18. a. −5(y + 1) = 4(x − 4) b. 5(y + 2.5) = 2(x − 3.5) c. 2.5(y − 2) = −6.5(x − 1)

a. −y = 8 − 4x b. 6x − y + 3 = 0 c. 2y − 10x = 50
19. Determine the x- and y-intercepts of the following lines.

20. Explain why the gradient of a horizontal line is equal to zero and the gradient of a vertical line is undefined.

Reasoning
Your friend loves to download music. She earns $50 and spends
some of it buying music online at $1.75 per song. She saves the
21. WE6

remainder. Her saving is given by the function y = 50 − 1.75x.

a. Determine which variable is the independent variable and which is
the dependent variable.
b. Sketch the function.

save $25.
c. Determine the number of songs your friend can buy and still

22. Determine whether − = is the equation of a straight line by

x y 7
3 2 6
rearranging into an appropriate form and hence sketch the graph,
showing all relevant features.

a week where she does not work any hours, she will still earn $25.00 for being ‘on call’. On top of this initial
23. Nikita works a part-time job and is interested in sketching a graph of her weekly earnings. She knows that in

payment, Nikita earns $20.00 per hour for her regular work. Nikita can work a maximum of 8 hours per day
as her employer is unwilling to pay her overtime.
a. Write a linear equation that represents the amount of money Nikita could earn in a week.
(Hint: You might want to consider the ‘on call’ amount as an amount of money earned for zero
hours worked.)
b. Sketch a graph of Nikita’s weekly potential earnings.
c. Determine the maximum amount of money that Nikita can earn in a single week.

Problem solving

of the room is 15 °C. After 1 hour, the temperature of the room has risen to 18 °C. After 3 hours, the
24. The temperature in a room is rising at a constant rate. Initially (when time equals zero), the temperature

temperature has risen to 24 °C.

a. Using the variables t to represent the time in hours and T to represent the temperature of the room,
identify the dependent and the independent variable in this linear relationship.
b. i. Construct a table of values to represent this information.

c. If the maximum temperature of the room was recorded to be 30 °C, evaluate after how many hours was
ii. Plot this relationship on a suitable axis.

this recording taken.

V litres , to the time the water has been flowing from the tank, t minutes, is given by V = 80 − 4t, t ≥ 0.
25. Water is flowing from a tank at a constant rate. The equation relating the volume of water in the tank,

a. Determine which variable is the independent variable and which is the dependent variable.

Explain why it is important that t ≥ 0.

b. Calculate how much water is in the tank initially.
c.
d. Determine the rate the water is flowing from the tank.
e. Determine how long it takes for the tank to empty.
f. Sketch the graph of V versus t.

162 Jacaranda Maths Quest 10 + 10A

 26. A straight line has a general equation defined by y = mx + c. This line intersects the lines defined by the rules
y = 7 and x = 3. The lines y = mx + c and y = 7 have the same y-intercept while y = mx + c and x = 3 have the
same x-intercept.

b. Determine the y-axis intercept for y = mx + c.

a. On the one set of axes, sketch all three graphs.

c. Determine the gradient for y = mx + c.

d. MC The equation of the line defined by y = mx + c is:

A. x + y = 3 B. 7x + 3y = 21 C. 3x + 7y = 21 D. x + y = 7 E. 7x + 3y = 7

3.3 Determining linear equations

LEARNING INTENTION
At the end of this subtopic you should be able to:
• determine the equation of a straight line when given its graph
• determine the equation of a straight line when given the gradient and the y-intercept
• determine the equation of a straight line passing through two points
• formulate the equation of a straight line from a written context.

3.3.1 Determining a linear equation given two points

• The gradient of a straight line can be calculated from the coordinates of two points (x1 , y1 ) and (x2 , y2 ) that
eles-4741

• The equation of the straight line can then be found in the form y = mx + c, where c is the y-intercept.
lie on the line.

Gradient of a straight line

y B
y2
(x2, y2)
rise = y2 – y1
A
y1 (x1, y1)
run = x2 – x1
x1 x2 x

y-intercept

• The equation of a straight line is given by y = mx + c.

• m is the value of the gradient and c is the value of the y-intercept.

y2 − y1
Gradient = m = =
x2 − x1
rise
run

TOPIC 3 Coordinate geometry 163

 WORKED EXAMPLE 7 Determining equations with a known y-intercept

Determine the equation of the straight line shown in the graph.

y

0 x
3

THINK WRITE
1. There are two points given on the straight line: (3, 0), (0, 6)
the x-intercept (3, 0) and the y-intercept (0, 6).
m=
rise y2 − y1
rise

formula m = =
2. Calculate the gradient of the line by applying the

run x2 − x1 y2 − y1
run
=
, where

(x1 , y1 ) = (3, 0) and (x2 , y2 ) = (0, 6). x2 − x1

6−0
=
0−3

=
−3
6

= −2
The gradient m = −2 .

3. The graph has a y-intercept of 6, so c = 6. y = mx + c

Substitute m = −2, and c = 6 into y = mx + c to y = −2x + 6
determine the equation.

WORKED EXAMPLE 8 Determining equations that pass through the origin

Determine the equation of the straight line shown in the graph.

y

1 (2, 1)

0 x
2

THINK WRITE
1. There are two points given on the straight line: the (0, 0), (2, 1)
x- and y-intercept (0, 0) and another point (2, 1).

164 Jacaranda Maths Quest 10 + 10A

 m=
rise y2 − y1
rise

formula m = = , where
2. Calculate the gradient of the line by applying the

run x2 − x1 y2 − y1
run
=
(x1 , y1 ) = (0, 0) and (x2 , y2 ) = (2, 1). x2 − x1
1−0
=
2−0

=
1

The gradient m = .
2
1
2

3. The y-intercept is 0, so c = 0. Substitute m = y = mx + c

1

c = 0 into y = mx + c to determine the equation.

and
2

y = x+0
1
2

y= x
1
2

3.3.2 A simple formula

eles-4742

through the point (x1 , y1 ).

• The diagram shows a line of gradient m passing y
(x, y)
y
• If (x, y) is any other point on the line, then:

m=
rise (x1, y1)

y − y1
run y1

m=
x − x1
m(x − x1 ) = y − y1
y − y1 = m(x − x1 )

• The formula y − y1 = m(x − x1 ) can be used to write

0 x1 x x
down the equation of a line, given the gradient and
the coordinates of one point.

The equation of a straight line

coordinates of one point (x1 , y1 ) and the gradient (m):

• Determining the equation of a straight line with

y − y1 = m(x − x1 )

TOPIC 3 Coordinate geometry 165

 WORKED EXAMPLE 9 Determining the equation using the gradient and the y-intercept

Determine the equation of the straight line with a gradient of 2 and a y-intercept of −5.

y − y1 = m(x − x1 )
THINK WRITE
1. Write the gradient formula.

2. State the known variables. m = 2, (x1 , y1 ) = (0, −5)

y − (−5) = 2(x − 0)
y + 5 = 2x
3. Substitute the values into the formula.

4. Rearrange the formula. y = 2x−5

equation y = mx + c and substituting directly

Note: You could also solve this by using the

for m and c.

WORKED EXAMPLE 10 Determining the equation using the gradient and another point

Determine the equation of the straight line with a gradient of 3 and passing through the point (5, −1).

y − y1 = m(x − x1 )
THINK WRITE
1. Write out the gradient formula.

m = 3 , x1 = 5, y1 = −1
3. Substitute the values m = 3, x1 = 5, y1 = −1 y − (−1) = 3(x − 5)
2. State the known variables.

into the formula. y + 1 = 3x − 15

y = 3x − 16
of the line in the form y = mx + c.
4. Rearrange the formula to state the equation

TI | THINK DISPLAY/WRITE CASIO | THINK DISPLAY/WRITE

In a new problem on a On the Main screen,

solve (y = 3x + c, c)
Calculator page, complete complete the entry lines as:

y = m × x + c|m = 3 |x = 5|y = −1
the entry lines as:

solve (y = 3x + c, c)|x = 5
and y = −1
Press EXE.

y = 3x + c|c = −16
Press ENTER after each

The equation is y = 3x − 16.

entry.

The equation is y = 3x − 16.

166 Jacaranda Maths Quest 10 + 10A

WORKED EXAMPLE 11 Determining the equation of a line using two points

Determine the equation of the straight line passing through the points (−2, 5) and (1, −1).

y − y1 = m(x − x1 )
THINK WRITE
1. Write out the gradient formula.

(x1 , y1 ) = (−2, 5)
(x2 , y2 ) = (1, −1)
2. State the known variables.

y2 − y1
3. Substitute the values (x1 , y1 ) = (−2, 5) and m=
(x2 , y2 ) = (1, −1) to calculate the gradient from x2 − x1
−1 − 5
m=
1 − −2
the given points.

−6
m=

= −2
3

4. Substitute the values m = −2, (x1 , y1 ) = (−2, 5) y − y1 = m(x − x1 )

into the formula for the equation of a straight line. y − 5 = −2(x − −2)

y − 5 = −2(x + 2)
the line in the form y = mx + c. y = −2x − 4 + 5
5. Rearrange the formula to state the equation of

y = −2x + 1

WORKED EXAMPLE 12 Writing an equation in the form ax + by + c = 0

Determine the equation of the line with a gradient of −2 which passes through the point (3, −4). Write
the equation in general form, that is in the form ax + by + c = 0.

THINK WRITE

1. Use the formula y − y1 = m(x − x1 ). Write the m = −2, x1 = 3, y1 = −4

values of x1 , y1 , and m. y − y1 = m(x − x1 )

2. Substitute for x1 , y1 , and m into the equation. y − (−4) = −2(x − 3)

y + 4 = −2x + 6

y + 4 + 2x − 6 = 0
ax + by + c = 0. 2x + y − 2 = 0
3. Transpose the equation into the form

TOPIC 3 Coordinate geometry 167

 WORKED EXAMPLE 13 Applying equations of lines to model real-life situations

A printer prints pages at a constant rate. It can print 165 pages in 3 minutes and 275 pages in
5 minutes.
a. Identify which variable is the independent variable (x) and which is the dependent variable (y).
b. Calculate the gradient of the equation and explain what this means in the context of the question.
c. Write an equation, in algebraic form, linking the independent and dependent variables.
d. Rewrite your equation in words.
e. Using the equation, determine how many pages can be printed in 11 minutes.

a. Independent variable = time

THINK WRITE/DRAW

Dependent variable = number of pages

a. The dependent variable takes its value depending
on the value of the independent variable. In this
situation the number of pages depends on the time

b. (x1 , y1 ) = (3, 165)

elapsed, not the other way round.

(x2 , y2 ) = (5, 275)

b. 1. Determine the two points given by the information
in the question.

y2 − y1
m=
x2 − x1
2. Substitute the values of these two points into the

275 − 165
=
formula to calculate the gradient.

5−3

=
110

= 55
2

3. The gradient states how much the dependent In the context of the question, this means that
variable increases for each increase of 1 unit in the each minute 55 pages are printed.

c. y = mx
independent variable.

y = 55x
c. The graph travels through the origin, as the time

Therefore, the equation will be in the form y = mx.

elapsed for the printer to print 0 pages is 0 seconds.

d. Number of pages = 55 × time

Substitute in the value of m.
d. Replace x and y in the equation with the

e. 1. Substitute x = 11 into the equation. e. y = 55x

independent and dependent variables.

= 55 × 11
= 605
2. Write the answer in words. The printer can print 605 pages in 11 minutes.

168 Jacaranda Maths Quest 10 + 10A

 DISCUSSION
What problems might you encounter when calculating the equation of a line whose graph is actually
parallel to one of the axes?

Resources
Resourceseses
eWorkbook Topic 3 Workbook (worksheets, code puzzle and project) (ewbk-2029)
Digital documents SkillSHEET Measuring the rise and the run (doc-5196)
SkillSHEET Determining the gradient given two points (doc-5204)
Video eLesson The equation of a straight line (eles-2313)
Interactivities Individual pathway interactivity: Determining the equation (int-4573)
Linear graphs (int-6484)

Exercise 3.3 Determining linear equations

Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 4, 7, 10, 13, 16 2, 5, 8, 11, 14, 17 3, 6, 9, 12, 15, 18

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency
1. WE7 Determine the equation for each of the straight lines shown.
a. y b. y c. y d. y
5
4 12

0 x
4
0 x 0 x
−2 5
0 x
4 −8

2. Determine the equation for each of the straight lines shown.

a. y b. y c. y d. y

3
0 x
0 x −16 0 x
−6 −4 0 x −5
5
–
7

−5 −15

TOPIC 3 Coordinate geometry 169

3. WE8 Determine the equation of each of the straight lines shown.
a. y b. y
(−4, 12) 12
6 (3, 6)

0 x
3
x
−4 0

c. y d. y
6
(−8, 6)
0 x
−4
(−4, −2) −2 0 x
−8

a. Gradient = 3, y-intercept = 3 b. Gradient = −3, y-intercept = 4

4. WE9 Determine the linear equation given the information in each case below.

c. Gradient = − 4, y-intercept = 2 d. Gradient = 4, y-intercept = 2

e. Gradient = −1, y-intercept = 4

a. Gradient = 0.5, y-intercept = −4 b. Gradient = 5, y-intercept = 2.5

5. Determine the linear equation given the information in each case below.

c. Gradient = −6, y-intercept = 3 d. Gradient = −2.5, y-intercept = 1.5

e. Gradient = 3.5, y-intercept = 6.5

6. WE10 For each of the following, determine the equation of the straight line with the given gradient and

a. Gradient = 5, point = (5, 6) b. Gradient = −5, point = (5, 6)

passing through the given point.

c. Gradient = −4, point = (−2, 7) d. Gradient = 4, point = (8, −2)

e. Gradient = 3, point = (10, −5)

7. For each of the following, determine the equation of the straight line with the given gradient and passing

a. Gradient = −3, point = (3, −3) b. Gradient = −2, point = (20, −10)
through the given point.

c. Gradient = 2, point = (2, −0.5) d. Gradient = 0.5, point = (6, −16)

e. Gradient = −0.5, point = (5, 3)

8. WE11 Determine the equation of the straight line that passes through each pair of points.

b. (0, −1) and (3, 5)

a. (1, 4) and (3, 6)

c. (−1, 4) and (3, 2)

9. Determine the equation of the straight line that passes through each pair of points.

b. (−4, 6) and (2, −6)

a. (3, 2) and (−1, 0)

c. (−3, −5) and (−1, −7)

170 Jacaranda Maths Quest 10 + 10A

Understanding

Save $$$ with Supa-Bowl!!!

10. WE13 a. Determine which variable (time or cost) is the independent
variable and which is the dependent variable in the Supa-Bowl
Shoe rental just $2 (fixed fee)
NEW Ten-Pin Bowling Alley
advertisement on the right.
b. If t represents the time in hours and C represents cost ($), construct Rent a lane for ONLY $6/hour!
a table of values for 0−3 hours for the cost of playing ten-pin
bowling at the new alley.
c. Use your table of values to plot a graph of time versus cost. (Hint: Ensure your

extends to $40.)
time axis (horizontal axis) extends to 6 hours and your cost axis (vertical axis)

d. i. Identify the y-intercept.

ii. Describe what the y-intercept represents in terms of the cost.
e. Calculate the gradient and explain what this means in the context of the
question.
f. Write a linear equation to describe the relationship between cost and time.
g. Use your linear equation from part f to calculate the cost of a 5-hour
tournament.
h. Use your graph to check your answer to part g.
11. A local store has started renting out scooters to tour groups who pass through the

$10.00 any time you book a day of rentals and it is known that the cost for 20 people to hire scooters is
city. Groups are charged based on the number of people hiring the equipment. There is a flat charge of

$310.00. The cost for 40 people to hire scooters is $610.00.

a. Label the cost in dollars for hiring scooters for a day as the variable C. Let the number of people
hiring scooters be the variable n. Identify which is the dependent variable and which is the
independent variable.
b. Formulate a linear equation that models the cost of hiring scooters for a day.
c. Calculate how much it will cost to hire 30 scooters.
d. Sketch a graph of the cost function you created in part b.

12. The Robinsons’ water tank sprang a leak and has been losing water at a steady rate. Four days after the leak
occurred, the tank contained 552 L of water, and ten days later it held only 312 L.
a. Determine the rule linking the amount of water in the tank (w) and the number of days (t) since the
leak occurred.
b. Calculate how much water was in the tank initially.
c. If water loss continues at the same rate, determine when the tank will be empty.

Reasoning
13. When using the gradient to draw a line, does it matter if you rise before you run or run before you rise?
Explain your answer.
14. a. Using the graph shown, write a general formula for the gradient m in terms of y
x, y and c. y
(0, c)
b. Transpose your formula to make y the subject. Explain what you notice.
(x, y)

0 x x

TOPIC 3 Coordinate geometry 171

15. The points A(x1 , y1 ), B(x2 , y2 ) and P(x, y) all lie on the same line. y
P is a general point that lies anywhere on the line. Given that the B(x2, y2)
gradient from A to P must be equal to the gradient from P to B,
show that an equation relating these three points is given by:
y2 − y1
y − y1 = (x − x1 )
x2 − x1
P(x, y)

A(x1, y1)

0 x

Problem solving
16. ABCD is a parallelogram with coordinates A(2, 1), B(3, 6) and y
C(7, 10).
C
a. Calculate the value of the gradient of the line AB.
b. Determine the equation of the line AB.
B
c. Calculate the value of the gradient of the line CD.
d. Determine the coordinates of the point D.

A
17. Show that the quadrilateral ABCD is a parallelogram. x

y
8
C(7, 8)
7
B(3, 6)
6

4
D(5, 4)
3

2
A(1, 2)
1

0 x
1 2 3 4 5 6 7 8

18. 2x + 3y = 5 and ax − 6y = b are the equations of two lines.

a. If both lines have the same y intercept, determine the value of b.
b. If both lines have the same gradient (but a different y intercept), determine the value of a.

172 Jacaranda Maths Quest 10 + 10A

 3.4 Parallel and perpendicular lines
LEARNING INTENTION
At the end of this subtopic you should be able to:
• determine whether two lines are parallel, perpendicular or neither
• determine the equation of a straight line that is parallel to a given line
• determine the equation of a straight line that is perpendicular to a given line.

3.4.1 Parallel lines y

eles-4743
• Lines that have the same gradient are 15
parallel lines.
• The three lines (pink, green and blue) on 10 y=x+2
the graph shown all have a gradient of
1 and are parallel to each other. 5 y=x
• Parallel lines will never intersect with
on another. 0 x
–6 –4 –2 2 4 6
–5
y = x – 10
–10

–15

WORKED EXAMPLE 14 Proving that two lines are parallel

Show that AB is parallel to CD given that A has coordinates (−1, −5), B has coordinates (5, 7),
C has coordinates (−3, 1) and D has coordinates (4, 15).

THINK WRITE

Let A(−1, −5) = (x1 , y1 ) and B(5, 7) = (x2 , y2 )

y − y1 y − y1
Since m = 2
1. Calculate the value of the gradient of AB by

applying the formula m = 2

x2 − x1 x2 − x1
.

7 − (−5)
mAB =
5 − (−1)

=
12

=2
6

Let C(−3, 1) = (x1 , y1 ) and D(4, 15) = (x2 , y2 )

15 − 1
2. Calculate the value of the gradient of CD.

mCD =
4 − (−3)

=
14

=2
7

3. Draw a conclusion. Since mAB = mCD = 2, then AB || CD.

(Note: || means ‘is parallel to’.)

TOPIC 3 Coordinate geometry 173

 3.4.2 Perpendicular lines
eles-4744
• Perpendicular lines are lines that intersect at right angles as seen in the diagram. y =−x + 2
2 6 y = 2x − 6
We can think of these lines as each having opposite gradients.
4
• More formally, we would state that perpendicular lines have gradients in which

• Mathematically, we denote this as m1 × m2 = −1.

2
one gradient is the negative reciprocal of the other.
–6 –4 –2 0 2 4 6
–2
• The gradient properties of parallel and perpendicular lines can be used to solve –4
many problems. –6

Parallel and perpendicular lines

• If we have two equations:

y1 = m1 x + c1 and y2 = m2 x + c2
the lines will be parallel if, and only if, m1 = m2
the lines will be perpendicular if, and only if, m1 × m2 = −1.
•
•

WORKED EXAMPLE 15 Proving two lines are perpendicular

Show that the lines y = −5x + 2 and 5y − x + 15 = 0 are perpendicular.

y1 = −5x + 2
THINK WRITE

y1 = −5x + 2. m1 = −5
1. Identify the gradient of the first line

5y − x + 15 = 0
5y − x + 15 = 0 by rearranging the equation 5y = x − 15
2. Identify the gradient of the second line

in the form y = mx + c.
y = −3
x
5

m2 =
1
5

m1 × m2 = −5 ×
1

= −1
3. Test if the two points are perpendicular by

gradients is equal to −1.

checking whether the product of the two 5

4. Write the answer in a sentence. As the product of the two gradients is equal to −1,
therefore these two lines are perpendicular.

174 Jacaranda Maths Quest 10 + 10A

WORKED EXAMPLE 16 Determining the equation of a parallel line

equation y − 2x + 1 = 0.
Determine the equation of the line that passes through the point (3, 1) and is parallel to the line with

(x1 , y1 ) = (3, 1)
THINK WRITE
1. To determine the equation of a line, we need both a

2. Identify the gradient of the line y − 2x + 1 = 0 to which y − 2x + 1 = 0

gradient and a point. State the known values.

y = 2x − 1
m=2
another line is parallel.

y − y1 = m(x − x1 )
gradient = 2 and the point (3, 1). Rearrange and write y − 1 = 2(x − 3)
3. Determine the line equation by using the

y − 1 = 2x − 6
y = 2x − 5
the answer.

WORKED EXAMPLE 17 Determining the equation of a perpendicular line

Determine the equation of the line that passes through the point (2, 1) and is perpendicular to the line
with a gradient of 5.

1. To determine the equation of a line, we need both (x1 , y1 ) = (2, 1)

THINK WRITE

a gradient and a point. State the known values. m1 = 5

2. As the lines are perpendicular so m1 × m2 = −1. m1 × m2 = −1

Calculate the value of the gradient of the other 5 × m2 = −1
−1
m2 =
line using this formula.

y − y1 = m(x − x1 )
5

−1
−1
3. Determine the line equation by using the

y−1 = (x − 2)
gradient = and the point (2, 1).
5

−x 2
Rearrange and write the answer. 5

y−1 = +
5 5
−x 7
y= + or 5y + x = 7
5 5

Resources
Resourceseses
eWorkbook Topic 3 Workbook (worksheets, code puzzle and project) (ewbk-2029)
Interactivities Individual pathway interactivity: Parallel and perpendicular lines (int-4576)
Parallel lines (int-3841)
Perpendicular lines (int-6124)

TOPIC 3 Coordinate geometry 175

Exercise 3.4 Parallel and perpendicular lines
Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 3, 7, 8, 13, 14, 18, 19, 22 2, 4, 9, 12, 17, 20, 23 5, 6, 10, 11, 15, 16, 21, 24

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency

1. a. A(4, 13), B(2, 9), C(0, −10), D(15, 0)

WE14 For questions 1 to 4, determine whether AB is parallel to CD given the following sets of points.

b. A(2, 4), B(8, 1), C(−6, −2), D(2, −6)

c. A(−3, −10), B(1, 2), C(1, 10), D(8, 16)

2. a. A(1, −1), B(4, 11), C(2, 10), D(−1, −5)

c. A(1, −6), B(−5, 0), C(0, 0), D(5, −4)

b. A(1, 0), B(2, 5), C(3, 15), D(7, 35)

3. a. A(1, 6), B(3, 8), C(4, − 6), D(−3, 1)

b. A(2, 12), B(−1, − 9), C(0, 2), D(7, 1)
c. A(1, 3), B(4, 18), C(−5, 4), D(5, 0)

4. a. A(1, − 5), B(0, 0), C(5, 11), D(−10, 8)

b. A(−4, 9), B(2, − 6), C(−5, 8), D(10, 14)
c. A(4, 4), B(−8, 5), C(−6, 2), D(3, 11)

a. 2x + y + 1 = 0 b. y = 3x − 1
5. Determine which pairs of the following straight lines are parallel.

c. 2y − x = 3 d. y = 4x + 3
e. y = −1 f. 6x − 2y = 0
x

g. 3y = x + 4 h. 2y = 5 − x
2

6. WE15 Show that the lines y = 6x − 3 and x + 6y − 6 = 0 are perpendicular to one another.

Determine the equation of the line that passes through the point (4, −1) and is parallel to the line with
equation y = 2x − 5.
7. WE16

8. WE17 Determine the equation of the line that passes through the point (−2, 7) and is perpendicular to a line
2
with a gradient of .
3
9. Determine the equations of the following lines.

Gradient −4 and passing through the point (2, 1)

a. Gradient 3 and passing through the point (1, 5)

Passing through the points (2, −1) and (4, 2)

b.

Passing through the points (1, −3) and (6, −5)

c.

Passing through the point (5, −2) and parallel to x + 5y + 15 = 0

d.

Passing through the point (1, 6) and parallel to x − 3y − 2 = 0

e.

Passing through the point (−1, −5) and perpendicular to 3x + y + 2 = 0

f.
g.

10. Determine the equation of the line that passes through the point (−2, 1) and is:
a. parallel to the line with equation 2x − y − 3 = 0
b. perpendicular to the line with equation 2x − y − 3 = 0.

176 Jacaranda Maths Quest 10 + 10A

11. Determine the equation of the line that contains the point (1, 1) and is:
a. parallel to the line with equation 3x − 5y = 0
b. perpendicular to the line with equation 3x − 5y = 0.

a. The vertical line passing through the point (3, −4) is given by:
Understanding

A. y = −4 B. x = 3 C. y = 3x − 4 D. y = −4x + 3 E. x = −4
12. MC

b. Select the point which passes through the horizontal line given by the equation y = −5.
A. (−5, 4) B. (4, 5) C. (3, −5) D. (5, −4) E. (5, 5)
c. Select which of the following statements is true.
A. Vertical lines have a gradient of zero.
B. The y-coordinates of all points on a vertical line are the same.
C. Horizontal lines have an undefined gradient.

A horizontal line has the general equation x = a.

D. The x-coordinates of all points on a vertical line are the same.
E.
d. Select which of the following statements is false.

The line joining the points (1, −1) and (−7, −1) is vertical.
A. Horizontal lines have a gradient of zero.
B.
C. Vertical lines have an undefined gradient.

A horizontal line has the general equation y = c.

D. The line joining the points (1, 1) and (−7, 1) is horizontal.
E.

The point (−1, 5) lies on a line parallel to 4x + y + 5 = 0. Another point on the same line as (−1, 5) is:
E. (3, −11)
13. MC

A. (2, 9) B. (4, 2) C. (4, 0) D. (−2, 3)

a. Passes through the point (−1, 3) and parallel to y = −2x + 5

14. Determine the equation of the straight line given the following conditions.

b. Passes through the point (4, −3) and parallel to 3y + 2x = −3

a. x + 3y − 5 = 0 b. y = 4x − 7 c. y = x d. 2y = x + 1
15. Determine which pairs of the following lines are perpendicular.

e. y = 3x + 2 f. x + 4y − 9 = 0 g. 2x + y = 6 h. x + y = 0

equation 3y − 6x = 12.
16. Determine the equation of the straight line that cuts the x-axis at 3 and is perpendicular to the line with

17. Calculate the value of m for which lines with the following pairs of equations are perpendicular to

a. 2y − 5x = 7 and 4y + 12 = mx
each other.

b. 5x − 6y = −27 and 15 + mx = −3y

18. MC The gradient of the line perpendicular to the line with equation 3x − 6y = 2 is:

B. −6 E. −2
1
A. 3 C. 2 D.
2

19. Determine the equation of a line, in the form of ax + by + c = 0, that is perpendicular to the line with
Reasoning

equation 2x − y = 3 and passes through the point (2, 3).

20. Form the equation of the line, in the form of ax + by + c = 0, that is perpendicular to the line with equation
−4x − 3y = 3 and passes through the point (−1, 4).

TOPIC 3 Coordinate geometry 177

 21. MC Triangle ABC has a right angle at B. The vertices are A(−2, 9), B(2, 8) and C(1, z). The value of z is:

E. −4
1 3
A. 8 B. 4 C. 12 D. 7
4 4

22. a. Sketch the graph of the equation y = 2x − 4.

Problem solving

b. On the same set of axes, sketch the graph of the line parallel to y = 2x − 4 that has a y-intercept of −2.
c. Sketch the graph of the line that is perpendicular to the lines found in part a and b that also passes
through the origin.

ay + 3x = 4a and 2x − y = 5.
23. Determine the value(s) of a such that there would be no point of intersection between the lines

24. A family of parallel lines has the equation 3x − 2y = k where k is a real number.
a. Determine the gradient of each member of this family of lines.
b. Show that all lines in the family contain the point (k, k).

3.5 The distance between two points

LEARNING INTENTION
At the end of this subtopic you should be able to:
• calculate the straight-line distance between two points
• determine the value of an unknown coordinate given the distance between two points.

3.5.1 The distance between two points

eles-4745
• The distance between two points can be calculated using y

• Consider two points A(x1 , y1 ) and B(x2 , y2 ) on the Cartesian plane

Pythagoras’ theorem. y2
B
(x2, y2)

as shown.
• If point C is placed as shown, ABC is a right-angled triangle and A
y1 C

AC = x2 − x1
AB is the hypotenuse. (x1, y1)

BC = y2 − y1 0 x1 x2 x

AB2 = AC2 + BC2

By Pythagoras’ theorem:

= (x2 − x1 )2 + (y2 − y1 )2

Hence AB = (x2 − x1 )2 + (y2 − y1 )2

√

The distance between two points

The distance between two points A(x1 , y1 ) and B(x2 , y2 ) is:

AB = (x2 − x1 )2 + (y2 − y1 )2
√

• This distance formula can be used to calculate the distance between any two points on the Cartesian plane.
• The distance formula has many geometric applications.

178 Jacaranda Maths Quest 10 + 10A

this for yourself using (x1 , y1 ) = (3, 4) and (x2 , y2 ) = (−3, 1).
Note: If the coordinates were named in the reverse order, the formula would still give the same answer. Check

WORKED EXAMPLE 18 Determining the distance between two points on a graph

Determine the distance between the points A and B in the figure.

y
4
B
3
2
A
1

–3 –2 –1 0 1 2 3 4 x

THINK WRITE

2. Let A have coordinates (x1 , y1 ). Let (x1 , y1 ) = (−3, 1)

1. From the graph, locate points A and B. A(−3, 1) and B(3, 4)

3. Let B have coordinates (x2 , y2 ). Let (x2 , y2 ) = (3, 4)

AB = (x2 − x1 )2 + (y2 − y1 )2
√
4. Calculate the length AB by applying the formula

= (3 − (−3))2 + (4 − 1)2
√
for calculating the distance between two points.

= (6)2 + (3)2
√

= 36 + 9
√

= 45
√

=3 5
√

WORKED EXAMPLE 19 Calculating the distance between two points

Calculate the distance between the points P(−1, 5) and Q(3, −2).

1. Let P have coordinates (x1 , y1 ). Let (x1 , y1 ) = (−1, 5)

THINK WRITE

2. Let Q have coordinates (x2 , y2 ). Let (x2 , y2 ) = (3, −2)

PQ = (x2 − x1 )2 + (y2 − y1 )2
√
3. Calculate the length PQ by applying the

= (3 − (−1))2 + (−2 − 5)2

√
formula for the distance between two points.

= (4)2 + (−7)2
√

= 16 + 49
√

= 65
√

TOPIC 3 Coordinate geometry 179

 TI | THINK DISPLAY/WRITE CASIO | THINK DISPLAY/WRITE

On a Calculator page, On the Main screen, complete

x1: = −1
complete the entry lines as: the entry lines as:

y1: = 5 (x − a)2 + (y − b)2 |x = −1

√

x2: = 3 |y = 5|a = 3|b = −2

x1 = x = −1
√ = −2
y2:
y1 = y = 5
(x2 − x1)2 + (y2 − y1)2 x2 = a = 3
Press ENTER after each y2 = b = −2
entry.
The distance
√ between the two
points is 65.

The distance between

√ the
two points is 65.

WORKED EXAMPLE 20 Applying the distance formula

Prove that the points A(1, 1), B(3, −1) and C(−1, −3) are the vertices of an isosceles triangle.

THINK WRITE/DRAW
1. Plot the points and draw the triangle. y
A
Note: For triangle ABC to be isosceles, two 1
sides must have the same magnitude. 0 x
–1–1 1 3
B
C
–3

AC = [1 − (−1)]2 + [1 − (−3)]2
√
2. AC and BC seem to be equal.

= (2)2 + (4)2
√
A(1, 1) = (x2 , y2 )
Calculate the length AC.

= 20
C(−1, −3) = (x1 , y1 )
√

=2 5
√

BC = [3 − (−1)]2 + [−1 − (−3)]2

√

B(3, −1) = (x2 , y2 )

3. Calculate the length BC.

= (4)2 + (2)2
√

C(−1, −3) = (x1 , y1 )

= 20
√

=2 5
√

AB = [3 − (1)]2 + [−1 − (1)]2

√

A(1, 1) = (x1 , y1 )
4. Calculate the length AB.

= (2)2 + (−2)2
√

B(3, −1) = (x2 , y2 )

= 4+4
√

=2 2
√

5. Write your conclusion. Since AC = BC ≠ AB, triangle ABC is an

isosceles triangle.

180 Jacaranda Maths Quest 10 + 10A

 DISCUSSION
How could you use the distance formula to show that a series of points lay on the circumference of a circle
with centre C?

Resources
Resourceseses
eWorkbook Topic 3 Workbook (worksheets, code puzzle and project) (ewbk-2029)
Interactivities Individual pathway interactivity: The distance between two points (int-4574)
Distance between two points (int-6051)

Exercise 3.5 The distance between two points

Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 4, 7, 11 2, 5, 8, 9, 12 3, 6, 10, 13

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency

1. WE18 Determine the distance between each pair of y

points shown in the graph. 8
G 7 O
2. WE19 Calculate the distance between the following pairs 6
K B
of points. 5

c. (−1, 3), (−7, −5) d. (5, −1), (10, 4)

4
a. (2, 5), (6, 8) b. (−1, 2), (4, 14) P

e. (4, −5), (1, 1)

3
C
E 2
H A N
1
L
3. Calculate the distance between the following pairs x
of points. –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7
–1

c. (1, 7), (1, −6) d. (a, b), (2a, −b)

a. (−3, 1), (5, 13) b. (5, 0), (−8, 0) F –2

e. (−a, 2b), (2a, −b)

M –3 D
I –4 J
–5
4. The vertices of a quadrilateral are –6
A(1, 4), B(−1, 8), C(1, 9) and D(3, 5). –7
–8
a. Determine the lengths of the sides.
b. Determine the lengths of the diagonals.
c. State the type of quadrilateral.

Understanding
If the distance between the points (3, b) and (−5, 2) is 10 units, then the value of b is:
A. −8 B. −4
5. MC

C. 4 D. 0 E. 2

A. (2, −3) E. (3, −2)

6. MC A rhombus has vertices A(1, 6), B(6, 6), C(−2, 2) and D(x, y). The coordinates of D are:
B. (2, 3) C. (−2, 3) D. (3, 2)

TOPIC 3 Coordinate geometry 181

 Reasoning
7. WE20 Prove that the points A(0, −3), B(−2, −1) and C(4, 3) are the vertices of an isosceles triangle.

8. The points P(2, −1), Q(−4, −1) and R(−1, 3 3 − 1) are joined to form a triangle. Prove that triangle PQR
√

is equilateral.
9. Prove that the triangle with vertices D(5, 6), E(9, 3) and F(5, 3) is a right-angled triangle.

10. A rectangle has vertices A(1, 5), B(10.6, z), C(7.6, −6.2) and D(−2, 1). Determine:
a. the length of CD b. the length of AD
c. the length of the diagonal AC d. the value of z.

11. Triangle ABC is an isosceles triangle where AB = AC, B is the point

Problem solving y

(−1, 2), C is the point (6, 3) and A is the point (a, 3a). Determine A (a, 3a)
the value of the integer constant a.
12. Show that the triangle ABC with coordinates A(a, a), B(m, −a) and
C(−a, m) is isosceles.
C (6, 3)
B (–1, 2)

0 x

13. ABCD is a parallelogram. y

a. Evaluate the gradients of AB and BC. B (3, 8)
b. Determine the coordinates of the point D(x, y).
c. Show that the diagonals AC and BD bisect each other.
A (1, 6)

C (6, 1)

0 x
D (x, y)

3.6 The midpoint of a line segment

LEARNING INTENTION
At the end of this subtopic you should be able to:
• calculate the midpoint between two points
• determine the value of an unknown coordinate given the midpoint between two points.

3.6.1 Midpoint of a line segment

eles-4746
• The midpoint of a line segment is the halfway point.

• The following diagram shows the line interval AB joining points A(x1 , y1 ) and B(x2 , y2 ).
• The x- and y-coordinates of the midpoint are halfway between those of the coordinates of the end points.

182 Jacaranda Maths Quest 10 + 10A

Points C(x, y1 ) and D(x2 , y) are added to the diagram and are used to make the two right-angled triangles ΔABC
The midpoint of AB is P, so AP = PB.

and ΔPBD.
The two triangles are congruent:

y
B (x2, y2)
y2

P
y D
(x, y)

y1 A
(x1, y1) C

0 x1 x x2 x

AP = PB
∠APC = ∠PBD
(given)

∠CAP = ∠DPB
(corresponding angles)

So ΔAPC = ΔPBD
(corresponding angles)
(ASA)

This means that AC = PD;

i.e. x − x1 = x2 − x (solve for x)
2x = x1 + x2
x + x2
i.e.

x= 1
2

y1 + y2
In other words, x is simply the average x1 and x2 .

Similarly, y = .
2

The midpoint formula

To calculate the midpoint (x, y) of the two points A (x1 , y1 ) and B (x2 , y2 ): y
• The x-value is the average of x1 and x2 . (x2, y2)
• The y-value is the average of y1 and y2 .

x1 + x2 y1 + y2
M

Midpoint = ,
( )
(x_____
1
2
2
2 )
+ x , _____
y +y
1 2

(x1, y1)
2 2
0 x

TOPIC 3 Coordinate geometry 183

 WORKED EXAMPLE 21 Calculating the midpoint

Calculate the coordinates of the midpoint of the line segment joining (−2, 5) and (7, 1).

1. Label the given points (x1 , y1 ) and (x2 , y2 ). Let (x1 , y1 ) = (−2, 5) and (x2 , y2 ) = (7, 1)
THINK WRITE

x1 + x2
2. Determine the x-coordinate of the midpoint. x=

−2 + 7
2

=
2
=
5
2
=2
1
2

y1 + y2
3. Determine the y-coordinate of the midpoint. y=

5+1
2

=
2

=
6

=3
2

2 ,3 .
( )
1
4. Write the coordinates of the midpoint. The midpoint is
2

TI | THINK DISPLAY/WRITE CASIO | THINK DISPLAY/WRITE

On a Calculator page, On the Main screen,

x1 + x2 x+a
complete the entry lines as: complete the entry lines as:

|x1 = −2 and x2 = 7 |x = −2|a = 7

y1 + y2 y+b
2
|y = 5|b = 1
2
|y1 = 5 and y2 = 1 2
2
Press ENTER after each Press EXE after each entry.
entry.

2 ,3 .
( )
1
The midpoint is
2

2 ,3 .
( )
1
The midpoint is
2

184 Jacaranda Maths Quest 10 + 10A

WORKED EXAMPLE 22 Determining an unknown coordinate

(1, −4), determine the coordinates of B.

The coordinates of the midpoint, M, of the line segment AB are (7, 2). If the coordinates of A are

1. Let the start of the line segment be (x1 , y1 ) Let (x1 , y1 ) = (1, −4) and (x, y) = (7, 2)
THINK WRITE/DRAW

x1 + x2
and the midpoint be (x, y).
2. The average of the x-coordinates is 7. x=

1 + x2
2

7=
Determine the x-coordinate of the end point.

14 = 1 + x2
2

x2 = 13

y1 + y2
3. The average of the y-coordinates is 2. y=

−4 + y2
2

2=
Determine the y-coordinate of the end point.

4 = −4 + y2
2

y2 = 8

4. Write the coordinates of the end point. The coordinates of the point B are (13, 8).
5. Check that the coordinates are feasible by y B (13, 8)
drawing a diagram. 8
6
4
M
2 (7, 2)
0 x
2 4 6 8 10 12 14
–4
A (1, −4)

DISCUSSION
If the midpoint of a line segment is the origin, what are the possible values of the x- and y- coordinates of
the end points?

Resources
Resourceseses
eWorkbook Topic 3 Workbook (worksheets, code puzzle and project) (ewbk-2029)
Interactivities Individual pathway interactivity: The midpoint of a line segment (int-4575)
Midpoints (int-6052)

TOPIC 3 Coordinate geometry 185

Exercise 3.6 The midpoint of a line segment
Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 3, 6, 7, 12, 15 4, 5, 8, 9, 13, 16 2, 10, 11, 14, 17

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency

a. (−5, 1), (−1, −8) b. (4, 2), (11, −2) c. (0, 4), (−2, −2)
1. WE21 Calculate the coordinates of the midpoint of the line segment joining the following pairs of points.

a. (3, 4), (−3, −1) b. (a, 2b), (3a, −b) c. (a + 3b, b), (a − b, a − b)
2. Calculate the coordinates of the midpoint of the line segment joining the following pairs of points.

3. WE 22 The coordinates of the midpoint, M, of the line segment AB are (2, −3). If the coordinates of A are
(7, 4), determine the coordinates of B.

a. (1, 2) and (3, −4) b. (7, −2) and (−4, 13)

4. Determine the midpoint of the following sets of coordinates.
c. (3, a) and (1, 4a)

5. If M(2, −2) is the midpoint of the line segment joining the points X(4, y) and Y(x, −1), then calculate the
value of x + y.

6. A square has vertices A(0, 0), B(2, 4), C(6, 2) and D(4, −2). Determine:
Understanding

a. the coordinates of the centre b. the length of a side c. the length of a diagonal.

The midpoint of the line segment joining the points (−2, 1) and (8, −3) is:
A. (6, −2) D. (3, −1) E. (5, −2)
7. MC

B. (5, 2) C. (6, 2)

8. MC If the midpoint of AB is (−1, 5) and the coordinates of B are (3, 8), then A has coordinates:
A. (1, 6.5) B. (2, 13) C. (−5, 2) D. (4, 3) E. (7, 11)

9. a. The vertices of a triangle are A(2, 5), B(1, −3) and C(−4, 3). Determine:

i. the coordinates of P, the midpoint of AC

ii. the coordinates of Q, the midpoint of AB
iii. the length of PQ.

b. Show that BC = 2PQ.

10. a. A quadrilateral has vertices A(6, 2), B(4, −3), C(−4, −3) and D(−2, 2). Determine:

i. the midpoint of the diagonal AC

ii. the midpoint of the diagonal BD.

b. State what you can infer about the quadrilateral.

11. a. The points A(−5, 3.5), B(1, 0.5) and C(−6, −6) are the vertices of a triangle. Determine:

i. the midpoint, P, of AB ii. the length of PC

iii. the length of AC iv. the length of BC.

b. Describe the triangle. State what PC represents.

186 Jacaranda Maths Quest 10 + 10A

 Plot the following points on a Cartesian plane: A(−1, −4), B(2, 3), C(−3, 8) and D(4, −5).
Reasoning
12. a.
b. Show that the midpoint of the interval AC is (−2, 2).
c. Calculate the exact distance between the points A and C.
d. If B is the midpoint of an interval CM, determine the coordinates of point M.
7
e. Show that the gradient of the line segment AB is .
3
f. Determine the equation of the line that passes through the points B and D.

13. Write down the coordinates of the midpoint of the line joining the points (3k − 1, 4 − 5k) and
(5k − 1, 3 − 5k). Show that this point lies on the line with equation 5x + 4y = 9.
14. The points A (2m, 3m), B (5m, −2m) and C (−3m, 0) are the vertices of a triangle. Show that this is a
right-angled triangle.
y

A (2m, 3m)

0 x
C (–3m, 0)

B (5m, –2m)

Problem solving

has a gradient of −3.

15. Determine the equation of the straight line that passes through the midpoint of A(−2, 5) and B(−2, 3), and

16. Determine the equation of the straight line that passes through the midpoint of A(−1, −3) and B(3, −5),
2
and has a gradient of .

17. Determine the equation of the straight line passing through the midpoint of (3, 2) and (5, −2) that is also
3

perpendicular to the line 3x − 2y = 7.

3.7 Applications and collinearity

LEARNING INTENTION
At the end of this subtopic you should be able to:
• determine whether a set of coordinates are collinear
• determine the equation of a perpendicular bisector
• apply your understanding from multiple skills learned in this topic to a single problem.

TOPIC 3 Coordinate geometry 187

 3.7.1 Collinear points
eles-4747

• If A, B and C are collinear, then mAB = mBC .

• Collinear points are points that all lie on the same straight line. y

0 x

WORKED EXAMPLE 23 Proving points are collinear

Show that the points A(2, 0), B(4, 1) and C(10, 4) are collinear.

THINK WRITE

Let A(2, 0) = (x1 , y1 ) and B(4, 1) = (x2 , y2 )

y − y1
1. Calculate the gradient of AB.

since m = 2
x2 − x1
1−0
mAB =
4−2

=
1
2

Let B(4, 1) = (x1 , y1 ) and C(10, 4) = (x2 , y2 )

4−1
2. Calculate the gradient of BC.

mBC =
10 − 4

=
3
6

=
1
2

Since mAB = mBC =

1
3. Show that A, B and C are collinear. and B is common to both line
2
segments, A, B and C are collinear.

3.7.2 Equations of horizontal and vertical lines

eles-4748

expressed in the form y = c and have no x-intercept.

• Horizontal lines are parallel to the x-axis, have a gradient of zero, are y x=4
4

gradient, are expressed in the form x = a and have no y-intercept.

• Vertical lines are parallel to the y-axis, have an undefined (infinite) y=2
2

0 x
–2 2 4 6
–2

–4

188 Jacaranda Maths Quest 10 + 10A

 WORKED EXAMPLE 24 Determining the equation of vertical and horizontal lines

a. the vertical line that passes through the point (2, −3)
Determine the equation of:

b. the horizontal line that passes through the point (−2, 6).

a. The equation of a vertical line is x = a. a. x = 2

THINK WRITE

b. The equation of a horizontal line is y = c. The b. y = 6

The x-coordinate of the given point is 2.

y-coordinate of the given point is 6.

3.7.3 Perpendicular bisectors

eles-4749
• A perpendicular bisector is a line that intersects another line at a B
right angle and cuts it into two equal lengths.
• A perpendicular bisector passes through the midpoint of a line
segment. Perpendicular bisector,
Midpoint (x1, y1)
gradient = m

The perpendicular bisector

• The equation of a perpendicular bisector can be found by using the formula:

y − y1 = m(x − x1 )
where (x1 , y1 ) represents the midpoint of a given set of coordinates and m is the gradient perpendicular
to the gradient of the given line (i.e. the gradient of the perpendicular bisector).

WORKED EXAMPLE 25 Determining the equation of a perpendicular bisector

Determine the equation of the perpendicular bisector of the line joining the points (0, −4) and (6, 5).
(A bisector is a line that crosses another line at right angles and cuts it into two equal lengths.)

THINK WRITE

Let (0, −4) = (x1 , y1 ).

Let (6, 5) = (x2 , y2 ).
1. Determine the gradient of the line joining the given

y − y1 y − y1
points by applying the formula.
m= 2 m1 = 2
x2 − x1 x2 − x1
.

5 − (−4)
m1 =
6−0

=
9
6

=
3
2

TOPIC 3 Coordinate geometry 189

 m1 =
3
m1 × m2 = −1
2. Calculate the gradient of the perpendicular line.
2

m2 = −
2
3

x1 + x2 y1 + y2
3. Determine the midpoint of the line joining the given x= y=

x1 + x2 y1 + y2 0+6 −4 + 5
2 2

= =
points.
M= , where (x1 , y1 ) = (0, −4)
( )

and (x2 , y2 ) = (6, 5). =3

2 2 2 2

=
1
2
( )
1
Hence 3, are the coordinates of
2
the midpoint.

4. Determine the equation of the line with gradient − Since y − y1 = m(x − x1 ),

2

then y − = − (x − 3)
( ) 3
1 1 2
that passes through 3, .
2 2 3

3 y− = −2(x − 3)
( )
1
5. Simplify by removing the fractions.
2

3y − = −2x + 6
Multiply both sides by 3.
Multiply both sides by 2. 3

6y − 3 = −4x + 12
2

4x + 6y − 15 = 0

DISCUSSION
How could you use coordinate geometry to design a logo for an organisation?

Resources
Resourceseses
eWorkbook Topic 3 Workbook (worksheets, code puzzle and project) (ewbk-2029)
Interactivities Individual pathway interactivity: Applications and collinearity (int-8469)
Vertical and horizontal lines (int-6049)

190 Jacaranda Maths Quest 10 + 10A

Exercise 3.7 Applications and collinearity
Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 3, 4, 11, 12, 13, 18, 19 2, 7, 9, 14, 15, 20 5, 6, 8, 10, 16, 17, 21

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency
1. WE23 Show that the points A(0, −2), B(5, 1) and C(−5, −5) are collinear.
2. Show that the line that passes through the points (−4, 9) and (0, 3) also passes through the point (6, −6).

a. the vertical line that passes through the point (1, −8)
3. WE24 Determine the equation of:

b. the horizontal line that passes through the point (−5, −7).

and (−5, −4).

4. WE25Determine the equation of the perpendicular bisector of the line joining the points (1, 2)

, , 2 and (5, 3).

( ) ( )
7 5
5. a. Show that the following three points are collinear: 1,
5 2 ( )
7
b. Determine the equation of the perpendicular bisector of the line joining the points 1, and (5, 3).

6. The triangle ABC has vertices A(9, − 2), B(3, 6), and C(1, 4).
5

a. Determine the midpoint, M, of BC.

b. Determine the gradient of BC.
c. Show that AM is the perpendicular bisector
of BC.
d. Describe triangle ABC.

7. Determine the equation of the perpendicular

bisector of the line joining the points (−2, 9)
and (4, 0).

and C are (4, 1), (1, −2) and (−2, 1) respectively.

8. ABCD is a parallelogram. The coordinates of A, B

Determine:
a. the equation of AD
b. the equation of DC
c. the coordinates of D.

TOPIC 3 Coordinate geometry 191

Understanding

a. A(2, 0), B(4, − 3), C (2, − 4), D(0, − 1)

9. In each of the following, show that ABCD is a parallelogram.

b. A(2, 2), B(0, − 2), C(−2, − 3), D(0, 1)

c. A(2.5, 3.5), B(10, − 4), C(2.5, − 2.5), D(−5, 5)

a. A(0, 6), B(2, 2), C(0, − 4), D(−5, − 9)

10. In each of the following, show that ABCD is a trapezium.

b. A(26, 32), B(18, 16), C(1, − 1), D(−3, 3)

c. A(2, 7), B(1, − 1), C(−0.6, − 2.6), D(−2, 3)

The line that passes through the points (0, −6) and (7, 8) also passes through:
D. (1, −8)
11. MC

A. (4, 3) B. (5, 4) C. (−2, 10) E. (1, 4)

Reasoning
12. The map shows the proposed course for a yacht race. Buoys y
Scale: 1 unit ⇐
⇒1 km
have been positioned at A(1, 5), B(8, 8), C(12, 6), and D(10, w). 12 N
11
a. Calculate how far it is from the start, O, to buoy A.
10
b. The race marshall boat, M, is situated halfway between buoys 9
A and C. Determine the coordinates of the boat’s position. Buoy B
8
c. Stage 4 of the race (from C to D) is perpendicular to stage 7
3 (from B to C). Evaluate the gradient of CD. 6
Buoy
A M Buoy C
d. Determine the linear equation that describes stage 4. 5
e. Hence determine the exact position of buoy D. 4
f. An emergency boat is to be placed at point E, (7, 3). 3 E
Determine how far the emergency boat is from the hospital, H2 Buoy D
located at H, 2 km north of the start. 1
O
x
1 2 3 4 5 6 7 8 9 10 11 12
(Start)

13. Prove that the quadrilateral ABCD is a rectangle with A(2, 5), B(6, 1), C (3, −2) and D(−1, 2).

a. A(1, − 4), B(2, − 3), C(4, − 7)

14. Show that the following sets of points form the vertices of a right-angled triangle.
b. A(3, 13), B(1, 3), C(−4, 4)
c. A(0, 5), B(9, 12), C(3, 14)

15. a. A square has vertices at (0, 0) and (2, 0). Determine where the other 2 vertices are. (There are 3 sets
of answers.)
b. An equilateral triangle has vertices at (0, 0) and (2, 0). Determine where the other vertex is. (There are
2 answers.)
c. A parallelogram has vertices at (0, 0) and (2, 0) and (1, 1). Determine where the other vertex is. (There
are 3 sets of answers.)
16. Prove that the quadrilateral ABCD is a rhombus, given A(2, 3), B(3, 5), C(5, 6) and D(4, 4).
Hint: A rhombus is a parallelogram with diagonals that intersect at right angles.
17. A is the point (0, 0) and B is the point (0, 2).
a. Determine the perpendicular bisector of AB.
b. Show that any point on this line is equidistant from A and B.

192 Jacaranda Maths Quest 10 + 10A

Problem solving
Questions 18 and 19 relate to the diagram. y
7
M is the midpoint of OA. A (4, 6)
6
N is the midpoint of AB.
5
P is the midpoint of OB.
4
18. A simple investigation:
3 M N
a. Show that MN is parallel to OB.
b. Is PN parallel to OA? Explain. 2
c. Is PM parallel to AB? Explain. 1
P B
19. A difficult investigation: 0 x
1 2 3 4 5 6
a. Determine the perpendicular bisectors of OA and OB.
b. Determine the point W where the two bisectors intersect.
c. Show that the perpendicular bisector of AB also passes through W.
d. Explain why W is equidistant from O, A and B.
e. W is called the circumcentre of triangle OAB. Using W as the centre, draw a circle through O, A, and B.
20. Line A is parallel to the line with equation 2x − y = 7 and passes through the point (2, 3). Line B is
perpendicular to the line with equation 4x − 3y + 3 = 0 and also passes through the point (2, 3). Line C

a. Determine the equations for all three lines. Give answers in the form ax + by + c = 0.
intersects with line A where it cuts the y-axis and intersects with line B where it cuts the x-axis.

b. Sketch all three lines on the one set of axes.

c. Determine whether the triangle formed by the three lines is scalene, isosceles or equilateral.

21. The lines l1 and l2 are at right angles to each other. The line l1 has the equation px + py + r = 0. Show that

+ p2
r
the distance from M to the origin is given by √ .
p2

y
l1

0 x
l2

TOPIC 3 Coordinate geometry 193

3.8 Review
3.8.1 Topic summary
Sketching linear graphs Equation of a straight line

• To plot linear graphs, complete a table of values to • The equation of a straight line is:
determine the points and use a rule. y = mx + c
• Only two points are needed in order to sketch a Where: m is the gradient and c is the y-intercept
straight-line graph. e.g. y = 2x + 5 y-intercept
• The x- and y-intercept method involves calculating both
axis intercepts, then drawing the line through them. gradient
• Determine the x-intercept but substituting y = 0. • The rule y = mx + c is called the equation of a straight
• Determine the y-intercept but substituting x = 0. line in the gradient-intercept form.
• Graphs given by y = mx pass through the origin (0, 0), • The gradient of a straight line can be determined by
since c = 0. the formulas:
rise y2 – y1
• The line y = c is parallel to the x-axis, having a gradient m= – = –
of zero and a y-intercept of c. run x2 – x1
• The line x = a is parallel to the y-axis, having a
x-intercept of a.

COORDINATE GEOMETRY
The midpoint of a line segment Determining linear equations
• The midpoint of two points, (x1, y1) and (x2, y2) is: • The formula:
x1 + x2 y1 + y2 y – y1 = m(x – x1)
M= –, – can be used to write the equation of a line, given
2 2
the gradient and the coordinates of one point.
y

(x2, y2)
Parallel and perpendicular lines
M
• Parallel lines will never intersect with each other.
(x_____
1
2
2
2 )
+ x , _____
y +y
1 2
• Two lines are parallel if they have the same gradient.
(x1, y1) e.g. y = 3x – 6
0 x y = 3x + 1
• Perpendicular lines are lines that intersect at right angles.
• Two lines are perpendicular if the product of their
gradients is –1.
The distance between two points e.g. y = 2x + 3
x
• The distance between two points, (x1, y1) and (x2, y2) is: y=–––4
2
1
d= (x2 – x1)2 + (y2 – y1)2 m1 × m 2 = 2 × – – = –1
2

Applications and collinearity Perpendicular bisector

• Collinear points are points that all lie on the same • A perpendicular bisector is B
straight line. a line that intersects another
• Horizontal lines are parallel to the x-axis, have a line at a right angle and cuts
gradient of zero, are expressed in the form y = c and it into two equal lengths.
have no x-intercept. • A perpendicular bisector Midpoint
• Vertical lines are parallel to the y-axis, have an passes through the midpoint
of a line segment.
x = a and have no y-intercept.
A

194 Jacaranda Maths Quest 10 + 10A

3.8.2 Success criteria
Tick the column to indicate that you have completed the subtopic and how well you have understood it using the
traffic light system.
(Green: I understand; Yellow: I can do it with help; Red: I do not understand)

Subtopic Success criteria

3.2 I can plot points on a graph using a rule and a table of values.

I can sketch linear graphs by determining the x- and y-intercepts.

I can sketch the graphs of horizontal and vertical lines.

I can model linear graphs from a worded context.

3.3 I can determine the equation of a straight line when given its graph.

I can determine the equation of a straight line when given the gradient and
the y-intercept.

I can determine the equation of a straight line passing through two points.

I can formulate the equation of a straight line from a written context.

3.4 I can determine whether two lines are parallel, perpendicular or neither.

I can determine the equation of a straight line that is parallel to a given line.

I can determine the equation of a straight line that is perpendicular to a

given line.

3.5 I can calculate the straight-line distance between two points.

I can determine the value of an unknown coordinate given the distance

between two points.

3.6 I can calculate the midpoint between two points.

I can determine the value of an unknown coordinate given the midpoint

between two points.

3.7 I can determine whether a set of coordinates are collinear.

I can determine the equation of a perpendicular bisector.

I can apply my understanding from multiple skills learned in this topic to a

single problem.

TOPIC 3 Coordinate geometry 195

3.8.3 Project
What common computer symbol is this?

On computer hardware, and on many different software applications, a broad range of symbols is used.
These symbols help us to identify where things need to be plugged into, what buttons we need to push,
or what option needs to be selected. The main focus of this task involves constructing a common symbol
found on the computer. The instructions are given below. Use grid paper to construct the symbol.

Draw the scale of your graph to accommodate x- and y-values in the following ranges: −10 ≤ x ≤ 16 and
The construction part of this task requires you to graph nine lines to reveal a common computer symbol.

−10 ≤ y ≤ 16. Centre the axes on the grid lines.

• Line 1 has an equation y = x − 1. Graph this line in the range −7 ≤ x ≤ −2.
• Line 2 is perpendicular to line 1 and has a y-intercept of −5. Determine the equation of this line, and
then draw the line in the range −5 ≤ x ≤ −1.

the line in the range −9 ≤ x ≤ −4.

• Line 3 is parallel to line 1, with a y-intercept of 3. Determine the equation of the line, and then graph

• Line 4 is parallel to line 1, with a y-intercept of −3. Determine the equation of the line, and then graph
the line in the range −1 ≤ x ≤ 2.
• Line 5 has the same length as line 4 and is parallel to it. The point (−2, 3) is the starting point of the
line, which decreases in both x- and y-values from there.
• Line 6 commences at the same starting point as line 5, and then runs at right angles to line 5. It has an

• Line 7 commences at the same starting point as both lines 5 and 6. Its equation is y = 6x + 15. The point
x-intercept of 1 and is the same length as line 2.

• Line 8 has the equation y = −x + 15. Its midpoint is the point (7, 8) and its extremities are the points
(−1, 9) lies at the midpoint.

• Line 9 has the equation 6y − x + 8 = 0. It runs from the intersection of lines 4 and 6 until it meets line 8.
where the line meets line 7 and line 9.

1. Determine what common computer symbol you have drawn.

2. The top section of your figure is a familiar geometric shape. Use the coordinates on your graph, together
with the distance formula to determine the necessary lengths to calculate the area of this figure.
3. Using any symbol of interest to you, draw your symbol on grid lines and provide instructions for your
design. Ensure that your design involves aspects of coordinate geometry that have been used throughout
this task.

196 Jacaranda Maths Quest 10 + 10A

 Resources
Resourceseses
eWorkbook Topic 3 Workbook (worksheets, code puzzle and project) (ewbk-2029)
Interactivities Crossword (int-2833)
Sudoku puzzle (int-3590)

Exercise 3.8 Review questions

To answer questions online and to receive immediate corrective feedback and fully worked solutions for
all questions, go to your learnON title at www.jacplus.com.au.
Fluency
1. MC The equation of the following line is:
y
3

0 x

A. 3x + 2y = 6 B. 3x − 2y = 6 C. 2x + 3y = 6
2

D. 2x − 3y = 6 E. 2x − 3y = −6

The equation of a linear graph with gradient −3 and x-intercept of 4 is:

A. y = −3x − 12 B. y = −3x + 4 C. y = −3x − 4
2. MC

D. y = −3x + 12 E. y = 4x − 3

The equation of a linear graph which passes through (2, −7) and (−2, −2) is:
A. 4x − 5y + 18 = 0 B. 5x + 4y + 18 = 0 C. 5x + 4y − 18 = 0
3. MC

D. 5x − 4y − 18 = 0 E. 4x + 5y + 18 = 0

4. MC
√The distance between the points (1, 5) and (6, −7) is:
√ √
A. 53 B. 29 C. 13 D. 193 E. 12

5. MC The midpoint of the line segment joining the points (−4, 3) and (2, 7) is:
A. (−1, 5) B. (−2, 10) C. (−6, 4) D. (−2, 4) E. (−1, 2)

6. MC If the midpoint of the line segment joining the points A(3, 7) and B(x, y) has coordinates (6, 2),

B. (0, −6) C. (9, −3)

then the coordinates of B are:
A. (15, 3) D. (4.5, 4.5) E. (−9, 3)

7. MC If the points (−6, −11), (2, 1) and (x, 4) are collinear, then the value of x is:
1 5
A. 4 B. 3.2 C. D. E. 3
4 16

The gradient of the line perpendicular to 3x − 4y + 7 = 0 is:

C. − E. −4
8. MC
3 4 4
A. B. D. 3
4 3 3

TOPIC 3 Coordinate geometry 197

 The equation of the line perpendicular to 2x + y − 1 = 0 and passing through the point (1, 4) is:
A. 2x + y − 6 = 0 B. 2x + y − 2 = 0 C. x − 2y + 7 = 0 D. x + 2y + 9 = 0 E. x − 2y = 0
9. MC

10. Produce a table of values, and sketch the graph of the equation y = −5x + 15 for values of x between
−10 and +10.

11. Sketch the graph of the following linear equations, labelling the x- and y-intercepts.

a. y = 3x − 2 b. y = −5x + 15 c. y = − x + 1 d. y = x−3
2 7
3 5

12. Determine the x- and y-intercepts of the following straight lines.

a. y = −7x + 6 b. y = x−5 c. y = x− d. y = 0.5x + 2.8

3 4 3
8 7 4

a. 2x − 3y = 6 b. 3x + y = 0 c. 5x + y = −3 d. x + y + 3 = 0
13. Sketch graphs of the following linear equations by finding the x- and y-intercepts.

14. Sketch the graph of each of the following.

a. y = b. y = − 4x c. x = −2 d. y = 7
1
x
2

15. Sketch the graph of the equation 3(y − 5) = 6(x + 1).

16. Determine the equations of the straight lines in the following graphs.
a. y b. y c. y

0 x 2
−4
0 x x
1 0
6
−4
−2

d. y e. y f. y
(2, 8)

0 x

0 x 3
−– 0 x
4 5

a. Gradient = 3, y-intercept = −4 b. Gradient = −2, y-intercept = −5

17. Determine the linear equation given the information in each case below.

, y-intercept = 5 d. Gradient = 0, y-intercept = 6

1
c. Gradient =
2

198 Jacaranda Maths Quest 10 + 10A

18. For each of the following, determine the equation of the straight line with the given gradient and

a. Gradient = 7, point (2, 1) b. Gradient = −3, point (1, 1)

passing through the given point.

, point (1, −3)

1 3
c. Gradient = , point (−2, 5) d. Gradient =
2 5

19. Determine the distance between the points (1, 3) and (7, −2) in exact form.

20. Prove that triangle ABC is isosceles given A(3, 1), B(−3, 7) and C(−1, 3).

21. Show that the points A(1, 1), B(2, 3) and C(8, 0) are the vertices of a right-angled triangle.

22. The midpoint of the line segment AB is (6, −4). If B has coordinates (12, 10), determine the
coordinates of A.

23. Show that the points A(3, 1), B(5, 2) and C(11, 5) are collinear.

24. Show that the lines y = 2x − 4 and x + 2y − 10 = 0 are perpendicular to one another.

25. Determine the equation of the straight line passing through the point (6, −2) and parallel to the line
x + 2y − 1 = 0.

26. Determine the equation of the line perpendicular to 3x − 2y + 6 = 0 and having the same y-intercept.

27. Determine the equation of the perpendicular bisector of the line joining the points (−2, 7) and (4, 11).

straight lines with equations y = 3x − 1 and y = 2x + 5.

28. Determine the equation of the straight line joining the point (−2, 5) and the point of intersection of the

29. Use the information given in the diagram to complete the following. y
B (4, 9)
a. Determine: 9
i. the gradient of AD
C
ii. the gradient of AB
4 A
iii. the equation of BC
iv. the equation of DC D
v. the coordinates of C. 0 45 9
x
b. Describe quadrilateral ABCD.

30. In triangle ABC, A is (1, 5), B is (−2, −3) and C is (8, −2).
a. Determine:
i. the gradient of BC
ii. the midpoint, P, of AB
iii. the midpoint, Q, of AC.
b. Hence show that:
i. PQ is parallel to BC
ii. PQ is half the length of BC.

TOPIC 3 Coordinate geometry 199

 Problem solving
31. John has a part-time job working as a gardener and is paid $13.50 per hour.
a. Complete the following table of values relating the amount of money received to the number of
hours worked.

Pay $
Number of hours 0 2 4 6 8 10

b. Determine a linear equation relating the amount of money received to the number of hours worked.
c. Sketch the linear equation on a Cartesian plane over a suitable domain.
3
d. Using algebra, calculate the pay that John will receive if he works for 6 hours.
4

32. A fun park charges a $12.50 entry fee and an additional $2.50 per ride.
a. Complete the following table of values relating the total cost to the number of rides.

Cost $
Number of rides 0 2 4 6 8 10

b. Determine a linear equation relating total cost to the number of rides.

c. Sketch the linear equation on a Cartesian plane over a suitable domain.
d. Using algebra, calculate the cost for 7 rides.

33. The cost of hiring a boat is $160 plus $22.50 per hour.
a. Sketch a graph showing the total cost for between 0 and 12 hours.
b. State the equation relating cost to time rented.
c. Predict the cost of hiring a boat for 12 hours and 15 minutes.

34. ABCD is a quadrilateral with vertices A(4, 9), B(7, 4), C(1, 2) and D(a, 10).
Given that the diagonals are perpendicular to each other, determine:
a. the equation of the diagonal AC
b. the equation of the diagonal BD
c. the value of a.

200 Jacaranda Maths Quest 10 + 10A

35. An architect decides to design a building with a 14-metre-square base such that the external walls are
initially vertical to a height of 50 metres, but taper so that their separation is 8 metres at its peak height
of 90 metres. A profile of the building is shown with the point (0, 0) marked as a reference at the centre
of the base.
a. Write the equation of the vertical line connecting A and B.
b. Write the coordinates of B and C.
c. Determine the length of the tapered section of wall from B to C.

8m
C

B
90 m

50 m

0
A 14 m x

36. In a game of lawn bowls, the object is to bowl a biased ball so that it gets as close as possible to a
smaller white ball called a jack. During a game, a player will sometimes bowl a ball quite quickly so
that it travels in a straight line in order to displace an opponents ‘guard balls’. In a particular game,
player x has 2 guard balls
( close ) to the jack.
( The coordinates of the jack are (0, 0) and the coordinates of
the guard balls are A −1, and B − ,
)
4 1 57
. Player Y bowls a ball so that it travels in a straight
5 2 40
line toward the jack. The ball is bowled from the position S, with the coordinates (−30, 24).

y
S (–30, 24) 24

(
1 57
B ––, –
2 40 ) 57
–
40

(
4
A –1, –
5 ) –4
5
0 x
–30 –1 – –1
2
(Not to scale)

a. Will player Y displace one of the guard balls? If so, which one? Explain your answer.
b. Due to bias, the displaced guard ball is knocked so that it begins to travel in a straight line (at right
angles to the path found in part a. Determine the equation of the line of the guard ball.
c. Show that guard ball A is initially heading directly toward guard ball B.
d. Given its initial velocity, guard ball A can travel in a straight line for 1 metre before its bias affects it
path. Calculate and explain whether guard ball A will collide with guard ball B.

TOPIC 3 Coordinate geometry 201

 37. The graph shows the line p passing through the points A(−1, 1) and B(5, 5). Given that C is the point
(4, 1), determine:
a. the gradient of p

c. the area of ΔABC

b. the equation of p

d. the length BC, giving your answer correct to 2 decimal places.

y
6
B (5, 5)
5
4
3
2
A (–1, 1) 1 C (4, 1)

0 x
–4 –3 –2 –1
–1 1 2 3 4 5 6
–2
–3
–4

38. The temperature of the air (T °C) is related to the height

above sea level (h metres) by the formula T = 18 − 0.005h.
a. Evaluate the temperature at the heights of:
i. 600 m
ii. 1000 m
iii. 3000 m
b. Draw a graph using the results from part a.
c. Use the graph to determine the temperature at 1200 m and

d. Predict the height at which the temperature is 9 °C.

2500 m.

39. An old theory is that the number of hours of sleep (h) that a

18 − c
h=8+
child of c years of age should have each night is
.
2
a. Determine how many hours a 10-year-old should have.
b. Evaluate the age of a child that requires 10 hours sleep.
c. For every year, determine how much less sleep a child
requires.

To test your understanding and knowledge of this topic, go to your learnON title at
www.jacplus.com.au and complete the post-test.

202 Jacaranda Maths Quest 10 + 10A

Online Resources Resources

Below is a full list of rich resources available online for this topic. These resources are designed to bring ideas to life,
to promote deep and lasting learning and to support the different learning needs of each individual.

eWorkbook Interactivities
Download the workbook for this topic, which includes 3.2 Individual pathway interactivity: Sketching graphs
worksheets, a code puzzle and a project (ewbk-2029) ⃞ (int-4572) ⃞
Plotting linear graphs (int-3834) ⃞
Solutions The gradient–intercept method (int-3839) ⃞
The intercept method (int-3840) ⃞
Download a copy of the fully worked solutions to every
Equations of straight lines (int-6485) ⃞
question in this topic (sol-0737) ⃞
3.3 Individual pathway interactivity: Determining the
equation (int-4573) ⃞
Digital documents
Linear graphs (int-6484) ⃞
3.2 SkillSHEET Describing the gradient of a line (doc-5197) ⃞ 3.4 Individual pathway interactivity: Parallel and
SkillSHEET Plotting a line using a table of values perpendicular lines (int-4576) ⃞
(doc-5198) ⃞ Parallel lines (int-3841) ⃞
SkillSHEET Stating the y-intercept from a graph Perpendicular lines (int-6124) ⃞
(doc-5199) ⃞ 3.5 Individual pathway interactivity: The distance between
SkillSHEET Solving linear equations that arise when two points (int-4574) ⃞
finding x- and y-intercepts (doc-5200) ⃞ Distance between two points (int-6051) ⃞
SkillSHEET Using Pythagoras’ theorem (doc-5201) ⃞ 3.6 Individual pathway interactivity: The midpoint of a line
SkillSHEET Substitution into a linear rule (doc-5202) ⃞ segment (int-4575) ⃞
SkillSHEET Transposing linear equations to standard Midpoints (int-6052) ⃞
form (doc-5203) ⃞ 3.7 Individual pathway interactivity: Applications and
3.3 SkillSHEET Measuring the rise and the run (doc-5196) ⃞ collinearity (int-8469) ⃞
SkillSHEET Determining the gradient given two points Vertical and horizontal lines (int-6049) ⃞
(doc-5204) ⃞ 3.8 Crossword (int-2833) ⃞
Sudoku puzzle (int-3590) ⃞
Video eLessons
3.2 Plotting linear graphs (eles-4736) ⃞ Teacher resources
Sketching linear graphs (eles-4737) ⃞
There are many resources available exclusively for teachers
Sketching linear graphs of the form y = mx (eles-4738) ⃞
online.
Sketching linear graphs of the form y = c and x = a
(eles-4739) ⃞
Using linear graphs to model real-life contexts
(eles-4740) ⃞
Sketching linear graphs (eles-1919) ⃞
Sketching linear graphs using the gradient–intercept
method (eles-1920) ⃞
3.3 Determining a linear equation given two points
(eles-4741) ⃞
A simple formula (eles-4742) ⃞
The equation of a straight line (eles-2313) ⃞
3.4 Parallel lines (eles-4743) ⃞
Perpendicular lines (eles-4744) ⃞
3.5 The distance between two points (eles-4745) ⃞
3.6 Midpoint of a line segment (eles-4746) ⃞
3.7 Collinear points (eles-4747) ⃞
Equations of horizontal and vertical lines (eles-4748) ⃞
Perpendicular bisectors (eles-4749) ⃞

To access these online resources, log on to www.jacplus.com.au.

TOPIC 3 Coordinate geometry 203

Answers c.
x y
y

−6
14
y = –0.5x + 10
Topic 3 Coordinate geometry 13
12

−4
10
Exercise 3.1 Pre-test 12 8

−2
6
A
x=
1.
11 4
1
2. 2
2 0 10

y = 3x − 3
3. 3 apps x
2 9 –8 –6 –4 –2 0 2 4 6 8
4. –1
5. D 4 8

a = −2 or a = 22
6. B
7. 2. a. y
x y
300 y = 100x – 240
−240
8. E
250
9. B 0

−140
200

a=6
10. D
1 150

y = −2x − 40
11. 100
12. 2

n=
50
6
13. 3 60 0 12 3 4 5
x
5 –50
A
y=− x+
14. 4 160 –100
1 5 –150
15. 5 260
4 4 –200
–250
Exercise 3.2 Sketching linear graphs
1. a. y
x y

−5 −25
35
b. x y y

−3
30 20
y = 10x + 25

−4 −15
25 y = –5x + 3
18 15

−2
20

−3 −5
10
15 13

−1
5

−2
10
5 8 –3 –2 –1 0 1 2 3
x
5 –5

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

−7
0 25 –15
–20 2
1 35 –25
c. x y y

−3
b. y 20
x y y = 7 – 4x

−1 −17
15 19 15

−2
y = 5x – 12 10
10

−12
15

−1
5 5
0

−7
x 11 x
–2 –1 0 1 2 3 4 5 –3 –2 –1 0 1 2 3
–5 –5
1

−2
–10 0 7
2 –15
1 3

−1
–20
3 3
2
4 8

204 Jacaranda Maths Quest 10 + 10A

3. a. y c. y
x y

−6
20 4
15 y = –3x + 2 2
20

−4
10
x
14 5 –4 –2 0 2 4

−2
–2
x –5x + 3y = 10
8 –10 –5 0 5 10
–5
0 2
–10 d. y

−4
–15 4
2 2

−10
–20

4 x
–4 –2 0

−16
2 4
–2
–4
6
–5x – 3y = 10

b. x y y e. y

−3
5
6 6

−2
x
5 –10 –5 0 5 10
–5
5

−1
4
y = –x + 3 2x – 8y = 20
3
4 2 5. a. y
0 3 1 10 4x + 4y = 40
0 5
1 2 –3 –2 –1 1 2 3 x
x
–10 –5 0 5 10
2 1 –5

3 0 b. y
20
–x + 6y = 120
10
c. x y y

−6
x
20 –100 –50 0 50 100
15 15 –10

−4
y = –2x + 3
10
c. y
11

−2
5
–2x + 8y = –20
7 –10 –5 0 5 10
x 5
–5
–10 –5 0 x
0 3 –10

−1
5 10
–5
2

−5
d. y
4 5

−9
x
6 –15 –10 –5 0 5 10
–5
–10
4. a. y
5x – 3y = 10 10x + 30y = –150
4
2 e. y
x 10
–2 0 2 4 5
–2
–4 x
–30 –20 –10 0 10 20
–5
b. y –10
4 5x + 30y = –150
3
5x + 3y = 10 6. a.
2 y
1 10
5
0
–3 –2 –1 1 2 3 x
x
–10 –5 0 5 10
–5
–10
–9x + 4y = 36

TOPIC 3 Coordinate geometry 205

 b. y c. y
10 4
5 3
x 2
–10 –5 0 5 10 1
(1, 1)
–5
–10 x
–1 0 1 2 3 4
6x – 4y = –24 –1
–2
y = –2x + 3
c. y y = 2x – 10
8. a. y
0 x
–1 1 2 3 4 5
0 1 2 3 4 x
–2 –1
–3 –2
–4 –3
y = –5x – 4
–5 –4
–6 –5
–7 –6
–8 –7
–9 –8
–10 –9
(1, –9)

d. y b. y
20 2
y = 1x – 2
18 1 2
16
x
14
y = –5x + 20 –2 –1 0 12 3 4
–1 (2, –1)
12 –2
10 –3
(1, –9)
8
6 c. y
4 3
y = –2x + 3
2 2 7
(7, 1)
1
0 x
2 4 6 8 10
0 x
1 2 3 4 5 6 7
e. y
x
–8 –7 –6 –5 –4 –3 –2 –1 0 9. a. y
–1 y = 0.6x + 0.5
4
y = – 1x – 4 –2
2 –3
(5, 3.5)
–4 2

7. a. y x
y = 4x + 1 0 1 2 3 4 5
5
(1, 5)
4
3 b. y
2 8
(1, 8)
1 (0, 1) 7
6
0 x
1 2 3 4 5
4 y = 8x
b. y 3
y = 3x – 7 2
0 1 2 3 4 x 1
–1
–2 x
0 1 2 3
–3
–4 (1, –4)
–5
–6
–7 (0, –7)

206 Jacaranda Maths Quest 10 + 10A

 c. y c. y
y=x–7
0 10
x x=0
–1 1 2 3 4 5 6 7 5
–2
x
–3 –5 0 5
–5
–4 –10
–5
–6 14. a. y
(1, –6)
–7 5
x
10. y –10 –5 0 5 10
–5
4 –10
y = 2x y = –10
3
2 b. y y = 100
1 y = 1x 100
2
x 50
–4 –3 –2 –1 0 1 2 3 4
–1 x
–2 –10 –5 0 5 10
–50
–3
y = –2x
–4 c. y
10
11. y 5
4 y = 5x
x
3 –100 –50 0 50
2 y= 1
–x –5
3 –10
1
x = –100
x
–4 –3 –2 –1 0 1 2 3 4
–1 15. a. y
–2
y = − 5x 10
–3 2 5
–4
x
–5 0 5 10
12. –5
y –10
4 y = –3x
3 x = 10
2 b. y
1 y = 2x 5
3 y=0
x x
–4 –3 –2 –1 0 1 2 3 4 –10 –5 0 5 10
–1 –5
–2 y = –3x
–3 2 c. y
–4 x
0
13. a. y y = 10
10
–12 y = –12
5

x-intercept: −0.5; y-intercept: 0.4

x
–10 –5 0 5 10

x-intercept: 0.5; y-intercept: −0.4

–5 16. a.
b.
b. y

x-intercept: −3; y-intercept: 12

10 c. x-intercept: 0; y-intercept: 0

x-intercept: −4; y-intercept: −4

5 17. a.

x-intercept: −1; y-intercept: −0.5

x b.
–10 –5 0 5 10
–5 c.

x-intercept: 9.75; y-intercept: −3.9

–10
18. a. x-intercept: 2.75; y-intercept: 2.2
–15
b.

x-intercept: − ≈ 1.77; y-intercept: 4.6

x = –10
23
c.
13

TOPIC 3 Coordinate geometry 207

19. a. (2, 0) , (0, −8) b. i. t 0 1 2 3 4 5
− , 0 , (0, 3)
( )
1
b. T 15 18 21 24 27 30

c. (−5, 0) , (0, 25)

2
ii. T (5, 30)
20. Sample responses can be found in the worked solutions in 30

21. a. Independent variable = number of songs bought,

the online resources. 27 (3, 24) (4, 27)

dependent variable = amount of money saved

Temperature (°C)
24 (1, 18)
21 (2, 21)
18
b. y 15 (0, 15)
50 (0, 50) 12
40 9
30 6
y = 50 –1.75x
20 3
10
(0, 28.57) 0 t
1 2 3 4 5
0 x
10 20 30 40 50 60 70 Time (hours)

Independent variable = time,

c. 5 hours

dependent variable = amount of water in the tank

c. 14 songs 25. a.

y= x−
2 7
22. b. Initially there are 80 litres of water.
3 3
c. Time cannot be negative.
y
1 x-intercept d. 4 litres per minute
(3.5, 0) e. 20 minutes
0 x f.
1 2 3 4 80
–1
60
V litres

–2
y-intercept
40
(0, –2.3)
–3

y = 20x + 25
20

23. a.
b. 0
y 4 8 12 16 20
Nikita’s potential weekly earnings ($)

55 t minutes
50 26. a. y
45 (1, 45) 8
y-intercept
40 7
y = 20x + 25 (0, 7) y=7
35 6
30 5
25 4
(0, 25) x=3
20 3
15 2
1 x-intercept
10
(3, 0)
5 0 x
1 2 3 4
0 x
1 2 3 4 5 7
−
b.

Nikita can earn a maximum of $1145.00 in a

Time (hours) 7
c. c.
3
single week. d. B
24. a. T is the dependent variable (temperature) and t is the
Exercise 3.3 Determining linear equations
y = 2x + 4 b. y = −3x + 12
independent variable (time).

y = −x + 5 d. y = 2x − 8
1. a.
c.

y= x+3 b. y = − x − 4
1 1
2. a.

c. y = 7x − 5 d. y = −3x − 15
2 4

3. a. y = 2x b. y = −3x

c. y = x d. y = − x
1 3
2 4

208 Jacaranda Maths Quest 10 + 10A

 y = 3x + 3 b. y = −3x + 4 c. y = − 4x + 2 W = −40t + 712
y = 4x + 2 e. y = −x − 4
4. a. 12. a.

y = 0.5x − 4 b. y = 5x + 2.5
d. b.712 L

y = −6x + 3 d. y = −2.5x + 1.5

5. a. c. 18 days

y = 3.5x + 6.5
c. 13. It does not matter if you rise before you run or run before

y = 5x − 19 b. y = −5x + 31
e. you rise, as long as you take into account whether the rise or

y = −4x − 1 d. y = 4x − 34 y−c
6. a. run is negative.

y = 3x − 35 m= b. y = mx + c
c.
14. a.

y = −3x + 6 b. y = −2x + 30
e. x

y = 2x − 4.5 d. y = 0.5x − 19
7. a. 15. Sample responses can be found in the worked solutions in

y = −0.5x + 5.5 16. a. mAB = 5 b. y = 5x − 3

c. the online resources.

c. mCD = 5 d. D = (6, 5)
e.

y=x+3 b. y = 2x − 1 c. y = − x +
1 7

mAB = mCD = 2 and mBC = mAD = . As opposite sides have

8. a.
2 2 1

9. a. y = x + b. y = −2x − 2 c. y = −x − 8
17.
1 1 2

18. a. b = −10 b. a = −4
the same gradients, this quadrilateral is a parallelogram.
2 2
10. a. Independent variable = time (in hours), dependent
variable = cost (in $)
Exercise 3.4 Parallel and perpendicular lines
b. t 0 1 2 3
1. a. No b. Yes c. No
c 2 8 14 20
2. a. No b. Yes c. No
c. C 3. a. No b. No c. No
40 (6, 38)
36 4. a. No b. No c. No
32 C = 6t + 2 5. b and f are parallel. c and e are parallel.
28 6. Sample responses can be found in the worked solutions in
Cost ($)

y = 2x − 9
24 the online resources.
20

3x + 2y − 8 = 0
7.
16

a. y = 3x + 2 b. y = −4x + 9
12 8.

−2x 13
c. y = −4 d. y = −
8 9.
4
3x
(0, 2)

e. y = − 1 f. y = +
2 5 5
0
1 2 3 4 5 6
t x x 17

g. y = −
Time (hours) 5 3 3
d. i. (0, 2) x 14

a. 2x − y + 5 = 0 b. x + 2y = 0
ii. The y-intercept represents the initial cost of bowling 3 3

m = 6, which represents the cost to hire a lane for an

at the alley, which is the shoe rental.
3x − 5y + 2 = 0 b. 5x + 3y − 8 = 0
10.
e. 11. a.

C = 6t + 2
additional hour.
12. a. B b. C c. D d. B

$32 −2x 1
f.
E
y = −2x + 1 b. y = −
13.
g.
h. Sample responses can be found in the worked solutions 14. a.
3 3

C = dependent variable, n = independent variable

in the online resources. 15. a and e are perpendicular; b and f are perpendicular; c and h

C = 15n + 10 −x 3
11. a. are perpendicular; d and g are perpendicular.
y= +
$460.00
b.

−8
16.
c. 2 2
a. m = b. m =
d. 18
y 17.
600 (40, 610) 5 5

2y + x − 8 = 0
Cost of hiring

500 (30, 460) 18. E

scooters ($)

4y − 3x + 15 = 0
400 19.
300
(20, 310) 20.
200
100 21. B

0 x
10 20 30 40
Number of
scooters (n)

TOPIC 3 Coordinate geometry 209

 mAB = 1 and mBC = −
22. a.
7
13. a.

D (4, −1)
y
4 3
3 b.
2 c. Sample responses can be found in the worked solutions
1 (2, 0) in the online resources.
x
–4 –3 – 2 –1 0 1 2 3 4 Exercise 3.6 The midpoint of a line segment
−3, −3 7 , 0
–1 ( ) ( )
–2 1 1
–3 1. a. b. c. (−1, 1)
2 2
–4 (0, –4)
a + b, a
( ) ( ) ( )
1 1 1
2. a. 0, 1 b. 2a, b c.

(−3, −10)
b. y 2 2 2
4 3.

(2, −1) ,
3 ( ) ( )
3 11 5a
2 (1, 0) 4. a. b. c. 2,

x + y = −3
2 2 2
1
(2, 0) 5.
0 x
–4 –3 – 2 –1 1 2 3 4 6. a. (3, 1) b. 4.47 c. 6.32
(0, –2) –1
–2 7. D
–3 C
1 ,1
8. ( )
–4 (0, –4) 1
9. a. i. (−1, 4) ii. iii. 3.91

BC = 7.8 = 2PQ
2
c.

(1, −0.5) ii. (1, −0.5)

y
4 b.
3 10. a. i.
2 (1, 0) The diagonals bisect each other, so it is a parallelogram.
b.
1
(2, 0) 11. a. i. (−2, 2) ii. 8.94 iii. 9.55 iv. 9.55
(0, 0)
–4 –3 – 2 –1 0 1 2 3 4
x b. Isosceles. PC is the perpendicular height of the triangle.
(0, –2) –1 (2, –1) 12. a. y
–2
–3 8
C (–3, 8)
–4 (0, –4) 7

−3
a=
6
5
23.
2 4
3 3 B (2, 3)
24. a.
2 2
b. Sample responses can be found in the worked solutions 1
in the online resources. x
–8 – 7 –6 –5 –4 –3 – 2 –1 0 1 2 3 4 5 6 7 8
–1
Exercise 3.5 The distance between two points
AB = 5,√CD = 2 10 or 6.32, EF =
–2
√ √ –3

GH = 2 √5 or 4.47, IJ = 5,√KL = 26 or 5.10,

1.
√3 2 or 4.24, A (–1, –4) –4

MN = 4 2 or 5.66, OP = 10 or 3.16
–5
D (4, –5)
–6
2. a. 5 b. 13 c. 10 d. 7.07 e. 6.71 –7
–8

a2 + 4b2 a2 + b2
3. a. 14.42 b. 13 c. 13

−1 + −3 −4 + 8
√ √

b. M = ,
( )
AB = 4.47, BC = 2.24, CD = 4.47, DA = 2.24
d. e. 3

b. AC = 5, BD = 5 = (−2, 2)
4. a.
2 2
√
c. Rectangle

d. (7, −2)
c. 2 37

3 − (−4) 7
5. B

=
2 − (−1) 3
6. D
e.

f. y = −4x + 11
7. 8. and 9. Sample responses can be found in the worked

d. −2.2 13. (4k − 1, 3.5 − 5k)

solutions in the online resources.

a=2
10. a. 12 b. 5 c. 13
11. 14. Sample responses can be found in the worked solutions in

15. y = −3x − 2
12. Sample responses can be found in the worked solutions in the online resources.
the online resources.

210 Jacaranda Maths Quest 10 + 10A

 3y − 2x + 14 = 0
−2x 8
16. b.

17. y = +
y
5
3 3 4
3 A (2, 3)
Exercise 3.7 Applications and collinearity 2
1 B (6, 0)
1. and 2. Sample responses can be found in the worked

3. a. x = 1 b. y = −7
solutions in the online resources. x
–1 0 1 2 3 4 5 6 7

x+y+3=0
–1 C (0, –1)
–2
4.

Since m1 = m2 = , 2 is common to both line

( )
2 5 c. Scalene
5. a. and
5 2 21. Sample responses can be found in the worked solutions in
−5
segments, these three points are collinear.
b. y = x+
the online resources.
97
2 10 Project
6. a. (2, 5)
y
b. 1 16
c. Sample responses can be found in the worked solutions 14
in the online resources. 12

7. 4x − 6y + 23 = 0
10
d. Isosceles triangle
8

8. a. y = −x + 5 b. y = x + 3
6
c. (1, 4) 4
9. and 10. Sample responses can be found in the worked 2
solutions in the online resources. x
–8 –6 –4 –2 0 2 4 6 8 10 12 14 16
11. B –2

d. y = 2x − 18
–4
12. a. 5.10 km b. (6.5, 5.5) c. 2
–6
e. (10, 2) f. 7.07 km
–8
13. and 14. Sample responses can be found in the worked

15. a. (0, 2) , (2, 2) or (0, − 2) , (−2, −2) or (1, 1) , (1, −1)

solutions in the online solutions.
1. The symbol is the one used to represent a speaker.

3 or 1, − 3
( √ ) ( √ ) 2. The shape is a trapezium.

(3, 1) , (−1, 1) or (1, −1) Area = length line 6 + length line 8

b. 1,
1( )
c.

× Perpendicular distance between these lines.

2
16. Sample responses can be found in the worked solutions in
the online resources.
= 4 2 + 14 2 × 7 2
17. Sample responses can be found in the worked solutions in 1( √ √ ) √

a. y = 1 = 126 units2
the online resources. 2

b. Sample responses can be found in the worked solutions

in the online resources. 3. Sample responses can be found in the worked solutions in the
18. a. Sample responses can be found in the worked solutions
online resources. You could use any symbol of interest and
in the online resources. provide instructions for your design. Ensure that your design
involves aspects of coordinate geometry that have been used
b. Yes
throughout this task.

a. OA: 2x + 3y − 13 = 0; OB: x = 3
c. Yes
19.
( )
Exercise 3.8 Review questions
7 1. A
b. 3,
3 2. D
c. d. and e. Sample responses can be found in the worked
3. B

a. Line A: 2x − y − 1 = 0, Line B: 3x + 4y − 18 = 0, Line

solutions in the online resources.
4. C
C: x − 6y − 6 = 0
20.
5. A
6. C
7. A
8. C
9. C

TOPIC 3 Coordinate geometry 211

10. See table at the bottom of the page.* 13. a. y
y 2x – 3y = 6
80
60 0 3 x
40 –2
20
x b. y
–10 –8 –6 –4 –2 0 2 4 6 8 10
–20
–40 3
–60
–80
0 x
–1
y = –3x
11. a. y
y = 3x – 2
2– , 0 c.
( )
3
1 (1, 1) y
0 x 5x + y = –3
1
0 x
–2 (0, –2) –3
–
5
–3
b. y
y = –5x + 15
15 d. y
(0, 15)
(1, 10) x+y+3=0
10

–3 0 x

(3, 0) –3
0 x
1
14. a. y
c. y
(0, 1)
y = –2 x + 1 1
(1, 12)
3 3
1 –, 0
2 ( ) 2
0 x
0 x 1
3
–1 y= 1x
(3, –1) 2

d. y b. y
4

0 1 x
(2 71– , 0) y = –4x
0 5 x –4
y = –7 x – 3
5 c. y
–3 (0, –3)
x = –2

x-intercept: = ; y-intercept: b = 6
6 0 x
12. a. –2
7 (
b. x-intercept: = , = 13 , y-intercept: = −5
)
40 1
3 3 d.

c. x-intercept: = , =1 , y-intercept: = −
y
( )
21 5 3
7 y=7

d. x-intercept: −5.6 y-intercept: = 2.8

16 16 4
0 x

−10 −8 −6 −4 −2
−5 −15 −25 −35
*10. x 0 2 4 6 8 10
y 65 55 45 35 25 15 5

212 Jacaranda Maths Quest 10 + 10A

15. y d. $91.13

b. Cost = $2.50 × number of rides + $12.50

7 (0, 7) 32. a. See table at the bottom of the page.*

0 x c.
– –7

Total cost ($)

2 40
30
3(y – 5) = 6(x + 1)
20

y = 2x − 2 b. y = −x − 4 c. y = − x + 2
1 10
16. a.

d. y = 4x e. y = − f. x = 5
3 0
3 2 4 6 8 10
Number of rides

y = 3x − 4 b. y = −2x − 5
4
17. a. d. $30

c. y = x + 5 d. y = 6
1 33. a.
500

18. a. y = 7x − 13 b. y = −3x + 4
2 400

Cost ($)
c. y = x + 6 d. y = x −
300
1 3 18 200
2 5 5 100
√
19. 61 0 2 4 6 8 10 12

C = 22.50h + 160
20. and 21. Sample responses can be found in the worked Time (hours)

(0, −18)
solutions in the online resources. b.

7x − 3y − 1 = 0
22. c. Approximately $436

3x + 7y − 49 = 0
23. and 24. Sample responses can be found in the worked 34. a.

x + 2y − 2 = 0
solutions in the online resources.
−7
b.

2x + 3y − 9 = 0
25.

x = −7
c.

3x + 2y − 21 = 0
26.

B (−7, 50) , C (−4, 90)

35. a.

3x − 2y + 16 = 0
27.
b.
28.

a. i. −
4 5 c. 40.11 metres

iii. 4x + 5y − 61 = 0 iv. 5x − 4y − 25 = 0 SO = −0.8, the points S, A and O are collinear. Player Y

29. ii. 36. a. Since the gradient of SA equals the gradient of
5 4

v. (9, 5) will displace guard ball A.

y= x+ or 25x − 20y + 41 = 0
5 41
b. Square
− ,1 iii. 4 , 1
( ) ( ) b.
1 1 1 1 4 20
30. a. i. ii. 5
10 2 2 2 c. Since the gradient of the path AB is , which is the
4
b. Sample responses can be found in the worked solutions same as the gradient of the known path of travel from the

dAB = 0.80 m. Yes, guard ball A will collide with guard

in the online resources. common point A, the direction of travel is toward B.

Pay = $13.50 × (number of hours worked)

31. a. See table at the bottom of the page.* d.
b. ball B as it will not be deviated from its linear path under

5−1
1 metre of travel.
Gradient = m = = =
c.

5 − −1 6 3
50 4 2
37. a.
40
Pay ($)

30
20
10
0 1 2 3 4
Hours worked (h)

*31a. Number of hours 0 2 4 6 8 10

Pay ($) 0 27 54 81 108 135

*32a. Number of rides 0 2 4 6 8 10

Cost($) 12.50 17.50 22.50 27.50 32.50 37.50

TOPIC 3 Coordinate geometry 213

 y = mx + b, y = x + b
2

If x = −1 and y = 1, substitute in the question:

b.
3

1 = (−1) + b
2
3

b=1
2
3

y= x+1
2 2
3 3
c. Plot the point (5, 1).

Area of large ∆ = × 6 × 4 = 12
1
2

Area of small ∆ = ×1×4=2

1
2
Area of ∆ABC = 12 − 2 = 10 units2

y
6 (5, 5)
5
4
3
2
(5, 1)
(–1, 1) 1
(4, 1)
–2 –1 0 1 2 3 4 5 6 x

BC2 = 42 + 12
BC2 = 16 + 1
d.

BC2 = 17
BC2 = 17 ≈ 4.12 units
√

T = 18 − 0.005 (600) = 15 °C
T = 18 − 0.005 (1000) = 13 °C
38. a. i.

iii. T = 18 − 0.005 (3000) = 3 °C

ii.

b. y
18
16
Temperature (˚C)

14
12
10
8
6
4
2

0 200 600 1000 1400 1800 2200 2600 3000 3400 3800 x

1200 m = 12 °C, 2500 m = 5.5 °C

Height (m)
c.
d. 1800 m
39. a. 12 hours

18 − c
b. 14 years old

c. h = 8 +
2h = 16 + 18 − c
2

3h = −c + 34
h = c + 17
1
2
For every year, the child requires half an hour less sleep.

214 Jacaranda Maths Quest 10 + 10A