4 Linear relationships

LESSON SEQUENCE
4.1 Overview ...............................................................................................................................................................210
4.2 Sketching linear graphs .................................................................................................................................. 214
4.3 Determining linear equations ........................................................................................................................ 225
4.4 Graphical solution of simultaneous linear equations .......................................................................... 240
4.5 Solving simultaneous linear equations using substitution ................................................................ 249
4.6 Solving simultaneous linear equations using elimination .................................................................. 254
4.7 Applications of simultaneous linear equations ...................................................................................... 260
4.8 Solving simultaneous linear and non-linear equations ....................................................................... 268
4.9 Solving linear inequalities .............................................................................................................................. 278
4.10 Inequalities on the Cartesian plane ............................................................................................................ 287
4.11 Solving simultaneous linear inequalities .................................................................................................. 296
4.12 Review ................................................................................................................................................................... 303
LESSON
4.1 Overview
Why learn this?
Often in life, we will be faced with a trade-off situation. This means that you are
presented with multiple options and must decide on a combination of outcomes
that provides you with the best result. Imagine a race with both swimming and
running components, in which athletes start from a boat, swim to shore and then
run along the beach to the finish line. Each athlete would have the following
options:
• swim directly to shore and run a longer distance along the beach
• swim a longer distance diagonally through the ocean and reduce the distance
required to run to reach the finish line
• swim directly through the ocean to the finish, covering the shortest possible
distance.
Which option should an athlete take? This would depend on how far the athlete
can swim or run, because reducing the swimming distance increases the running
distance. To determine the best combination of swimming and running, an athlete could form equations based on
speed, time and distance, and solve the equations simultaneously to find the best combination.
Just like the athletes in the scenario above, businesses face trade-offs every day, where they have to decide how
much of each product they should produce in order to make the highest possible profit. As an example, a baker
might make the most per-item profit from selling cakes, but if they don’t produce muffins, bread and a range of
other products, they will attract fewer customers and miss out on sales, reducing overall profit. Thus, a baker
could use simultaneous equations to determine the best combination of baked goods to produce in order to
maximise profit.

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210 Jacaranda Maths Quest 10

Exercise 4.1 Pre-test
1. 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.

2. 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

3. State the number of solutions to the pair of simultaneous equations 2x − y = 1 and −6x + 3y = −3.

4. Use substitution to solve the simultaneous equations y = 0.2x and y = −0.3x + 0.5.
Give your answer as a coordinate pair.

Solve the inequality 2x + 3 > 5x − 6 for x.

A. x < −1 B. x < 1 C. x > 1 D. x < 3 E. x > 3
5. MC

5 − 2m
6. MC Solve the inequality ≤ 2 for m.
3
A. m ≤ − B. m ≥ − C. m ≥ − D. m ≤ − E. m ≤ −2
1 1 11 11
2 2 2 2

7. Dylan received a better result for his Maths test than for his English test. If the sum of his two test
results is 159 and the difference is 25, determine Dylan’s maths test result.

8. MC Solve the pair of simultaneous equations mx + ny = m and x = y + n for x and y in terms of m and n.

m + n2 m(1 − n)
A. x = and y =
m+n m+n
m(1 − n)
B. x = 1 and y =
m+n
m(1 − n)
C. x = and y =
m+n
1
n
m + n2 1−n
D. x = and y =
m+n
E. x = m − mn and y = m + n
n

TOPIC 4 Linear relationships 211

 − = and + = .
x y 1 x y 1
9. MC Solve the pair of simultaneous equations
3 2 6 4 3 2

A. x = and y = B. x = and y = C. x = and y =

221 9 13 1 81 17
6 2 102 34 17 9

D. x = and y = E. x = and y =
17 9 22 9
22 22 17 17

10. MC If the perimeter of the rectangle shown is 22 cm and the area is 24 cm2 , select all possible values of
x and y.
(y + 3) cm

2x cm

A. x = 4, y = 0 B. x = 6.5, y = −5 C. x = 1 , y = 5
1

D. x = − , y = −5 E. x = ,y=5 F. x = −4, y = 0
2
3 3

G. x = 1.5, y = 5
2 2

Identify the points of intersection between the line y = x + 4 and the hyperbola y = .
5
11. MC

B. (−1, −5) and (5, 1) C. (−5, −1) and (1, 5)

x
A. (−4, 4) and (1, 5)
D. (5, 9) and (−1, 3) E. (0, 9) and (−1, 5)

Select all the point(s) of intersection between the circle x2 + y2 = 8 and the line y = x.
C. (−4, −4)
12. MC

D. (−2, −2)
A. (4, 4) B. (2, 2)

G. (2, −2)
E. (0, 0) F. (−2, 2)

13. State at how many points the line y = 2 intersects with parabola y = x2 − 4.

14. MC Identify the three inequalities that define the shaded region in y

A. x > 5, y < 1, y < x + 2

the diagram. 5

B. x > 5, y < 1, y > −x + 2

4
3

C. x > 5, y < 1, y < −x + 2

2

D. x > 1, y < 5, y < x + 2

1

E. x > 1, y < 5, y > x + 2

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

212 Jacaranda Maths Quest 10

15. MC Identify the region satisfying the systems of inequalities 2y − 3x > 1 and y + x < −2.
A. y B. y
5 5
4 4
3 3
2 2
1 1
x x
–5 –4 –3 –2 –1 0 1 2 3 4 5 –5 –4 –3 –2 –1 0 1 2 3 4 5
–1 –1
–2 –2
–3 –3
–4 –4
–5 –5

C. y D. y
5 5
4 4
3 3
2 2
1 1
x x
–5 –4 –3 –2 –1 0 1 2 3 4 5 –5 –4 –3 –2 –1 0 1 2 3 4 5
–1 –1
–2 –2
–3 –3
–4 –4
–5 –5

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

TOPIC 4 Linear relationships 213

 LESSON
4.2 Sketching linear graphs
LEARNING INTENTIONS
At the end of this lesson 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-intercepts
• sketch the graphs of horizontal and vertical lines
• model linear graphs from a worded context.

4.2.1 Plotting linear graphs

• If a series of points (x, y) is plotted using the rule y = mx + c, the points always lie in a straight line whose
eles-4736

• The rule y = mx + c is called the equation of a straight line written in ‘gradient–intercept’ form.
gradient equals m and whose y-intercept equals c.

• To plot a linear graph, complete a table of values to determine the points.

10

y = 2x + 5
5
Quadrant 2 Quadrant 1

0 x
–10 –5 5 10

–5
Quadrant 3 Quadrant 4

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

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

214 Jacaranda Maths Quest 10

 3. Plot the points on a Cartesian plane and rule a y
straight line through them. Since the x-values 2

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

(3, 1)
have been specified, the line should only be 1
x
4. Label the graph. –4 –3 –2 –1 0 1 2 3 4
–1 (2, –1)
–2
–3 (1, –3)
–4 y = 2x – 5
–5
(0, –5)
–6
(–1, –7) –7
–8
(–2, –9)
–9
–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 and 2. Highlight cell B1 to B7.

press CTRL then click 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.

3. Open a Data & Statistics 3. Highlight cells A1 to B7.

page. 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.

TOPIC 4 Linear relationships 215

 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.

4.2.2 Sketching linear graphs

eles-4737
Sketching a straight line using the x- and y-intercepts
• We need a minimum of 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

• At the x-intercept, y = 0, so the coordinates of the x-intercept are (x, 0).

y-intercepts.

• At the y-intercept, x = 0, so the coordinates of the y-intercept are (0, y).

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 x
(0, y)

Let x = 0 to determine
the y-intercept.

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

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

a. 1. Write the equation.

2x + 0 = 6
2x = 6
x=3
The x-intercept is (3, 0).

216 Jacaranda Maths Quest 10

 3. Determine the y-intercept by substituting x = 0. y-intercept: when x = 0,
2(0) + y = 6
y=6
The y-intercept is (0, 6).
4. Plot both points and rule the line. y
10
5. Label the graph.
8 2x + y = 6
6 (0, 6)
4
2
(3, 0)
–4 –2 0 2 4 6 8 10 x
–2
–4
–6

b. y = −3x − 12
2. Determine the x-intercept by substituting y = 0 x-intercept: when y = 0,
b. 1. Write the equation.

−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
The x-intercept is (−4, 0).
c = −12
form y = mx + c, so compare this with our equation The 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
20
5. Label the graph.
16
12
8
4
(–4, 0)
–8 –6 –4 –2 0 2 4 6 8 x
–4
–8
–12 (0, –12)
–16 y = –3x – 12
–20

Sketching a straight line using the gradient–intercept method

• The gradient–intercept 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 following steps 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
.
run
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.
TOPIC 4 Linear relationships 217
 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 the y-intercept is (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 and 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 2 4 6 8 x
We have still not found the x-intercept.
(5, –1)
–2

(0, –3)
–4

4.2.3 Sketching linear graphs of the form y = mx

• Graphs given by y = mx pass through the origin (0, 0), since c = 0.
eles-4738

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

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

Sketch the graph of y = 3x.

y = 3x
THINK WRITE/DRAW

x-intercept: when y = 0,
1. Write the equation.

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 the y-intercept are at (0, 0).

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).

218 Jacaranda Maths Quest 10

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

(0, 0)

4.2.4 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

2. The y-intercept is −3. As x does not appear in the equation, the y-intercept = −3, (0, −3)
a. 1. Write the equation.

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.

3. Sketch a horizontal line through (0, −3).
y
3
4. Label the graph. 2
1
0 x
–3 –2 –1
–1 1 2 3
–2
(0, –3)
–3
y = –3

TOPIC 4 Linear relationships 219

 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. y
3
3. Sketch a vertical line through (4, 0).
2 x=4
4. Label the graph. 1
(4, 0)
0 x
–1 1 2 3 4
–1
–2
–3

4.2.5 Using linear graphs to model real-life contexts

eles-4740
• If a real-life situation involves a constant increase or decrease at regular intervals, 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, the dependent variable is is often referred to as 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 axis) and the dependent variable will be
on the y-axis (vertical axis).
• 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.

220 Jacaranda Maths Quest 10

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 table d.

Amount of water in bucket (litres)

represent the values on the horizontal 50

45
axis, and the values in the bottom
40
row of the table represent the values 35
on the vertical axis. As the value for 30
time can’t be negative and there can’t 25
be a negative amount of water in the 20
15
bucket, only the first quadrant needs
10
to be drawn for the graph. Plot the 4 5
points and rule a straight line through
0 x
them. Extend the graph to meet the 1 2 3 4 5 6 7 8 9 10
Time (minutes)
vertical and horizontal axes.
e. The amount of water in the bucket at e. There was 50 litres of water in the bucket at the start,
the start is the value at which the line and it will take 10 minutes for the bucket to be empty.
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 4 Linear relationships 221

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

Resources
Resourceseses
eWorkbook Topic 4 Workbook (worksheets, code puzzle and project) (ewbk-13286)
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 4.2 Sketching linear graphs

4.2 Quick quiz 4.2 Exercise

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

Fluency
1. WE1 Generate a table of values and 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 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

222 Jacaranda Maths Quest 10

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

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.

10. a. y = 2x b. y = c. y = −2x
1
x
2

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

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

14. a. y = −10 b. y = 100 c. x = −100

15. a. x = 10 b. y = 0 c. y = −12

TOPIC 4 Linear relationships 223

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

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
WE6 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.

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

remainder.

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

− = is the equation of a straight line by

x y 7
22. Determine whether
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

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

After 3 hours, the 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.

224 Jacaranda Maths Quest 10

 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 at which 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.
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, and 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:
x+y=3
7x + 3y = 21
A.

3x + 7y = 21
B.

x+y=7
C.

7x + 3y = 7
D.
E.

LESSON
4.3 Determining linear equations
LEARNING INTENTIONS
At the end of this lesson 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
• calculate average speed and simple interest.

4.3.1 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.

TOPIC 4 Linear relationships 225

 Gradient of a straight line
y B
y2
(x2, y2)
rise = y2 – y1
A
y1 (x1, y1)
run = x2 – x1
0 x1 x2 x

y-intercept

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

y2 − y1
• m is the value of the gradient and c is the value of the y-intercept.

Gradient = m = =
x2 − x1
rise
run

WORKED EXAMPLE 7 Determining equations with a known y-intercept

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

8
6
4
2
0 x
–6 –3 3 6 9
–2
–4

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
rise y2 − y1
2. Calculate the gradient of the line by applying the

formula m = = y2 − y1
run
run x2 − x1 =
x2 − x1
, where

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

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.

226 Jacaranda Maths Quest 10

 WORKED EXAMPLE 8 Determining equations that pass through the origin

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

2

1
(2, 1)

0 x
–2 –1 1 2
–1

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).

m=
rise
rise y2 − y1
2. Calculate the gradient of the line by applying the

formula m = = , where y2 − y1
run
run x2 − x1 =
x2 − x1
(x1 , y1 ) = (0, 0) and (x2 , y2 ) = (2, 1).
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
and
c = 0 into y = mx + c to determine the equation.
2

y = x+0
1
2

y= x
1
2

4.3.2 A straight line equation

eles-4742

through the point (x1 , y1 ).

y
• The diagram shows a line of gradient m passing
(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.

TOPIC 4 Linear relationships 227

 The equation of a straight line
• Determining the equation of a straight line with coordinates of one point (x1 , y1 ) and the
gradient (m):
y − y1 = m(x − x1 )

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.

y = 2x − 5
Note: You could also solve this by using the equation y = mx +
4. Rearrange the formula.

c and substituting directly 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

m = 3, x1 = 5, y1 = −1
1. Write the gradient formula.

3. Substitute the values m = 3, x1 = 5, y1 = −1 into the formula. y − (−1) = 3(x − 5)

2. State the known variables.

y + 1 = 3x − 15

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

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

In a new problem on a On the Main screen, complete

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

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

solve (y = 3x + c, c)|x = 5 and

y = −1
Press EXE.

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

The equation is y = 3x − 16.

y = 3x − 16.
The equation is

228 Jacaranda Maths Quest 10

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 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 and (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 that 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 4 Linear relationships 229

 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.

230 Jacaranda Maths Quest 10

 4.3.3 Applications of linear equations
eles-6177
• There are many applications of linear equations. Here we will examine two: average speed and simple
interest.

Average speed
• Average speed is a measure of how fast an object is travelling between two periods of time. We can use the
gradient of the line segment between two distinct points as a measure of the rate of change of distance with
respect to time to obtain a value for average speed.

Speed
• Speed is the rate of change of distance with respect to time.

Speed =
distance

Speed = gradient (slope) of the straight line

time

• The units of speed are expressed in length/time, usually metres per second (m/s) or kilometre per
hour (km/h).
• In graphs, the sharper the slope of a line, the greater the speed.
• In graphs, if the slope is flat, the speed is zero.

The graph shows the distance in metres (y-axis) over time in seconds Distance–time graph
(x-axis) of an object that moves at a constant speed. Since the speed is d
constant, the line is straight. (3, 15)
Distance (metres)
15

rise change in distance 15 − 0 15

Speed = = = = = 5 m/s
Rise = change

3−0
10 in distance
run change in time 3 (1, 5)
5
Run = change
in time
Note: Don’t forget to write the unit of speed.
0 t
1 2 3 4
Time (seconds)

WORKED EXAMPLE 14 Calculating speed

Consider the following distance–time graph. Distance–time graph

Calculate the speed: d
a. between 0 and 1 seconds 20

c. at t = 3 seconds
b. between 1 and 2 seconds
Distance (metres)

15 C

B
10
A
5

0 t
1 2 3 4
Time (seconds)

TOPIC 4 Linear relationships 231

 THINK DRAW/WRITE
a. 1. To calculate the average speed Distance–time graph
between 0 and 1 seconds, calculate d
the gradient of the line A. 20

Distance (metres)
15 C

(1, 10) B
10
A
5 Rise

0 Run 1 t
2 3 4

rise change in distance 10 − 0 10

Time (seconds)

Speed = = = = = 10 m/s
run change in time 1−0 1

2. As the line A is a straight line, the The average speed between 0 and 1 seconds is 10 m/s.

period from t = 0 s to t = 1 s, the speed

speed is constant; that is, in the time

will be same. Write the answer.

b. 1. To calculate the average speed Distance–time graph
between 1 and 2 seconds, calculate d
the gradient of the line B. 20
Distance (metres)

15 C

(1, 10) B
10 (2, 10)
A
5

0 t
1 2 3 4

rise change in distance 10 − 10 0

Time (seconds)

Speed = = = = = 0 m/s
run change in time 2−1 1

did not move from t = 1 s to t = 2 s.

There is no change in the distance. This means the object

2. As the line B is a straight line, the The average speed between 1 and 2 seconds is 0 m/s.

period from t = 1 s to t = 2 s, the speed

speed is constant; that is, in the time

will be same. Write the answer.

232 Jacaranda Maths Quest 10

 c. 1. To calculate the speed at t = 3 seconds, Distance–time graph
calculate the gradient of the line C, d

t = 3 will be the same as the gradient

(4, 20)
since the gradient at the instance of 20

Distance (metres)
of the line C. 15 C Rise

B
10
(2, 10) Run
A
5

0 t
1 2 3 4

rise change in distance 20 − 10 10

Time (seconds)

Speed = = = = = 5 m/s
run change in time 4−2 2

2. As the line C is a straight line, the The instantaneous speed at t = 3 seconds is 5 m/s.

period from t = 2 s to t = 4 s, the speed

speed is constant; that is, in the time

will be same. Write the answer.

Simple interest
• When you put money in a financial institution such as a bank or credit union, the amount of money you
start with is called the principal.
• Interest is the fee charged for the use of someone else’s money.
• The amount of interest is determined by the interest rate.
• Interest rates are quoted as a percentage over a given time period, usually a year.
• Simple interest is the interest paid based on the principal of an investment.
• The principal remains constant and does not change from one period to the next.
• Since the amount of interest paid for each time period is based on the principal, the amount of interest paid
is constant and is therefore linear.

Formula for simple interest

I = Pin

• I = the amount of interest earned or paid

where:

• P = the principal
• i = the interest rate as a percentage per annum (yearly),

• n = the duration of the investment in years.

written as a decimal (e.g. 2% p.a. is equal to 0.02 p.a.)

• The total amount of money, which combines the principal (the initial amount) and the interest earned, is
known as the value of the investment.

TOPIC 4 Linear relationships 233

 Value of an investment or loan
A = P+I

• A = the total amount of money at the end of the investment

where:

• P = the principal (the initial amount invested or borrowed)

or loan period

• I = the amount of interest earned.

The formula could also be written as:
A = P (1 + in)

• When working with money, you need to know how to round it, either to the nearest cent, to the nearest
dollar, or to a larger amount such as the tens or hundreds place.
• Two rounding techniques are commonly used when rounding money. The first is rounding to the nearest
dollar. Rounding to the nearest dollar is common to use when you fill out your tax return each year.
• The second is rounding to the nearest cent. This is common when you have monetary calculations where
the amounts do not come out to the exact cent.

Rounding money
• When rounding to the nearest cent, look at the number to
the right of the full cents.
• If the number is 5 or more, increase the cents by 1.
• If the number is 4 or less, keep the cents the same.

WORKED EXAMPLE 15 Calculating the value of a loan at simple interest

Calculate the total amount of money at the end of the loan period for a loan of $2500 for 7 months at
5.3% p.a. simple interest. Give your answer to the nearest cent.

I = Pin
THINK WRITE
1. Write the simple interest formula.

P = $2500, I = 0.053, n =
7
2. State the known values of the variables.
12

I = 2500 × 0.053 ×
7
3. Substitute the given values into the simple

= 77.291 666 666 7

interest formula and evaluate the value of 12

≈ 77.29
interest.
The value of the interest is $77.29 (rounding to the
nearest cent).

4. Substitute the values for P and I in the formula A = P + I

A = P + I and calculate the total amount at the = 2500 + 77.29
end of the loan period. = 2577.29

period is $2577.29.
5. Write the answer in a sentence. The total amount of the loan at the end of the loan

234 Jacaranda Maths Quest 10

Note: When using the simple interest and total amount of loan formula, we often neglect the fact that in real life,
money amounts are rounded to the nearest cent. As a consequence, when the amounts are rounded, their values
may differ by a few cents from the amounts given by these formulas.

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 4 Workbook (worksheets, code puzzle and project) (ewbk-13286)
Video eLesson The equation of a straight line (eles-2313)
Interactivities Individual pathway interactivity: Determining linear equations (int-4573)
Linear graphs (int-6484)

Exercise 4.3 Determining linear equations

4.3 Quick quiz 4.3 Exercise

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

Fluency
1. WE7 Determine the equation of each of the straight lines shown.
a. y b. y
6 15
4 12
2 9
0 x 6
−6 −4 −2 2 4 3
−2
−4
x
4 0
8 −3 4 8 12
−6

c. y d.
6 8
4 4
2 x
0
−4 4 8 12
0 x −4
–2 2 4 6
–2 −8
−12

TOPIC 4 Linear relationships 235

 2. Determine the equation of each of the straight lines shown.
a. b.
6 8
4 4
2 0 x
−16−12−8 −4 4 8
0 x −4
−6 −4 −2 2 4 −8
−2

c. d.
6 15
4 10
2 5
0 x x
−2
−2 –52 4 −15−10−5 0 5 10 15
−5
−4 7 −10
−6 −15

3. WE8 Determine the equation of each of the straight lines shown.

a. b.
9 16
6 (3, 6) (−4, 12) 12
3 8
x 4
–6 –3 0 3 6 9
–3 0 x
–6 −12 −8 −4
−4 4 8 12
–9 −8

c. d.
6 (−8, 6) 6
4 3
2
0 x
−8 −6−4 −2 2 4 6
0 x –3
−6 −4 −2−2 2 4 6 –6
−4
(−4, −2)
−6

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

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

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.

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)

236 Jacaranda Maths Quest 10

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

Gradient = −3, point = (3, −3)

through the given point.

Gradient = −2, point = (20, −10)

a.

Gradient = 2, point = (2, −0.5)

b.

Gradient = 0.5, point = (6, −16)

c.

Gradient = −0.5, point = (5, 3)

d.
e.

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

b. (−4, 6) and (2, −6)

a. (3, 2) and (−1, 0)

c. (−3, −5) and (−1, −7)

10. WE14 Consider the following distance–time graph.

Distance–time graph
d
6
Distance (metres)

B
4

2 A

0 t
2 4 6 8 10
Time (seconds)

a. t = 2 seconds b. t = 6 seconds
Calculate the instantaneous speed at:

11. Sam drove 60 kilometres from his home to Millgrove. He stopped and visited his friend Callum on the way.
Distance–time graph
d
60
Distance from home

C
(kilometres)

45

B
30
A
15

0 t
13:00 14:00 15:00 16:00 17:00
Time of day

a. Calculate Sam’s speed for the first part (line A) of his journey.
b. Determine how much time Sam spent visiting Callum.
c. Calculate Sam’s speed for the last part (line C) of his journey.

12. WE15 Calculate the total amount of money at the end of the loan period for a loan of $5000 for 3 years at

8% p.a simple interest. Give your answer to the nearest cent.

TOPIC 4 Linear relationships 237

Understanding

Save $$$ with Supa-Bowl!!!

13. 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 $2 (fixed fee)
NEW Ten-Pin Bowling Alley
advertisement shown.
b. If t represents the time in hours and C represents cost ($), 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.
14. 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. The cost for 20 people to hire scooters is $310.00, and the cost
city. Groups are charged based on the number of people hiring the equipment. There is a flat charge of

for 40 people to hire scooters is $610.00.

a. Let the cost in dollars for hiring scooters for a day be 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.

15. If the simple interest charged on a loan of $9800 over 3 years is $2352, determine the percentage rate of
interest that was charged.
16. 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
17. 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.
y
18. a. Using the graph shown, write a general formula for the gradient m in terms of
(0, c)
x, y and c. (x, y)
b. Transpose your formula to make y the subject. Explain what you notice.

0 x x

238 Jacaranda Maths Quest 10

19. The points A (x1 , y1 ), B (x2 , y2 ) and P (x, y) all lie on the same y
B (x2, y2)
line. P is a general point that lies anywhere on the line. Given that
the 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
20. ABCD is a parallelogram with coordinates A (2, 1) , B (3, 6) and
9
C (7, 10). 8
C (7, 10)
a. Calculate the value of the gradient of the line AB. 7
B (3, 6)
b. Determine the equation of the line AB. 6
c. Calculate the value of the gradient of the line CD. 5
d. Determine the coordinates of the point D. 4
3
2
1 D
A (2, 1)
0 x
1 2 3 4 5 6 7 8 9 10 11 12

21. Show that the quadrilateral ABCD is a parallelogram.

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

4
D (5, 4)
3

2
A (1, 2)
1

0 x

22. 2x + 3y = 5 and ax − 6y = b are the equations of two lines.

1 2 3 4 5 6 7 8

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.

TOPIC 4 Linear relationships 239

 LESSON
4.4 Graphical solution of simultaneous linear equations
LEARNING INTENTIONS
At the end of this lesson you should be able to:
• use the graph of two simultaneous equations to determine the point of intersection
• determine whether two simultaneous equations will have 0, 1 or infinite solutions
• determine whether two lines are parallel or perpendicular.

4.4.1 Simultaneous linear equations and graphical solutions

eles-4763
• Simultaneous means occurring at the same time. y
3
• When a point lies on more than one line, the coordinates of that point are y=x+2
2
said to satisfy all equations of the lines it lies on. The equations of the lines 1
are called simultaneous equations.
• 0 x
A system of equations is a set of two or more equations with the –4 –3 –2 –1 1 2 3 4
same variables.
–1
–2 y = –x
• Solving a system of simultaneous equations is finding the coordinates of any –3
point or points that satisfy all equations in the system.
• Any point or points that satisfy a system of simultaneous equations is said to
be the solution. For the equations shown, the solution is the point (−1, 1).
• Simultaneous equations can be solved by finding these points graphically or algebraically.

Graphical solution
• The solution to a pair of simultaneous equations can be found by graphing the two equations and
identifying the coordinates of the point of intersection.
• The accuracy of the solution depends on having an accurate graph.

WORKED EXAMPLE 16 Solving simultaneous equations graphically

Use the graphs of the given simultaneous equations to determine the point of y
3
intersection and hence the solution of the simultaneous equations.
x + 2y = 4
y = 2x – 3
2

y = 2x − 3
1 x + 2y = 4
x
–1 0 1 2 3 4 5

x + 2y = 4 [1]
THINK WRITE/DRAW –1

y = 2x − 3 [2]
–2
1. Write the equations one under the other and –3
number them.

Solution: x = 2 and y = 1
2. Locate the point of intersection of the two Point of intersection (2, 1)
lines. This gives the solution.
y
3
y = 2x – 3
2
1 (2, 1) x + 2y = 4
x
–1 0 1 2 3 4 5
–1
–2
–3

240 Jacaranda Maths Quest 10

3. Check the solution by substituting x = 2 and
y = 1 into the given equations. Comment on LHS = x + 2y RHS = 4
Check equation [1]:

= 2 + 2(1)
=4
the results obtained.

LHS = RHS

LHS = y RHS = 2x − 3
Check equation [2]:

=1 = 2 (2) − 3
= 4−3
=1
LHS = RHS
4. State the solution. In both cases LHS = RHS; therefore, the
solution set (2, 1) is correct.

WORKED EXAMPLE 17 Verifying a solution using substitution

Verify whether the given pair of coordinates, (5, −2), is the solution to the following pair of

3x − 2y = 19
simultaneous equations.

4y + x = −3

3x − 2y = 19
THINK WRITE

4y + x = −3
1. Write the equations and number them. [1]

2. Substitute x = 5 and y = −2 into equation [1].

[2]

LHS = 3x − 2y RHS = 19
Check equation [1]:

= 3(5) − 2(−2)
= 15 + 4
= 19
LHS = RHS
3. Substitute x = 5 and y = −2 into equation [2].
LHS = 4y + x RHS = −3
Check equation [2]:

= 4 (−2) + 5
= −3
LHS = RHS
4. State the solution. Therefore, the solution set (5, −2) is a solution to
both equations.

WORKED EXAMPLE 18 Using a graphical method to solve simultaneously

Solve the following pair of simultaneous equations using a graphical method.

x+y = 6
2x + 4y = 20

x+y =6
THINK WRITE/DRAW

2x + 4y = 20
1. Write the equations one under the other and number [1]
them. [2]

TOPIC 4 Linear relationships 241

 For the x-intercept, substitute y = 0 into equation [1] . x-intercept: when y = 0,
2. Calculate the x- and y-intercepts for equation [1]. Equation [1]:

x+0 = 6
x=6

For the y-intercept, substitute x = 0 into equation [1]. y-intercept: when x = 0,

The x-intercept is (6, 0).

0+y = 6
y=6
The y-intercept is (0, 6).

the x-intercept, substitute y = 0 into equation [2]. x-intercept: when y = 0,

3. Calculate the x- and y-intercepts for equation [2]. For Equation [2]

2x + 0 = 20
2x = 20
Divide both sides by 2.

x = 10

For the y-intercept, substitute y = 0 into equation [2]. y-intercept: when x = 0,

The x-intercept is (10, 0).

0 + 4y = 20
4y = 20
Divide both sides by 4.

y=5
The y-intercept is (0, 5).
y
4. Use graph paper to rule up a set of axes. Label the 7
(0, 6)
x-axis from 0 to 10 and the y-axis from 0 to 6. 6
5
5. Plot the x- and y-intercepts for each equation. (0, 5) (2, 4)
4
6. Produce a graph of each equation by ruling a straight 3
line through its intercepts. 2 2x + 4y = 20
7. Label each graph. 1 (10, 0)
(6, 0)
0 x
–3 –2 –1 1 2 3 4 5 6 7 8 9 10
–1
–2 x+y=6
–3

Check the solution by substituting x = 2 and y = 4

8. Locate the point of intersection of the lines. The point of intersection is (2, 4).

LHS = x + y RHS = 6
9. Check [1]:

= 2+4
into each equation.

=6
LHS = RHS

LHS = 2x + 4y RHS = 20
Check [2]:

= 2(2) + 4(4)
= 4 + 16
= 20
LHS = RHS
10. State the solution. In both cases, LHS = RHS. Therefore, the

The solution is x = 2, y = 4.
solution set (2, 4) is correct.

242 Jacaranda Maths Quest 10

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

1. In a new problem on a 1. On a Graph & Table

Graphs page, complete the screen, complete the

f 1 (x) = 6 − x y1 = 6 − x
function entry lines as: function entry lines as:

f 2 (x) = 5 − y2 = 5 −
x x
2 2
Press the down arrow Then tap the graphing
between entering the icon. The graphs will be
functions. The graphs will displayed.
be displayed.

2. To locate the point of 2. To locate the point of

intersection, press: intersection, tap:
• MENU • Analysis
• 6: Analyze Graph • G-Solve
• 4: Intersection • Intersection
Drag the dotted line to The point of intersection
the left of the point of will be shown.
intersection (the lower
bound), press ENTER,
then drag the dotted line
to the right of the point
of intersection (the upper
bound) and press ENTER.
The point of intersection will
be shown.
3. State the point of The point of intersection (the 3. State the point of The point of intersection (the

That is, x = 2, y = 4. That is, x = 2, y = 4.

intersection. solution) is (2, 4) . intersection. solution) is (2, 4).

4.4.2 Solutions to coincident, parallel and perpendicular lines

eles-4764
• Two lines are coincident if they lie one on top of the other. For example, in the graph shown, the line in
blue and the line segment in pink are coincident.

y
6

2
y = 2x, 0.5 < x <1.5
y = 2x
0 x
–2 2 4

–2

• There are an infinite number of solutions to coincident equations. Every point where the lines coincide
satisfies both equations and hence is a solution to the simultaneous equations.

look different. For example, y = 2x + 3 and 2y − 4x = 6 are coincident equations.

• Coincident equations have the same equation, although the equations may have been transposed so they

TOPIC 4 Linear relationships 243

Parallel lines
• If two lines do not intersect, there is no simultaneous solution to the equations. y
For example, the graph lines shown do not intersect, so there is no point that 12
belongs to both lines. 10
2x – y = 1
• Parallel lines have the same gradient but different y-intercepts. 8
6
• For straight lines, the only situation in which the lines do not cross is if the lines 4x – 2y = –2
4
are parallel and not coincident.
2

2x − y = 1 4x − 2y = −2
−y = 1 − 2x −2y = −2 − 4x
0 x
[1] [2] 2 4 6 8 10

−y = −2x − 1 −2y = −4x − 2

–2

y = 2x − 1 y = 2x + 1
Gradient m = 2 Gradient m = 2

• Writing both equations in the form y = mx + c confirms that the lines are parallel,
as the gradients are equal.

Perpendicular lines
y

• The product of the gradients of two perpendicular lines is equal to −1:

• Two lines are perpendicular if they intersect at right angles (90°). 4
3

m1 × m2 = −1 or m1 = −
2 y = 2x + 1
1 1
m2

• The two lines in the graph shown are perpendicular as m1 × m2 = 2 × − = −1.

0 1 2 3 x
1
–3 –2 –1
–1
–2 y =–1 x + 1
2 2
–3

Number of solutions for a pair of simultaneous linear equations

For two linear equations given by y1 = m1 x + c1 and y2 = m2 x + c2 :
• If m1 = m2 and c1 ≠ c2 , the two lines are parallel and there will be no solutions between the

• If m1 = m2 and c1 = c2 , the two lines are coincident and there will be infinite solutions between the
two lines.

• If m1 ≠ m2 , the lines will cross once, so there will be one solution.

two lines.

• If m1 × m2 = −1, the lines are perpendicular and will intersect (once) at right angles (90°).

WORKED EXAMPLE 19 Determining the number of solutions between two lines

Determine the number of solutions between the following pairs of simultaneous equations. If there is

a. 2y = 4x + 6 and −3y = −6x − 12

only one solution, determine whether the lines are perpendicular.

b. y = −3x + 2 and −3y = x + 15

c. 5y = 25x − 30 and 2y − 10x + 12 = 0

2y = 4x + 6
THINK WRITE

form y = mx + c. y = 2x + 3 [1]
a. 1. Rewrite both equations in the a.

−3y = −6x − 12
y = 2x + 4 [2]

244 Jacaranda Maths Quest 10

 2. Determine the gradients of both lines. m1 = 2 and m2 = 2
3. Check if the lines are parallel, coincident or The gradients are the same and the y-intercepts
perpendicular. different. Therefore, the two lines are parallel.
4. Write the answer. There will be no solutions between this pair
of simultaneous equations as the lines are
parallel.

y = −3x + 2 [1]
form y = mx + c. −3y = x + 15
b. 1. Rewrite both equations in the b.

y= − 5 [2]
−3
x

m1 = −3 and m2 = −
1
2. Determine the gradients of both lines.
3
3. Check if the lines are parallel, coincident or The gradients are different, so there will be
perpendicular and comment on the number one solution.
of solutions.

m1 × m2 = −3 × − = 1
1
4. Determine if the lines are perpendicular by
calculating the product of the gradients. 3
5. Write the answer. The lines have one solution but they are not
perpendicular.

5y = 25x − 30
form y = mx + c. y = 5x − 6 [1]
c. 1. Rewrite both equations in the c.

2y − 10x + 12 = 0
2y = 10x − 12
y = 5x − 6 [2]
2. Determine the gradients of both lines. m1 = 5 and m2 = 5
3. Check if the lines are parallel, coincident, or The gradients are the same and the y-intercepts
perpendicular. are also the same. Therefore, the two lines
are coincident.
4. Write the answer. The lines are coincident, so there are infinite
solutions between the two lines.

DISCUSSION
What do you think is the major error made when solving simultaneous equations graphically?

Resources
Resourceseses
eWorkbook Topic 4 Workbook (worksheets, code puzzle and a project) (ewbk-13286)
Interactivities Individual pathway interactivity: Graphical solution of simultaneous linear equations (int-4577)
Solving simultaneous equations graphically (int-6452)

TOPIC 4 Linear relationships 245

Exercise 4.4 Graphical solution of simultaneous linear
equations
4.4 Quick quiz 4.4 Exercise

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

Fluency
WE16 For questions 1 to 3, use the graphs to determine the point of intersection and hence the solution of the

1. a. x + y = 3 b. x + y = 2
simultaneous equations.

x−y=1 3x − y = 2
y y
6 6
3x – y = 2
5 5
x–y=1 4
4
3 3
2 2
1 1

x 0 x
–5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 –0.5
–1
0.5 1.0 1.5 2.0 2.5
–1 x+y=2
–2 –2
x+y=3
–3 –3
–4 –4

y−x=4 b. y + 2x = 3
3x + 2y = 8 2y + x = 0
2. a.

y y
6 3
3x + 2y = 8 y–x=4
y + 2x = 3
4 2

2 1

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

–4 –2
2y + x = 0
–6 –3

246 Jacaranda Maths Quest 10

 3. a. y − 3x = 2 b. 2y − 4x = 5
x−y=2 4y + 2x = 5
y y
2y – 4x = 5
6 6
y – 3x = 2
4 4

2 2
x–y=2 4y + 2x = 5

0 x 0 x
–3 –2 –1 1 2 3 4 –1.0 –0.5 0.5 1.0 1.5 2.0
–2 –2

–4 –4

–6 –6

3x + 2y = 31 y−x=4
WE17 For questions 4 to 6, use substitution to check if the given pair of coordinates is a solution.

2x + 3y = 28 2y + x = 17
4. a. (7, 5) b. (3, 7)

x + 3y = 12 x−y=7
5x − 2y = 43 2x + 3y = 18
c. (9, 1) d. (2, 5)

5. a. (4, −3) y = 3x − 15 b. (6, −2) x−y=7

4x + 7y = −5 3x + y = 16
c. (4, −2) 2x + y = 6 y − 5x = −24
x − 3y = 8 3y + 4x = 23
d. (5, 1)

6. a. (−2, −5) 3x − 2y = −4 b. (−3, −1) y−x=2

2x − 3y = 11 2y − 3x = 7

− , 2 6x + 4y = 5 , 8x + 6x = 22
( ) ( )
1 3 5
c. d.

20x − 5y = 0 10x − 9y = 0
2 2 3

7. a. x + y = 5 b. x + 2y = 10 c. 2x + 3y = 6 d. x − 3y = −8
WE18 For questions 7 to 9, solve each of the pairs of simultaneous equations using a graphical method.

2x + y = 8 3x + y = 15 2x − y = −10 2x + y = −2

8. a. 6x + 5y = 12 b. y + 2x = 6 c. y = 3x + 10 d. y = 8
5x + 3y = 10 2y + 3x = 9 y = 2x + 8 3x + y = 17

9. a. 4x − 2y = −5 b. 3x + y = 11 c. 3x + 4y = 27 d. 3y + 3x = 8
x + 3y = 4 4x − y = 3 x + 2y = 11 3y + 2x = 6

Understanding
For questions 10 to 12, using technology, determine which of the following pairs of simultaneous equations have

10. a. y = 2x − 4 b. 5x − 3y = 13 c. x + 2y = 8 d. y = 4x + 5
no solutions. Confirm by finding the gradient of each line.

3y − 6x = 10 4x − 2y = 10 5x + 10y = 45 2y − 10x = 8

TOPIC 4 Linear relationships 247

11. a. 3y + 2x = 9 b. y = 5 − 3x c. 4y + 3x = 7 d. 2y − x = 0
6x + 4y = 22 3y = −9x + 18 12y + 9x = 22 14y − 6x = 2

12. a. y = 3x − 4 b. 4x − 6y = 12 c. 3y = 5x − 22 d. 3x = 12 − 4y
5y = 12 + 15x 6x − 4y = 12 5x = 3y + 26 8y + 6x = 14
13. Two straight lines intersect at the point (3, −4). One of the lines has a y-intercept of 8. The second line is a
mirror image of the first in the line x = 3. Determine the equation of the second line.
(Hint: Draw a graph of both lines.)

Reasoning

two different locations. On the northern beach the cost is $20 plus $12 per
14. At a well-known beach resort it is possible to hire a jet-ski by the hour in

hour, and on the southern beach the cost is $8 plus $18 per hour.
The jet-skis can be rented for up to 5 hours.
a. Write the rules relating cost to the length of rental.
b. On the same set of axes sketch a graph of cost (y-axis) against length of
rental (x-axis) for 0–5 hours.
c. For what rental times, if any, is the northern beach rental cheaper than
the southern beach rental? Use your graph to justify your answer.
d. For what length of rental time are the two rental schemes identical? Use
the graph and your rules to justify your answer.

15. For each of the following pairs of simultaneous equations, determine whether they are the same line, parallel

a. 2x − y = −9 b. x − y = 7 c. x + 6 = y d. x + y = −2
lines, perpendicular lines or intersecting lines. Show your working.

−4x − 18 = −2y x+y=7 2x + y = 6 x+y=7

16. For each of the following pairs of simultaneous equations, explain if they have one solution, an infinite

a. x − y = 1 b. 2x − y = 5 c. x − 2y = −8
number of solutions or no solution.

2x − 3y = 2 4x − 2y = −6 4x − 8y = −16
17. WE19 Determine whether the following pairs of equations will have one, infinite or no solutions. If there is

a. 3x + 4y = 14 b. 2x + y = 5 c. 3x − 5y = −6 d. 2y − 4x = 6
only one solution, determine whether the lines are perpendicular.

4x − 3y = 2 3y + 6x = 15 5x − 3y = 24 2x − y = −10

Problem solving

a. y = ax + 3, which is parallel to y = 3x − 2
18. Use the information given to determine the value of a in each of the following equations:

b. y = ax − 2, which is perpendicular to y = −4x + 6

c. y = ax − 4, which intersects the line y = 3x + 6 when x = 2.

19. Line A is parallel to the line with equation y − 3x − 3 = 0 and passes through the point (1, 9). Line B is
perpendicular to the line with equation 2y − x + 6 = 0 and passes through the point (2, −3).
a. Determine the equation of line A.
b. Determine the equation of line B.
c. Sketch both lines on the one set of axes to find where they intersect.

248 Jacaranda Maths Quest 10

 3x − y = 2
20. Solve the following system of three simultaneous equations graphically.

y + 3x = 4
2y − x = 1
21. A line with equation 4x + 5y = 4 intersects a second line when x = −4. Determine the equation of the second
line if it is perpendicular to the first line.

LESSON
4.5 Solving simultaneous linear equations using
substitution
LEARNING INTENTIONS
At the end of this lesson you should be able to:
• identify when it is appropriate to solve using the substitution method
• solve a system of two linear simultaneous equations using the substitution method.

4.5.1 Solving simultaneous equations using the substitution method

eles-4766

equation y = 3x + 4, the variable y is the subject.

• A variable is considered the subject of an equation if it is expressed in terms of the other variables. In the

• The substitution method is used when one (or both) of a pair of simultaneous equations is presented in a
form where one of the two variables is the subject of the equation.
• When solving two linear simultaneous equation, the substitution method involves replacing a variable
in one equation with the other equation. This produces a new third equation expressed in terms of a
single variable.
• Consider the following pair of simultaneous equations:

y = 2x − 4
3x + 2y = 6
• In the first equation, y is written as the subject and is equal to (2x − 4). In this case, substitution is
performed by replacing y in the second equation with the expression (2x − 4).

y = 2x – 4

3x + 2(y) = 10

3x + 2(2x – 4) = 6
• This produces a third equation, all in terms of x, so that the value of x can be found.
• Once a value for one variable is found, it can be substituted back into either equation to find the value of
the other variable.
• It is often helpful to use brackets when substituting an expression into another equation.

TOPIC 4 Linear relationships 249

 WORKED EXAMPLE 20 Solving using the substitution method

Solve the simultaneous equations y = 2x − 1 and 3x + 4y = 29 using the substitution method.

y = 2x − 1
THINK WRITE

3x + 4y = 29
1. Write the equations one under the other and number them. [1]
[2]
2. y and 2x − 1 are equal, so substitute the expression Substituting (2x − 1) into [2]:
(2x − 1) for y into equation [2]. 3x + 4(2x − 1) = 29

3x + 8x − 4 = 29
3. Solve for x.
i. Expand the brackets on the left-hand side of the

11x − 4 = 29
equation.
ii. Collect like terms.

iii. Add 4 to both sides of the equation. 11x = 33

x=3
4. Substitute x = 3 into either of the equations, say [1], to Substituting x = 3 into [1]:
iv. Divide both sides by 11.

y = 2(3) − 1
= 6−1
find the value of y.

=5
5. Write your answer. Solution: x = 3, y = 5 or (3, 5)

3x + 4y = 29.
6. Check the solution by substituting (3, 5) into equation [2]. Check: Substitute (3, 5) into

LHS = 3(3) + 4(5) RHS = 29

= 9 + 20
= 29
As LHS = RHS, the solution is correct.

4.5.2 Equating equations

eles-4767
• To equate in mathematics is to take two expressions that have the same value and make them equal to
each other.
• When both linear equations are written with the same variable as the subject, we can equate the equations

y = 4x − 3
to solve for the other variable. Consider the following simultaneous equations:

y = 2x + 9
• In the first equation y is equal to (4x − 3) and in the second equation y is equal to (2x + 9). Since both
expressions are equal to the same thing (y), they must also be equal to each other. Thus, equating the
equations gives:

y = 4x – 3

(y) = 2x + 9

4x – 3 = 2x + 9

• As can be seen above, equating equations is still a form of substitution. A third equation is produced, all in
terms of x, allowing for a value of x to be solved.

250 Jacaranda Maths Quest 10

WORKED EXAMPLE 21 Substitution by equating two equations

Solve the pair of simultaneous equations y = 5x − 8 and y = −3x + 16 by equating the equations.

y = 5x − 8
THINK WRITE

y = − 3x + 16 [2]
1. Write the equations one under the other and [1]
number them.

2. Both equations are written with y as the subject, 5x − 8 = −3x + 16

8x − 8 = 16
so equate them.

8x = 24
3. Solve for x.

x=3
i. Add 3x to both sides of the equation.
ii. Add 8 to both sides of the equation.
iii. Divide both sides of the equation by 8.

Substituting x = 3 into [1]:

y = 5(3) − 8
4. Substitute the value of x into either of the original

= 15 − 8
equations, say [1], and solve for y.

=7
Solution: x = 3, y = 7 or (3, 7)
Check: Substitute into y = −3x + 16.
5. Write your answer.

LHS = y
6. Check the answer by substituting the point of intersection

=7
into equation [2].

RHS = −3x + 16
= −3(3) + 16
= −9 + 16
=7
As LHS = RHS, the solution is correct.

DISCUSSION
When would you choose the substitution method in solving simultaneous equations?

Resources
Resourceseses
eWorkbook Topic 4 Workbook (worksheets, code puzzle and a project) (ewbk-13286)

Video eLesson Solving simultaneous equations using substitution (eles-1932)

Interactivities Individual pathway interactivity: Solving simultaneous linear equations using substitution (int-4578)
Solving simultaneous equations using substitution (int-6453)

TOPIC 4 Linear relationships 251

Exercise 4.5 Solving simultaneous linear equations using
substitution
4.5 Quick quiz 4.5 Exercise

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

Fluency
WE20 For questions 1 to 3, solve each pair of simultaneous equations using the substitution method. Check your

1. a. x = −10 + 4y b. 3x + 4y = 2 c. 3x + y = 7 d. 3x + 2y = 33
solutions using technology.

3x + 5y = 21 x = 7 + 5y x = −3 − 3y y = 41 − 5x

2. a. y = 3x − 3 b. 4x + y = 9 c. x = −5 − 2y d. x = −4 − 3y
−5x + 3y = 3 y = 11 − 5x 5y + x = −11 −3x − 4y = 12

3. a. x = 7 + 4y b. x = 14 + 4y c. 3x + 2y = 12 d. y = 2x + 1
2x + y = −4 −2x + 3y = −18 x = 9 − 4y −5x − 4y = 35
WE21 For questions 4 to 6, solve each pair of simultaneous equations by equating the equations.

4. a. y = 2x − 11 and y = 4x + 1 b. y = 3x + 8 and y = 7x − 12
Check your solutions using technology.

c. y = 2x − 10 and y = −3x d. y = x − 9 and y = −5x

5. a. y = −4x − 3 and y = x − 8 b. y = −2x − 5 and y = 10x + 1

c. y = −x − 2 and y = x + 1 d. y = 6x + 2 and y = −4x

6. a. y = 0.5x and y = 0.8x + 0.9 b. y = 0.3x and y = 0.2x + 0.1

c. y = −x and y = − x + d. y = −x and y = − x −
2 4 3 1
7 7 4 4

Understanding
7. A small farm has sheep and chickens. There are twice as
many chickens as sheep, and there are 104 legs between the
sheep and the chickens.
Calculate the total number of chickens.

8. a. 5x + 2y = 17 b. 2x + 7y = 17
For questions 8 to 10, use substitution to solve each pair of simultaneous equations.

3x − 7 1 − 3y
y= x=
2 4

252 Jacaranda Maths Quest 10

 9. a. 2x + 3y = 13 b. −2x − 3y = −14
4x − 15 2 + 5y
y= x=
5 3

10. a. 3x + 2y = 6 b. −3x − 2y = −12

5x − 20
y = 3− y=
5x
3 3
11. Use substitution to solve each of the following pairs of simultaneous equations for x and y in terms of

a. mx + y = n b. x + ny = m c. mx − ny = n
m and n.

y = mx y = nx y = nx
d. mx − ny = n e. mx − ny = −m f. mx + y = m
y=x x = y−n y+m
x=

12. Determine the values of a and b so that the pair of equations ax + by = 17 and 2ax − by = −11 has a unique
n

solution of (−2, 3).

13. The earliest record of magic squares is from China in about 2200 BCE. In magic squares the sums of the
numbers of each row, column and diagonal are all equal to a magic number. Let z be the magic number.
By creating a set of equations, solve to find the magic number and the missing values in the magic square.

m 11 7
9
n 5 10

Reasoning

8x − 7y = 9
14. a. Consider the following pair of simultaneous equations.

x + 2y = 4
Identify which equation is the logical choice to make x the subject.
b. Use the substitution method to solve the system of equations. Show all your working.

15. A particular chemistry book costs $6 less than a particular physics book. Two such chemistry books and
three such physics books cost a total of $123. Construct two simultaneous equations and solve them using
the substitution method. Show your working.
16. The two shorter sides of a right triangle are 1 cm and 8 cm shorter than the hypotenuse. If the area of the
triangle is 30 cm2 , determine the perimeter of the triangle.
17. Andrew is currently ten years older than his sister Prue. In four years’ time he will be twice as old as Prue.
Determine how old Andrew and Prue are now.
Problem solving

2x + y − 9 = 0
18. Use the substitution method to solve the following pair of equations.

4x + 5y + 3 = 0

y−x x+y 1
19. Use the substitution method to solve the following pair of equations.

− =
2 3 6

+ =
x y 1
5 2 2

TOPIC 4 Linear relationships 253

 20. Consider the following pair of equations.

kx − =2
y

27x − 3y = 12k − 18
k

Determine the values of k when the equations have:

a. one solution b. no solutions c. infinite solutions.

LESSON
4.6 Solving simultaneous linear equations using
elimination
LEARNING INTENTION
At the end of this lesson you should be able to:
• solve two simultaneous linear equations using the elimination method.

4.6.1 Solving simultaneous equations using the elimination method

eles-4768
• The elimination method is an algebraic method to solve simultaneous linear equations. It involves adding
or subtracting equations in order to eliminate one of the variables.
• In order to eliminate a variable, the variable must be on the same side of the equal sign in both equations
and must have the same coefficient.
• If the coefficients of the variable have the same sign, we subtract one equation from the other to eliminate
the variable.
• If the coefficients of the variables have the opposite sign, we add the two 2x + y 5
equations together to eliminate the variable. 1

3x + 4y = 14 6x − 2y = 12
1
y 1
x 1

5x − 4y = 2 6x + 3y = 27
x 1

(add equations to eliminate y)(subtract equations to eliminate x)

Subtract
• The process of elimination is carried out by adding (or subtracting) the x+y 3

• Consider the equations 2x + y = 5 and x + y = 3. The process of subtracting

left-hand sides and the right-hand sides of each equation together. y
1
1
x 1

each side of the equation from each other is visualised on the scales shown.
• To represent this process algebraically, the setting out would look like:

2x + y = 5
− (x + y = 3)
x 2

x=2
1
x 1

• Once the value of x has been found, it can be substituted into either original
equation to find y.

2 (2) + y = 5 ⇒ y = 1

254 Jacaranda Maths Quest 10

 WORKED EXAMPLE 22 Solving simultaneous equations using the elimination method

Solve the following pair of simultaneous equations using the elimination method.
−2x − 3y = −9
2x + y = 7

−2x − 3y = −9
THINK WRITE

2x + y = 7
1. Write the equations one under the other and [1]
number them. [2]

[1] + [2]:
−2x − 3y + (2x + y) = −9 + 7
2. Look for an addition or subtraction that will

−2x − 3y + 2x + y = −2
eliminate either x or y.

−2y = −2
Note: Adding equations [1] and [2] in order will
eliminate x.

y=1
by −2.
3. Solve for y by dividing both sides of the equation

Substituting y = 1 into [2]:

Note: y = 1 may be substituted into either equation. 2x + 1 = 7
4. Substitute the value of y into equation [2].

2x = 6
5. Solve for x.
i. Subtract 1 from both sides of the equation.

x=3
Solution: x = 3, y = 1 or (3, 1)
ii. Divide both sides of the equation by 2.

Check: Substitute into −2x − 3y = −9.

6. Write the solution.

LHS = −2(3) − 3(1)

7. Check the solution by substituting (3, 1) into

= −6 − 3
equation [1] since equation [2] was used to find

= −9
the value of x.

RHS = −9
LHS = RHS, so the solution is correct.

4.6.2 Solving simultaneous equations by multiplying by a constant

eles-4769
• If neither variable in the two equations have the same coefficient, it is necessary to multiply one or both
equations by a constant so that a variable can be eliminated.
• The equals sign in an equation acts like a balance, so as long as both sides of equation are correctly
multiplied by the same value, the new statement is still a valid equation.
3x + 1 4 6x + 2 8
1 1 1 1 1 1
x 1 x x 1 1
x 1 x x 1 1
x 1 x x 1 1
Double both sides and it
remains balanced.

• Consider the following pairs of equations:

3x + 7y = 23 4x + 5y = 22
6x + 2y = 22 3x − 4y = −6
• For the first pair, the easiest starting point is to work towards eliminating x. This is done by first multiplying
the top equation by 2 so that both equations have the same coefficient of x.
2 (3x + 7y = 23) ⇒ 6x + 14y = 46

TOPIC 4 Linear relationships 255

 • For the second pair, both equations will need to be multiplied by a constant. Choosing to eliminate x would
require the top equation to be multiplied by 3 and the bottom equation by 4 in order to produce two new

3 (4x + 5y = 23) ⇒ 12x + 15y = 69

equations with the same coefficient of x.

4 (3x − 4y = −6) ⇒ 12x − 16y = −24

• Once the coefficient of one of the variables is the same, you can begin the elimination method.

WORKED EXAMPLE 23 Multiplying one equation by a constant to eliminate

Solve the following pair of simultaneous equations using the elimination method.
x − 5y = −17
2x + 3y = 5

x − 5y = −17
THINK WRITE

2x + 3y = 5
1. Write the equations one under the other and number them. [1]
[2]

2. Look for a single multiplication that will create the same [1] × 2 ∶ 2x − 10y = −34 [3]
coefficient of either x or y. Multiply equation [1] by 2 and
call the new equation [3].

[3] − [2]:
2x − 10y − (2x + 3y) = −34 − 5
3. Subtract equation [2] from [3] in order to eliminate x.

2x − 10y − 2x − 3y = −39
−13y = −39
Solve for y by dividing both sides of the equation by −13. y = 3
Substituting y = 3 into [2]:
4.

2x + 3 (3) = 5
5. Substitute the value of y into equation [2].

2x + 9 = 5

2x = −4
6. Solve for x.
i. Subtract 9 from both sides of the equation.

x = −2
Solution: x = −2, y = 3 or (−2, 3)
ii. Divide both sides of the equation by 2.
7. Write the solution.
Check: Substitute into x − 5y = −17.
LHS = (−2) − 5(3)
8. Check the solution by substituting into equation [1].

= −2 − 15
= −17
RHS = −17
LHS = RHS, so the solution is correct.

Note: In this example, equation [1] could have been multiplied by −2 (instead of by 2), then the two equations
added (instead of subtracted) to eliminate x.

256 Jacaranda Maths Quest 10

 WORKED EXAMPLE 24 Multiplying both equations by a constant to eliminate

Solve the following pair of simultaneous equations using the elimination method.
6x + 5y = 3
5x + 4y = 2

6x + 5y = 3
THINK WRITE

5x + 4y = 2
1. Write the equations one under the other and number them. [1]
[2]

[1] × 4: 24x + 20y = 12

2. Decide which variable to eliminate, say y. Multiply equation [1] Eliminate y.

[1] × 5: 25x + 20y = 10

by 6 and call the new equation [3]. [3]
Multiply equation [2] by 5 and call the new equation [4].
[4] − [3]:
[4]

25x + 20y − (24x + 20y) = 10 − 12

3. Subtract equation [3] from [4] in order to eliminate y.

25x + 20y − 24x − 20y = −2

x = −2
Substituting x = −2 into [1]:
6 (−2) + 5y = 3
4. Substitute the value of x into equation [1].

−12 + 5y = 3

5y = 15
5. Solve for y.

y=3
i. Add 12 to both sides of the equation.

Solution: x = −2, y = 3 or (−2, 3)

ii. Divide both sides of the equation by 5.

Check: Substitute into 5x + 4y = 2.

6. Write your answer.

LHS = 5 (−2) + 4 (3)

7. Check the answer by substituting the solution into

= −10 + 12
equation [2].

=2
RHS = 2
LHS = RHS, so the solution is
correct.

Note: In this example, equation [1] could have been multiplied by −4 (instead of by 4), then the two equations
added (instead of subtracted) to eliminate y.

Resources
Resourceseses
eWorkbook Topic 4 Workbook (worksheets, code puzzle and a project) (ewbk-13286)

Video eLesson Solving simultaneous equations using elimination (eles-1931)

Interactivities Individual pathway interactivity: Solving simultaneous linear equations using elimination (int-4579)
Solving simultaneous equations using elimination (int-6127)

TOPIC 4 Linear relationships 257

Exercise 4.6 Solving simultaneous linear equations
using elimination
4.6 Quick quiz 4.6 Exercise

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

Fluency

a. x + 2y = 5 b. 5x + 4y = 2 c. −2x + y = 10
1. WE22 Solve the following pairs of simultaneous equations by adding equations to eliminate either x or y.

−x + 4y = 1 5x − 4y = −22 2x + 3y = 14

a. 3x + 2y = 13 b. 2x − 5y = −11 c. −3x − y = 8
2. Solve the following pairs of equations by subtracting equations to eliminate either x or y.

5x + 2y = 23 2x + y = 7 −3x + 4y = 13

a. 6x − 5y = −43 b. x − 4y = 27 c. −4x + y = −10

3. Solve each of the following equations using the elimination method.

6x − y = −23 3x − 4y = 17 4x − 3y = 14

a. −5x + 3y = 3 b. 5x − 5y = 1 c. 4x − 3y − 1 = 0
4. Solve each of the following equations using the elimination method.

−5x + y = −4 2x − 5y = −5 4x + 7y − 11 = 0

5. a. 6x + y = 9 b. x + 3y = 14 c. 5x + y = 27
WE23 For questions 5 to 7, solve the following pairs of simultaneous equations.

−3x + 2y = 3 3x + y = 10 4x + 3y = 26
6. a. −6x + 5y = −14 b. 2x + 5y = 14 c. −3x + 2y = 6
−2x + y = −6 3x + y = −5 x + 4y = −9
7. a. 3x − 5y = 7 b. 2x + 3y = 9 c. −x + 5y = 7
x + y = −11 4x + y = −7 5x + 5y = 19

a. −4x + 5y = −9 b. 2x + 5y = −6 c. 2x − 2y = −4
8. WE24 Solve the following pairs of simultaneous equations.

2x + 3y = 21 3x + 2y = 2 5x + 4y = 17
9. Solve the following pairs of simultaneous equations.

a. 2x − 3y = 6 + =2 + =
x y
4x − 5y = 9
b.
x y 3
c.
2 3
+ =4
3 2 2

+ =−
x y x y 1
4 3 2 5 2

258 Jacaranda Maths Quest 10

Understanding
For questions 10 to 12, solve each pair of simultaneous equations using an appropriate method. Check your

10. a. 7x + 3y = 16 b. 2x + y = 8 c. −3x + 2y = 19
answers using technology.

y = 4x − 1 4x + 3y = 16 4x + 5y = 13

11. a. −3x + 7y = 9 b. −4x + 5y = −7 c. y = −x

4x − 3y = 7 x = 23 − 3y
y=− x−
2 1
5 5

12. a. 4x + 5y = 41 b. 3x − 2y = 9 + =7
x y
2x + 5y = −13
c.

y= −1 3x − 2y = 12
3 4
3x
2

Reasoning
13. At a local bakery, a cup of coffee and a croissant costs $8.50, and an order of 5 coffees and three croissants
costs $35.70. Determine the cost of one croissant.

has and finds that the total value of the 34 coins in the purse is $2.80.
14. Celine notices that she only has 5-cent and 10-cent coins in her coin purse. She counts up how much she

Determine how many of each type of coin she has.

15. Abena, Bashir and Cecily wanted to weigh themselves,
but the scales they had were broken and would only give
readings over 100 kg. They decided to weigh themselves in
pairs and calculate their weights from the results.
• Abena and Bashir weighed 119 kg.
• Bashir and Cecily weighed 112 kg.
• Cecily and Abena weighed 115 kg.
Determine the weight of each student.

16. a. For the general case ax + by = e

cx + dy = f [2]
[1]

y can be found by eliminating x.

i. Multiply equation [1] by c to create equation [3].
ii. Multiply equation [2] by a to create equation [4].
iii. Use the elimination method to find a general solution for y.
b. Use a similar process to that outlined above to find a general
solution for x.

i. 2x + 5y = 7
c. Use the general solution for x and y to solve each of the following.

7x + 2y = 24
ii. 3x − 5y = 4
x + 3y = 5

d. For y to exist, it is necessary to state that bc − ad ≠ 0. Explain.

Choose another method to check that your solutions are correct in each part.

e. Is there a necessary condition for x to exist? Explain.

17. A family of two parents and four children go to the movies and spend $95 on the tickets. Another family
of one parent and two children go to see the same movie and spend $47.50 on the tickets. Determine if it
possible to work out the costs of an adult’s ticket and a child’s ticket from this information.

TOPIC 4 Linear relationships 259

 Problem solving
18. The sum of two numbers is equal to k. The difference of the two numbers is given by k − 20. Determine the
possible solutions for the two numbers.

19. Use the elimination method to solve the following pair of simultaneous equations.

x−4
+ y = −2
2y − 1
3
+x=6
7

2x + 3y + 3z = −1
20. Use an appropriate method to solve the following simultaneous equations.

3x − 2y + z = 0
z + 2y = 0

LESSON
4.7 Applications of simultaneous linear equations
LEARNING INTENTIONS
At the end of this lesson you should be able to:
• define unknown quantities with appropriate variables
• form two simultaneous equations using the information presented in a problem
• choose an appropriate method to solve simultaneous equations in order to determine the solution to
a problem.
• use simultaneous equations to determine the break-even point.

4.7.1 Applications of simultaneous linear equations

eles-4770
• When solving practical problems, the following steps can be useful:
1. Define the unknown quantities using appropriate pronumerals.
2. Use the information given in the problem to form two equations in terms of these pronumerals.
3. Solve these equations using an appropriate method.
4. Write the solution in words.
5. Check the solution.

Key language used in worded problems

To help set up equations from the information presented in a problem
question, make sure you look out for the following key terms.
• Addition: sum, altogether, add, more than, and, in total
• Subtraction: difference, less than, take away, take off, fewer than
• Multiplication: product, groups of, times, of, for each, double, triple
• Division: quotient, split into, halve, thirds
• Equals: gives, is

260 Jacaranda Maths Quest 10

WORKED EXAMPLE 25 Applying the elimination method

Ashley received better results for his Mathematics test than for his English test. If the sum of the two
marks is 164 and the difference is 22, calculate the mark he received for each subject.

Let x = the Mathamatics mark

THINK WRITE

Let y = the English mark

1. Define the two variables.

x + y = 164
x − y = 22
2. Formulate two equations from the information [1]

The sum of the two marks is x + y.

given and number them. [2]

The difference of the two marks is x − y.

3. Use the elimination method by adding [1] + [2]: 2x = 186

x = 93
equations [1] and [2] to eliminate y.
4. Solve for x by dividing both sides of the

Substituting x = 93 into [1]:

equation by 2.

x + y = 164
5. Substitute the value of x into equation [1].

93 + y = 164
6. Solve for y by subtracting 93 from both sides y = 71
of the equation.

Mathematics mark (x) = 93

7. Write the solution. Solution:

English mark (y) = 71

8. Check the solution by substituting x = 93 and Check: Substitute into x + y = 164.
y = 71 into equation [1]. LHS = 93 + 71 RHS = 164
= 164
As LHS = RHS, the solution is correct

WORKED EXAMPLE 26 Applying the substitution method

To finish a project, Genevieve bought a total of 25 nuts and bolts

25 cents and the total purchase price is $4.30, calculate how many
from a hardware store. If each nut costs 12 cents, each bolt costs

nuts and how many bolts Genevieve bought.

Let x = the number of nuts

THINK WRITE

Let y = the number of bolts

1. Define the two variables.

x + y = 25
12x + 25y = 430
2. Formulate two equations from the information given [1]
and number them. [2]
Note: The total number of nuts and bolts is 25. Each
nut cost 12 cents, each bolt cost 25 cents and the total
cost is 430 cents ($4.30).

TOPIC 4 Linear relationships 261

 x + y = 25
3. Solve simultaneously using the substitution method, Rearrange equation [1]:

x = 25 − y
since equation [1] is easy to rearrange.
Rearrange equation [1] to make x the subject by

4. Substitute the expression (25 − y) for x into Substituting (25 − y) into [2]:
subtracting y from both sides of equation [1].

equation [2]. 12 (25 − y) + 25y = 430

300 − 12x + 25y = 430
300 + 13y = 430
5. Solve for y.

13y + 300 = 430

13y = 130
y = 10
Substituting y = 10 into x = 25 − y:
x = 25 − y from step 3. x = 25 − 10
6. Substitute the value of y into the rearranged equation

x = 15

The number of nuts (x) = 15.

7. Write the solution. Solution:

The number of bolts (y) = 10.

8. Check the solution by substituting x = 15 and Check: Substitute into x + y = 25.
y = 10 into equation [1]. LHS = 15 + 20 RHS = 25
= 25
As LHS = RHS, the solution is correct.

• It is also possible to determine solutions to worded problems using the graphical method by forming and
then graphing equations.

WORKED EXAMPLE 27 Applying the graphical method

Cecilia buys 2 pairs of shorts and 3 T-shirts for $160. Ida buys 1 pair of shorts and 2 T-shirts for $90.
Develop two equations to describe the situation and solve them graphically to determine the cost of
one pair of shorts and one T-shirt.
THINK WRITE
1. Define the two variables. Let x = cost of a pair of shorts.

2x + 3y = 160
Let y = cost of a T-shirt.

x + 2y = 90
2. Formulate two equations from the [1]
information given and number them. [2]

2x + 3y = 160 x + 2y = 90
3. Calculate the x- and y-intercepts for Equation [1]: Equation [2]:

x-intercept, y = 0 x-intercept, y = 0
both graphs.

2x + 3 × 0 = 160 x + 2 × 0 = 90
2x = 160 x = 90
x = 80
y-intercept, x = 0 y-intercept, x = 0
2 × 0 + 3y = 160 0 + 2y = 90
3y = 160 2y = 90
y = 53
1 y = 45
3

262 Jacaranda Maths Quest 10

 4. Graph the two lines either by hand or y
using technology. Only the first quadrant 60
of the graph is required, as cost cannot 2x + 3y = 160
be negative. 40

(50, 20)
20 x + 2y = 90

0 x
20 40 60 80 100
5. Identify the point of intersection to The point of intersection is (50, 20).

The cost of one pair of shorts is $50 and the cost of one
solve the simultaneous equations.

T-shirt is $20.
6. Write the answer as a sentence.

4.7.2 Break-even points

eles-6178
• A break-even point is a point where the costs of a business equal the revenue. It is also the point where
there is zero profit.
• Break-even points can help businesses make decisions about their selling prices, set sales budgets and
prepare their business plans.

Revenue

Profit
Revenue (dollars)

Costs

Loss Break-even point

0 Units

Determining the break-even point

That is, solve the equation R = C.

To determine the break-even point, the equations for cost and revenue are solved simultaneously.

TOPIC 4 Linear relationships 263

 WORKED EXAMPLE 28 Using simultaneous equations to determine the break-even point

Santo sells shirts for $25. The revenue, R, for selling n shirts is
represented by the equation R = 25n. The cost to make n shirts is
represented by the equation C = 2200 + 3n.
a. Solve the equations simultaneously to determine the
break-even point.
b. Determine the profit or loss, in dollars, for the following
shirt orders.
i. 75 shirts ii. 220 shirts

a. C = 2200 + 3n
THINK WRITE

R = 25n
a. 1. Write the two equations.

2. Equate the equations (R = C). 2200 + 3n = 25n

2200 + 3n − 3n = 25n − 3n
2200 = 22n
3. Solve for the unknown.

=n
2200

n = 100
22

R = 25n
= 25 × 100
4. Substitute back into either equation to

= 2500
determine the values of C and R.

5. Write the answer in the context of the The break-even point is (100, 2500).
problem. Therefore, 100 shirts need to be sold to

b. i. C = 2200 + 3n
cover the production cost, which is $2500.

R = 25n
b. i. 1. Write the two equations.

n = 75
C = 2200 + 3 × 75
2. Substitute the given value into both

= 2425
equations.

R = 25 × 75
= 1875
Profit/loss = R − C
= 1875 − 2425
3. Determine the profit/loss.

= −550
4. Write the answer in the context of the Since the answer is negative, it means
problem. that Santo lost $550 (that is, selling 75
shirts did not cover the cost to produce the

ii. C = 2200 + 3n
shirts).

R = 25n
ii. 1. Write the two equations.

n = 220
C = 2200 + 3 × 220
2. Substitute the given value into both

= 2860
equations.

R = 25 × 220
= 5500

264 Jacaranda Maths Quest 10

 Profit/loss = R − C
= 5500 − 2860
3. Determine the profit/loss.

= 2640
4. Write the answer in the context of the Since the answer is positive, it means that
problem. Santo made $2640 profit from selling
220 shirts.

DISCUSSION
How do you decide which method to use when solving problems using simultaneous linear equations?

Resources
Resourceseses
eWorkbook Topic 4 Workbook (worksheets, code puzzle and a project) (ewbk-13286)
Interactivities Individual pathway interactivity: Applications of simultaneous linear equations (int-4580)
Break-even points (int-6454)

Exercise 4.7 Applications of simultaneous linear equations

4.7 Quick quiz 4.7 Exercise

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

Fluency
1. WE25 Rick received better results for his Maths test than for his English test. If the sum of his two marks is
163 and the difference is 31, calculate the mark recieved for each subject.

and the total purchase price is $4.20, calculate how many nuts and how many bolts she buys.
2. WE26 Rachael buys 30 nuts and bolts to finish a project. If each nut costs 10 cents, each bolt costs 20 cents

3. Eloise has a farm that raises chicken and sheep. Altogether there are 1200 animals on the farm. If the total
number of legs from all the animals is 4000, calculate how many of each type of animal there is on the farm.

Understanding
4. Determine the two numbers whose difference is 5 and whose sum is 11.

5. The difference between two numbers is 2. If three times the larger number minus twice the smaller number
is 13, determine the values of the two numbers.
6. One number is 9 less than three times a second number. If the first number plus twice the second number is
16, determine the values of the two numbers.
7. A rectangular house has a perimeter of 40 metres and the length is 4 metres more than the width. Calculate
the dimensions of the house.

TOPIC 4 Linear relationships 265

 cost of the fruit is $3.50. Voula, with 2 lemons and 4 oranges, pays
8. WE27 Mike has 5 lemons and 3 oranges in his shopping basket. The

$2.10 for her fruit.

Develop two equations to describe the situation and solve them
graphically to determine the cost of each type of fruit.
9. A surveyor measuring the dimensions of a block of land finds that the
length of the block is three times the width. If the perimeter is 160
metres, calculate the dimensions of the block.

represented by the equation R = 12.50n.

10. WE28 Yolanda sells handmade bracelets at a market for $12.50. The revenue, R, for selling n bracelets is

The cost to make n bracelets is represented by the equation C = 80 + 4.50n.

a. Solve the equations simultaneously to determine the break-even point.
b. Determine the profit or loss, in dollars, if Yolanda sells:
i. 8 bracelets ii. 13 bracelets.

11. Julie has $3.10 in change in her pocket. If she has only 50-cent and
20-cent pieces and the total number of coins is 11, calculate how many
coins of each type she has.
12. Mr Yang’s son has a total of twenty-one $1 and $2 coins in his moneybox.
When he counts his money, he finds that its total value is $30. Determine
how many coins of each type he has.
13. If three Magnums and two Paddlepops cost $8.70 and the difference in
price between a Magnum and a Paddlepop is 90 cents, calculate how
much each type of ice-cream costs.
14. If one Red Frog and four Killer Pythons cost $1.65, whereas two Red
Frogs and three Killer Pythons cost $1.55, calculate how much each type
of lolly costs.

is known that a party for 20 people costs $557, whereas a party for 35 people
15. A catering firm charges a fixed cost for overheads and a price per person. It

costs $909.50.
Determine the fixed cost and the cost per person charged by the company.
16. The difference between Sally’s PE mark and her Science mark is 12, and the
sum of the marks is 154. If the PE mark is the higher mark, calculate what
mark Sally got for each subject.

cheeses to Munga’s deli for $83.60, and four Mozzarella cheeses and
17. Mozza’s Cheese Supplies sells six Mozzarella cheeses and eight Swiss

four Swiss cheeses to Mina’s deli for $48.

Calculate how much each type of cheese costs.

Reasoning
18. If the perimeter of the triangle in the diagram is 12 cm and the x cm
length of the rectangle is 1 cm more than the width, determine the
2x cm
y cm

value of x and y.
m
19. Mr and Mrs Waugh want to use a caterer for a birthday party for 5c

would be $160. However, the sons want to invite 8 friends, making 12 people in all.
their twin sons. The manager says the cost for a family of four (y + 3) cm

266 Jacaranda Maths Quest 10

 The cost for this would be $360. If the total cost in each case is made up of the same cost per person and the
same fixed cost, calculate the cost per person and the fixed cost. Show your working.

generated by an accounting firm. He buys 6 DVDs and 3 USB sticks for $96. He later realises these are not
20. Joel needs to buy some blank DVDs and USB sticks to back up a large amount of data that has been

sufficient and so buys another 5 DVDs and 4 USB sticks for $116.
Determine how much each DVD and each USB stick cost. (Assume the same rate per item was charged for
each visit.)
21. Four years ago Tim was 4 times older than his brother Matthew. In six years’ time Tim will only be double
his brother’s age. Calculate how old the two brothers currently are.
22. A local cinema has different prices for movie tickets for children (under 12), adults and seniors (over 60).

• For a senior couple (over 60) and their four grandchildren, the total cost is $80.
Consider the following scenarios:

• For two families with four adults and seven children, the total cost is $160.50.
• For a son (under 12), his father and his grandfather (over 60), the total cost is $45.75.
Determine the cost of each type of ticket.

Problem solving
23. Reika completes a biathlon (swimming and running) that has a total
distance of 37 kilometres. Reika knows that it takes her 21.2 minutes to
swim 1 kilometre and 4.4 minutes to run 1 kilometre.
If her total time for the race was 4 hours and 32 minutes, calculate the
length of the swimming component of the race.
24. At the football, hot chips are twice as popular as meat pies and three
times as popular as hot dogs. Over the period of half an hour during half
time, a fast-food outlet serves 121 people who each bought one item.
Determine how many serves of each of the foods were sold during this
half-hour period.

25. Three jet-skis in a 300-kilometre handicap race leave at two hour intervals. Jet-ski 1 leaves first and has
an average speed of 25 kilometres per hour for the entire race. Jet-ski 2 leaves two hours later and has an
average speed of 30 kilometres per hour for the entire race.
Jet-ski 3 leaves last, two hours after jet-ski 2, and has an average speed of 40 Kilometres per hour for the
entire race.
a. Sketch a graph to show each jet-ski’s journey on the one set of axes.
b. Determine who wins the race.
c. Check your findings algebraically and describe what happened to each jet-ski during the course of
the race.
26. Alice is competing in a cycling race on an extremely windy day. The
race is an ‘out and back again’ course, so the wind is against Alice in one
direction and assisting her in the other.
For the first half of the race the wind is blowing against Alice, slowing
her down by 4 km per hour.
Given that on a normal day Alice could maintain a pace of 36 km per hour
and that this race took her 4 hours and 57 minutes, calculate the total
distance of the course.

TOPIC 4 Linear relationships 267

 LESSON
4.8 Solving simultaneous linear and non-linear
equations
LEARNING INTENTIONS
At the end of this lesson you should be able to:
• determine the point or points of intersection between a linear equation and various non-linear equations
using various techniques
• use digital technology to determine the points of intersection between a linear equation and a non-linear
equation.

4.8.1 Solving simultaneous linear and quadratic equations

eles-4771
• The graph of a quadratic function is called a parabola.
• A parabola and a straight line may:
• intersect at only one point
y y
x=1
8 8
y = x2 – 2
6 6

4 4

2 2
y = x2 – 2

0 x 0 x
–6 –4 –2 2 4 6 –6 –4 –2 2 4 6
( –1, –1) –2 –2 (1, –1)

y = –2x – 3
–4 –4

• intersect at two points

y
y = x2 – 2
8 y = 2x + 1
(3, 7)
6

0 x
–6 –4 –2 2 4 6
(–1, –1)
–2

–4

268 Jacaranda Maths Quest 10

 • not intersect at all.

y
6

y = x2 – 2
4

0 x
–6 –4 –2 2 4 6
–2
y = –x – 3
–4

WORKED EXAMPLE 29 Solving linear and quadratic simultaneous equations

Determine the points of intersection of y = x2 + x − 6 and y = 2x − 4:

a. algebraically b. graphically.

y = x2 + x − 6
THINK WRITE/DRAW

y = 2x − 4
a. 1. Number the equations. Equate [1] and [2]. a. [1]

x2 + x − 6 = 2x − 4
[2]

x2 + x − 6 − 2x + 4 = 2x − 4 − 2x + 4
x2 + x − 6 − 2x + 4 = 0
2. Collect all the terms on one side and simplify.

x2 − x − 2 = 0
(x − 2) (x + 1) = 0
x−2 = 0 x+1 = 0
3. Factorise and solve the quadratic equation using the

x=2 x = −1
Null Factor Law.
or

When x = 2,
y = 2 (2) − 4
4. Identify the y-coordinate for each point of

= 4−4
intersection by substituting each x-value into one

=0
of the equations.

When x = −1
Intersection point (2, 0)

y = 2 (−1) − 4
= −2 − 4
= −6
Intersection point (−1, −6)
b. 1. To sketch the graph of y = x2 + x − 6, determine b. x-intercepts: y = 0
5. Write the solution.

0 = x2 + x − 6
0 = (x + 3) (x − 2)
the x- and y-intercepts and the turning point (TP).

x = −3, x = 2
The x-value of the TP is the average of the x-axis
intercepts. The y-value of the TP is calculated by

y-intercept: x = 0
substituting the x-value into the equation of the The x-intercepts are (−3, 0) and (2, 0).

y = −6
parabola.

The y-intercept is (0, −6)

TOPIC 4 Linear relationships 269

 −3 + 2
= −0.5
y-value of the turning point; when x = −0.5:
x-value of the turning point:
2

y = (−0.5)2 + (−0.5) − 6
y = −6.25
The turning point is (−0.5, −6.25).
2. To sketch the graph of y = 2x − 4, determine the x-intercept: y = 0
0 = 2x − 4
x=2
x- and y-intercepts.

y-intercept: x = 0
The x-intercept is (2, 0).

y = −4
The y-intercept is (0, −4).

y = x2 + x − 6 and y = 2x − 4, labelling both.

3. On the same set of axes, sketch the graphs of y
10
8
6
4 y = 2x ‒ 4
2
(2, 0)
x
–10 –8 –6 –4 –2 0 2 4 6 8 10
–2
–4 y = x2 + x ‒ 6
(–1, –6) –6
–8
–10

and (−1, −6).

4. On the graph, locate the points of intersection and The points of intersection are (2, 0)
write the solutions.

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

a. a. a. a.
1. On a Calculator page, press: 1. On a Main screen,
• MENU complete the entry
• 3: Algebra line as:

x + x − 6 = 2x − 4, x
• 1: Solve solve
( 2 )
Complete the entry

solve(y = x2 + x − 6 and
line as: The x-values of the

y = 2x − 4, {x, y})
solutions will be shown.
To determine the
Then press ENTER. corresponding y-values,
complete the entry

2x − 4|x = −1
lines as:

2x − 4|x = 2
Press EXE after each
entry.

(−1, −6) and (2, 0). (−1, −6) and (2, 0).
2. Write the solutions. The points of intersection are 2. Write the solutions. The points of intersection are

270 Jacaranda Maths Quest 10

 b. b. b. b.
1. On a Graphs page, 1. On a Graph & Table
complete the function screen, complete the

f 1 (x) = x2 + x − 6 y1 = x2 + x − 6
entry lines as: function entry lines as:

f 2 (x) = 2x − 4 y2 = 2x − 4
Press the down arrow Then tap the graphing
between entering the icon. The graphs will be
functions. The graphs will displayed.
be displayed.

2. To locate the point of 2. To locate the first point of

intersection, press: intersection, press:
• MENU • Analysis
• 6: Analyze Graph • G-Solve
• 4: Intersection • Intersection
Drag the dotted line to The point of intersection
the left of the first point will be shown. Tap the
of intersection (the lower right arrow for the second
bound), press ENTER, point.
then drag the dotted line
to the right of the point
of intersection (the upper
bound) and press ENTER.
Repeat for the second point.
The points of intersection
will be shown.

(−1, −6) and (2, 0). (−1, −6) and (2, 0).
3. State the points of The points of intersection are 3. State the points of The points of intersection are
intersection. intersection.

4.8.2 Solving simultaneous linear and hyperbolic equations

eles-4772
• A hyperbola and a straight line may:
• intersect at only one point. In the first case, the line is a tangent to the curve.

y y
10 10
8 8
1 1
6 y= x 6 y= x
y = –x + 2
4 4
2 (1, 1) y=1 2 (1, 1)
x
–10 –8 –6 –4 –2 0 2 4 6 8 10 x –10 –8 –6 –4 –2 0 2 4 6 8 10
–2 –2
–4 –4
–6 –6
–8 –8
–10 –10

TOPIC 4 Linear relationships 271

 • intersect at two points
y
10 y=x
8
1
6 y= x
4
2 (1, 1)
x
–10 –8 –6 –4 –2 0 2 4 6 8 10
(–1, –1) –2
–4
–6
–8
–10

• not intersect at all.

y
10
8
1
6 y= x
y = –x
4
2
x
–10 –8 –6 –4 –2 0 2 4 6 8 10
–2
–4
–6
–8
–10

WORKED EXAMPLE 30 Solving linear and hyperbolic simultaneous equations

Determine the point(s) of intersection between y = x + 5 and y = :

6
x
a. algebraically b. graphically.

THINK WRITE/DRAW

a. 1. Number the equations. a. y = x + 5

y=
[1]
6
[2]
x

x+5 =
6
2. Equate [1] and [2].

x (x + 5) = 6
Collect all terms on one side, x

x2 + 5x − 6 = 0
factorise and simplify to solve

(x + 6) (x − 1) = 0
for x.

x = −6, x = 1

x = −6 x=1
y = −6 + 5 y = 1+5
3. To determine the

y = −1 y=6
y-coordinates of the points
of intersection, substitute the
values of x into [1].

272 Jacaranda Maths Quest 10

 4. Write the solutions. The points of intersection are (−6, −1)
and (1, 6).

b. 1. To sketch the graph of y =

−6 −5 −4 −3 −2 −1
6
, b.
x 0 1 2
x
−1 −1 −1 −2 −3 −6
draw a table of values. 1 1
y Undef. 6 3
5 2

x-intercept: y = 0
y = x + 5, determine the 0 = x+5
2. To sketch the graph of

x- and y-intercepts. x = −5

y-intercept: x = 0
The x-intercept is (−5, 0).

y=5
The y-intercept is (0, 5).

sketch the graphs of y = x + 5

3. On the same set of axes, y
y = 6x

and y = , labelling both.

10
6 8 y=x+5
x 6 (1, 6)
4
2
(–6, –1)
x
–10 –8 –6 –4 –2 0 2 4 6 8 10
–2
–4
–6
–8
–10

and (−6, −1).

4. On the graph, locate the points The points of intersection are (1, 6)
of intersection and write the
solutions.
TI | THINK DISLPAY/WRITE CASIO | THINK DISPLAY/WRITE
a. a. a. a.
1. In a new problem, on a On the Main screen, tap:
Calculator page, press: • Action
• MENU • Advanced
• 1: Actions • solve
• 1: Define Complete
( the entry ) lines as:
solve x + 5 = , x
Complete the entry 6

Define f 1(x) = x + 5 x + 5|x = −6

line as: x

Repeat for the second x + 5|x = 1

Define f 2(x) =
function: Press EXE after each entry.
6
x

are (−6, −1) and (1, 6).

Press ENTER after The points of intersection
each entry.

TOPIC 4 Linear relationships 273

2. To determine the
intersection points
algebraically, press:
• MENU
• 3: Algebra
• 1: Solve
Complete the entry line

solve ( f 1(x) = f 2(x), x)

as:

f 1(−6) The points (−6, −1) and (1, 6) are

f 2(1) the points of intersection.

b. b. b. b.
1. On a Graphs page, In the Graph & Table page,

y1 = x + 5
press the up arrow ▲ complete the entry lines as:
to select the function
y2 =
f 2(x), then press 6
ENTER. The graph x
will be displayed. Now Then tap the graphing icon.
press TAB, select the To determine the points of
function f 1(x) and press intersection, tap:
ENTER to draw the • Analysis
function. • G-Solve
Apply colour if you • Intersection
would like to. To determine the next point
of intersection, press the right
arrow.

2. To determine the points

of intersection between
the two graphs, press:
• MENU
• 6: Analyze Graph
• 4: Intersection
Move the cursor to
the left of one of the
intersection points,

(−6, −1) and (1, 6) .

press ENTER, then The points of intersection are
move the cursor
to the right of this

(−6, −1) and (1, 6).

intersection point The points of intersection are
and press ENTER.
The intersection point
is displayed. Repeat
for the other point of
intersection.

Solving simultaneous linear equations and circles

• A circle and a straight line may:
• intersect at only one point. Here, the line is a tangent to the curve.
y
4
3 y=2
(0, 2)
2
1
x
–4 –3 –2 –1 0 1 2 3 4
–1
–2
x 2 + y2 = 4
–3
–4

274 Jacaranda Maths Quest 10

 • intersect at two points
y
4
y=x
3
2
1 ( 2, 2)

x
–4 –3 –2 –1 0 1 2 3 4
–1
(– 2, – 2) –2
x2 + y2 = 4
–3
–4

• not intersect at all.

y
4
3
y = –x + 4
2
1
x
–4 –3 –2 –1 0 1 2 3 4
–1
–2
x2 + y2 = 4
–3
–4

Solutions of a linear equation and a non-linear equation

Depending on the equations, a linear equation and a non-linear equation can have a different number
of solutions. For a linear equation and any of the following:
• quadratic equations
• hyperbolic equations
• circles
the number of possible solutions (points of intersections) is 0, 1 or 2.

DISCUSSION
What does it mean if a straight line touches a curve only once?

Resources
Resourceseses
eWorkbook Topic 4 Workbook (worksheets, code puzzle and a project) (ewbk-13286)
Interactivities Individual pathway interactivity: Solving simultaneous linear and non-linear equations (int-4581)
Solving simultaneous linear and non-linear equations (int-6128)

TOPIC 4 Linear relationships 275

Exercise 4.8 Solving simultaneous linear and non-linear
equations
4.8 Quick quiz 4.8 Exercise

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

Fluency
1. Describe how a parabola and straight line may intersect. Use diagrams to illustrate your explanation.

2. WE29 Determine the points of intersection of the following pairs of equations:

i. algebraically
ii. algebraically using a calculator

a. y = x2 + 5x + 4 and y = −x − 1 b. y = −x2 + 2x + 3 and y = −2x + 7

iii. graphically using a calculator.

c. y = −x2 + 2x + 3 and y = −6

a. y = −x2 + 2x + 3 and y = 3x − 8 b. y = −(x − 1) + 2 and y = x − 1

3. Determine the points of intersection of the following pairs of quations.

c. y = x2 + 3x − 7 and y = 4x + 2
2

a. y = 6 − x2 and y = 4
4. Determine the points of intersection of the following pairs of equations.

3−x
b. y = 4 + x − x2 and y =

c. x = 3 and y = 2x2 + 7x − 2
2

Identify which of the following graphs shows the parabola y = x2 − 3x + 2, x ∈ R, and the straight line
y = x + 3.
5. MC

A. y B. y C. y

0 x 0 x 0 x

D. y E. y

x 0 x
0

276 Jacaranda Maths Quest 10

 6. MC Identify which of the following equations are represented by y
the graph shown.
A. y = 0.5(x + 1.5) + 4 and y = − x + 1
2 1
3

B. y = −0.5(x + 1.5) − 4 and y = − x + 1

2
2 1 1
3

C. y = −0.5(x − 1.5) + 4 and y = x + 1

x
–3 –1 0 4
2 1
3

D. y = 0.5(x − 1.5) + 4 and y = − x + 1

2 1
3

E. y = 0.5(x − 1.5) + 4 and y = − x + 1

2 1
3

a. y = −x2 + 3x + 4 and y = x − 4 b. y = −x2 + 3x + 4 and y = 2x + 5

7. Determine whether the following graphs intersect.

c. y = −(x + 1) + 3 and y = −4x − 1 d. y = (x − 1) + 5 and y = −4x − 1

2 2

Understanding
For questions 8 to 11, determine the point(s) of intersection between each pair of equations.
8. a. y = x b. y = x − 2 c. y = 3x d. y =
WE30

y= y= y=
y= +2
1 1 5 x
x
x x x
9. a. y = 3x b. x2 + y2 = 25 c. x2 + y2 = 50 d. x2 + y2 = 9
2

x2 + y2 = 10 3x + 4y = 0 y = 5 − 2x y=2−x

10. a. y = b. x2 + y2 = 25 c. y = 2x + 3 d. 3x + 4y = 7
1
y = −2x + 5 y = −4x + 3
y = 4x y= −4
x 2 10
x

11. a. y = x2 b. x2 + (y + 1) = 25 c. y = −4x − 5 + =7
x y
y = 2x − 1 y=3
2

y = x2 + 2x + 3
d.
3 4

y= +3
x2
16
Reasoning

12. Consider the following equations: y = (x − 3)2 + and y = x + k.

1 5
2 2
Identify for what values of k the two lines would have:
a. no points of intersection
b. one point of intersection
c. two points of intersection.

13. Show that there is at least one point of intersection between the parabola y = −2(x + 1) − 5, where y = f (x),
and the straight line y = mx − 7, where y = f (x).
2

14. a. Using technology, sketch the following graphs and state how many ways a straight line could intersect

i. y = x3 − 4x ii. y = x4 − 8x2 + 16 iii. y = x5 − 8x3 + 16x

with each graph.

b. Comment on the connection between the highest power of x and the number of possible points of
intersection.

TOPIC 4 Linear relationships 277

 Problem solving
15. If two consecutive numbers have a product of 306, calculate the possible values for these numbers.

16. The perimeter of a rectangular paddock is 200 m and the area is 1275 m2 . Determine the length and width of
the paddock.
17. a. Determine the point(s) of intersection between the circle x2 + y2 = 50 and the linear equation y = 2x − 5.
b. Confirm your solution to part a by plotting the equation of the circle and the linear equation on the
same graph.
18. The sum of two positive numbers is 21. Twice the square of the larger number minus three times the square
of the smaller number is 45. Determine the value of the two numbers.
x(2 + y2 = 32.
another track where the path is given by y = 2 − 1 x + 8 − 4 2 . Determine the point(s) where the
19. a. Omar is running laps around a circular park with
( equation
) ) Chae-won is running along
√ √

two paths intersect.

b. Omar and Chae-won both start from the same point. If Chae-won gets between the two points in two
hours, calculate the possible speeds Omar could run at along his circle in order to collide with
Chae-won at the other point of intersection. Assume all distances are in kilometres and give your answer
to 2 decimal places.

• Adam’s model: Temperature (°C) = 100 – 5 × time

20. Adam and Eve are trying to model the temperature of a cup of coffee as it cools.

• Eve’s model: Temperature (°C) = + 20

10 + time
800

Time is measured in minutes.

a. Using either model, identify the initial temperature of the cup of coffee.
b. Determine at what times the two models predict the same temperature for the cup of coffee.
c. Evaluate whose model is more realistic. Justify your answer.

LESSON
4.9 Solving linear inequalities
LEARNING INTENTIONS
At the end of this lesson you should be able to:
• solve an inequality and represent the solution on a number line
• convert a worded statement to an inequality in order to solve a problem.
• evaluate and sketch piecewise linear graphs.

4.9.1 Inequalities between two expressions

• An equation, such as y = 2x, is a statement of equality as both sides are equal to each other.
eles-4774

• An inequation, such as y < x + 3, is a statement of inequality between two expressions.

278 Jacaranda Maths Quest 10

 • A linear equation such as 3x = 6 will have a unique solution (x = 2), whereas an inequation such as 3x < 6
will have an infinite number of solutions (x = 1, 0, –1, –2 … are all solutions).
• We use a number line to represent all possible solutions to a linear inequation. When representing an
inequality on a number line, an open circle is used to represent that a value is not included, and a closed
circle is used to indicate that a number is included.
• The following table shows four basic inequalities and their representations on a number line.

Mathematical statement Worded statement Number line diagram

x>2 x is greater than 2

–10 –8 –6 –4 –2 0 2 4 6 8 10

x≥2 x is greater than or equal to 2

–10 –8 –6 –4 –2 0 2 4 6 8 10

x<2 x is less than 2

–10 –8 –6 –4 –2 0 2 4 6 8 10

x≤2 x is less than or equal to 2

–10 –8 –6 –4 –2 0 2 4 6 8 10

4.9.2 Solving inequalities

eles-6179
• The following operations may be done to both sides of an inequality without affecting its truth.
• A number can be added or subtracted from both sides of the inequality.

Adding or subtracting a number:

For example: 6>2 Add 3 to +3 +3

9>5
both sides:
(True)

6≥2
0 1 2 3 4 5 6 7 8 9 10

For example: Subtract 3 –3 –3

from both

3 ≥ −1
sides:
–2 –1 0 1 2 3 4 5 6 7 8
(True)

Adding or subtracting moves both numbers the same distance along the number line.

• A number can be multiplied or divided by a positive number.

Multiplying or dividing by a positive number:

For example: 6>2 Multiply both 1

1 1 ×–
2
sides by : ×–

3>1
2
2
(True)
–1 0 1 2 3 4 5 6 7
The distance between the numbers has changed, but their relative position has not.

TOPIC 4 Linear relationships 279

 • Care must be taken when multiplying or dividing by a negative number.

Multiplying or dividing by a negative number:

6 > 2 Multiply both
sides by − 1:
For example: ×–1

−6 > −2 (False) ×–1

Multiplying or dividing by a negative number reflects numbers about x = 0.

–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6

Their relative positions are reversed.

• When solving inequalities, if both sides are multiplied or divided by a negative number, then the inequality

For example, 6 > 2 implies that −6 < −2.

sign must be reversed.

Solving a linear inequality

Solving a linear inequality is a similar process to solving a standard linear equation. We can perform
the following inverse operations as normal:
• a number or term can be added to or subtracted from each side of the inequality
• each side of an inequation can be multiplied or divided by a positive number.

We must take care to change the direction of the inequality sign when:
• each side of an inequation is to be multiplied or divided by a negative number.

WORKED EXAMPLE 31 Solving linear inequalities

a. 4x − 1 < −2 b. 6x − 7 ≥ 3x + 5
Solve each of the following linear inequalities and show the solution on a number line.

4x − 1 < −2
THINK WRITE/DRAW

4x − 1 + 1 < −2 + 1
a. 1. Write the inequality. a.

4x < −1
2. Add 1 to both sides of the inequality.

<−
4x 1
3. Obtain x by dividing both sides of the
4 4

x <−
inequality by 4.
1
4
4. Show the solution on a number line. 1
x < ––

value of − is not included.

Use an open circle to show that the 4
1
4 –2 –1 1 0 1
––

6x − 7 ≥ 3x + 5
4

6x − 7 − 3x ≥ 3x + 5 − 3x
b. 1. Write the inequality. b.

3x − 7 ≥ 5
2. Subtract 3x from both sides of the
inequality.

280 Jacaranda Maths Quest 10

 3x − 7 + 7 ≥ 5 + 7
3x ≥ 12
3. Add 7 to both sides of the inequality.

3x ≥ 12
≥
4. Obtain x by dividing both sides of the
inequality by 3. 3x 12

x≥4
3 3

5. Show the solution on a number line. x≥4

Use a closed circle to show that the
value of 4 is included.
0 2 4 6 8 10

WORKED EXAMPLE 32 Solving complex linear inequalities

a. −3m + 5 < −7 b. 5 (x − 2) ≥ 7 (x + 3)
Solve each of the following linear inequalities.

− 3m + 5 < −7
THINK WRITE

− 3m + 5 − 5 < −7 − 5
a. 1. Write the inequality. a.

−3m < −12

2. Subtract 5 from both sides of the inequality.
(There is no change to the inequality sign.)
−3m −12
>
−3 −3
3. Obtain m by dividing both sides of the

m >4
inequation by –3. Reverse the inequality sign,
since we are dividing by a negative number.

5 (x − 2) ≥ 7 (x + 3)
5x − 10 ≥ 7x + 21
b. 1. Write the inequality. b.

2. Expand both brackets.

5x − 10 − 7x ≥ 7x + 21 − 7x
−2x − 10 ≥ 21
3. Subtract 7x from both sides of the inequality.

−2x − 10 + 10 ≥ 21 + 10
−2x ≥ 31
4. Add 10 to both sides of the inequation.

−2x
≤
−2 −2
31
5. Divide both sides of the inequality by –2.

−31
x≤
Reverse the direction of the inequality sign as
we are dividing by a negative number.
2
x ≤ −15
1
2

TOPIC 4 Linear relationships 281

 4.9.3 Piecewise linear graphs
eles-6180
• A piecewise graph is a graph that is made up of two or more linear Distance–time graph
equations. d
• Often these are used to represent a situation that involves a transition 60

Distance from home

or a change in a rate.

(kilometres)
• The piecewise graph will be continuous, and the equations of the 45
lines will intersect at each transition point.
• Piecewise position–time graphs can be used to describe motion in 30

real life.
15

0 t
13:00 14:00 15:00 16:00 17:00
Time of day

COLLABORATIVE TASK: Tell me a story

Students work in pair and write a story about the following Distance–time graph
motion graph. d
150
The piecewise graph describes the motion of a bike rider who has G

Distance (kilometres)
a goal to ride a 150-km distance in less than 10 hours. F
E
Discuss the following questions. 100
D
1. Give a story that explains the graph.
C
2. State whether the rider was able to achieve their goal? Explain. B
50
3. State the speed at each line: A, B, C, D, E, F and G.
4. The speed of the rider was zero at some intervals. State these A
line parts and what this tells you about the motion of the rider.
0 t
1 2 3 4 5 6 7 8 9 10
Time (hours)

WORKED EXAMPLE 33 Evaluating and sketching a piecewise graph

The following two equations represent the distance travelled by

a group of students over 5 hours. Equation 1 represents the first
section of the hike, when the students are walking at a pace of
4 km/h. Equation 2 represents the second section of the hike, when
the students change their walking pace.
Equation 1: d = 4t, 0 ≤ t ≤ 2
Equation 2: d = 4 + 2t, 2 ≤ t ≤ 5

The variable d is the distance in km from the campsite, and t is the time in hours.
a. Determine the time, in hours, for which the group travelled in the first section of the hike.
b. i. Determine their walking pace in the second section of their hike.
ii. Calculate for how long, in hours, they walked at this pace.
c. Sketch a piecewise linear graph to represent the distance travelled by the group of students over
the five-hour hike.

282 Jacaranda Maths Quest 10

THINK WRITE/DRAW
a. 1. Determine which equation the question a. This question applies to equation 1.

0≤t≤2
applies to.
2. Look at the time interval for this equation.
3. Interpret the information. The group travelled for 2 hours.
b. i. 1. Determine which equation the question b. i. This question applies to equation 2.

d = 4 + 2t, 2 ≤ t ≤ 5
applies to.
2. Interpret the equation. The walking pace
is found by the coefficient of t, as this The coefficient of t is 2.
represents the gradient.

ii. 2 ≤ t ≤ 5
3. Write the answer as a sentence. The walking pace is 2 km/h.
ii. 1. Look at the time interval shown.
2. Interpret the information and answer the They walked at this pace for 3 hours.

c. Change after t = 2 hours:

question.

d = 4t
c. 1. Calculate the distance travelled before the

d = 4×2
change of pace.

d = 8 km

otherwise, sketch the graph d = 4t

2. Using a calculator, spreadsheet or d

between t = 0 and t = 2.
14
13
12
11
10
9
8 (2, 8)
7
6
5
4
3
2
1
(0, 0)
0 t

4t = 4 + 2t
1 2 3 4 5 6 7 8 9 10

4t − 2t = 4 + 2t − 2t
3. Solve the simultaneous equations to

2t = 4
determine the point of intersection.

Substitute t = 2 into d = 4t:

d = 4×2
=8

TOPIC 4 Linear relationships 283

 4. Using CAS, sketch the graph of d = 4 + 2t
between t = 2 and t = 5.
d
14 (5, 14)
13
12
11
10
9
8 (2, 8)
7
6
5
4
3
2
1
(0, 0)
0 t
1 2 3 4 5 6 7 8 9 10

DISCUSSION
What are the similarities and differences when solving linear inequations compared to linear equations?

Resources
Resourceseses
eWorkbook Topic 4 Workbook (worksheets, code puzzle and a project) (ewbk-13286)
Interactivities Individual pathway interactivity: Solving linear inequalities (int-4582)
Inequalities on the number line (int-6129)

Exercise 4.9 Solving linear inequalities

4.9 Quick quiz 4.9 Exercise

Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 4, 7, 10, 15, 18, 19, 22, 25, 2, 5, 8, 11, 13, 16, 20, 23, 26, 3, 6, 9, 12, 14, 17, 21, 24, 28,
29, 32 27, 30, 33 31, 34

Fluency

1. a. x + 1 > 3 b. a + 2 > 1 c. y − 3 ≥ 4 d. m − 1 ≥ 3
WE31a For questions 1 to 3, solve each of the following inequalities and show the solution on a number line.

2. a. p + 4 < 5 b. x + 2 < 9 c. m − 5 ≤ 4 d. a − 2 ≤ 5

3. a. x − 4 > −1 b. 5 + m ≥ 7 c. 6 + q ≥ 2 d. 5 + a > −3

284 Jacaranda Maths Quest 10

 4. a. 3m > 9 b. 5p ≤ 10 c. 2a < 8 d. 4x ≥ 20
For questions 4 to 6, solve each of the following inequalities. Check your solutions by substitution.

5. a. 5p > −25 b. 3x ≤ −21 c. 2m ≥ −1 d. 4b > −2

>6 <4 ≤ −2 ≥5
m x a m
6. a. b. c. d.
3 2 7 5

7. a. 2m + 3 < 12 b. 3x + 4 ≥ 13 c. 5p − 9 > 11 d. 4n − 1 ≤ 7
For questions 7 to 9, solve each of the following inequalities.

8. a. 2b − 6 < 4 b. 8y − 2 > 14 c. 10m + 4 ≤ −6 d. 2a + 5 ≥ −5

9. a. 3b + 2 < −11 b. 6c + 7 ≤ 1 c. 4p − 2 > −10 d. 3a − 7 ≥ −28

WE31b For questions 10 to 14, solve each of the following linear inequalities and show the solution on a

10. a. 2m + 1 > m + 4 b. 2a − 3 ≥ a − 1
number line.

c. 5a − 3 < a − 7 d. 3a + 4 ≤ a − 2

11. a. 5x − 2 > 40 − 2x b. 7x − 5 ≤ 11 − x
c. 7b + 5 < 2b + 25 d. 2 (a + 4) > a + 13

12. a. 3 (m − 1) < m + 1 b. 5 (2m − 3) ≤ 3m + 6

c. 3 (5b + 2) ≤ −10 + 4b d. 5 (3m + 1) ≥ 2 (m + 9)

x+1 x−2 x+7

13. a. ≤4 b. ≥ −4 c. < −1
2 5 3

2x + 3 3x − 1 5x + 9
14. a. >6 b. ≥2 c. <0
4 7 6

15. a. −2m > 4 b. −5p ≤ 15 c. −2a ≥ −10

WE32 For questions 15 to 17, solve each of the following inequalities.

d. −p − 3 ≤ 2 e. 10 − y ≥ 13

16. a. 14 − x < 7 b. 1 − 6p > 1 c. 2 − 10a ≤ 0

d. 2 (3 − x) < 12 e. −4 (a + 9) ≥ 8

17. a. −15 ≤ −3 (2 + b) b. 2x − 3 > 5x + 6 c. k + 5 < 2k − 3

d. 3 (x − 4) < 5 (x + 5) e. 7 (a + 4) ≥ 4 (2a − 3)

When solving the inequality −2x > −7, we need to:

A. change the sign to ≥ B. change the sign to < C. change the sign to =
18. MC

D. change the sign to ≤ E. keep the sign unchanged

2−x 5−m
For questions 19 to 24, solve each of the following inequalities.
19. a. >1 b. ≥2
3 4

−3 − x 3 − 8a
20. a. < −4 b. < −1
5 2

4 − 3m −2m + 6
21. a. ≤0 b. ≤3
2 10

22. a. 3k > 6 b. −a − 7 < −2 c. 5 − 3m ≥ 0 d. x + 4 > 9

TOPIC 4 Linear relationships 285

 1−x
23. a. 10 − y ≤ 3 b. 5 + 3d < −1 ≥ −2 ≤2
7p
c. d.
3 3

−4 − 2m
24. a. >0 b. 5a − 2 < 4a + 7 c. 6p + 2 ≤ 7p − 1 d. 2 (3x + 1) > 2x − 16
5

Understanding
25. Write linear inequalities for the following statements, using x to represent the unknown. (Do not attempt to
solve the equations.)
a. The product of 5 and a certain number is greater than 10.
b. When three is subtracted from a certain number the result is less than or equal to 5.
c. The sum of seven and three times a certain number is less than 42.

26. Write linear inequalities for the following statements. Choose an appropriate letter to represent the unknown.
a. Four more than triple a number is more than 19.
b. Double the sum of six and a number is less than 10.
c. Seven less the half the difference between a number and 8 is at least 9.

27. WE33 The following two equations represent the distance travelled by a group of bike riders over 8 hours,

Equation 1: d = 20t, 0 ≤ t ≤ 4
where d is the distance in km from the starting point and t is the time in hours.

Equation 2: d = −40 + 30t, 4 ≤ t ≤ 8

a. Determine the time, in hours, for which the riders travelled in the first section of the ride.
b. i. Determine their riding pace in the second section of their ride.
ii. Calculate for how long, in hours, they rode at this pace.
c. Sketch a piecewise graph to represent the distance travelled by the riders over the 8-hour ride.

a. John makes $50 profit for each television he sells. Determine how many televisions John needs to sell to
28. Write linear inequalities for the following situations. Choose an appropriate letter to represent the unknown.

make at least $650 in profit.

b. Determine what distances a person can travel with $60 if the cost of a taxi ride is $2.50 per km with a
flagfall cost of $5.

Reasoning
29. Tom is the youngest of five children. The five children were all born 1 year apart. If the sum of their ages is
at most 150, set up an inequality and solve it to find the possible ages of Tom.

−c < ax + b < −d.

30. Given the positive numbers a, b, c and d and the variable x, there is the following relationship:

a. Determine the possible range of values of x if a = 2, b = 3, c = 10 and d = 1.

b. Rewrite the original relationship in terms of x only (x by itself between the < signs), using a, b, c and d.

31. Two speed boats are racing along a section of Lake Quikalong.
The speed limit along this section of the lake is 50 km/h. Ella is
travelling 6 km/h faster than Steven, and the sum of the speeds at
which they are travelling is greater than 100 km/h.
a. Write an inequation and solve it to describe all possible speeds
that Steven could be travelling at.
b. At Steven’s lowest possible speed, is he over the speed limit?
c. The water police issue a warning to Ella for exceeding the speed
limit on the lake.
Show that the police were justified in issuing a warning to Ella.

286 Jacaranda Maths Quest 10

 Problem solving
32. Mick the painter has fixed costs (insurance, equipment etc) of $3400
per year. His running cost to travel to jobs is based on $0.75 per
kilometre. Last year Mick had costs that were less than $16 000.
a. Write an inequality and solve it to find how many kilometres Mick
travelled for the year.
b. Explain the information you have found.

33. A coffee store produces doughnuts and croissants to sell alongside

its coffee. Each morning the bakery has to decide how many of each
it will produce. The store has 240 minutes to produce food in the
morning.
It takes 20 minutes to make a batch of doughnuts and 10 minutes
to make a batch of croissants. The store also has 36 kg of flour to
use each day. A batch of doughnuts uses 2 kg of flour and a batch of
croissants uses 2 kg of flour.
a. Set up an inequality around the amount of time available to produce doughnuts and croissants.
b. Set up an inequality around the amount of flour available to produce doughnuts and croissants.
c. Use technology to work out the possible number of each that can be made, taking into account both
inequalities.
34. I have $40 000 to invest. Part of this I intend to invest in a stable 5% simple interest account. The remainder
will be invested in my friend’s IT business. She has said that she will pay me 7.5% interest on any money I

Calculate the least amount of money I should invest with my friend so that I receive at least $2500 interest
give to her. I am saving for a European trip so I want the best return for my money.

per year from my investments.

LESSON
4.10 Inequalities on the Cartesian plane
LEARNING INTENTIONS
At the end of this lesson you should be able to:
• sketch the graph of a half plane: the region represented by an inequality
• sketch inequalities using digital technology.

4.10.1 Inequalities on the Cartesian plane

eles-4776

• There is an infinite number of points that can satisfy an inequality. If we consider the inequality x + y < 10,
• A solution to a linear inequality is any ordered pair (coordinate) that makes the inequality true.

inequality (6 + 8 is not less than 10).

the following points (1, 7), (5, 2) and (4, 3) are all solutions, whereas (6, 8) is not as it does not satisfy the

• These points that satisfy an inequality are represented by a region that is found on one side of a line and is
called a half plane.

TOPIC 4 Linear relationships 287

 • To indicate whether the points on a line satisfy the inequality, a specific type of boundary line is used.

Points on the line Symbol Type of boundary line used

< or >
Dashed
Do not satisfy the inequality
---------------
≤ or ≥
Solid
Satisfy the inequality
_______________
• The required region is the region that contains the points that satisfy the inequality.
• Shading or no shading is used to indicate which side of the line is the required region, and a key is shown
to indicate the region.

y y
3 3
2 2
1 1
x x
–4 –3 –2 –1 0 1 2 3 –4 –3 –2 –1 0 1 2 3
–1 –1
–2 –2
y > 2x − 2 –3 y ≤ 2x − 2 –3

The required region is . The required region is .

• Consider the line x = 2. It divides the Cartesian plane into two distinct regions or half-planes.

y
4
3
x<2 x>2
2
x=2

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

(1, 3), so this region is given the name x < 2.

• The region on the left (shaded pink) contains all the points whose x-coordinate is less than 2, for example

example (3, −2), so this region is given the name x > 2.

• The region on the right (shaded blue) contains all the points whose x-coordinate is greater than 2, for

the boundary line, where x = 2

• There are three distinct parts to the graph:

the pink region, where x < 2

•

the blue region, where x > 2.

•
•

288 Jacaranda Maths Quest 10

 WORKED EXAMPLE 34 Sketching simple inequalities

a. x ≥ −1 b. y < 3
Sketch a graph of each of the following regions.

a. 1. x ≥ −1 includes the line x = −1 and

THINK DRAW

the region x > −1.

a. y
4

x = −1. Because the line is required, it will be

2. On a Cartesian plane sketch the line 3
2

x = –1
3. Identify a point where x > −1, say (2, 1).
drawn as a continuous (unbroken) line. 1 (2, 1)
x
–4 –3 –2 –1 0

region x ≥ −1.
1 2 3 4
4. Shade the region that includes this point. Label the –1
–2
x ≥ –1
–3
–4

b. 1. The line y = 3 is not included.

2. Sketch the line y = 3. Because the line is not
b. y
4

3. Identify a point where y < 3, say (1, 2).

y=3
included, show it as a dashed (broken) line. 3

4. Shade the region where y < 3.

2 (1, 2)
1
5. Label the region. x
–4 –3 –2 –1 0 1 2 3 4
–1
–2
y<3
–3
–4

4.10.2 Determining the required region on the Cartesian plane

• For a more complex inequality, such as y < 2x + 3, first sketch the boundary line, which in this case is given
eles-4777

by the equation y = 2x + 3.
Note: The boundary line will be drawn as a solid line if it is included in the inequality (y ≤ x) or as a broken
line if it is not included (y < x).
• In order to determine which side of the boundary line satisfies the inequality, choose a point and test
whether it satisfies the inequality. In most cases the point (0, 0) is the best point to choose, but if the
boundary line passes through the origin, it will be necessary to test a different point such as (0, 1).
For example:

Inequality: y < 2x + 3:
Test (0, 0): 0 < 2 (0) + 3
0 <3 True

• Since 0 is less than 3, the point (0, 0) does satisfy the inequality. Thus, the half plane containing (0, 0) is the
required region.

TOPIC 4 Linear relationships 289

 WORKED EXAMPLE 35 Verifying inequalities at points on the Cartesian plane

a. x − 2y < 3 b. y > 2x − 3
Determine whether the points (0, 0) and (3, 4) satisfy either of the following inequalities.

a. x − 2y < 3
THINK WRITE
a. 1. Substitute (0, 0) for x and y.

0−0 <3
Substitute (0, 0):

0 < 3 True
2. Since the statement is true, (0, 0) satisfies

x − 2y < 3
the inequality.
3. Substitute (3, 4) for x and y.

3 − 2(4) < 3
Substitute (3, 4):

3−8 <3

4. Since the statement is true, (3, 4) satisfies − 5 < 3 True

the inequality.
5. Write the answer in a sentence. The points (0, 0) and (3, 4) both satisfy the
inequality.

b. 1. Substitute (0, 0) for x and y. b. y > 2x − 3

0 >0−3
Substitute (0, 0):

2. Since the statement is true, (0, 0) satisfies 0 > −3 True

y > 2x − 3
the inequality.
3. Substitute (3, 4) for x and y.

4 > 2 (3) − 3
Substitute (3, 4):

4>6−3

4. Since the statement is true, (3, 4) satisfies 4>3 True

the inequality.
5. Write the answer in a sentence. The points (0, 0) and (3, 4) both satisfy the
inequality.

WORKED EXAMPLE 36 Sketching a linear inequality

Sketch a graph of the region 2x + 3y < 6.

1. Locate the boundary line 2x + 3y < 6 by x = 0: 0 + 3y = 6

THINK WRITE/DRAW

y=2
y = 0: 2x + 0 = 6
finding the x- and y-intercepts.

x=3

2. The line is not required due to the < inequality,

so rule a broken line.

290 Jacaranda Maths Quest 10

 Test (0, 0): 2 (0) + 3 (0) = 0
2x + 3y < 6? As 0 < 6, (0, 0) is in the required region.
3. Test with the point (0, 0). Does (0, 0) satisfy

4. Shade the region that includes (0, 0).

5. Label the region. 2x y
+ 3y 4
=6
3
2
1
x
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1
–2
2x + 3y < 6
–3
–4

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

Rearrange the inequality as: Rearrange the inequality as:

y<2− y<2−
2x 2x
3 3
On a Graphs page at the On a Graphs & Table screen,

the = symbol then select:

function entry line, delete tap:

• 2: y <
• Type

• y < Type
• Inequality
Complete the function entry

y<2−
line as: Complete the function entry
2x
y<2−
line as:
3 2x
Press ENTER. The shaded 3
region will be displayed. Then tap the graphing icon.
The shaded region will be
displayed.

WORKED EXAMPLE 37 Modelling real-life situations

In the school holidays you have been given $160 to arrange some activities for your family. A ticket to
the movies costs $10 and a ticket for the trampoline park costs $16.
a. If m represents the movie tickets and t represents the trampoline park tickets, write an inequality
in terms of m and t that represents your entertainment budget.
b. Sketch the inequality from part a on the Cartesian plane.
c. Using the graph from part b explore the maximum number of movie and trampoline park tickets
you can buy to use the maximum amount of your holiday budget.

a. Each movie ticket, m, costs $10, and each a. 10m + 16t ≤ 160
THINK WRITE

trampoline ticket, t, costs $16. The maximum

amount you have to spend is $160.
b. 1. To draw the boundary line 10m + 16t ≤ 160, b. For the line: 10m + 16t = 160
x-intercept: let t = 0.
10m + 16 × 0 = 160
identify two points on the line. Let m be the

10m = 160
x-axis and t be the y-axis.

m = 16

TOPIC 4 Linear relationships 291

 y-intercept: let m = 0.
The x-intercept is (16, 0)

10 × 0 + 16t = 160
16t = 160
t = 10
The y-intercept is (0, 10).

you can spend up to and including $160, the

2. Plot the two points and draw the line. As t
15
boundary line is solid. (0, 10)
Only the first quadrant of the graph is required, 10
10m + 16t ≤ 160
as the number of tickets cannot be negative.
5
(16, 0)

c. To spend the entire $160, only 16 movie tickets or

0 m
5 10 15 20
c. 1. To determine the maximum number of movie

If less than $160 was spent you could purchase

and trampoline park tickets, identify the 10 trampoline park tickets can be purchased.
nearest whole numbers of each to the graph

tickets and 6 trampoline park tickets for $156.

line. These must be whole numbers as you any whole-number combinations, such as 6 movie
cannot buy part of a ticket.

DISCUSSION
Think of some real-life situations where inequalities could be used to help solve a problem.

Resources
Resourceseses
eWorkbook Topic 4 Workbook (worksheets, code puzzle and a project) (ewbk-13286)
Interactivities Individual pathway interactivity: Inequalities on the Cartesian plane (int-4583)
Linear inequalities in two variables (int-6488)

Exercise 4.10 Inequalities on the Cartesian plane

4.10 Quick quiz 4.10 Exercise

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

Fluency

1. a. x < 1 b. y ≥ −2 c. x ≥ 0 d. y < 0
WE34 For questions 1 to 3, sketch graphs of the following regions.

2. a. x > 2 b. x ≤ −6 c. y ≥ 3 d. y ≤ 2

292 Jacaranda Maths Quest 10

 3. a. x <
1
b. y <
3 c. y ≥ −4 d. x ≤
3

WE35 For questions 4 to 6, determine which of the points A (0, 0), B (1, −2) and C (4, 3) satisfy the following
2 2 2

4. a. x + y > 6 b. x − 3y < 2
inequalities.

5. a. y > 2x − 5 b. y < x + 3

6. a. 3x + 2y < 0 b. x ≥ 2y − 2

WE36 For questions 7 to 9, sketch the graphs for the regions given by the following inequations. Verify your

7. a. y ≥ x + 1 b. y < x − 6 c. y > −x − 2 d. y < 3 − x

solutions using technology.

8. a. y > x − 2 b. y < 4 c. 2x − y < 6 d. y ≤ x − 7

9. a. x − y > 3 b. y < x + 7 c. x + 2y ≤ 5 d. y ≤ 3x

10. MC The shaded region satisfying the inequality y > 2x − 1 is:

A. y B. y

( 12 , 0) ( 12 , 0)
0 x 0 x
(0, –1) (0, –1)

C. y D. y

( 12 , 0) ( 12 , 0)
0 x 0 x
(0, –1) (0, –1)

E. y

(– 12 , 0)
0 x
(0, –1)

TOPIC 4 Linear relationships 293

11. MC The shaded region satisfying the inequality y ≤ x + 4 is:
A. y B. y
(0, 4) (0, 4)

(–4, 0) 0 x (–4, 0) x
0

C. y D. y
(0, 4) (0, 4)

(–4, 0) 0 x (–4, 0) 0 x

E. y
(0, 4)

(4, 0)
0 x

12. MC The region satisfying the inequality y < −3x is:

A. y B. y

(1, 3)

(0, 0)
0 x
0 (0, 0) x

(1, –3)

294 Jacaranda Maths Quest 10

 C. y D. y
(–1, 3)
(0, 3)

(0, 0) (–1, 0)
0 x 0 x

E. y

(–1, 0) (0, 1)
0 x

Understanding
13. a. Determine the equation of the line l shown in the diagram. y
b. Write down three inequalities that define the region R. 10
9 l
14. Identify all points with integer coordinates that satisfy the 8

x≥3
following inequalities: 7
6

y>2
R
5

3x + 2y ≤ 19
4
3
2
1

0 x
1 2 3 4 5 6 7 8 9 10

Happy Yaps Dog Kennels charges $35 per day for large dogs
(dogs over 20 kg) and $20 per day for small dogs (less than 20 kg). On
15. WE37

any day, Happy Yaps Kennels can accommodate a maximum of

30 dogs.
a. If l represents the number of large dogs and s represents the number
of small dogs, write an inequality in terms of l and s that represents

b. Another inequality can be written as s ≥ 12. In the context of this

the total number of dogs at Happy Yaps.

c. The inequality l ≤ 15 represents the number of large dogs that Happy Yaps can accommodate on any day.
problem, write down what this inequality represents.

Draw a graph that represents this situation.

d. Explore the maximum numbers of small dogs and large dogs Happy Yaps Kennels can accommodate to
receive the maximum amount in fees.

TOPIC 4 Linear relationships 295

Reasoning

y ≥ −4
16. Use technology to sketch and then find the area of the region formed by the following inequalities.

y < 2x − 4
2y + x ≤ 2
17. Answer the following questions.
a. Given the following graph, state the inequality it represents. y
b. Choose a point from each half plane and show how this point 3
2
confirms your answer to part a.
1
x
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1
–2
–3

The required region is .

18. Answer the following questions relating to the graph shown.
a. Determine the equation of the line, l. y
b. Write an inequation to represent the unshaded region. 4
3
c. Write an inequation to represent the shaded region. Line l
2
d. Rewrite the answer for part b if the line was not broken.
1
Problem solving –5 –4 –3 –2 –1 0 1 2 3 4 5
x

x+1 x+1
–1
19. a. Sketch the graph of the following equation.

− =2−y
–2
–3
2 3 –4

x+1 x+1
b. Shade the region that represents the following inequation.

− ≤2−y
2 3

a. x2 + y2 < 16 b. x2 + y2 > 36
20. Use your knowledge about linear inequations to sketch the regions defined by:

21. Use your knowledge about linear inequations to sketch the region defined by y ≥ x2 + 4x + 3.

LESSON
4.11 Solving simultaneous linear inequalities
LEARNING INTENTION
At the end of this lesson you should be able to:
• sketch multiple linear inequalities on the same Cartesian plane and determine the required region that
satisfies both inequalities.

296 Jacaranda Maths Quest 10

 4.11.1 Multiple inequalities on the Cartesian plane
eles-4778
• The graph of an inequality represents a region of the Cartesian plane.
• When sketching multiple inequalities on the same set of axes, the required region is the overlap of each

• The required region given when placing y < 3x and y > x is shown.
inequality being sketched.

y < 3x + y>x = y < 3x and y > x

y y y
15 15 15
12 12 12
9 9 9
6 6 6
3 3 3
x x x
–10 –8 –6 –4 –2 0 2 4 6 8 –10 –8 –6 –4 –2 0 2 4 6 8 –10 –8 –6 –4 –2 0 2 4 6 8
–3 –3 –3
–6 –6 –6
–9 –9 –9
–12 –12 –12
–15 –15 –15

Graphing simultaneous linear inequalities

Step 1: Graph the boundary lines of all the linear inequalities.
Step 2: Identify the required region for each individual inequality by testing a point.
Step 3: Identify the overlap of each required region and shade this section or sections.
Step 4: Test a point from the region found in step 3 and make sure it satisfies all inequalities.
Step 5: Place a key somewhere on or below the Cartesian plane to indicate which section is the
required region.

• When sketching multiple inequalities, finding the required region can get fairly tricky (and messy).
One way to make this process easier is to shade the region for each inequality that does not satisfy the
inequality. Once all inequalities have been sketched, the only section not shaded in is the solution to the
simultaneous inequalities.

WORKED EXAMPLE 38 Solving simultaneous linear inequalities

2x + 3y ≥ 6, and y < 2x − 3
Identify the required region in the following pair of linear inequalities.

2x + 3y ≥ 6 y < 2x − 3
THINK WRITE/DRAW

For the line 2x + 3y = 6, For the line y = 2x − 3,

1. To sketch each inequality, the boundary line

x-intercept: let y = 0. let x = 0.

needs to be drawn first.

2x + 0 = 6 y = 2(0) − 3
• To draw each line, identify two points on

• Use the intercepts method for 2x + 3y ≥ 6. x=3 y = −3

each line.

• Use substitution of values for y < 2x − 3. y-intercept: let x = 0. Let x = 2.

0 + 3y = 6 y = 2(2) − 3
y=2 y=4−3
• Write the coordinates.

y=1
Note: The intercepts method could also have

(0, −3), (2, 1)

been used for the second equation. (3, 0), (0, 2)

TOPIC 4 Linear relationships 297

 2. Plot the two points for each line. y

2x + 3y = 6, as shown in blue.
• Plot the x- and y-intercepts for 5

• Plot the two points for y = 2x − 3, as shown

4
3 y = 2x − 3
2x + 3y = 6
2
in pink.
1

• For 2x + 3y ≥ 6, the points on the line are

3. Draw the boundary lines. x
–5 –4 –3 –2 –1 0 1 2 3 4 5 6
–1
–2
included. The boundary line is solid, as

• For y < 2x − 3, the points on the line are not

–3
shown in blue.
–4
–5
included. The boundary line is dashed, as
shown in pink.

x = 3, y = 1
4. To determine which side of the line is the Check the point (3, 1):

2x + 3y ≥ 6 y < 2x − 3
required region, select a point on one side of

LHS = 2x + 3y LHS = y
the line and check to see whether the point

= 2(3) + 3(1) =1
satisfies the equation. Choose the point (3, 1)

= 6+3 RHS = 2(3) − 3

to substitute into the equation.

=9 = 6−3
RHS = 6 =3
LHS > RHS LHS < RHS
The point (3, 1) satisfies The point (3, 1) satisfies
the inequality and is in the inequality and is in

2x + 3y ≥ 6. y < 2x − 3.
the required region for the required region for

5. The region not required for 2x + 3y ≥ 6 2x + 3y ≥ 6 y

y < 2x − 3 is shaded green.

is shaded pink. The region not required for 5
4
3
Since the point (3, 1) satisfies both inequalities,
2
it is in the required region. The required region (3, 1)
1
is the unshaded section of the graph. Write
a key. x
–5 –4 –3 –2 –1 0 1 2 3 4 5 6
–1
–2
–3 y < 2x − 3
–4
–5

The required region is .

298 Jacaranda Maths Quest 10

TI | THINK DISPLAY/WRITE CASIO | THINK DISPLAY/WRITE
1. In a new problem, on 1. On the Graph & Table
a Graphs page, at the screen tap:

delete the = symbol

function entry line • Type

• y < Type
• Inequality
and complete the entry
line as: Complete the function entry
y≥2−
y < 2x − 3
2x line as:
3
Then press ENTER. Then tap the graphing icon.

2x + 3y ≥ 6 is displayed.
The graph region corresponding The shaded region will be
displayed.

The graph region

y < 2x − 3 is displayed.
corresponding to

2. Press TAB. Complete 2. On the Main screen, complete

y < 2x − 3 solve (2x + 3y ≥ 6, y)

the entry line as: the entry line as:

Then press ENTER. Highlight the previous answer

You may need to change and drag it to complete the

−(2x − 6)
the Line Colour and entry line(as:
simplify y ≥
)
Fill Colour of this
inequality to green to 3
see the shaded region in Press EXE after each entry

area corresponding to 2x + 3y ≥ 6
dark green as shown. The shaded region indicated is the line.

and y < 2x − 3.
The inequality is given
by y ≥ − + 2
2x
3
3. Go back to the Graph &
Table screen and complete
the function entry line as:
y≥− +2
2x
3
Then tap the graphing icon.
The shaded region will be
displayed.

4. If the solution region is hard

to see, fix this by setting an
appropriate viewing window.
To do this, tap .
Select the values as shown in
the screenshot and tap OK.

5. The darker shaded region

to the top right is the area

y < 2x − 3 and
corresponding to

2x + 3y ≥ 6.

TOPIC 4 Linear relationships 299

 Resources
Resourceseses
eWorkbook Topic 4 Workbook (worksheets, code puzzle and a project) (ewbk-13286)
Interactivities Individual pathway interactivity: Solving simultaneous linear inequalities (int-4584)
Graphing simultaneous linear inequalities (int-6283)

Exercise 4.11 Solving simultaneous linear inequalities

4.11 Quick quiz 4.11 Exercise

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

Fluency

4x + 7y ≥ 21
1. WE38 Identify the required region in the following pair of inequalities.

10x − 2y ≥ 16
2. Given the graph shown, determine the inequalities that represent the shaded region.
y
5
4
3 (0, 3)
2
(−1, 1) 1
(3, 0)
0 x
–5 –4 –3 –2 –1 1 2 3 4 5
–1
–2 (0, −2)
–3
–4
–5
–6
–7

3. a. y < 4 b. y + 3x > 6
For questions 3 to 5, sketch the following pairs of inequalities.

y ≤ −x y − 2x < 9

4. a. 5y − 3x ≥ −10 y + 2x ≤ 4
1
6y + 4x ≥ 12
b.

y − 4x ≥ −8
3

5. a. 3x + 4y < 24 b. 6x − 5y > 30
y > 2x − 5 x + y < 16

300 Jacaranda Maths Quest 10

Understanding
6. MC Identify which system of inequalities represents y

A. y ≤ x − 2
the required region on the graph. 8

y > −3x − 6
7
6

B. y ≥ x − 2
5

y ≥ −3x − 6
4

C. y ≤ x − 2
3
2

y ≤ −3x − 6
1

D. y ≥ x + 3
0 x

y ≤ −3x − 6
−8 −7 −6 −5 −4 −3 −2 −1
−1 1 2 3 4 5 6 7 8

E. y > x + 2
−2

y < −3x + 6
−3
−4
−5
−6
−7
−8

The required region is .

7. Given the diagram, write the inequalities that created the shaded region.
y
5
4.5
4
3.5 ( 12 , 103)
3
2.5
2
1.5 (2, 43 )
1
( 12 , 1) 0.5
0 0.5 1 1.5 2 2.5 3 3.5 4 x
−0.5
−1
−2 (1, 0)
(2, 0)

8. a. Graph the following system of inequalities: y ≥ −3, x + 2 ≥ 0, 2y + 5x ≤ 7.

b. Calculate the coordinates of the vertices of the required region.

Reasoning
9. The sum of the lengths of any two sides of a triangle must be greater than the third side.
a. Given a triangle with sides x, 9 and 4, draw diagrams to show the possible triangles, using the above
statement to establish inequalities.
b. Determine the possible solutions for x and explain how you determined this.

10. Create a triangle with the points (0, 0), (0, 8) and (6, 0).
a. Calculate the equations of the lines for the three sides.
b. If you shade the interior of the triangle (including the boundary lines), determine the inequalities that
would create the shaded region.
c. Calculate the side lengths of this triangle.

TOPIC 4 Linear relationships 301

11. A rectangle must have a length that is at least 4 cm longer than its width. The area of the rectangle must be
less than 25 cm2 .
a. Write three inequalities that represent this scenario.
b. Determine how many possible rectangles could be formed with integer side lengths under
these conditions.
Problem solving
12. a. Determine the equations of the two lines in the diagram shown.
b. Determine the coordinates of the point A.
c. Write a system of inequations to represent the shaded region.
y
4
3
A
2
1
0 x
–1 2 4 6 8 10 12 14
–2
–3
–4

13. The Ecofriendly company manufactures two different detergents.

Shine is specifically for dishwashers and Motherearth is a
washing machine detergent. For the first week of June, the
production manager has specified that the total amount of the
two products produced should be at least 400 litres, as one client
has already pre-ordered 125 litres of Shine for that week. The
time that is required to process 1 litre of Shine is 30 minutes,
and 1 litre of Motherearth requires 15 minutes. During the week
mentioned, the factory can process the detergents for up to
175 hours.
a. If x represents the number of litres of Shine produced and y represents the number of litres of Motherearth
produced, formulate the constraints as linear inequations.
b. Show the feasible region.
c. State the coordinates of the vertices of the region.

14. Ethan is a bodybuilder who maintains a strict diet. To

supplement his current diet, he wants to mix two different
products, Proteinplus and Carboload, in order to produce
a desired balance composed of 100 g of protein, 160 g of
carbs and 70 g of fat. Each product is sold in 50-g sachets
that contain the following:

Protein Carbohydrates Fats

Product (per 50 g) (per 50 g) (per 50 g)
Proteinplus 24 g 14 g 5g
Carboload 10 g 32 g 20 g

a. Set up three inequalities to represent this situation.

b. Sketch the feasible region.
c. Determine what combination of the two products requires
the fewest number of sachets to be used.

302 Jacaranda Maths Quest 10

LESSON
4.12 Review
4.12.1 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
straight-line graph. y-intercept
• The x- and y-intercept method involves calculating both e.g. y = 2 x + 5 y-intercept
axis intercepts, then drawing the line through them.
• Determine the x-intercept but substituting y = 0. gradient
• Determine the y-intercept but substituting x = 0. • The rule y = mx + c is called the
• Graphs given by y = mx pass through the origin (0, 0), equation of a straight line in the
since c = 0. gradient-intercept form.
• The line y = c is parallel to the x-axis, having a gradient • The gradient of a straight line can be
of zero and a y-intercept of c. determined by the formulas:
• The line x = a is parallel to the y-axis, having a rise y2 – y1
undefined (infinite) gradient and a x-intercept of a. m= – –
run = x2 – x1

Simultaneous Substitution and elimination Determining linear equations

equations • The substitution and elimination methods • The formula:
• Solving simultaneous are two algebraic techniques used to solve y – y1 = m(x – x1)
equations involves simultaneous equations. can be used to write the equations of a
determining the point • We can use substitution when one (or both) of line, given the gradient and the
(or points) of the equations have a variable as the subject. coordinates of one point.
intersection between e.g. y = 3x – 4
two lines. • We use the elimination method when
Parallel and perpendicular lines
We can determine substitution isn’t possible.
these points by • Elimination method involves adding or • Two lines are parallel if they have
accurately sketching subtracting equations to eliminate one of the the same gradient.
variables. e.g. y = 3x – 6
both equations, or
using technology to y = 3x + 1
• Two lines are perpendicular if the
find these points.
product of their gradients is –1.
e.g. y = 2x + 3
x
LINEAR y = –– – 4
2
1 = –1
RELATIONSHIPS m1 × m2 = 2 × – –
2

Inequations Simultaneous linear Number of solutions

and non-linear equations
• An equation has a = sign. • Parallel lines with
• An inequation will have one of the following: • A system of equations which different y-intercepts
>, ≥, <, ≤ contains a linear equation and will never intersect.
The distance
• An inequation, such as between
x < 5, willtwo
havepoints
an infinite a non-linear equation can have • Parallel lines with the
number of solutions: x = {4, 3, 2, 1, …} 0, 1 or 2 solutions (points same y-intercept are
• We can represent an inequality on a number line. of intersection). called coincident
e.g. x > 2 • The number of solutions lines and will
intersect an infinite
will depend on the equations
number of times.
–10 – 8 – 6 – 4 – 2 0 2 4 6 8 10 x of both lines.
• Perpendicular lines
• An open circle mean that a value is not included will intersect once
as a solution. A closed circle means that the value and cross at right
is included in the solution. angles to each other.

Inequalities
• The graph of a linear inequality is called a half plane and is the region above or below a boundary line.
• If the inequality has < or > the boundary line is dotted as it is not included in the solution.
• If the inequality has ≤ or ≥ the boundary line is solid as it is included in the solution.
• When sketching a linear inequality such as y < 3x + 4, sketch the boundary line first, which is given by y = 3x + 4.
• To determine which side of the boundary line is the required region test the point (0, 0) and see if it satisfies the
inequality. Test (0, 0) = 0 < 3(0) + 4
0 < 4 which is true
• In this case, the region required is the region with the point (0, 0).
• When sketching simultaneous inequalities, the required region is the overlap region of each individual inequality.

TOPIC 4 Linear relationships 303

4.12.2 Success criteria
Tick the column to indicate that you have completed the lesson 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)

Lesson Success criteria

4.2 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.

4.3 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.

I can calculate average speed and simple interest.

4.4 I can use the graph of two simultaneous equations to determine the point of
intersection
I can determine whether two simultaneous equations will have 0, 1 or infinite
solutions
I can determine whether two lines are parallel or perpendicular.

4.5 I can identify when it is appropriate to solve using the substitution method.

I can solve a system of two linear simultaneous equations using the

substitution method.
4.6 I can solve two linear simultaneous equations using the elimination method.

4.7 I can define unknown quantities with appropriate variables.

I can form two simultaneous equations using the information presented in a

problem.
I can choose an appropriate method to solve simultaneous equations in order
to find the solution to a problem.
4.8 I can determine the point or points of intersection between a linear equation
and various non-linear equations using various techniques.
I can use digital technology to find the points of intersection between a linear
equation and a non-linear equation.
4.9 I can solve an inequality and represent the solution on a number line.

I can convert a worded statement to an inequality in order to solve a problem.

4.10 I can sketch the graph of a half plane: the region represented by an inequality.

I can sketch inequalities using digital technology.

4.11 I can sketch multiple linear inequalities on the same Cartesian plane and
determine the required region that satisfies both inequalities.

304 Jacaranda Maths Quest 10

4.12.3 Project
Documenting business expenses

In business, expenses can be represented graphically so that relevant features are clearly visible. The
graph compares the costs of hiring cars from two different car rental companies. It will be cheaper to use
Plan A when travelling distances less than 250 kilometres, and Plan B when travelling more than
250 kilometres. Both plans cost the same when you are travelling exactly 250 kilometres.

Comparison of car hire companies

400
Cost of car hire

300 Plan A

200
Plan B
100

0 250
Kilometres travelled

Andrea works as a travelling sales representative. She needs to plan

her next business trip to Port Hedland, which she anticipates will
take her away from the office for 3 or 4 days. Due to other work
commitments, she is not sure whether she can make the trip by the end
of this month or early next month.
She plans to fly to Port Hedland and use a hire car to travel when she
arrives. Andrea’s boss has asked her to supply documentation detailing
the anticipated costs for the hire car, based on the following
quotes received.

A1 Rentals $35 per day plus 28c per kilometre

$28 per day plus 30c per kilometre

of travel
Cut Price Rentals
of travel

Andrea is aware that, although the Cut Price Rentals deal looks
cheaper, it could work out more expensive in the long run
because of the higher cost per kilometre of travel. She intends
to travel a considerable distance.
Andrea is advised by both rental companies that their daily hire charges are due to rise by $2 per day from
the first day of next month.
Assuming that Andrea is able to travel this month and her trip will last 3 days, use the information given to
answer questions 1 to 4.
1. Write equations to represent the costs of hiring a car from A1 Rentals and Cut Price Rentals. Use the
pronumeral C to represent the cost (in dollars) and the pronumeral d to represent the distance travelled
(in kilometres).

TOPIC 4 Linear relationships 305

 2. Copy the following set of axes to plot the two equations from question 1 to show how the costs compare
over 1500 km.
Comparison of cost of hiring a car from A1 Rentals and Cut Price Rentals
C
600

500
Cost ($)

400

300

200

100

0 d
200 400 600 800 1000 1200 1400 1600
Distance travelled (km)

3. Use the graph to determine how many kilometres Andrea would have to travel to make the hire costs the
same for both rental companies.
4. Assume Andrea’s trip is extended to 4 days. Use an appropriate method to show how this changes the
answer found in question 3.
For questions 5 to 7, assume that Andrea has delayed her trip until next month when the hire charges
have increased.
5. Write equations to show the cost of hiring a car from both car rental companies for a trip lasting:
a. 3 days
b. 4 days.
6. Copy the following set of axes to plot the four equations from question 5 to show how the costs compare
over 1500 km.

Comparison of cost of hiring a car from A1 Rentals and Cut Price Rentals
C
600

500
Cost ($)

400

300

200

100

0 d
200 400 600 800 1000 1200 1400 1600
Distance travelled (km)

7. Comment on the results displayed in your graph.

8. Andrea needs to provide her boss with documentation of the hire car costs, catering for all options.
Prepare a document for Andrea to hand to her boss.

306 Jacaranda Maths Quest 10

 Resources
Resourceseses
eWorkbook Topic 4 Workbook (worksheets, code puzzle and a project) (ewbk-13286)
Interactivities Crossword (int-9169)
Sudoku puzzle (int-3590)

Exercise 4.12 Review questions

Fluency

A. 3x + 2y = 6 B. 3x − 2y = 6 C. 2x + 3y = 6
1. MC The equation of the line shown is: y

D. 2x − 3y = 6 E. 2x − 3y = −6
3

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

2

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

1
2. MC

D. y = −3x + 12 E. y = 4x − 3
0 x
1 2

3. MC A music shop charges a flat rate of $5 postage for 2 CDs and $11 for 5 CDs. Identify the equation

A. C = 5n + 11 B. C = 6n + 5 C. C = n + 2 D. C = 5n + 1 E. C = 2n + 1
that best represents this, if C is the cost and n is the number of CDs.

4. MC During a charity walk-a-thon, Sarah receives $4 plus $3 per kilometre. The graph that best
represents Sarah walking up to 5 kilometres is:
A. $ B. $ C. $
18 (5, 18) 24 (5, 24) 24
15 20 20 (5, 19)
12 16 16
9 12 12
6 8 8
3 4 4
0 0 0
1 2 3 4 5 d (km) 1 2 3 4 5 d (km) 1 2 3 4 5 d (km)

D. $ E. $
18 (5, 19) 24
15 20
(5, 18)
12 16
9 12
6 8
3 4
0 0
1 2 3 4 5 d (km) 1 2 3 4 5 d (km)

5. MC Identify which of the following pairs of coordinates is the solution to the simultaneous equations

2x + 3y = 18
given below.

5x − y = 11
A. (6, 2) B. (3, −4) C. (3, 9) D. (3, 4) E. (5, 11)

TOPIC 4 Linear relationships 307

 y = 5 − 2x
6. MC Identify the graphical solution to the following pair of simultaneous equations.

y = 3x − 10
A. y B. y
10 10
8 8
6 6
5 1
4 1 31 – 3 1 –2 4 5
2 3 2
2 2 3 2
x x
–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5
–2 –2
–4 (3, –1) (–3, –1) –4
–6 –6
–8 –8
–10 –10

C. y D. y
10 10
8 8
6 6
4 4
2 2
(3, 1) (–3, 1)
0 x x
–6 –5 –4 –3 –2 –1 1 2 3 4 5 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5
–2 1 1 –2
–4 2
1 3 – 3 1 –2 –4 –5
–6 –5 2 3 3 2
–6
–8 –8
–10 –10

E. None of the above

a. y ≤ x + 1 b. y ≥ 2x + 10 c. y > 3x − 12 d. y < 5x
7. Sketch the half plane given by each of the following inequalities.

e. x ≥ 7 f. y ≤ x+1 g. 2x + y ≥ 9 h. y > −12

1
2

8. Sketch the graph of each 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

a. 4y − 2x = 8 b. y = 2x − 2 c. 2x + 5y = 20
9. Solve each of the following pairs of simultaneous equations using a graphical method.

x + 2y = 0 x − 4y = 8 y=7

308 Jacaranda Maths Quest 10

10. Use the graphs showing the given simultaneous equations to write the points of intersection of the

a. x + 3y = 6 b. 3x + 2y = 12
graphs and hence the solutions of the simultaneous equations.

y = 2x − 5 2y = 3x
y y
10 10
8 8
6 6
4 4
2 2
x x
–4 –3 –2 –1 0 1 2 3 4 5 6 7 –4 –3 –2 –1 0 1 2 3 4 5 6 7
–2 –2
–4 –4
–6 –6
–8 –8
–10 –10

a. y = 3x + 1 b. y = 2x + 7 c. 2x + 5y = 6
11. Solve the following pairs of simultaneous equations using the substitution method.

x + 2y = 16 3y − 4x = 11 y= x+5
3

d. y = −x e. y = 3x − 11 f. y = 4x − 17
2

y = 8x + 21 y = 5x + 17 y = 6x − 22

a. 3x + y = 17 b. 4x + 3y = 1 c. 3x − 7y = −2
12. Solve the following pairs of simultaneous equations using the elimination method.

7x − y = 33 −4x + y = 11 −2x − 7y = 13
d. 4y − 3x = 9 e. 5x + 2y = 6 f. x − 4y = −4
y + 3x = 6 4x + 3y = 2 4x − 2y = 12

a. 3x + 2y = 6 b. 6x − 4y = −6 c. 6x + 2y = 14
13. Solve the following pairs of simultaneous equations using an appropriate method.

3y + 5x = 9 7x + 3y = −30 x = −3 + 5y

a. y ≤ x + 4 b. 2y − 3x ≥ 12 c. 5x + y < 10
14. Sketch the following pairs of inequalities.

y≥3 y + 3x > 0 x + 2y < 11

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

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

Problem solving
16. John has a part-time job working as a gardener and is paid $13.50 per hour.
a. Complete the following table of values relating the amount of money received to the number of
hours worked.
Number of hours 0 2 4 6 8 10
Pay ($)

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

TOPIC 4 Linear relationships 309

 17. Write each of the following as a pair of simultaneous equations and solve.
a. Determine which two numbers have a difference of 5, and their sum is 23.
b. A rectangular house has a total perimeter of 34 metres and the width is 5 metres less than the length.

c. If two Chupa Chups and three Wizz Fizzes cost $2.55, but five Chupa Chups and seven Wizz Fizzes
Calculate the dimensions of the house.

cost $6.10, determine the price of each type of lolly.

18. Laurie buys milk and bread for his family on the way home from school each day, paying with a $10

two cartons of milk and one loaf of bread, he receives $4.15 in change.
note. If he buys three cartons of milk and two loaves of bread, he receives 5 cents in change. If he buys

Calculate how much each item costs.

19. A paddock contains some cockatoos (2-legged) and

kangaroos (4-legged). The total number of animals is 21
and they have 68 legs in total. Using simultaneous
equations, determine how many cockatoos and
kangaroos there are in the paddock.

20. Warwick was solving a pair of simultaneous equations

0 = −5. Suggest a solution to the problem, giving a

using the elimination method and reached the result that

reason for your answer.

21. The speed of a model race car along a racetrack is given by the following graph.

v
10

8
Velocity (m/s)

0 t
2 4 6 8
Time (s)

Determine the speed at t = 1, t = 2, t = 5 and t = 7.

22. Charlotte has a babysitting service and charges $12.50 per

constructed the cost equation C = 45 + 2.50h, where C

hour. After Charlotte calculated her set-up and travel costs, she

represents the cost in dollars per job and h represents the hours
Charlotte babysits for.
a. Write an equation that represents the revenue, R, earned by
Charlotte in terms of number of hours, h .
b. By solving the equations simultaneously, determine the
number of hours Charlotte needs to babysit to cover her
costs (that is the break-even point).

310 Jacaranda Maths Quest 10

 circle’ are arranged in rows of 40 and cost $140 each. Seats in
23. There are two sections to a concert hall. Seats in the ‘Dress

the ‘Bleachers’ are arranged in rows of 70 and cost $60 each.

There are 10 more rows in the ‘Dress circle’ than in the
‘Bleachers’, and the capacity of the hall is 7000.
a. If d represents the number of rows in the ‘Dress circle’ and
b represents the number of rows in the ‘Bleachers’, write an
equation in terms of these two variables based on the fact
that there are 10 more rows in the ‘Dress circle’ than in
the ‘Bleachers’.
b. Write an equation in terms of these two variables based on the fact that the capacity of the hall is
7000 seats.
c. Solve the two equations from a and b simultaneously using the method of your choice to find the
number of rows in each section.
d. Now that you have the number of rows in each section, calculate the number of seats in each section.
e. Hence, calculate the total receipts for a concert where all tickets are sold.

24. John is comparing two car rental companies, Golden Ace Rental Company and Silver Diamond Rental

Golden Ace Rental Company charges a flat rate of $38 per day and $0.20 per kilometre. Silver
Company.

Diamond Rental Company charges a flat rate of $30 per day plus $0.32 per kilometre.
a. Write an algebraic equation for the cost of renting a car for 3 days from Golden Ace Rental
Company in terms of the number of kilometres travelled, k.
b. Write an algebraic equation for the cost of renting a car for 3 days from Silver Diamond Rental
Company in terms of the number of kilometres travelled, k.
c. Determine how many kilometres John would have to travel so that the cost of hiring from each
company for 3 days is the same.
d. Write an inequation that, when solved, will tell you the number of kilometres for which it is cheaper
to use Golden Ace Rental Company when renting for 3 days.
e. Determine the number of kilometres for which it is cheaper to use Silver Diamond Rental Company
for 3 days’ hire.

25. Frederika has $24 000 saved for a holiday and a

new stereo. Her travel expenses are $5400 and
her daily expenses are $260.
a. Write an equation for the cost of her holiday if
she stays for d days.
b. Upon her return from holidays Frederika

will cost her $2500.

wants to purchase a new stereo system that

Calculate how many days can she spend on

her holiday if she wishes to purchase a new
stereo upon her return.

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

TOPIC 4 Linear relationships 311

Answers 2. a. y

−240
x y 300 y = 100x – 240

−140
0 250
Topic 4 Linear relationships
− 40
1 200
4.1 Pre-test 2 150
100

y = 3x − 3
1. 3 apps 3 60 50
2. 4 160
0 x
3. An infinite number of solutions 12 3 4 5
5 260 –50
4. (1, 0.2) –100
–150
5. D
–200
6. B –250
7. 92
8. A
9. E b.

−3
x y y
10. A, C, E, G 20

−2
18 y = –5x + 3
11. C 15

−1
13 10
12. B, D
8 5
13. At two points

−2
14. E 0 3 –3 –2 –1 0 1 2 3
x
–5

−7
15. B 1 –10
2
4.2 Sketching linear graphs
1. a. y c.

−5 −25
x y y

−3
35 x y 20

−4 −15
y = 7 – 4x

−2
30 19 15
y = 10x + 25

−3 −5
25

−1
15 10
20

−2
5
15 11

−1
5 10 0 7 –3 –2 –1 0 1 2 3
x
–5
15
−1
5
1 3
0 25 x 2
–5 –4 –3 –2 –1 0 1 2 3
1 35 –5
–10
3. a. y

−6
–15 x y 20
–20

−4
20 15 y = –3x + 2
–25

−2
14 10
5
b. y 8

−1 −17
x y –10 –5 0
x

−4
15 0 2 5 10

−12
y = 5x – 12 –5

−10
10
2 –10

−7
0 5

−16
4 –15

−2
1 –2 –1 0
x –20
–5
1 2 3 4 5 6
2 –10
3 3 –15
b. y

−3
–20 x y
4 8

−2
6 6

−1
c. 5 5
y

−6
x y 14 4
y = –0.5x + 10 4

−4
13 3 y = –x + 3
12
0 3 2

−2
12 10
8 1 2 1
11
6 2 1 0
1 2 3 x
0 10 4
–3 –2 –1
3 0
2 9 2
4 8 x
–8 –6 –4 –2 0 2 4 6 8
–1

312 Jacaranda Maths Quest 10

 c. c.

−6
x y y y
20

−4
–2x + 8y = –20
15 15
y = –2x + 3 5

−2
11 10
–10 –5 0 x
7 5 5 10
–5

−1
0 3 –10 –5 0 5 10
x
–5 d.

−5
2 –10
y
5

−9
4
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
–2 5
–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
0 5
–3 –2 –1 1 2 3 x
x
–10 –5 0 5 10
–5
c. –10
y
4 –9x + 4y = 36
2
x b. y
–4 –2 0 2 4 10
–2
–5x + 3y = 10 5
x
–10 –5 0 5 10
d. y –5
4 –10
2 6x – 4y = –24
x
–4 –2 0 2 4 c.
–2 y y = 2x – 10
–4
0 x
–1 1 2 3 4 5
–5x – 3y = 10
–2
e. –3
y
5 –4
–5
x
–10 –5 0 5 10 –6
–5 –7
2x – 8y = 20 –8
5. a. –9
y
10 4x + 4y = 40 –10
5
x
–10 –5 0 5 10
–5

b. y
20
–x + 6y = 120
10
x
–100 –50 0 50 100
–10

TOPIC 4 Linear relationships 313

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

(0, 0.5)
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
0 x 6
1 2 3 4
5
4 y = 8x
b. y 3
y = 3x – 7 2
0 1 2 3 4 x 1
–1
(0, 0)
–2 x
0 1 2 3
–3
–4 (1, –4)
–5 c. y y=x–7
–6
0 x
–7 (0, –7) –1 1 2 3 4 5 6 7
–2
c. y –3
4 –4
3 (0, 3) –5
2 –6 (1, –6)
(1, 1) –7 (0, –7)
1
x
–1 0 1 2 3 4 10. y
–1
–2 4
y = –2x + 3 y = 2x
3
8. a. 2
y
1 y = 1x
0 1 2 3 4 x 2
–1 x
–4 –3 –2 –1 0 1 2 3 4
–2 –1
–3 –2
–4 (0, –4) –3
y = –2x
–5 –4
y = –5x – 4
–6
–7
–8
–9 (1, –9)

314 Jacaranda Maths Quest 10

11. y 15. a. y
4 y = 5x 10
3 5
2 y = 1– x x
3 –5 0 5 10
1 –5
x –10
–4 –3 –2 –1 0 1 2 3 4
–1 x = 10
–2
y = − 5x b.
–3 2 y
–4 5 y=0
x
–10 –5 0 5 10
12. y –5
4 y = –3x
3 c. y
2
1 y = 2x 0 x
3
x
–4 –3 –2 –1 0 1 2 3 4
–1 –12 y = –12
–2 y = –3x
–3 2

y = x + ; x-intercept: −0.5; y-intercept: 0.4

–4 4 2
16. a.
5 5

y = x + ; x-intercept: 0.5; y-intercept: −0.4

13. a. y y = 10 b. y 4 2
10 10 b.
5 5 5 5

y = x; x-intercept: 0; y-intercept: 0
x x 3
–10 –5 0 –10 –5 0 c.

17. a. y = 4x + 12; x-intercept: −3; y-intercept: 12

5 10 5 10
–5 –5 2

b. y = −x − 4; x-intercept: −4; y-intercept: −4

–10
–15

y = − x − ; x-intercept: −1; y-intercept: −0.5

x = –10
1 1
c.
c. 2 2

18. a. y = − x +
y
10 4 11
5 ; x-intercept: 2.75; y-intercept: 2.2
5 5

y = x + ; x-intercept: 9.75; y-intercept: −3.9

x
–10 –5 0 5 10 2 39
–5 b.
–10 5 10

y = −2.6x + 4.6; x-intercept: ≈ 1.77; y-intercept: 4.6

–15
23
c.

(2, 0) , (0, −8)

x=0
13
19. a.

b. − , 0 , (0, 3)
14. a. y ( )
5 1
2
(−5, 0) , (0, 25)
x
–10 –5 0 5 10
–5 c.
–10
y = –10 20. Sample responses can be found in the worked solutions in

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

the online resources.
b.

dependent variable = amount of money saved

y y = 100
100
50
b. y
x
–10 –5 0 5 10 50 (0, 50)
–50
40
c.
30
y y = 50 –1.75x
20
10
10
5 (0, 28.57)
0 x
x 10 20 30 40 50 60 70
–100 –50 0 50
–5
–10
x = –100 c. 14 songs

TOPIC 4 Linear relationships 315

 y= x−
2 7 f.
22.
3 3 80

y
60
1 x-intercept

V litres
(3.5, 0)
40
0 x
1 2 3 4
20
–1

–2 0
y-intercept 4 8 12 16 20
(0, –2.3) t minutes
–3 26. a. y

y = 20x + 25
8
y-intercept
7
23. a. (0, 7) y=7
6
b. y
Nikita’s potential weekly earnings ($)

5
55
4
50 x=3
3
45 (1, 45) 2
40 x-intercept
y = 20x + 25 1
35 (3, 0)
30 0 x
1 2 3 4
25
(0, 25)
20 b. 7

−
15 7
10 c.
3
5
d. B
0 x
1 2 3 4 5
4.3 Determining linear equations
Nikita can earn a maximum of $1145.00 in a y = 2x + 4 y = −3x + 12
Time (hours)

y = −x + 5 y = 2x − 8
c. 1. a. b.
single week. c. d.

y= x+3 y=− x−4

24. a. T is the dependent variable (temperature) and t is the 1 1
2. a. b.

y = 7x − 5 y = −3x − 15
independent variable (time). 2 4
b. i.

y = 2x y = −3x
c. d.
t 0 1 2 3 4 5
3. a. b.

c. y = x d. y = − x
T 15 18 21 24 27 30
1 3
2 4
y = 3x + 3 y = −3x + 4 y = − 4x + 2
ii. T (5, 30)

y = 4x + 2 y = −x − 4
30
4. a. b. c.
27

y = 0.5x − 4 y = 5x + 2.5
(3, 24) (4, 27) d. e.
Temperature (°C)

24 (1, 18)

y = −6x + 3 y = −2.5x + 1.5

21 5. a. b.

y = 3.5x + 6.5
(2, 21)
18 c. d.

y = 5x − 19 y = −5x + 31
15 (0, 15) e.

y = −4x − 1 y = 4x − 34
12 6. a. b.

y = 3x − 35
9 c. d.

y = −3x + 6 y = −2x + 30
6 e.

y = 2x − 4.5 y = 0.5x − 19
3
7. a. b.

y = −0.5x + 5.5
0 t c. d.
1 2 3 4 5
Time (hours) e.

Independent variable = time, y=x+3 y = 2x − 1 y=− x+

c. 5 hours 1 7

dependent variable = amount of water in the tank

8. a. b. c.
25. a. 2 2
y= x+ y = −2x − 2 y = −x − 8
1 1
9. a. b. c.
b. Initially there are 80 litres of water. 2 2
c. Time cannot be negative.
10. a. 1 m/s
d. 4 litres per minute
b. 0.25 m/s
e. 20 minutes
11. a. 30 km/h
b. 1 h and 30 mins
c. 20 km/h

316 Jacaranda Maths Quest 10

12. $6200 21. mAB = mCD = 2 and mBC = mAD = . As opposite
1
13. a. Independent variable = time (in hours), dependent 2
sides have the same gradients, this quadrilateral is a
variable = cost (in $) parallelogram.
b = −10 a = −4
b.
t 0 1 2 3 22. a. b.
c 2 8 14 20
c.
4.4 Graphical solution of simultaneous linear
C
40 equations
(6, 38)

(2, −1)
36 1. a. (2, 1) b. (1, 1)
32 C = 6t + 2

(−2, −4)
2. a. (0, 4) b.
28
Cost ($)

24 3. a. b. (−0.5, 1.5)
20 4. a. No b. Yes c. Yes d. No
16
12 5. a. Yes b. No c. No d. Yes
8 6. a. No b. Yes c. No d. Yes
4 (0, 2) 7. a. (3, 2) b. (4, 3)
0 t c. (−3, 4) d. (−2, 2)
1 2 3 4 5 6
Time (hours) 8. a.(2, 0) b. (3, 0)
d. i. (0, 2) c.(−2, 4) d. (3, 8)

9. a. − , 1
( )
ii. The y-intercept represents the initial cost of bowling at 1 1
b. (2, 5)
m = 6, which represents the cost to hire a lane for an
the alley, which is the shoe rental. 2 2
e. ( )
2

C = 6t + 2
additional hour. c. (5, 3) d. 2,

(2, −1)
3

$32
f.
g.
10. a. No solution b.
c. No solution d. (1, 9)
h. Sample responses can be found in the worked solutions

C = dependent variable, n = independent variable

in the online resources. 11. a. (3, 1) b. No solution
c. No solution d. (2, 1)
C = 15n + 10
14. a.

,−
( )

$460.00
b. 6 6
12. a. No solution b.
c. 5 5

y = 4x − 16
d. y c. No solution d. No solution
600 (40, 610)
13.
Cost of hiring

C = 20 + 12t, 0 ≤ t ≤ 5
500 (30, 460)
scooters ($)

14. a. Northern beach:

400

D = 8 + 18t, 0 ≤ t ≤ 5
300
(20, 310) Southern beach:
200
100
b. Northern beaches in red, southern beaches in blue
0 x y
10 20 30 40
Number of 120
scooters (n)

16. a. W = −40t + 712

D
15. 8% 100

C
b. 712 L
80
Cost

c. 18 days
60
17. It does not matter if you rise before you run or run before
you rise, as long as you take into account whether the rise or 40

y−c
run is negative. C = 20 + 12t

m= y = mx + c
D = 8 + 18t
20
18. a. b.
x
19. Sample responses can be found in the worked solutions in 0 x
1 2 3 4 5

20. a. mAB = 5 b. y = 5x − 3 Time > 2 hours

the online resources. Time (hours)

c. mCD = 5 d. D = (6, 5) Time = 2 hours, cost = $44

c.
d.
15. a. Same line b. Perpendicular
c. Intersecting d. Parallel

TOPIC 4 Linear relationships 317

16. a. 1 solution 6. a. (−3, −1.5) b. (1, 0.3)

c. − , (1, −1)
( )
b. No solution (parallel lines) 4 4
d.
c. No solution (parallel lines) 5 5
17. a. 1 solution (perpendicular lines) 7. 26 chickens
b. Infinite solutions (coincident) 8. a. (3, 1) b. (−2, 3)
c. 1 solution
9. a. (5, 1) b. (4, 2)
d. No solution (parallel lines)
a=3 b. a = c. a = 8
10. a. (0, 3) b. (4, 0)

11. a. x = ,y=
1
18. a. n n

y = 3x + 6
4
2m 2

y = −2x + 1 b. x = ,y= 2
19. a.

n2 + 1 n +1
m mn
b.

x= , =
c. y

m − n2 m − n2
7 n n2
y = 3x + 6 c. y
6

d. x = ,y=
y = –2x + 1

m−n m−n
5 n n
4

n2 − m m (n − 1)
Point of

x= ,y=
intersection 3

m−n m−n
(–1, 3) 2
e.

m (n − m)
1

x= ,y=
m+n m+n
x 2m
–5 –4 –3 –2 –1 0 1 2 3 4 5 f.

12. a = −1, b = 5
–1
–2

13. z = 24, m = 6, n = 9
–3
–4
m 11 7
20. y
9 8 7
7

x + 2y = 4 x = 2, y = 1
6 n 5 10
3x – y = 2

Chemistry $21, physics $27

5 14. a. b.
4
Point of 15.
intersection 3
2 16. 30 cm
(1, 1)

x = 8, y = −7
1 17. Andrew is 16, Prue is 6.

x = 0, y = 1
x 18.
–5 –4 –3 –2 –1 0

a. k ≠ ± 3
1 2 3 4 5

b. k = −3 k=3
–1 19.
2y – x = 1 –2 y + 3x = 4
20. c.
–3
–4
4.6 Solving simultaneous linear equations using

y= +9
5x
elimination
21.

(5, −1)
1. a. (3, 1) b. (−2, 3) c. (−2, 6)
4

b. (−5, −8) (2, −2)

2. a. b. (2, 3) c. (−3, 1)
4.5 Solving simultaneous linear equations
3. a. (−3, 5) c.
using substitution
(2, −1) (3, −2) 4. a. 1 , 3
( ) ( )
1 1 4

(−1, −2) d. (−4, 0)

1. a. (2, 3) b. c. d. (7, 6) b. 2, 1 c. (1, 1)
2 2 5
2. a. (3, 6) b. (2, 1) c.

(−1, −2) b. (6, −2) d. (−3, −5)

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

c. −3, −1
3. a. c. 3, 1 ( )
2 1
6. a. (4, 2) b. (−3, 4)

(−6, −23) b. (5, 23) c. (2, −6) ,−

( )
(−6, −5)
2
3 15
4. a. d.

(2, −2)
2 2 7. a. b. (−3, 5) c. (2, 1.8)

(−1.5, −3)
8. a. (6, 3) b. c. (1, 3)
(1, −7) b. − , −4
( )
1 9. a. b. (−8, 18) c. (−3, 5)
5. a.
2

− ,− d. − ,
( ) ( ) 10. a. (1, 3) b. (4, 0) c. (−3, 5)

,−
3 1 1 4 ( )
c. 1 1
2 2 5 5 11. a. (4, 3) b. (8, 5) c.
3 3

318 Jacaranda Maths Quest 10

 (1, −3)
$3.40 (coffee is $5.10)
12. a. (4, 5) b. c. (12, 12) 9. Length 60 m and width 20 m

b. i. $16 loss
13. 10. a. Yolanda needs to sell 10 bracelets to cover her costs.

ii. $24 profit

14. 12 five-cent coins and 22 ten-cent coins

16. a. i. acx + bcy = ce (3)

15. Abena 61 kg, Bashir 58 kg, Cecily 54 kg

ii. acx + ady = af (4) Twelve $1 coins and nine $2 coins

11. Eight 20-cent coins and three 50-cent coins

ce − af Paddlepops cost $1.20 and a Magnum costs $2.10.

12.

iii. y =
bc − ad Cost of the Killer Python = 35 cents and cost of the Red
13.

de − bf Frog = 25 cents.
14.

b. x =
ad − bc 15. Fixed costs = $87, cost per person = $23.50.

, ,
( ) ( )
Mozzarella costs $6.20 and Swiss cheese costs $5.80.
106 1 37 11 16. The PE mark is 83 and the Science mark is 71.
c. i. ii.

x = 3 and y = 4.
31 31 14 14 17.

Fixed costs = $60, cost per person = $25.

18.

e. ad − bc ≠ 0
d. Because you cannot divide by 0.

$4 each for DVDs and $24 each for USB sticks

19.
20.
17. It is not possible. When the two equations are set up it is

Child $12.50, Adult $18.25, Elderly $15

21. 9 and 24 years old
impossible to eliminate one variable without eliminating

k − 10, 10
the other. 22.
6.5 km
x = 7, y = −3
18. 23.
66 cups of hot chips, 33 meat pies and 22 hot dogs were
x = 4, y = 3, z = −6
19. 24.
sold during the half-hour period.
20.
25. a. See the graph at the bottom of the page.*
4.7 Applications of simultaneous b. Jet-ski 3 wins the race.
linear equations
Maths mark = 97, English mark = 66
c. Jet-skis 1 and 2 reach the destination at the same time,
1. although jet-ski 2 started 2 hours after jet-ski 1. Jet-ski 3
overtakes jet-ski 1 6 hours and 40 minutes after its race
2. 18 nuts, 12 bolts
begins or 10 hours and 40 minutes after jet-ski 1 starts
3. 800 sheep, 400 chickens the race. Jet-ski 3 overtakes jet-ski 2.6 hours after it starts
4. 8 and 3 the race or 8 hours after jet-ski 2 started the race.
5. 9 and 7 26. 176 km

Length = 12 m and width = 8 m.

6. 6 and 5
7.
8. Lemons cost 55 cents and oranges cost 25 cents.

*25. a.
350
Winner
300 (11.5, 300)
Point of
intersection
250 Jet-ski 2 (12, 300)
d (kilometres)

d = 30(t – 2)
200
Jet-ski 3
150 d = 40(t – 4)
Jet-ski 1
100 d = 25t

50

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
t (hours)

TOPIC 4 Linear relationships 319

4.8 Solving simultaneous linear and 15. 17, 18 and –17, –18
non-linear equations
17. a. (5, 5) , (−1, −7)
16. Length 15 m, width 85 m
1. A parabola may intersect with a straight line twice, once or
not at all. b. y
2. a. (−5, 4) and (−1, 0) 10 y = 2x – 5
b. (2, 3) 8

c. 1 − 10, −6 and 1 + 10, −6

x2+ y2 = 50
( √ ) ( √ ) 6 (5, 5)

−1 3 5 −19 9 5
4
( √ √ )
− , −
2
3. a. and x
2 2 2 2 –10 –8 –6 –4 –2 0

−1 3 5 −19 9 5
2 4 6 8 10
( √ √ )
+ , +
–2
–4
–6
2 2 2 2

(−1, −2) and (2, 1)

(–1, –7) –8

(−2.54, −8.17) and (3.54, 16.17)

b. –10
c.

(4, 4), − 32, 0

18. 9, 12
4. a. (−1.41, 4) and (1.41, 4) ( √ )

,
( ) 19. a.
5 1
2) and
20. a. 100 °C
b. (−1, 6.66 km per hour or 11.11 km per hour.
b.
2 4
c. (3, 37)

c. Eve’s model. This model flattens out at 20 °C, whereas

b. 0 minutes, 6 minutes
5. B
6. C
Adam’s becomes negative, which would not occur.

(1, 1) , (−1, −1)

7. a. Yes b. No c. Yes d. No
4.9 Solving linear inequalities
x>2
8. a.

b. 1 + 2, −1 + 2 , 1 − 2, −1 − 2
( √ √ ) ( √ √ )
1. a.

− 15 √
( √ ) (√ ) x>2

, − 15 , , 15
15 √
c.

a > −1
3 3 0 1 2 3

(−6, −1) , (2, 3)

b.

(−1, −3) , (1, 3)

d.
a > –1

(−4, 3) , (4, −3)

9. a.

(−1, 7) , (5, −5)

b.

y≥7
–2 –1 0 1
c.

− + + −
( c.
⎛ √ ) (√ ) (
⎞ ⎛ √
) ( √ )⎞

, ⎟,⎜ ,
⎜ 2 14 14 2 ⎟ ⎜ 14 2 2 14 ⎟ y≥7
d. ⎜ ⎟
⎜ 2 2 ⎟ ⎜ 2 2 ⎟
m≥4
6 7 8 9
⎝ ⎠ ⎝ ⎠

− , −2 , ,2 b. (0, 5), (4, −3)

( ) ( ) d.
1 1
10. a. m≥4
2 2

− , 2 , (0, 3) ,− , (5, −2)

( ) ( )
1 8 1
p<1
c. d. 3 4 5 6
2 3 4 2. a.
11. a. (1, 1) b.(−3, 3), (3, 3) p<1

(−4, 11) , (−2, 3) d. − , , (12, 12)

( )
100 652
c.

k < −1 k = −1 k > −1 x<7

3 9 –2 –1 0 1

The straight line crosses the parabola at (0, −7), so no

12. a. b. c. b.

13. x<7
matter what value m takes, there will be at least one

m≤9
intersection point. 5 6 7 8
14. a. i. 1, 2, 3 c.
ii. 0, 1, 2, 4 m≤9
iii. 1, 2, 3, 4, 5
b. The number of possible intersections between an 7 8 9 10
equation and a straight line is equal to the highest power
of x.

320 Jacaranda Maths Quest 10

 d. a≤7 22. a. k>2 b. a > −5

c. m ≤ 1 x>5
a≤7 2
d.
3
y≥7 d < −2
x>3
5 6 7 8

−6
23. a. b.

c. p ≥ x ≥ −5
3. a.
x>3 d.
7
m < −2 a<9
m≥2 p≥3 x > −4
2 3 4 5 24. a. b.
b.
1
c. d.

5x > 10 x−3≤5 7 + 3x < 42

m≥2 2

(x − 8)
25. a. b. c.

4 + 3x > 19 2 (x + 6) < 10 c. −7≥9

q ≥ −4
1 2 3 4
26. a. b.
c. 2
q ≥ –4 27. a. 4 hours
b. i. 30 km/h

a > −8
–5 –4 –3 –2 ii. 4 hours
d. c. Distance–time graph
a > –8 d
(8, 200)
200

m>3 p≤2 a<4 x≥5

–9 –8 –7 –6 180

Distance (kilometres)
160
p > −5 x ≤ −7 m ≥ −0.5 d. b > −0.5
4. a. b. c. d.
140

m > 18 x<8 a ≤ −14 m ≥ 25

5. a. b. c.
120

m < 4.5 x≥3 p>4 n≤2

6. a. b. c. d. 100

b<5 y>2 m ≤ −1 a ≥ −5
7. a. b. c. d. 80 (4, 80)
8. a. b. c. d. 60

b < −4 b. c ≤ −1 p > −2 a ≥ −7
1 40
9. a. c. d. 20
3
m>3 a≥2 a < −1 a ≤ −3 0 t

x>6 x≤2
10. a. b. c. d. 1 2 3 4 5 6 7 8

b<4 a>5
Time (hours)

50x ≥ 650 2.50d + 5 ≤ 60

11. a. b.

m<2 m≤3
c. d.
28. a. b.

−c − b −d − b
12. a. b. Tom could be any age from 1 to 28.
c. b ≤ − m≥1
29.

a. −6.5 < x < −2 <x<

16
d. 30. b.

a. S > 47
11
x≤7 x ≥ −18 x < −10
a a
13. a. b. c. 31.

x > 10 x≥5 x < −1

1 4 b. No
14. a. b. c. c. Sample responses can be found in the worked solutions
2 5
m < −2 p ≥ −3 a≤5
a. n < 16 800 km
in the online resources.

p ≥ −5 y ≤ −3
15. a. b. c.
32.
d. e.

x>7 p<0 a≥ costs stayed below $16 000.

b. Mick travelled less than 16 800 km for the year and his
1
a. 20d + 10c ≤ 240
16. a. b. c.

x > −3 a ≤ −11
5
b. 2d + 2c ≤ 36
33.

b≤3 x < −3 k>8

d. e.

17. a. b. c. c. 0 ≤ d ≤ 12 and 0 ≤ C ≤ 18

d. x > −18
1
e. a ≤ 40 34. $20 000
2

x < −1 m ≤ −3
18. B
19. a. b.

x > 17 a>
5
20. a. b.
8

m≥1 m ≥ −12
1
21. a. b.
3

TOPIC 4 Linear relationships 321

4.10 Inequalities on the Cartesian plane b. y
1. a. 5
y
4 x ≤ –6 4
3 3
x<1 2

x=1
2
1 1
x
–5 –4 –3 –2 –1 0 1 2 3 4 5
x –8 –7 –6 –5 –4 –3 –2 –1 0 1 2
–1 –1
–2 –2
–3 –3
–4 –4
–5

b. y
c. y
4
5
3 y≥3
y ≥ –2 4
2
3
1
2
x 1
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1
x
–2
y = –2 –5 –4 –3 –2 –1 0 1 2 3 4 5
–3 –1
–2
–4
–3
–4
c. y –5
4
3
x≥0 d. y
2
x=0 5
1
4
x 3
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1 2
–2
1
–3
–4 x
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1
–2
d. y y≤2
–3
4
–4
3
–5
2
1
y=0 3. a. y
x 5
–5 –4 –3 –2 –1 0 1 2 3 4 5 1
–1 x< – 4
–2 2
y<0 3
–3
2
–4
1

2. a. y –5 –4 –3 –2 –1 0 1 2 3 4 5
x
5 –1
x>2 –2
4
–3
3
–4
2
–5
1
x
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1
–2
–3
–4
–5

322 Jacaranda Maths Quest 10

 b. y b. y<x−6
5 y
4 6
3 5
2 4
1 3
2
x
–5 –4 –3 –2 –1 0 1 2 3 4 5 1
–1 (6, 0)
–2 x
3 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6
y< – –3 –1
2
–4 –2
–5 –3
–4 y<x–6
c. –5
y

y > −x − 2
–6 (0, –6)
5
4 c.
3 y
y ≥ –4
2 6
1 5
x 4
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1 3
–2 2
–3 1
–4 (–2, 0)
x
–5 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6
–1
–2 (0, –2)
d. y –3
5 –4 y > –x – 2
4 –5
3 3

y<3−x
x ≤– –6
2 2
1 d.
y
x
–5 –4 –3 –2 –1 0 1 2 3 4 5 6
–1
–2 5
–3 4
–4 3 (0, 3)
–5 2
1 (3, 0)
4. a. C b. A, C –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6
x
–1
5. a. A, B b. A, B, C –2

y≥x+1
6. a. B b. A, B, C y<3–x –3
–4
7. a.
–5
y

y>x−2
6 –6
y≥x+1 5
8. a.
4 y
3 7
2 6
1 (0, 1) 5
(–1, 0) 4
x y>x–2
–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 3
–1 2
–2
1 ( 2, 0)
–3
x
–4 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7
–1
–5 –2 (0, –2)
–6 –3
–4
–5
–6
–7

TOPIC 4 Linear relationships 323

 b. y<4 9. a. x−y>3
y y
7 7
6 6
5 5
(0, 4)
4 4
3 y<4 3
2 2
1 1
(0, 3)
x x
–7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7
–1 –1
–2 –2
–3 –3 (–3, 0)
–4 –4
x–y>3
–5 –5
–6 –6

2x − y < 6 y<x+7
–7 –7

c. b.
y y
7 7 (0, 7)
6 6
5 5
4 4
2x – y < 6 3 3
2 2
1 1
(3, 0) (–7, 0)
x x
–7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7
–1 –1
–2 –2
–3 –3
–4 –4
–5 –5
–6 (0, –6) –6

y≤x−7 x + 2y ≤ 5
–7 –7

d. c.
y y
7 7
6 6
5 5
4 4
3 3 (0, 2.5)
2 2
1 1 (5, 0)
(7, 0)
x x
–7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7
–1 –1
–2 –2
–3 –3
x + 2y ≤ 5
–4 –4
y≤x−7
–5 –5
–6 –6
–7 (0, –7) –7

324 Jacaranda Maths Quest 10

 d. y ≤ 3x b. The unshaded region is the required region.
y y
7 4
6 3
5 2
4 1
3 (1, 3) 0 x
1 2 3 4 5 6 7 8 9 10 11 12 13
2 –1
1 –2 x+1 x+1
(0, 0) –3 –– – ≤2–y
x 2 2
–7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 –4
–1
–2 20. a. y
–3 y ≤ 3x 5
–4
–5
–6
–7

10. B 0 x
–5 5
11. C
12. A

y= x+3
1
13. a.
2

b. y ≥ x + 3, x > 2, y ≤ 7
–5
1

14. (3, 3) , (3, 4) , (3, 5) , (4, 3)

b.
2 y

15. a. l + s ≤ 30
10

b. At least 12 small dogs

c. l
30
0 x
–10 10

15

–10
s
0 10 30 21. The unshaded region is the required region.
y
15 large and 15 small dogs
d. 4

17. a. y ≤ 2x − 2
2 3
16. 20 units
2
1
b. Sample responses can be found in the worked solutions
in the online resources. x
–6 –5 –4 –3 –2 –1 0

18. a. y = − x + 3 b. y > − x + 3
1
2 2 Local –1
–2
minimum
3 3
(–2, –1) –3
c. y < − x + 3 d. y ≥ − x + 3
2 2 –4
3 3

y= − x
11 1 4.11 Solving simultaneous linear inequalities
19. a.
6 6 1. y (0, 3)
4
4
y
2
( )
8, 0
–
5
3 11 1
y = – – –x x
2 6 6 –4 –2 0 2 4 6
–2
1 –4
0 x –6
21
–, 0
4 ( )
1 2 3 4 5 6 7 8 9 10 11 12 13 –8 (0, –8)
–1
–2 –10
–3
–4 Required region is

TOPIC 4 Linear relationships 325

 y ≤ 2x + 3 and y ≥ x − 2 ≤ x ≤ 2, y ≥ 0, 2x + y ≥ 2, 4x + 3y ≤ 12
2 1
2. 7.
3 2
8. a. y
3. a. y b. y
10
4 10
2 8
5
6
x
–4 –2 0 2 4 4
–2
–4 2 0 x
–10 –5 5 10
Required region is x –5
–4 –2 0 2 4
–2
–4
–10
Required region is

(−2, 8.5) , (−2, −3) , (2.6, −3)

Required region is
4. a. y b. y b.
4 10
9. a. 4 x x
2 5 4
x x 9
–4 –2 0 2 4 –4 –2 0 2 4 9
–2 –5
–4 –10 x x
4 4
Required region is Required region is
9 9
5. a. y
40 x x
4 4
9 9
x
20 4

5 < x < 13
9
b.
10. y
0 x 8 B
–40 –20 20 40
6
a
4 c
–20 2
A b C
x
–1 0 2 4 6 8 10

AB: x = 0, AC: y = 0, BC: 3y + 4x = 24

–2

x ≥ 0, y ≥ 0, 3y + 4x ≤ 24
a.
–40

a = 10 units, b = 6 units, c = 8 units

b.

L > 4, W > 0, L × W < 25

Required region is c.
11. a.
b. y
b. 29 possible rectangles

y = − x + 3 or x + 4y = 12 and y = − x + 4 or
1 1
12. a.

x + 2y = 8
50 4 2

b. A (4, 2)

y ≤ − x+3 x + 4y ≤ 12
1
c. or
4
y ≥ − x+4 x + 2y ≥ 8
0 x
–50 50
1
or

y≥0
2

–50

Required region is
6. B

326 Jacaranda Maths Quest 10

 y≥0 The minimum number of sachets required is 7 (p = 3 and
x + y ≥ 400 c = 4 satisfies all conditions).
13. a. c.

x ≥ 125
x + y ≤ 175 or 2x + y ≤ 700
Project
A1 Rentals: C = $35 × 3 + 0.28d
1 1

Cut Price Rentals: C = $28 × 3 + 0.3d

2 4 1.

The vertices are (125, 275) , (125, 450) and (300, 100).
b. See the graph at the bottom of page.*
2. See the graph at the bottom of the page.*

24p + 10c ≥ 100, 14p + 32c ≥ 160, 5p + 20c ≥ 70

c.
3. 1050 km
14. a.

a. A1 Rentals: C = $37 × 3 + 0.28d

4. 1400 km

Cut Price Rentals: C = $30 × 3 + 0.3d

b. p 5.

b. A1 Rentals: C = $37 × 4 + 0.28d

11
10

Cut Price Rentals: C = $30 × 4 + 0.3d

9
24p + 10c ≥ 100
8
7
6
5
4
3
2
5p + 20c ≥ 70
1
c
–2 –1 0 1 2 3 4 5 6 7 8 9 10 11
–1
14p + 32c ≥ 160
Required region is

*13. b. y

700

600
Point of
intersection
500 (125, 450)

400

300
Point of
Point of intersection
200 intersection (300, 100)
(125, 275)
100

x
0 100 200 300 400
*2. Comparison of cost of hiring a car from
A1 rentals and cut price rentals
C
600

500

400
Cost ($)

300 C = 105 + 0.28 d

(A1 Rentals)
200 C = 84 + 0.30 d
(Cut Price Rentals)
100

0 d
200 400 600 800 1000 1200 1400 1600
Distance travelled (km)

TOPIC 4 Linear relationships 327

 7. The extra cost of $2 per day for both rental companies
6. See the graph at the bottom of the page.* a. y b. y

1 y≤x+1 y ≥ 2x + 10 10
has not affected the charges they make for the distances
travelled. However, the overall costs have increased. –1 0 x –5 0 x
8. Presentation of the answers will vary. Answers will include:
Travelling 3 days this month:
c. d.

both rental companies, that is $399.

y y
• If Andrea travels 1050 km, the cost will be the same for y = 5x
5
y > 3x – 12
• If she travels less than 1050 km, Cut Price Rentals is
0 4 x 0 x
cheaper. 1
• If she travels more than 1050 km, A1 Rentals is cheaper. y < 5x
Travelling 4 days this month:

both rental companies, that is $532.

–12
• If Andrea travels 1400 km, the cost will be the same for
e. y f. y
• If she travels less than 1400 km, Cut Price Rentals is x=7
cheaper. 1 y ≤ 1– x + 1
2
• If she travels more than 1400 km, A1 Rentals is cheaper. x
0 7 –2 0 x
Travelling 3 days next month: x≥7

both rental companies, that is $405.

• If Andrea travels 1050 km, the cost will be the same for

• If she travels less than 1050 km, Cut Price Rentals is g. y h. y

cheaper. 9
• If she travels more than 1050 km, A1 Rentals is cheaper. 2x + y ≥ 9
Travelling 4 days next month: 0 –9 x 0 12 x

both rental companies, that is $540.

• If Andrea travels 1400 km, the cost will be the same for 2 y > –12
–12
• If she travels less than 1400 km, Cut Price Rentals is
cheaper.
• If she travels more than 1400 km, A1 Rentals is cheaper.

4.12 Review questions

1. A
2. D
3. E
4. C
5. D
6. A
7. Note: The shaded region is the region required.

*6. Comparison of cost of hiring a car from

A1 rentals and cut price rentals
C
Cut price rentals (4-day hire)
600

500

400
Cost ($)

A1 rentals
A1 rentals
300 (3-day hire)
(4-day hire)

200

100
Cut price rentals
(3-day hire)
0 d
200 400 600 800 1000 1200 1400 1600
Distance travelled (km)

328 Jacaranda Maths Quest 10

 8. a. y 14. Note: The shaded region is the region required.
y = 3x – 2
a. y
( 23– , 0 ) 1 (1, 1) 6
0 x 5
1
y≥3 4
–2 (0, –2) 3
2
1
b. y
y = –5x + 15 x
15 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6
(0, 15) –1
y ≤ x + 4 –2
10 (1, 10) –3
–4
–5
(3, 0) –6
0 x
1
c. b. y
y
7
(0, 1) 6
y = –2 x + 1 5
3 3 2y – 3x ≥ 12
1 2 ( )
–, 0 4
3
0 3 x 2
–1
(3, –1) 1
x
–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6
d. y –1
4 –2
y + 3x > 0
–3
–4
(2 71– , 0)
0 x c. y
5 5x + y < 10
10
y = –7 x – 3
5 9

(0, −2)
–3 (0, –3) 8
7
9. a. (−2, 1) b.
6
c. (−7.5, 7)
5

( −3))
10. a. (3, 1) b. (2, 3) 4
(2, 7) 3
11. a. b.

d. − ,
(−5,
7 7 2
c. (−2, 2) 1
3 3

(−14, −53) , −7
( ) 0 x
5 –8 –6 –4 –2 2 4 6 8 10 12 14 16
e. f. –1
2 x + 2y < 11 –2

(−3, −1) 3x − 2y + 16 = 0
12. a. (5, 2) b. (−2, 3)

(2, −2)
(1, 3) 15.
c. d.

b. Pay = $13.50 × (number of hours worked)

16. a. See the table at the bottom of the page.*
(−3, −3)
e. f. (4, 2)
13. a. (0, 3) b.
c. (2, 1) c.
50
40
Pay ($)

30
20
10
0 1 2 3 4

$91.13
Hours worked (h)
d.

*16. a.
Number of hours 0 2 4 6 8 10
Pay ($) 0 27 54 81 108 135

TOPIC 4 Linear relationships 329

 b. Length = 11 meters, width = 6 meters.
17. a. The numbers are 9 and 14.

c. Chupa-chups cost 45 cents and Whizz fizzes cost

Milk $1.75, bread $2.35

55 cents.
18.
19. 13 kangaroos and 8 cockatoos
20. Any false statement that occurs during the solving of
simultaneous equations indicates the lines are parallel and

At t = 1, v = 2.5 m/s.
have no points of intersection.

At t = 2, v = 5 m/s.
21.

At t = 5, v = 10 m/s.
At t = 7, v = 5 m/s.
a. R = 12.50h
d = b + 10
22. b. 4.5 hours

7000 = 70b + 40d

23. a.

b = 60 and d = 70
b.
c.
d. The number of seats in ‘Bleachers’ is 4200; the number

$644 000
of seats in the ‘Dress circle’ is 2800.

CG = 114 + 0.2k b. CS = 90 + 0.32k

e.

d. 114 + 0.2k < 90 + 0.32k

24. a.

k < 200
c. 200 km

5400 + 260d = CH
e.
25. a.
b. 61 days

330 Jacaranda Maths Quest 10