Jacaranda Maths Quest 12 Mathematics Standard 2 5E For NSW Ebookplus and Print Fifth Edition. Edition Roland

Jacaranda Maths Quest 12 Mathematics
Standard 2 5E for NSW EBookPLUS and

Print Fifth Edition. Edition Roland
Visit to download the full and correct content document:
https://ebookmeta.com/product/jacaranda-maths-quest-12-mathematics-standard-2-5
e-for-nsw-ebookplus-and-print-fifth-edition-edition-roland/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...
Jacaranda Maths Quest 12 Specialist Mathematics VCE

Units 3 4 Second Edition Jacaranda
https://ebookmeta.com/product/jacaranda-maths-
quest-12-specialist-mathematics-vce-units-3-4-second-edition-
jacaranda/
Maths quest 12 further mathematics VCE units 3 4 5th

Edition Mark Barnes
https://ebookmeta.com/product/maths-quest-12-further-mathematics-
vce-units-3-4-5th-edition-mark-barnes/
Oxford insight mathematics standard 2. [Year] 12 Second

Edition. Edition Michael Fuller
https://ebookmeta.com/product/oxford-insight-mathematics-
standard-2-year-12-second-edition-edition-michael-fuller/
Maths in focus. Year 12 : mathematics advanced Margaret

Grove
https://ebookmeta.com/product/maths-in-focus-year-12-mathematics-
advanced-margaret-grove/
Maths in focus mathematics extension 1 Year 12 Margaret
Grove
https://ebookmeta.com/product/maths-in-focus-mathematics-
extension-1-year-12-margaret-grove/
Edexcel A level Mathematics Pure Mathematics Year 2 A

level Maths and Further Maths 2017 1st Edition Greg
Attwood
https://ebookmeta.com/product/edexcel-a-level-mathematics-pure-
mathematics-year-2-a-level-maths-and-further-maths-2017-1st-
edition-greg-attwood/
Edexcel AS and A level Further Mathematics Decision

Mathematics 2 (A level Maths and Further Maths 2017)
1st Edition Harry Smith
https://ebookmeta.com/product/edexcel-as-and-a-level-further-
mathematics-decision-mathematics-2-a-level-maths-and-further-
maths-2017-1st-edition-harry-smith/
Cambridge Maths Stage 5 NSW Year 9 5 1 5 2 5 3 2nd

Edition Stuart Palmer
https://ebookmeta.com/product/cambridge-maths-stage-5-nsw-
year-9-5-1-5-2-5-3-2nd-edition-stuart-palmer/
Cambridge Maths Stage 4 NSW Year 8 2nd Edition Stuart

Palmer
https://ebookmeta.com/product/cambridge-maths-stage-4-nsw-
year-8-2nd-edition-stuart-palmer/
i i
“c01SimultaneousLinearEquations_print” — 2018/8/14 — 15:42 — page 1 — #1

i i
TOPIC 1
Simultaneous linear equations
1.1 Overview
1.1.1 Introduction
Solving a pair of simultaneous linear equations gives
the set of values that is common to both linear equa-
tions. If these equations are presented graphically, then
the set of values common to both equations is the point
of intersection. In business, the point of intersection of
the equations representing cost and revenue is called the
break-even point. This is the point where the production
costs equal the revenue received for a certain number of
items and where there is zero profit.
Since most businesses aim to make a profit, finding
the break-even point can be very useful. For example,
the owner of a coffee cart should be aware of their break-
even point, as they need to know how many cups of
coffee they have to sell per day to cover their costs.
DISCUSSION
Can you think of more examples where finding the break-even point would be useful, both in businesses and
elsewhere?
LEARNING SEQUENCE
1.1 Overview
1.2 Review of linear equations
1.3 Graphing linear equations
1.4 Simultaneous linear equations
1.5 Review
Fully worked solutions are available for this topic in the Resources section of your eBookPLUS.
CURRICULUM CONTENT
Students:
• solve a pair of simultaneous linear equations graphically, by finding the point of intersection between two
straight-line graphs, using technology
• develop a pair of simultaneous linear equations to model a practical situation AAM
• solve practical problems that involve finding the point of intersection of two straight-line graphs, for
example determine and interpret the break-even point of a simple business problem where cost and
revenue are represented by linear equations AAM
TOPIC 1 Simultaneous linear equations 1
i i
i i
i i

i i
1.2 Review of linear equations

1.2.1 Solving linear equations
• A linear equation is one that involves either one or two pronumerals raised to the power of 1.
For example, 2x + 3 = 7 and 4 − 5a = 0 are both linear equations.
• Linear equations that involve two pronumerals, both to the power of 1, produce straight-line graphs.
For example, y = 2x + 5 and 3x − 2y + 6 = 0 are linear equations, so they will produce straight-line
graphs. Note: Graphs of linear equations will be considered in the next section.
• To solve linear equations with one variable, all operations performed on the variable need to be
identified in order, and then the opposite operations need to be performed in reverse order.
WORKED EXAMPLE 1
Solve the following linear equations.

3x − 2
a. 7x − 4 = 17 b. +5=1
4
THINK WRITE
a. 1. Write the given equation. a. 7x − 4 = 17
2. To make x the subject, rearrange the equation. 7x − 4 + 4 = 17 + 4

Add 4 to both sides. 7x = 21
7x 21
3. Divide both sides by 7. =
7 7
x=3
3x − 2
b. 1. Write the given equation. b. +5=1
4
3x − 2
2. To make x the subject, rearrange the equation. +5−5=1−5
4
Subtract 5 from both sides.
3x − 2
= −4
4
3x − 2
3. Multiply both sides by 4. × 4 = −4 × 4
4
3x − 2 = −16
4. Add 2 to both sides. 3x − 2 + 2 = −16 + 2
3x = −14
3x −14
=
5. Divide both sides by 3. 3 3
−14
x=
3
• When an equation has pronumerals (for example x) on both sides of an equation, at some stage they
must be gathered together on the same side of the equation.
2 Jacaranda Maths Quest 12 Mathematics Standard 2 5E for NSW
i i
i i
i i

i i
WORKED EXAMPLE 2
Solve each of the following.

9x + 3 13x + 7
a. 4x − 3 = 3(6 − x) b. =
2 3
THINK WRITE
a. 1.Write the given equation. a. 4x − 3 = 3(6 − x)
2. To simply, expand the right-hand side (RHS). 4x − 3 = 18 − 3x
3. To collect the variables an one side, add 3x to both 4x − 3 + 3x = 18 − 3x + 3x
sides. 7x − 3 = 18
4. To make x the subject, add 3 to both sides. 7x − 3 + 3 = 18 + 3
7x = 21
7x 21
5. Divide both sides by 7. =
7 7
21
x=
7
x=3
9x + 3 13x + 7
b. 1. Write the given equation. b. =
2 3
2. Find the lowest common denominator. Here, we
use 6.
3(9x + 3) 2(13x + 7)
3. Write all terms with the common denominator, =
6 6
adjusting numerators accordingly (so that numerator
and denominator have been multiplied by the same
amount).
4. Now that all terms have the same denominator, this 3(9x + 3) = 2(13x + 7)
implies that the numerators must be equal.
5. To simplify, Expand all brackets. 27x + 9 = 26x + 14
6. Collect x’s on the LHS and numbers on the RHS. 27x − 26x = 14 − 9
7. Simplify and solve. x=5
Interactivity: Solving linear equations (int-6450)
1.2.2 Developing linear equations

• To write a worded statement as a linear equation, first identify the unknowns and choose pronumerals
to represent them. Use the information given in the statement to write a linear equation in terms of the
pronumerals. The linear equation can then be solved as before, and the result can be used to answer the
original question.
For example, if a supermarket sold 12 cans of soft drink in packs for $5.40, we could form and solve a
linear equation to determine the price of each can.
The following worked example demonstrates this.
i i
i i
i i

i i
WORKED EXAMPLE 3
Cans of soft drink are sold at SupaSave in packs of 12 costing $5.40. Form and solve a linear
equation to determine the price of 1 can of soft drink.
THINK WRITE
1. Identify the unknown and choose a Let S = price of a can of soft drink.
pronumeral to represent it.
2. Use the given information to write an 12S = 5.4
equation in terms of the pronumeral.
That is, 12 cans cost $5.40.
12S 5.4
3. Solve the equation. =
12 12
S = 0.45
4. Interpret the solution in terms of the The price of 1 can of soft drink is $0.45 or
original problem. 45 cents.
WORKED EXAMPLE 4
The distance travelled, d kilometres, at any time, t hours, at a constant speed of 80 km/h can be
found by using the equation d = 80t.
a. Find the distance travelled in 3 hours.
b. How long would it take to travel a distance of 360 km?
THINK WRITE
a. 1. Write the given equation. d = 80t

2. t = 3, so substitute t = 3. d = 80 × 3
3. Evaluate d. d = 240
4. Answer the question. The distance travelled in 3 hours is 240 km.
b. 1. Write the given equation. d = 80t
2. d = 360, so substitute d = 360. 360 = 80t
360 80t
3. Solve the equation for t. =
80 80
4.5 = t
4. Answer the question. It would take 4.5 hours, or 4 hours and 30 minutes,
to travel 360 km.
i i
i i
i i

i i
Exercise 1.2 Review of linear equations
Understanding, fluency and communicating

1. WE 1a Solve the following linear equations.
a. 3x − 9 = 3 b. −6x + 11 = 59 c. 15 − 2x = 1 d. 8x − 23 = −47
2. Solve for the pronumeral.
a. 4x + 25 = −7 b. 63 − 7x = 21 c. 21 − 9x = 3 d. 15 − 6x = −9
3. Find the value of x in the following equations.
3x − 1 4x + 2 2x + 8 5x + 20
a. =5 b. = −2 c. =6 d. = −5
4 11 3 7
4. WE 1b Solve the following linear equations.
4x − 6 2x − 7 12 − 3x 12 − 9x
a. −7=3 b. + 11 = 8 c. −5=6 d. + 7 = −5
3 5 3 2
5. Find the value of x if:
7x + 4 1−x x + 16 19 − x
a. − 8 = −9 b. + 17 = 20 c. −4=0 d. + 3 = −1
3 2 5 4
6. WE 2a Solve the following linear equations.
a. 2x − 9 = 3(2x − 11) b. 5x + 6 = 2(3x + 4)

c. 7x − 1 = 17(3x − 13) d. 5x + 9 = −4(x + 9)
7. Solve the following linear equations.
a. x + 11 = 2(x + 12) b. 3(3 − x) = 5 − 2x
c. 7(1 − x) = 16 − 4x d. 3x − 7 = 2(35 − 2x)
8. WE 2b Find the value of x in the following linear equations.
x+2 x−5 x − 1 3x − 17
a. = b. =
6 3 12 8
x + 11 2(x + 14) 2x − 4 11 − x
a. = b. =
3 9 5 2
10. For the equation y = 3x − 5, find the value of x when y = 7.
11. WE 3 Artists’ pencils at the local art supply store sell in packets of 8 for $17.92. Form and solve a linear
equation to determine the price of 1 artist’s pencil.

12. The local supermarket has a special on dog food. A box of 12
individual packets is advertised for $10. Form and solve a linear
equation to determine the cost of an individual packet of dog food.
Give your answer to the nearest cent.
13. WE 4 The distance travelled, d kilometres, at any time,
t hours, at a constant speed of 60 km/h can be found by

using the equation d = 60t.
a. Find the distance travelled in 2 hours.
b. How long would it take to travel a distance of 150 km?
14. The equation w = 15t represents the amount of water in a tank,
w litres, at any time, t minutes. Find the time, in minutes, that it takes for
the tank to contain the following amounts of water.
a. 450 litres b. 1200 litres
15. Three is added to a number and the result is then divided by 4, giving an answer of 9. Let the number
be x. Form and solve a linear equation to find the number.
i i
i i
i i

i i
Problem solving, reasoning and justification

16. The equation w = 10t + 120 represents the amount of
water in a tank, w litres, at any time, t minutes. Use this
equation to answer the following questions.
a. How many litres were in the tank:
i. originally, that is when t = 0
ii. after 15 minutes?
b. How long would it take for the tank to contain:
i. 500 litres of water
ii. 1200 litres of water?
c. The tank has a capacity of 3000 litres. How long
would it take to fill the tank? Give your answer in
hours and minutes.
17. Charlie is saving for a holiday, costing $1830. He
decides to deposit $40 into his bank account each
week. At the start of his saving scheme, he has $150
in his account. The amount of money, $A, in his
account after w weeks can be found using the linear
equation A = 150 + 40w. Use this equation to answer
the following questions.
a. How much does Charlie have in his account after
8 weeks?
b. How many weeks will it take Charlie to save up
enough money to pay for his holiday?
18. In a parallelogram, the sides in one pair of opposite sides are 3 times as long as the other pair of sides.
Find the side lengths if the perimeter of the parallelogram is 84 cm.
19. Sabrina is a landscape gardener and has been commissioned to work on a rectangular piece of garden.
The length of the garden is 6 metres longer than the width, and the perimeter of the garden is 64 m.
a. Find the dimensions of the garden.
b. Mulch for the garden will cost $8 per square metre. Find the cost to mulch the garden.
20. An electrician charges a call-out fee of $120 plus an hourly rate of $95 per hour.
a. Construct an equation that determines the electrician’s charge, $C, for a period of t hours.
b. What would the electrician charge for an installation that takes 8 hours?
c. Claire was charged $310 to have the electrician install a hot water system. How long did it take?
21. The Dunn family are planning a caravan holiday. Their average speed is 75 km/h. The distance, d km, at
any time, t hours, can be expressed as a linear equation.
a. Write an equation to represent the distance the Dunn family have travelled at any given time.
b. The Dunns travelled for two and a half hours before stopping. How far had they travelled?
c. The Dunns planned to reach a camping ground that was a 400‐km drive away. How many hours
would it take them to reach the camping ground? Give your answer in hours and minutes.
i i
i i
i i

i i
22. Petrol is being pumped into an empty tank at a rate of

20 litres per minute.
a. Construct a linear equation to represent the amount of
petrol, P litres, in the tank after t minutes.
b. How many litres are in the tank after 2 minutes?
c. If the tank holds 85 litres of petrol, determine the time
taken to fill the tank. Give your answer in minutes and seconds.
23. The amount of water that is filling a tank is found by the rule W = 100t + 20, where W is the amount of
water in the tank in litres and t is the time in hours.
a. How many litres are in the tank after:
i. 30 minutes ii. 3 hours?
b. How long will it take for the tank to contain at least 700 litres? Give your answer to the nearest hour.
1.3 Graphing linear equations

1.3.1 Tables of values
• A linear equation in two unknowns, or variables, links the unknowns together giving a set of ordered
pairs. If the unknowns are x and y, the ordered pairs can be written as (x, y) and the relationship
between them as an equation in the form y = mx + c. When graphed, this set of ordered pairs forms a
straight line. To draw a straight-line graph, only two points, or two ordered pairs, are needed.
• A table of values can be used to show the ordered pairs. y
15 (0, 15)
For example, the table below shows the ordered pairs for if
y = −6x + 15,
x 0 1 2 3 10
(1, 9)
−6x+15 −6(0) + 15 −6(1) + 15 −6(2) + 15 −6(3) + 15
y 15 9 3 −3 5
(2, 3)
The table of values gives the set of ordered pairs that can
be used to graph the straight-line graph on the right.
0 x
• Various methods can be used to graph linear equations. –5 5 10
These include: (3, –3)
⬩ finding the x- and y-intercepts
⬩ finding the gradient and y-intercept –5
⬩ using technology.
1.3.2 Sketching linear graphs using intercepts

• If the points where a linear graph cross the x- and y-axes y
(the axis intercepts) are known, then the graph can be con-
structed by drawing these points and ruling a line through
(0, y)
them.
• To find the x-intercept, substitute y = 0 into the equation and
solve for x: (x, 0).
• To find the y-intercept, substitute x = 0 into the equation and
solve for y: (0, y). (x, 0)
0 x
i i
i i
i i

i i
WORKED EXAMPLE 5
Find the x- and y-intercepts of y = −6x + 15, and hence sketch the graph.
THINK WRITE
1. Write the given equation. y = −6x + 15

2. Find the y-intercept, (0, y). Substitute x = 0 into the If x = 0, y = −6 × 0 + 15
equation and solve for y. y = 15
3. Write the coordinates of the y-intercept. (0, 15)
4. Find the x-intercept, (x, 0). Substitute y = 0 into the If y = 0, 0 = −6x + 15
equation and solve for x 6x = 15
15
x=
6
5 1
x= or 2
2 2
1
5. Write the coordinates of the x-intercept. 2 ,0
( 2 )
6. Draw the points on a graph. y
7. Rule a straight line through the two points.
(0, 15)
(2 12 , 0)
0 x
WORKED EXAMPLE 6
Find the x- and y-intercepts of 3x − 2y = 12, and hence sketch the graph.
THINK WRITE
1. Write the given equation. 3x − 2y = 12

2. Find the y-intercept, (0, y). Substitute x = 0 into the If x = 0, 3 × 0 − 2y = 12
equation and solve for y. −2y = 12
12
y=
−2
y = −6
3. Write the coordinates of the y-intercept. (0, −6)
4. Find the x-intercept, (x, 0). Substitute y = 0 into the If y = 0, 3x − 2 × 0 = 12
equation and solve for x. 3x = 12
x=4
i i
i i
i i

i i
5. Write the coordinates of the x-intercept. (4, 0)

6. Draw the points on a graph. y
7. Rule a straight line through the two points.
0 (4, 0) x
(0, –6)
• The graphs of some linear equations pass through the origin (0, 0), so they do not have separate x- and
y-intercepts.
These equations are of the form y = mx or ax + by = 0.
• To sketch these equations, use (0, 0) and any other point. For example, find y when x = 1.
WORKED EXAMPLE 7
Sketch the graph for the equation 4x − 3y = 0.
THINK WRITE
1. Write the given equation. 4x − 3y = 0
2. Substitute x = 0 to find the y-intercept. If x = 0, 4 × 0 − 3y = 0
−3y = 0
y=0
3. Write the coordinates. (0, 0)
4. Note that the graph passes through (0, 0). There is
no point substituting y = 0, as we know we’ll get
x = 0.
So, substitute any other x-value. For example, use If x = 1, 4 × 1 − 3y = 0
x = 1. 4 − 3y = 0
4 = 3y
4 1
y= =1
3 3
1
5. Write the coordinates. 1, 1
( 3)
i i
i i
i i

i i
1
6. Plot the points (0, 0) and
1, 1 on a graph. y
( 3)
7. Rule a straight line through the two points. 1
1
3 (1, 1 13 )
(0, 0)
x
1
1.3.3 Sketching linear graphs using the gradient and y-intercept

• A linear graph can be constructed by using the gradient and the y-intercept. The y-intercept is marked
on the y-axis, and another point is found by using the gradient.
• A common form for linear equations is y = mx + c, also known as gradient–intercept form.
y
tm
i en
ad
Gr y-intercept y = mx + c
x-intercept
0 x
Gradient y-intercept
rise
• The gradient of a straight line, m, describes its slope or steepness, with m = .
run
For example, a gradient of 2 means a rise of 2 with a run of 1.
y
Rise
Run
0 x
WORKED EXAMPLE 8
Use the gradient and the y-intercept to sketch the graph of y = −2x + 4.
THINK WRITE
1. Identify the values of the gradient and the y-intercept. y = −2x + 4 is in the form y = mx + c.
Gradient: m = −2
y-intercept: c = 4, giving the point (0, 4).
2. Interpret the gradient. A gradient of −2 means a run of 1 and
a rise of −2, that is, down by 2.
3. Find a second point and the graph, using the gradient. New x-value: 0 + 1 = 1
That is, add the run of 1 to the x-value of 0 and add New y-value: 4 − 2 = 2
the rise of −2 to the y-value of a known point, (0, 4). Another point on the graph is (1, 2).
i i
i i
i i

i i
4. Plot the two points on a Cartesian plane and join to

sketch the straight line. 7
6
5
4 (0, 4)
3
2 (1, 2)
1
x
–3 –2 –1 0 1 2 3 4 5 6 7
–1
–2
–3
WORKED EXAMPLE 9
Use the gradient and y-intercept to sketch the graph of 3x − 4y − 8 = 0.
THINK WRITE
1. Rewrite the equation in the form y = mx + c. 3x − 4y − 8 = 0
3x − 4y − 8 + 4y = 0 + 4y
4y = 3x − 8
4y 3x 8
= −
4 4 4
3x
y= −2
4
3
2. Identify the values of the gradient and the Gradient: m =
4
y-intercept. y-intercept: c = −2, giving the point (0, −2).
3
3. Interpret the gradient. A gradient of means a run of 4 and
4
a rise of 3.
4. Find a second point on the graph, using the gradient New x-value: 0 + 4 = 4
and the known point (0, −2). New y-value: − 2 + 3 = 1
Another point on the graph is (4, 1).
5. Plot the two points on a Cartesian plane and join to y
sketch the straight line. 3
2
(4, 1)
1
x
–3 –2 –1 0 1 2 3 4 5 6 7
–1
–2
(0, –2)
–3
–4
–5
–6
–7
i i
i i
i i

i i
1.3.4 Sketching linear graphs using technology

• There are a number of graphing packages available online or through app stores, often free. Following
are examples of constructing straight-line graphs using technology.
Weblink: Desmos graphical calculator

Interactivity: Linear graphs (int-6484)
WORKED EXAMPLE 10
With the aid of technology, graph the straight line y = 2x using:

a. thefree online Desmos graphing calculator
b. Microsoft Excel.
THINK WRITE
a. Follow these steps. y
• Open the Desmos online package. 5
• Click ‘Start Graphing’.
• Using your keypad, enter the equation in
Line 1: y = 2x (1, 2)
• Use the + or − on the right-hand side of the x

(0, 0)
graph to zoom in or out. –5 5
• Click on the line to show the coordinates of the
points.
–5
b. Follow these steps. y y = 2x

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

i i
Exercise 1.3 Graphing linear equations

1. WE 5 Find the x- and y-intercepts of the following linear equations, and hence sketch their graphs.
a. y = 6x + 18 b. y = 3x − 21 c. y = 5x + 10 d. y = −2x − 3
2. By finding the x- and y-intercepts, sketch the graphs of the following linear equations.
a. y = 10 − 5x b. y = 1 − x c. y = −6x + 30 d. y = 2x − 16
3. WE 6 Find the x- and y-intercepts of the following linear equations, and hence sketch the graphs.
a. 2x + 3y = 6 b. 4x + 5y = 20 c. 5x − 8y = 20 d. 6x − 5y = −30
4. By finding the x- and y-intercepts, sketch the graphs of the following linear equations.
a. 7x − 5y = 35 b. 8y − x = 4 c. x − y = 2 d. x + 12 = 6y
5. WE 7 Sketch the graphs of the following linear equations.
a. x + y = 0 b. 2x + y = 0
6. Sketch the graphs of the following linear equations.
a. x − y = 0 b. 2x − 3y = 0
7. WE 8 Use the gradient and the y-intercept to sketch the following linear graphs.
a. y = 2x + 1 b. y = 2x − 7 c. y = 3x − 5 d. y = −3x + 6
8. State the gradient and the y-intercept for each of the following, and hence sketch the graphs.
a. y = 5x + 7 b. y = 6x − 4 c. y = −9x + 1 d. y = 2x − 13
9. WE 9 Use the gradient and the y-intercept to sketch the following linear graphs.
a. 3x − y + 9 = 0 b. 4x + y = 12 c. 2x + 3y = 6 d. 5x − 4y − 20 = 0
10. WE 10 Use technology of your choice to sketch the following linear graphs.
a. y = 3x b. y = 3x − 5 c. y = 5 − 3x d. y = 43 x − 2
11. Sketch the following linear graphs.
a. 2x + 5y = 10 b. x + 3y = 0 c. x = 4y + 8 d. 8x + 3y + 12 = 0
12. Sketch the following linear graphs.
a. x = 5 b. y = 5 c. x + 3 = 0 d. y − 3 = 0

13. a. On the same set of axes, using technology or another method, sketch the following linear graphs.
i. y = x ii. y = 2x iii. y = 3x iv. y = 4x
b. What is the effect on the graph of the gradient (i.e. the coefficient of x)? Justify your answer.
i. y = −x ii. y = −2x iii. y = −3x iv. y = −4x
b. What is the effect on the graph of the gradient (i.e. the coefficient of x)? Justify your answer.
i. y = x + 1 ii. y = x + 2 iii. y = x − 3 iv. y = x − 5
b. Write two statements about this set of linear equations.
16. MC Which of the following lines are parallel to y = −4x − 7? Justify your answer.
A. x − 4y = 13 B. x = −4y − 7
C. 4x + y + 8 = 0 D. y = 4x − 7
17. MC Which of the following lines has the same y-intercept as y = 18x − 2? Justify your answer.
A. y = 2 − 18x B. y − 18x − 2 = 0
C. 3x + y = −2 D. 14 − 7y − 2x = 0
i i
i i
i i

i i
1.4 Simultaneous linear equations

1.4.1 Solving a pair of simultaneous linear equations
• Simultaneous linear equations are y
sets of equations each containing at
most two pronumerals. This section
considers pairs of linear equations
involving the pronumerals x and y. If Both graphs have
the same x- and
the graphs intersect, the values of x and y-values here.
y at the point of intersection are those
that make both equations true. 0 x
• To solve a pair of simultaneous linear
equations graphically:
⬩ sketch both linear equations on the
same set of axes

⬩ find the point of intersection
⬩ write the point as an ordered pair
(x, y) or x = … , y = …
WORKED EXAMPLE 11
The following equations represent a pair of simultaneous linear equations.

y = 2x + 4 and y = 3x + 3
Using technology or otherwise, sketch both graphs on the same set of axes and find the point of
intersection.
THINK WRITE
1. To sketch the graph of y = 2x + 4, determine the y = 2x + 4
x- and y-intercepts. Let y = 0 ⇒ 0 = 2x + 4
−4 = 2x
−2 = x
(−2, 0)
Let x = 0 ⇒ y = 2(0) + 4
y=4
(0, 4)
2. To sketch the graph of y = 3x + 3, determine the y = 3x + 3
x- and y-intercepts. Let y = 0 ⇒ 0 = 3x + 3
−3 = 3x
−1 = x
(−1, 0)
Let x = 0 ⇒ y = 3(0) + 3
y=3
(0, 3)
i i
i i
i i

i i
3. Plot the points and draw both lines on a Cartesian y

plane. 8
7
6
(0, 4) 5
4 y = 3x + 3
3
(0, 3)
2
(–2, 0) 1 y = 2x + 4
x
–4 –3 –2 –1 0 1 2 3 4
–1
–2
(–1, 0)
4. Locate the point where the graphs intersect. y
8
7
6 (1, 6)
5
4
3 y = 3x + 3
2
1 y = 2x + 4
x
–4 –3 –2 –1 0 1 2 3 4
–1
–2
(–1, 0)
5. State the coordinates of the point of intersection. The point of intersection is (1, 6).
Interactivity: Solving simultaneous equations graphically (int-6452)
WORKED EXAMPLE 12
Use graphs to find the point of intersection of the following pair of simultaneous linear equations.
3x + 2y + 1 = 0 and y = x − 8
THINK WRITE
1. Use technology or otherwise to sketch the graphs of y
3x + 2y + 1 = 0 and y = x − 8 on the same set of axes. 15
2. Locate the point of intersection: (3, −5).

10
5 y=x–8
O x
–10 –5 5 10 15
–5 (3, –5)
3x + 2y + 1 = 0
–10
3. State the point of intersection. The point of intersection is (3, −5).
i i
i i
i i

i i
• Note: Some graphing packages will require the equations to be written in the form y = mx + c.
For example, in Worked example 12, the equation 3x + 2y + 1 = 0 may need to be rewritten
3 1
as y = − x − .
2 2
1.4.2 Developing a pair of simultaneous linear equations

• It is often necessary to represent real-world scenarios as a set of equations to be solved. To write
worded statements as linear equations, first identify the unknowns and choose pronumerals to represent
them. Use the information given in the statements to write linear equations in terms of the pronumerals.
The linear equations can then be solved simultaneously.
WORKED EXAMPLE 13
A sports store supplies 24 basketballs and 16 cricket

balls to one school for $264, and supplies 12 basketballs and 32
cricket balls to another school for $204. If the delivery is free, write
a pair of simultaneous linear equations to represent this information.
THINK WRITE
1. Identify the two variables or unknowns. Cost of 1 basketball

Cost of 1 cricket ball
2. Define the variables. Let b = cost of 1 basketball in dollars.
Let c = cost of 1 cricket ball in dollars.
3. Write an equation representing that 24 basketballs 24b + 16c = 264
and 16 cricket balls cost $264.
4. Write an equation representing that 12 basketballs 12b + 32c = 204
and 32 cricket balls cost $204.
1.4.3 Solving practical problems with simultaneous linear equations

• To solve practical problems with two unknowns, develop the pair of simultaneous linear equations and
then solve them by finding the point of intersection.
• When the solution to the simultaneous linear equations is to be found graphically, it is easier to use x
and y as the two pronumerals for the unknowns. The point of intersection of the linear graphs then
gives the required values for x and y.
WORKED EXAMPLE 14
How much did the sports store in Worked example 13 charge for a basketball and a cricket ball?
THINK WRITE
1. Define the variables using x and y so the Let x = cost of 1 basketball in dollars.
equations can be graphed. Let y = cost of 1 cricket ball in dollars.
i i
i i
i i

i i
2. Rewrite the equation as in terms of x and y. 24x + 16y = 264

12x + 32y = 204
3. Graph the two equations using methods y
previously explained and find the point of 8
intersection. 24x + 16y = 264
6
4 12x + 32y = 204

(9, 3)
0 x
–2 2 4 6 8 10 12
–2
4. State the point of intersection. The point of intersection is (9, 3).

5. Answer the question. A basketball costs $9 and a cricket ball
costs $3.
1.4.4 Break-even point

• The break-even point is the point at Revenue > costs (profit)
which income or revenue equals the cost $
Revenue
of production for a business. Revenue
is money earned through sales. Costs of
production include costs of materials,
Costs > revenue (loss)
Costs and revenue ($)
labour, plant and equipment.

Costs
• The aim of most businesses is to make a
profit, which is the difference between
revenue and costs. If revenue is greater Break-even point
than costs, a profit is made. If revenue
is less than costs, a loss is made. If both
revenue and costs are equal, neither a profit
or a loss is made. The point where this
occurs is the break-even point.
• To find the break-even point, the n
equations for cost and revenue are solved
simultaneously.
Profit = Revenue − Costs.
• The diagram shows the graphs of a cost function and a revenue function, drawn on the same set of axes.
The point of intersection of the two lines represents the point at which costs and revenue are equal, that
is, the break-even point. To the left of the break-even point, the cost line is above the revenue line. This
means that the costs are higher than the revenue and will result in a loss. To the right of the break-even
point, the cost line is below the revenue line. This means that costs are lower than the revenue and will
result in a profit.
i i
i i
i i

i i
WORKED EXAMPLE 15
Santo sells shirts for $25. The revenue, $R, from selling n shirts
is R = 25n, and the cost, $C, to produce n shirts is C = 2200 + 3n.
a. Determine the break-even point for Santo shirts.
b. Interpret the break-even point.
c. Find the profit or loss if Santo sells:
i. 75 shirts
ii. 250 shirts.
THINK WRITE
a. 1. Write the two equations in terms of x and y. Revenue: y = 25x

Cost: y = 2200 + 3x
x = number of shirts, n
y = amount in dollars
2. Graph the two equations and find the point of y
3000
intersection using methods previously
(100, 2500)
explained.
y = 2200 + 3x
2000 (0, 2200)
y = 25x
1000
0 (0, 0) x
–50 50 100
3.Answer the question. The break-even point is (100, 2500).

b. Interpret the break-even point. Santo would need to sell 100 shirts to break
even, that is, to make neither a profit nor
a loss.
Revenue, R = $2500
Cost, C = $2500
c. i. 1. Substitute n = 75 into the revenue and cost R = 25 × 75
equations. = $1875
C = 2200 + 3 × 75
= $2425
2. Determine the profit or loss: R − C. R − C = 1875 – 2425
= −550
3.Answer the question. 75 shirts give a loss of $550.
ii. 1. Substitute n = 250 into the revenue and cost R = 25 × 250
equations. = $6250
C = 2200 + 3 × 250
= $2950
i i
i i
i i

i i
2. Determine the profit or loss: R − C. R − C = 6250 − 2950

= 3300
3. Answer the question. 250 shirts give a profit of $3300.
Interactivity: Break-even points (int-6454)
Exercise 1.4 Simultaneous linear equations

1. WE 11 For each of the following pairs of simultaneous linear equations, sketch the graphs to find the
point of intersection.
a. y = −2x, y = 4x − 6 b. y = 4x, y = 3x − 5
c. y = 3x + 1, y = 2x + 2 d. y = −3x, y = 4x + 14
2. Find the points of intersection of the following pairs of simultaneous linear equations.
a. y = 5x + 5, y = −x − 19 b. y = −2x, y = x − 6
c. y = 3x + 5, y = 20 d. y = −2x − 4, y = −5x + 5
3. WE 12 Use graphs to find the points intersection of the following pairs of simultaneous linear equations.
a. y = x + 2, 3x − 4y + 1 = 0 b. y = 3x − 6, 2x + y = 9
c. 6x − y = 8, y = x + 2 d. 4x + 3y + 7 = 0, 6x + y − 7 = 0
a. y = 2x + 1, 2x + y = −6. b. 7x + y = 17, x + y = 14
c. y = 2x, x + 3y = 14 d. x + y = 6, x − y = 6
5. a. WE 13 A wholesaler supplies 15 T-shirts and 20 caps to one store for $135, and supplies 12 T-shirts
and 32 caps to another store for $156. If delivery is free, write a pair of simultaneous linear equations
to represent this information, where the cost of T-shirt is $x and the cost of a cap is $y.
b. WE 14 Find the point of intersection of the pair of simultaneous linear equations found in part a.
c. What is the cost of a T-shirt and a cap?
6. At the conclusion of a tour of Wonky Willy’s
confectionery factory, Anna buys 10 choc balls and
8 fizz wizzers for $4.30, and Beatrice purchases 6
choc balls and 9 fizz wizzers for $4.05.
a. If a choc ball costs x cents and a fizz wizzer costs y
cents, develop a pair of simultaneous linear
equations to represent this information.
b. By finding the point of intersection of the graphs,
find the cost of a choc ball and a fizz wizzer.
7. The sum of two whole numbers, x and y, is 41. The difference between them is 3. Write two equations
involving x and y and solve to find the numbers.
i i
i i
i i

i i
8. Two pairs of simultaneous linear equations are solved graphically as shown in the diagrams below.
From the diagrams, determine the solution for each pair of simultaneous linear equations.
a. y b. y
10 6
8
6 4
4
2 2
x
–7 –6 –5 –4 –3 –2 –1 0 1 2 3 4
–2 0 x
–4 –6 –4 –2 2 4 6
9. WE 15 Yolanda sells handmade bracelets at a
market for $12.50. The revenue, $R, from selling

n bracelets is R = 12.5n, and the cost, $C, to make
n bracelets is C = 80 + 4.5n.
a. Determine the break-even point for Yolanda.
b. Interpret the break-even point found.
c. Find the profit or loss if Yolanda sells:
i. 8 bracelets
ii. 13 bracelets.
10. The entry fee for a charity fun run is $18. It

costs the organisers $2550 for the hire of a tent
and $3 per entry for administration. Any profit
will be donated to local charities. The revenue,
$R, from entry fees is R = 18n, where n is the
number of entries. The cost, $C, for the event is
C = 2550 + 3n.
a. Determine the number of entries needed to
break even.
b. A total of 310 entries are received for this
charity event. How much will the organisers be
able to donate to local charities?

11. Georgina is counting the number of insects and spiders she
can find in her back garden. All insects have 6 legs and
all spiders have 8 legs. In total, Georgina finds 43 insects
and spiders with a total of 290 legs.
a. Develop a pair of simultaneous linear equations
where x is the number of insects and y is the
number of spiders Georgina found in her back
garden.
b. How many spiders did Georgina find?
12. Farmer Brown counts the emus and cattle in a paddock. He notes there are 57 animals with 196 legs.
a. Assuming no animal amputees, how many of each animal does Farmer Brown have in the paddock?
b. Farmer Brown plans to sell half of the emus for $12 000/pair, and 6 cattle for $950 each. How much
revenue will he receive?
i i
i i
i i

i i
13. Jett is starting up a small business selling handmade surfboard covers online. The start-up cost is $258,
and he calculates that each cover will cost $14.50 to make. The rule that finds the cost, $C, to make n
covers is C = 14.5n + 258.
a. Jett sells the covers for $36 each. Write an equation to determine the revenue, $R, for selling n covers.
b. Solve the equations simultaneously to determine Jett’s break-even point.
c. Jett receives an order for 30 surfboard covers. Determine the profit or loss for this order.
14. Maddie drives her coffee van to a local market each weekend. The parking cost for her coffee van is
$121.50. Maddie calculates that it costs her 80 cents per cup for the ingredients used.
a. Write an equation to determine the cost, $C, to make x cups of coffee.
b. Maddie sells her coffee at $3.50 per cup. Write an equation to determine the revenue, $R, for selling
x cups of coffee.
c. Determine how many cups of coffee Maddie will need to sell at the market to break even.
15. Charlotte has a babysitting service and charges
$12.50 per hour. After Charlotte calculated her
set-up and travel costs, she constructed the cost
equation C = 45 + 2.5h, where $C represents
the cost in dollars per job and h represents the
number of hours babysitting.
a. Write an equation that represents the
revenue, $R, earned by Charlotte in terms of
the number of hours, h.
b. By solving the equations simultaneously,
determine the number of hours Charlotte
needs to babysit to cover her costs.
c. In one week, Charlotte had three babysitting jobs as shown in the table below.
Babysitting on... Sunday Wednesday Saturday
Number of hours, h 5 3.5 7
i. Determine whether Charlotte made a profit or loss for each individual day of babysitting.
ii. Considering the week as a whole, did Charlotte make a profit this particular week?
Justify your answer.
16. The CotX T-Shirt Company produces T-shirts at a cost of
$7.50 each after an initial set-up cost of $810. CotX plans to
sell each T-shirt for $25.50
a. Find the cost to produce 40 T-shirts.
b. If CotX sells the 40 T-shirts, have they broken even?
Justify your answer.
c. Write an equation that represents the cost, $C, to produce
n T-shirts.
d. Write another equation that represents the amount of
revenue, $R, that would receive for selling n T-shirts.
e. By solving these equations simultaneously, determine the
number of T-shirts the CotX Company would need to sell
to break-even.
f. The CotX T-Shirt Company sold 100 T-shirts. Will they
be making a profit or a loss? Justify your answer.
i i
i i
i i

i i
1.5 Review
1.5.1 Summary
In this topic you have learnt:
• how to solve a linear equation
• to develop linear equations from worded problems
• different methods used to sketch straight-line graphs, including:
⬩ finding the x- and y-intercepts
⬩ using the gradient–intercept form of a straight line
⬩ using technology
• to find the point of intersection between two straight-line graphs using technology
• to interpret the point of intersection
• how to find the break-even point of a simple business problem and the significance of this point.
Digital doc: Topic 1 summary — a comprehensive summary of key learning points (doc-26470)
Exercise 1.5 Review

1. Solve each of the following linear equations for the pronumeral.
x+1
n − 12 = −7
a. b. 2(a + 1) = 8 c. 4d − 7 = 11 d. =9
2
2. Find the value of x in each of the following equations.
x−3
a. 10 = 4x + 3 b. 3(x + 2) = 12 c. =7 d. 16 = 2(3x − 9)
2
4(3x − 1) 2(3 − x)
a. = −2 b. =5
5 3
4. Substitute x = 5 into the equation y = 5 − 6x to determine the value of y.
5. Substitute x = −3 into the equation y = 3x + 2 to determine the value of y.
6. Substitute x = 2 into the equation 3x − 2y = 0 to determine the value of y.
7. Find the x- and y-intercepts of the following linear equations, and hence sketch their graphs.
a. y = 2x + 4 b. y = 3x − 9 c. y = −2x + 6 d. y = 5 − 10x
8. Using intercepts, sketch the graphs of the following linear equations.
a. 2x + 5y = 10 b. 2x − y = 6 c. y = 2x + 4 d. 4x − 3y = 0
9. State the gradient and the y-intercept for each of the following, and hence sketch the graphs.
a. y = 2x + 1 b. y = 3 − x c. y = 12 x + 4 d. y = 5(2x − 1)
10. Use the gradient and y-intercept to sketch the following straight lines.
a. 3x + y = 6 b. 2x − y = 5 c. 4x + 2y − 5 = 0 d. x − y + 6 = 0
11. Using a technology of your choice or otherwise, sketch the graphs of the following linear equations.
a. y = −5x + 10 b. 6x + 7y + 42 = 0 c. 3x − y − 6 = 0. d. 2y = 9x + 18.
12. MC The x- and y-intercepts for the equation 2y = −3x + 12 are respectively:
A. 2 and 3 B. 4 and 6
C. −4 and 6 D. −4 and −6
i i
i i
i i

i i
13. MC Which of the following has a y-intercept of −3?

A. x + 3y = 9 B. x − 3y + 9 = 0
C. 3x + y + 9 = 0 D. y = −3x − 3
14. Which one of the graphs shown has a gradient of −2?
y
B
A C D
5
4
3
E
2
1
–5 –4 –3 –2 –1–10 1 2 3 4 5 x
–2
–3
–4
–5
1
15. Which one of the graphs shown has a gradient of ?
2
y
A B
5
4
3
2 D
C
1 E
–5 –4 –3 –2 –1–10 1 2 3 4 5 x
–2
–3
–4
–5
16. MC Which of the following points is a solution of the pair of linear equations 11x + 2y = −121 and
10x + 12y = −222 ?
A. (11, 2) B. (−121, −222)
C. (10, 12) D. (−9, −11)
a. y = 5x + 1 and y = 2x − 5 b. y = 3x + 7 and y = 2x + 8
c. y = 4x + 1 and y = 3x − 1 d. y = x − 5 and y = −3x + 3
18. Solve the following pairs of simultaneous linear equations graphically.
a. 4x + y = 6 and x − y = 4 b. x + y = 7 and x − 2y + 5 = 0
c. 2x − y + 5 = 0 and x − 3y + 10 = 0 d. 4x + 3y = 29 and 2x + y = 13
i i
i i
i i

i i
19. State the point of intersection for each pair of linear equations shown below.
a. y b. y
6 6
4 4
2 2
0 x 0 x
–6 –4 –2 2 4 6 –6 –4 –2 2 4 6
–2 –2
20. A bike tyre had 500 cm3 of air in it before it was

punctured by a nail. After the puncture, the air in
the tyre is leaking at a rate of 5 cm3 /minute. An
equation to represent the amount of air, A cm3 , in
the tyre t minutes after the puncture occurred is
given by A = 500 − 5t.
a. Determine the amount of air in the tyre after
12 minutes.
b. How long will it take before the tyre is
completely flat (i.e. there is no air left)?

21. Mary bought 4 donuts and 3 cupcakes for $10.55.
Sharon bought 2 donuts and 4 cupcakes for $9.90.
Let x cents represent the cost of a donut and y cents
the cost of a cupcake.
a. Develop a pair of simultaneous linear equations to
represent this information.
b. By finding the point of intersection of these straight
lines, find the cost of a donut and a cupcake.
22. Fredo is buying a large bunch of flowers for his mother.
He chooses roses and lilies, with each rose costing
$6.20 and each lily costing $4.70. In total he chooses
19 flowers and pays $98.30. Develop a pair of
simultaneous linear equations to determine exactly how many roses and lilies Fredo purchased to
give to his mother.
23. Miriam has a sweet tooth, and her favourite sweets are strawberry twists and chocolate ripples. The
local sweet shop sells both as part of their pick and mix selection, so Miriam fills a bag with them. Each
strawberry twist weighs 5 g and each chocolate ripple weighs 9 g. In Miriam’s bag there are 28 sweets,
weighting a total of188 g. Determine the number of each type of sweet that Miriam bought by forming
and solving a pair of simultaneous linear equations.
24. A manufacturing plant produces fixed-size square and circular metal panels. A square panel weighs
13 kg and a circular panel weighs 22 kg. A truck is loaded with 65 panels. The total weight of these
panels is 1.205 tonnes. Let the number of square panels on the truck be x and the number of circular
panels be y.
i i
i i
i i

i i
a. Develop a pair of simultaneous linear equations to model this situation.

b. Sketch the graphs of the equations found in part a and find their point of intersection.
c. How many circular panels were loaded on the truck?
d. Another truck is loaded with 8 square and 12 circular metal panels. Find the total weight of these
panels.
25. Brendan uses carrots and apples to make his spe-
cial homemade fruit juice. One week he buys 5 kg
of carrots and 4 kg of apples for $31.55. The next
week he buys 4 kg of carrots and 3 kg of apples for
$24.65.
a. Develop a pair of simultaneous linear equations
to represent the cost of carrots, x dollars/kg,
and the cost of apples, y dollars/kg.
b. Determine the cost of a kilogram of apples.
c. Calculate how much it would cost Brendan the
next week to make his juice if he buys 2 kg of
carrots and 1.5 kg of apples.
26. Benito decides to set up a market stall selling fruit-based energy drinks. On a particular day, he has to
pay $300 for his stall. The ingredients for each energy drink cost $1.35, and he sells the energy drinks
for $4.50 each.
a. Determine a linear equation to represent his costs, $C, if he sells x energy drinks.
b. Write an equation to find the revenue, $R, from selling x energy drinks.
c. Does Benito make a profit or a loss if, on that day, he sells 90 energy drinks? Explain your answer.
d. Using technology, determine the minimum number of energy drinks Benito needs to sell to make a
profit.
27. A new wildlife safari park has just opened. The entrance fee
for an adult is $25 and the entrance fee for a child is $15. One
Sunday, 350 people attended the safari park and $6650 was
collected in entrance fees.
a. Develop a pair of simultaneous linear equations to
represent this information, with x representing the number
of adults attending and y the number of children.
b. How many adults attended the safari park on that Sunday?
c. Calculate the total collected on Monday, if 52 adults and
87 children attended the safari park.
28. A school group travelled to the city by bus and returned by train. For adults, a bus ticket costs $3.50 and
a train ticket costs $4.75. For students, a bus ticket costs $1.50 and a train ticket costs $2.25. The total
cost of the bus tickets was $42.50, and the total cost of the train tickets $61.75.
a. Develop a pair of simultaneous linear equations to represent this information.
b. How many people were in the school group?
29. To make some extra pocket money, Sam and Sally decide to sell cups of lemonade from their front yard.
The cost, $C, to make the lemonade using their own lemons can be represented by the linear equation
C = 0.25x + 2, where x is the number of cups of lemonade sold.
a. They sell cups of lemonade for 50 cents. Write a linear equation to represent the revenue, $R.
b. Determine the number of cups of lemonade Sam and Sally need to sell in order to break even.
c. One hot summer’s day, they sell 23 cups of lemonade. Find their profit or loss.
i i
i i
i i

i i
30. A new ball game, iBall, has been designed where

a player can throw the ball into the net to score a
goal or place the ball over the line to score a behind.
Two teams, the Rockets and the Comets, have just
finished playing. Their scores in the game are given
in the table below.
Team Goals Behinds Total score
Rockets 6 12 54
Comets 7 5 45
Develop a pair of simultaneous linear equations to represent this information.

a.
b. By finding the point of intersection, determine the number of points awarded for a goal and a behind.
c. Another two teams, the Jetts and the Meteorites, play a game of iBall. The Jetts scored 4 goals and
10 behinds, and the Meteorites scored 6 goals and 9 behinds. Which team won, and by how many
points?
31. A small manufacturing company produces special iPad covers. Its fixed overhead costs are $13 200 and
the cost to produce one cover is $4.50. The company plans to sell the covers online for $12 including
postage.
a. Develop a linear equation to represent the total cost, $C, to produce x special iPad covers.
b. Write a linear equation to represent the expected revenue, $R, from selling x special iPad covers.
c. If the company sells 1250 special iPad covers, have they covered their costs? Justify your answer.
d. Determine the number of special iPad covers the company will need to sell to break even.
32. Two budget car hire companies offer the following
special deals for hiring a small car.
Car company Deal
FreeWheels $75 plus $1.10 per kilometre travelled
GetThere $90 plus $0.90 per kilometre travelled

a. Develop two linear equations to represent the deals
for the two car hire companies. Write your equations
in terms of cost $y, and kilometres travelled, x km.
b. Solve the pair of equations simultaneously to
determine the distance travelled at which the cost of
hiring a car from either company will be the same,
and find the cost of travelling this distance.
c. Rex and Jan hire a car for the weekend. They expect
to travel a distance of 250 km. Which car hire
company should they use and why? Justify your
answer.
i i
i i
i i

i i
Answers Exercise 1.3 Graphing linear equations

1. a. y
Topic 1 Simultaneous linear 25
equations 20
(0, 18)
Exercise 1.2 Review of linear equations 15
1. a. x = 4 b. x = −8
c. x = 7 d. x = −3 10
2. a. x = −8 b. x = 6 5
c. x = 2 d. x = 4
(–3, 0)
3. a. x = 7 b. x = −6 0 x
–15 –10 –5 5 10 15
c. x = 5 d. x = −11
4. a. x = 9 b. x = −4
c. x = −7 d. x = 4
b. y
5. a. x = −1 b. x = −5 10
c. x = 4 d. x = 35
6. a. x = 6 b. x = −2 5
c. x = 5 d. x = −5 (7, 0)
0 x
7. a. x = −13 b. x = 4 –15 –10 –5 5 10 15
c. x = −3 d. x = 11 –5
8. a. x = 12 b. x = 7
–10
9. a. x = −5 b. x = 7
10. x = 4 –15
11. $2.24 –20 (0, –21)

12. 83 cents
–25
13. a. 120 km b. 2.5 hours
14. a. 30 minutes b. 80 minutes –30
15. 33
16. a. i. 120 litres
c. y
20
ii. 270 litres
b. i. 38 minutes 15
ii. 108 minutes
c. 4 hours and 48 minutes 10
(0, 10)
17. a. $470 b. 42 weeks
5
18. 10.5 cm and 31.5 cm
(–2, 0)
19. a. 13 metres by 19 metres b. $1976 0 x
–15 –10 –5 5 10 15
20. a. C = 120 + 95t b. $880 –5
c. 2 hours
21. a. d = 75t –10
b. 187.5 km
c. 5 hours and 20 minutes d. y
5
22. a. P = 20t
b. 40 litres
c. 4 minutes and 15 seconds
23. a. i. 70 litres (–1.5, 0)
ii. 320 litres 0 x
–5 5
b. 7 hours
(0, –3)
–5
i i
i i
i i

i i
2. a. y d. y
20 10
15
(0, 10)
10 (8, 0)
0 x
5 –10 10
(2, 0)
0 x
–6 –4 –2 2 4 6
–2 –10
–4
(0, –16)
–20
b. y
5
3. a. y
5
(0, 1) (1, 0)
0 x
–5 5 (0, 2)
0 (3, 0) x
–5 5
–5
–5
c. y
30 (0, 30) b. y
5
(0, 4)
25
20
(5, 0)
15 0 x
–5 5
10
5
–5
(5, 0)
0 x
–10 –5 5 10 c. y
–5 5
(4, 0)
0 x
–5 5
(0, –2.5)
–5
i i
i i
i i

i i
d. y d. y
10
5
(0, 2)
(0, 6) (–12, 0)
5 0 x
–15 –10 –5 5
–5
x
–5 (–5, 0) 0 5
5. a. y
–5 5
4. a. y
5
(0, 0)
0 x
–5 (1, –1) 5
(5, 0)
0 x
–5 5 –5
5 b. y
5
(0, –7)
–10 (0, 0)
0 x
–5 5
b. y (1, –2)
5
–5
(0, 0.5)
(–4, 0) 0 x
–5 5
6. a. y
5
–5
(1, 1)
(0, 0)
c. y 0 x
5 –5 5
–5
0 (2, 0) x
–5 5
(0, –2)
–5
i i
i i
Another random document with
no related content on Scribd:
you are not going to have another talk with me for another ten years,
as you threaten, it will be your fault, and not mine.”
There was a pretty graciousness in her manner, the result of the
homage her beauty had always obtained for her. Mr. Brander gave
her a shy glance of adoring gratitude which momentarily lit up his
dark face.
“Thank you,” he said in a low voice. “I shall remember your pretty
words and your kind looks, believe me; but when we next meet, it will
not be the same, and it will be no fault of yours.”
Olivia was on the point of breaking out into a passionate assurance
that no hearsay talk altered her opinion of her friends; but a certain
gloom which settled on his face and gave him almost a forbidding
aspect checked her, and she remembered, while a deep blush crept
into her handsome cheeks, that it is unconventionally premature to
call the acquaintance of half a day a friend. So she remained
modestly silent while he held out his hand and told her, recovering
his usual manner, that he should write a full description of her to his
sister-in-law, and that Miss Denison might expect to be chartered as
a district visitor before she had time or inclination to say “Jack
Robinson.”
Mr. Brander then called the two maids and started them on their walk
home; brought in a luncheon basket which he had left in the hall, and
handed it to Lucy, telling her to open it when her mistress felt inclined
for supper; and, before Olivia could thank him for this fresh proof of
his kindness, he was already out of the house.
The door had scarcely closed upon him when Lucy, with an
exclamation of horror and disgust, flung down the luncheon basket,
and, running to the nearest window, threw it wide open.
“What are you doing, Lucy?” asked her mistress in astonishment,
crossing quickly to the girl to see whether she was ill.
“Airing the place, miss, after that bad, wicked man,” answered the
little maid, vehemently.
“You ungrateful girl, after all Mr. Brander has done for us. How can
you say such things?”
“I say what I know, miss, and what is known all over the place, miss,
to every one but you,” answered Lucy, her face crimson with
excitement. “He’s a murderer, miss; he murdered the poor girl who
used to live in those rooms upstairs.”
Olivia was standing at the window, with her hand on the latch to
close it. Just as Lucy hissed out those words in a voice shrill and
broken with horror, Mr. Brander passed. The light from the room fell
full upon his face. He had heard the girl’s words. A look, not of
indignation, but of shame, of agony, convulsed his pale features, but
he did not turn his head. Olivia shivered. She wanted to call out to
him, to ask him to deny this infamous slander; but her mouth was dry
and the words would not come. For he must have heard, she knew,
and yet there was no denial in his face.
With a trembling hand she closed the window.
“There, it’s quite upset you; I knew it would, Miss Olivia,” said Lucy,
rather triumphantly. “Aren’t you shocked?”
But the tears were gathering in Olivia’s eyes.
“I’m shocked, yes, of course,” said she, sadly. “And I’m dreadfully—
dreadfully sorry.”
Lucy was scandalized. This was not the way in which she had been
taught to look upon a criminal.
CHAPTER VI.
In spite of all her philosophy, of all her fortitude, Olivia Denison could
not deny, even to herself, that the one terrible word “murderer,”
applied to the man who had proved himself such a kind friend, gave
a shock such as no newly formed friendship could stand unshaken. If
he had only denied the charge by so much as a look! But, on the
contrary, his downcast head and hurrying step when Lucy’s
indiscreet remark fell on his ears seemed like a tacit admission of the
justice of it. The little maid’s characteristic comments on the matter
jarred upon her greatly.
“You might have knocked me down with a feather, Miss Olivia, when
they first told me it was him as made away with the young woman
whose rooms we were rummaging in to-day! ‘Lor,’ I says, ‘never! A
nice-spoken gentleman like that!’ Indeed, Miss——”
“Who was it told you, Lucy?” interrupted her mistress, quietly.
“It was when I was going up the road, ma’am, looking for you. For I
got that frightened at last, sitting here all myself, and nobody to
speak to, and such cracklings and noises as you never heard along
the walls! So I went out a little way, thinking perhaps you had missed
the road and lost yourself. And I came across two women and a man
standing at the gate of a farmyard. And I spoke to them and they
guessed where I came from; for it seems it was the farm belonging
to that rude man, though I didn’t know it at the time. And they asked
me in, saying as they wouldn’t keep me not a minute. And I was so
glad not to be alone that I went just inside the kitchen door with them
—just for a minute. But then they told me such things that I felt I
couldn’t come back to this house all by myself after hearing of them.
They said how that clergyman, for all his nice-seeming ways, used to
be a wild sort of young man, and how he once courted her that’s now
the vicar’s lady, but she wouldn’t have nothing to say to him. And so
when she married his brother he got wilder and wilder, and he took
to courting the farmer’s daughter that lived here on the sly like, and
not fair and open. She was a masterful sort of girl, and her brother
and his wife, that she lived with, let her have her own way too much,
and have ideas above her station. And people think she believed
he’d marry her, for her own people and every one was beginning to
talk; and then one night—it was the 7th of July, Miss, ten years and a
half ago—she went out to meet him, down by his own church, as
people knew she’d done before, and she never came back. And
nobody’s never seen nothing of her from that day to this; only there
were screams heard that night down by St. Cuthbert’s—that’s his
church, ma’am.”
Lucy ended in a mysterious whisper, and both she and her mistress
remained silent for a little while. Then Miss Denison spoke in a warm
and decided tone—
“There must have been investigations made. If there had been
anything like just ground for supposing that Mr. Brander had made
away with the girl, he would at least have been hunted out of the
parish, even if there had not been proof enough to have him
arrested.”
“He was arrested, Miss Olivia. But his mother was Lord
Stannington’s sister, so he had friends at court; and as for his
brother, he moved heaven and earth to have him got off. And so
those as knew most didn’t dare to come forward, and nothing wasn’t
found; and as everybody knew the poor girl hadn’t had the best of
characters, and had always been a bit gay, like, they said there
wasn’t evidence enough, and Mr. Brander was never brought up.”
“But he remained in his parish! That would have been too much of a
scandal if the suspicion had been strong. I think you have only been
listening to a lot of tattle, Lucy;” said Miss Denison, trying to disguise
the deep interest she could not help feeling in this gossip.
“Well, Miss Olivia, I only tell you what was told me,” said the girl,
rather offended at the slur cast upon her information.
And she crossed over to the fireplace and began to break the lumps
of coal into a blaze, to intimate that, in deference to her mistress’s
wish, she had done with idle gossip. But, as she slyly guessed, the
subject was far too interesting to be shelved like that.
Miss Denison took it up again abruptly, no longer attempting to hide
the warmth of her feeling in the matter.
“How was it he stayed, then?” she asked.
“It was his brother’s doing, that, ma’am, I believe,” said Lucy,
delighted to have her tongue loosed again. “He backed him up, and
advised him to face it out, so everybody says. And his being so
strong for his brother, and him thought so highly of himself, made
people afraid to interfere, like. And so Mr. Vernon stayed. He had
only a poor parish, full of colliers and such-like; and the poor folks
liked him, because, for all his wild ways, he was good-humored and
pleasant. So nobody objected much, and he quieted down all of a
sudden, and grew quite changed, and worked very hard, so that now
they think the world of him in his own parish, and wouldn’t change
even to have Mr. Meredith himself for their clergyman. Only the story
sticks to him, especially close round here, where the girl lived; and,
no matter what he does, some of them can’t forget he’s a murderer.”
Olivia shuddered. It was quite true; such an incident in a man’s life
was not one that you could forget. She let the subject drop without
further comment, but it haunted her for the rest of the evening as she
sat brooding over the fire. Lucy, who was of an industrious frame of
mind, got out her darning and mended away busily. But she had a
healthy appetite, and she had had nothing more satisfying than
biscuits and a sandwich throughout the day. Gradually her longing
glances fell more and more frequently on the despised supper
basket which Mr. Brander had given her. At last she could hold out
no longer.
“Are you hungry, Miss Olivia?” she asked, with plaintive meaning.
“Not very,” answered Miss Denison, waking with a start out of a
troubled reverie. “But I daresay you are, Lucy. I forgot that I had wine
and cake at—Mr. Brander’s.”
Lucy made two hesitating steps in the direction of the basket, and
stopped.
“Do you think—we’d better not—touch it, Miss Olivia?” she asked,
doubtfully.
Miss Denison got up, with a grave and troubled face.
“Don’t you think it’s a little too late to try to avoid an obligation, Lucy,
when every one of the comforts round us—fire, chairs, table, the
very beds we are going to sleep on, we owe to Mr. Brander?”
Lucy snatched at this view of the matter readily, and trotted off with
eager steps to inspect the contents of the basket. These proved
most satisfactory.
“Bread, Miss Olivia; butter, cake, oh! And a cold fowl! And a silver
tea-pot!” she announced gleefully as she made one discovery after
another, and skipped with her prizes to the table.
Olivia, healthy girl as she was, could not eat much that evening. Her
responsibilities in the new home were beginning to look very heavy;
and the strange story she had just learnt oppressed her. Lucy, on the
other hand, found that a good supper led her to take a more cheerful
view of current affairs.
“Oh, Miss Olivia!” she exclaimed, when the meal was ended and
they were preparing to retire for the night, “how much nicer this is,
with ghosts and murderers and all, than it’ll be when Mrs. Denison
comes and the children! Like this, with just you, it’s jolly, and I could
work for you all day. And I suppose when you’ve committed a murder
it makes you feel that you must be nicer, like, to make up for it, for
certainly Mr. Brander is a nice-spoken gentleman and a kind one,
and no two ways about it.”
“Now, Lucy,” said her mistress, gravely, “you must put that story right
out of your head, as I am going to do. We’ll hope there’s no truth in it
all; but even if every word were true, we have no right to bring it up
against a man whose life sets an example to the whole parish, and
who has shown us kindness that we ought never to forget. I hope
you will have the good sense and good feeling not to tattle about it to
cook and to Esther when they come.”
“No, ma’am,” said Lucy, demurely.
Miss Denison felt, however, that she was trying to put on human
nature burdens too great for it to bear, and she wasted no more
words in pressing the point. Tired as she was when she lay down
that night on the little bed so strangely provided, for some hours she
could not sleep; excited fancies concerning the girl who had
disappeared and the man to whom her disappearance was attributed
filled her head with a waking nightmare. Gratitude remained
uppermost, however.
“He shall see that whatever I have heard makes not the least
difference,” was her last clear thought before sleeping.
But Olivia’s kind intentions were more difficult to carry out than she
imagined. Next day she saw nothing of Mr. Brander, although she
received another proof of his thoughtfulness. A vanful of the much-
expected furniture arrived in the course of the morning; and scarcely
was it emptied before the two maids from the Vicarage appeared
again upon the scene; “by Mr. Vernon’s order,” to give what
assistance they could towards getting the house ready for
occupation. Then began for Olivia three of the happiest days she
had ever passed. There was work—real, useful, genuine work—for
head and hand and muscular arm in the arrangement of every room
to the best advantage. The maids from the Vicarage and her own
trusty Lucy seconded her with a right goodwill, being all ready to
worship this handsome, bright-voiced, sparkling-eyed girl, to whom
the lifting of the heaviest weights seemed to be child’s play, and who
worked harder than any of them. On the second day the very last
consignment of the household goods duly arrived, and Olivia was
able to send back the Vicarage furniture with a grateful little note of
thanks. In the evening, when she was resting in an armchair, tired
out with her labors, and enjoying a glow of satisfaction in their
success, there was a rap of knuckles on the knockerless outer door,
and Olivia started up, with her heart beating violently. The persistent
self-effacement on the part of Mr. Brander made the girl nervously
anxious to show him that her gratitude was proof against any evil
rumors; and the hope that it was he brought a deep flush to her face
as Lucy, now installed in her own kitchen, and busy still with
polishing of pots and pans, went to open the door. But she only
brought in a note, which Olivia took with some disappointment. It
was an answer from Mr. Brander to her own, but was so very formal
that Olivia felt her cheeks tingle with shame at the impulsive warmth
of her letter.
The clergyman’s note was as follows:—
“Dear Madam”—(And she had put “Dear Mr. Brander.”
Olivia could have torn her pretty hair.)—“I beg to assure
you there is nothing in what I have done to put you under
any sense of obligation. In doing what little I could to make
you as comfortable as the unfortunate circumstances of
your arrival would permit, I only acted in my capacity of
representative to my brother, who is hospitality itself to all
strangers.
“I am, dear madam, yours faithfully,
“Vernon Brander.”
Olivia read the note twice, while Lucy stood still at the door.
“The young farmer’s son brought it, ma’am, and he’s waiting,” said
she.
Olivia went to the door, and held out her hand to Mat Oldshaw, who
took it very sheepishly in his own great paw, and, having given it a
convulsive squeeze, dropped it hastily, as if overwhelmed with horror
at his presumption in touching it at all.
“Come in,” said she, smiling, and leading the way into the big farm
living room; she had decided that this was to be the dining-room of
the establishment, and had furnished it accordingly.
Mat followed her shyly, and remained near the door until, by easy
stages, she had coaxed him into a chair at the further end. He was
beautifully washed and combed, and clad in his best clothes, and
beautifully awkward and bashful withal.
“It’s very kind of you to bring me this,” she said; “and I’m very glad to
have an opportunity of thanking you for the help you gave us the
other day. You ran away so fast that I had no chance of speaking to
you.”
“’Twere nowt, that,” said Mat, in a voice husky from bashfulness.
“Ah’d ha’ coom and given ye better help than that yesterday when Ah
saw t’ goods coom, but Ah didn’t like.”
“Would you? Well, we should have found plenty for you to do. But
your father wouldn’t have liked it, of course.”
“Feyther! Ah bean’t afreeaid o’ feyther!” cried Mat, in a burst of
energetic defiance. “Neea, it wasna’ for him that Ah didn’t coom. But
Ah thowt maybe ye’d ha’ been so angry with him for’s rudeness that
ye wouldn’t care to ha’ seen me ageean.”
“Oh, I knew you had nothing to do with that.”
“That’s true enoof; and Ah coom to-neeght to say”—and Mat looked
down on the floor and grew scarlet to the tips of his ears—“that ye
mustn’t be surprised if things doan’t work straight here at first.
Feyther’s a nasty coostomer when he’s crossed, and there’s no
denying he’s wild at a stranger takkin’ this pleeace. An’ if he can do
ye and yer feyther an ill turn he’s not t’ man to stick at it. An’ if yer
feyther don’t knaw mooch aboot farmin’, ye may tell him not to tak’
any advice from moine. But if ye should be in a difficulty aboot
matters o’ t’ farm, ye can just send for me on t’ quiet, and Ah’ll help
ye all Ah can. Ah beean’t ower bright maybe, as ye can see for
yerself, Miss, but Ah understand t’ farm, and what Ah can do for ye
Ah will.”
Mat had strung himself up to this speech by a great effort, and he
reeled it off without any sort of pause, as if it had been an article of
faith that he had got by rote. Then he got up and gave a hopeless
look towards the door, as if that was his goal, and he was utterly
without an idea how to reach it.
Olivia rose too, and turned towards the fire. Her impulsive nature
was so deeply moved by this rough but genuine friendliness that she
had no words ready to express her feelings.
There was a pause, during which she heard the shuffling of Mat’s
feet upon floor as he prepared himself, with many throes, for another
rhetorical effort. As she at last turned towards him and again held out
her hand, he found his courage, and began—
“An’ wan moor thing Ah’d loike to say, Miss: doan’t you be afreeaid o’
parson Brander, for all they may say. Of coorse, ye’ve heard t’ story;
t’ ill aboot a mon always cooms oot first. Maybe t’ story’s true; Ah
knaw nowt about that. But Ah do knaw that there’s ne’er a heart loike
his in t’ coontry side. An’ he’s done all t’ harm he’ll ever do to
anybody. An’—an’ he give me this note for ye, Miss, and Ah’ve given
it, and noo Ah’m going. Good-night, Miss.”
With which abrupt farewell he made a countryman’s obeisance to
her, and sheered off with great promptitude.
“Good-night. I shan’t forget what you’ve said,” Olivia called after him,
smiling.
She sat down again to muse by the fire, holding the open letter still in
her hand; and after a few minutes, being utterly tired out with the
day’s work, she fell asleep. When she woke up she could not resist
an exclamation of horror, for she saw confronting her, in the dim
firelight, an ugly, grinning face, the owner of which broke into a peal
of hoarse laughter in enjoyment of the shock his presence caused
her. Starting to her feet, Olivia woke up to the full consciousness that
the ill-favored intruder was no other than her persecutor of two nights
before. While she was gathering up her forces for a withering
speech, Mr. Williams gave her a smile and a nod of friendly greeting.
“You didn’t expect to see me, did you?” he began, in a perfectly
amicable tone.
“I certainly did not. Nor can I say that I wished for that—honor,”
answered Olivia, with what ought to have been withering sarcasm.
But Mr. Williams grinned on, entirely unmoved.
“No; you thought you’d shut me up—choked me off for good, didn’t
you? Why, I’ve got brambles and splinters in every finger still. But I
liked you for it. Oh, I do like a girl of spirit! Why, there isn’t a girl
about the place I haven’t tried to annoy, and not one of them has had
the pluck to round on me as you did. But, then, look at your muscle,
you know,” he added, admiringly.
“I’m exceeding grateful for your admiration, and I will try to deserve
it,” answered Olivia, briefly.
She walked rapidly to the door, which she threw wide open with a
gesture of invitation to him to go out. Mr. Williams instantly got
behind an armchair.
“No, no, I know you can throw me out if you want to, but just let me
stay and explain. Look what a shrimp I am compared with you. You
can’t mind me,” pleaded he.
The sight of the little sandy man clinging to the back of the armchair,
and “dodging” any movement of hers which he imagined to be
threatening, caused Olivia’s just indignation to merge into a strong
inclination to laugh. She remained standing by the door, drawn up to
her full height, and said, very drily—
“I suppose it is of no use to talk to you about the feelings of a
gentleman. But perhaps you can understand this: I consider you an
odious person, and I wish you to go.”
“That’s just the impression I wish to stay and remove,” said Mr.
Williams, blandly.
“You won’t remove it by staying,” said Miss Denison.
“As for the feelings of a gentleman,” pursued he, ignoring her
interpolation, “of course you are quite right. I haven’t got them; I don’t
know what they’re like, and I don’t want to. I’m a hopeless little cad, if
you like, though nobody but you and the parson would dare to call
me so, because I’m coming in to a hundred and eighty thousand
pounds. Doesn’t it make your mouth water—£180,000? It does make
a difference, don’t it, say what you like, in the way you look at a
fellow?”
“It does,” said Miss Denison. “It makes one shudder to think of so
much money being in the hands of a person who is not competent to
make a right use of half a crown.”
“Why, I never thought of it in that light,” said the gentleman, leaning
over the back of the armchair, and caressing his chin musingly. “But,
look here, I may marry, and she will think she knows how to make a
right use of it, I’ll warrant.”
This speech he accompanied by a look which was meant to be full of
arch meaning. Miss Denison took no notice either of speech or look.
“Now, are you going—of your own accord?” she asked firmly, and
rather menacingly.
“I don’t know how you ever expect to get married if you cut a fellow
so short when he’s getting near the brink of a proposal.”
“Now, are you going?”
“Yes, yes,” said he, hastily, as she made one step towards him; “I’m
going. Though I don’t see why I should be the only man turned out,
when I’ll bet I’m the only one with matrimonial intentions.”
“You don’t consider that you are the only one with the audacity to spy
upon me and to enter this house like a burglar.”
“Now how did you guess that? Why, you must have been only
shamming sleep then, when I hung on to the window-sill outside, and
saw you looking so invitingly like Cinderella that I was obliged to
come in to get a nearer view.”
Miss Denison was breathless with indignation. He continued—
“As for spying, I’m not the only one. I’ve caught the parson prowling
about here these two evenings. And, look here, of course I saw from
the first you liked him better than me, and now you have heard the
story about him, no doubt you think him more interesting than ever.
But I don’t intend to be snubbed for a murderer. And so I tell you this,
Miss Denison: if you are any more civil to him than you are to me, I’ll
just spread abroad something I know and that nobody else knows,
and that is: how he disposed of the body of the first poor girl who
was unlucky enough to have anything to do with him. And perhaps
that will stop you from being the second.”
With these words Mr. Williams came out from his place of refuge
behind the armchair, and keeping at a respectful distance from the
fair but stalwart arm which he had already learnt to fear, sidled out of
the room with a swaggering bow. He looked back, however, when he
was safely outside the door.
“Don’t lose heart,” he said. “I shall make you another offer some day;
perhaps half a dozen. They’ll come to be your one amusement in
this hole.”
With this delightful promise, Mr. Frederick Williams opened the front
door and let himself out, leaving his involuntary hostess unable to
distinguish which feeling was strongest in her breast—amusement or
disgust at an impudence which she might well consider unparalleled.
And that vague, insolent threat of his, what did it mean? Could he
really know anything about the mystery concerning the girl Ellen
Mitchell?
CHAPTER VII.
There was no denying that the arrival of these two spirited young
women had caused a great flutter among the bachelors of Rishton
and its neighborhood. For it is to be noted that if, on the one hand,
the remarkable beauty of the mistress attracted the attentions of the
elite of the male population, the rosy cheeks and saucy
independence of the maid began very soon to make havoc in
humbler masculine hearts, so that by the time Sunday came round,
and with it the great weekly gathering time, the whole village was in
a mild ferment of excitement over the prospect of a close inspection
of the strangers—and in their best clothes.
The little church stood on the very summit of the hill on the slope of
which one side of the village lay. Its foundations and part of its walls
were very ancient; but after having been allowed to fall into neglect
and decay, it had been carefully restored, under its present vicar, into
a faultlessly trim and yet picturesque little building, the fanciful gray
stone tower of which could be seen from the Matherham high road,
rising like a coronet above the trees which grew thickly on the crest
of the hill. The churchyard was kept like a garden. One of its gates
led to the Vicarage, one end of which overlooked it; a second led
through fields by a long and circuitous route down to the village; the
third and principal entrance opened on to a little green, well shaded
by trees, on which, close under the churchyard wall, the old village
stocks, green with damp and a trifle infirm from age and neglect,
stolidly survived its time of active service. A long two-storeyed
cottage, green with untrimmed ivy and yew trees, which were
suffered to overshadow the small willows, stood at right angles with
the Vicarage, facing the green. Leaning over the wall of the front
garden was a weather-beaten board, bearing the information that the
cottage was “To let.”
When Olivia, attended by the faithful Lucy, arrived at the church on
Sunday morning, she was at once accosted by the clerk, a small and
sanctimonious-looking old man, who smelt of spirits, and inducted
into a seat, close under the pulpit, which was, he informed her in a
low whisper, “the ’all pew.” It was too far forward for Olivia to be able
to see many of her fellow-worshippers, but one party, occupying the
opposite pew to her, could not fail to catch her eye. It consisted of
two very showily dressed young women, who entered with much
rustling and whispering, and were a long time settling themselves; of
a much younger brother and sister, whom they hustled into a very
small corner of the pew; and of Mat Oldshaw, who occupied the
outside seat, and who appeared to be bashfully conscious the whole
time of Miss Denison’s presence, though he never once dared to
look in her direction.
Olivia was one of the first of the congregation to arrive, and in the
interval before the service commenced, she could not help regarding
with some interest such of her new neighbors as came within her
range of vision. The Oldshaw family, with the exception of Mat, she
knew she should not like, but in a large pew in front of them sat a
lady whose appearance attracted her greatly. She was not very
young or very pretty; she was dressed with great simplicity in a dark
costume and a long seal-skin jacket; and the word by which a
stranger would have described her was “lady-like.” It was impossible
to help contrasting her with the two fidgety women behind; and Olivia
was growing more and more sure that she should like to know her
when, to her surprise, she suddenly heard a loud, hoarse whisper,
“Here, gee up, Soosan,” and looking round, she saw the quiet-
looking lady move up the pew at the behest of the odious Frederick
Williams.
As Olivia turned her head, she met this young man’s admiring eyes
turned upon her with their usual vacant stare. He was attired this
morning like the “swell” of the comic scenes of a pantomime, the
salient points of his costume being an overcoat lined with otter, a
pink-striped shirt, light gaiters, and brick-colored gloves. Olivia
fancied also that he had had his hair curled. He bestowed upon Miss
Denison a nod, a smile, and a wink, and appeared quite unabashed
by the fact that she vouchsafed him no sign of recognition in return.
He ensconced himself in the outer corner of the pew, and watched
her persistently until a heavy and measured tread up the aisle,
followed by short, pattering steps, announced two new comers, and
he had to make way for an elderly couple whom Olivia rightly
guessed to be his parents.
Not that they bore any but the faintest family likeness to Olivia’s
dashing admirer. The gentleman was an erect and handsome man of
sixty or more, pompous and dignified; his wife was short, stout,
good-humored-looking, and well dressed. Just as she noticed these
facts the church bells ceased ringing, and a small choir of surpliced
boys came out of the vestry, followed by Mr. Vernon Brander.
“Isn’t he a dear?” Miss Denison heard one of the fidgety ladies
whisper to the other, enthusiastically.
Mr. Brander conducted the service with no assistance but that of the
choir and the clerk, who was evidently a privileged person; for he put
everybody out who was within a dozen feet of his nasal voice. Olivia
was impressed by the sermon, but she was hardly sure whether the
impression was altogether favorable. For the preacher did not speak
“as one having authority,” but rather as the servant than the teacher
of his hearers; as one who was bound to keep them in mind of truths
which they knew already, rather than as one who held up their duty
before them with all the weight of a respected and honored pastor.
When the service was over, Olivia lingered a little in the churchyard,
looking at the gravestones, not unwilling to give the much-discussed
Mr. Brander an opportunity of proving that no rumors could affect her
behavior to one who had been kind to her; but he would not avail
himself of it. On coming out of the church, which he did with
extraordinary little delay, Mr. Brander seemed purposely to avoid
glancing towards the spot where she was standing, but at once, with
quick steps, made for the gate at which the lady, whose appearance
had attracted Olivia, was waiting. Her party, including the ill-
mannered Frederick, had gone, as they had come, without her.
Olivia, who, like all young girls, could see a great deal without
looking, knew that the clergyman and the lady were talking about
her, and she would not pass out at the gate while they stood there.
So she continued her inspection of the tombstones, with a heart
beating rather faster than usual, for the very few minutes that the
tete-a-tete lasted. Now, surely, she might have a chance of speaking
to him; in common civility he would come, if only, as his note
expressed it “as his brother’s representative,” to ask how she was
getting on with her furnishing, and whether her friends were coming
soon to relieve her of her responsibilities. He passed quite near to
her on his way to the Vicarage gate. She raised her head with a
smile and a heightened color, ready to give him her prettiest
greeting; but he looked away with a persistency which she could no
longer doubt was intentional, and it was with a blush of the deepest
mortification that Olivia, whose burning eyes no longer saw
inscriptions, or tombstones, or anything but a particularly tactless
and unobservant clergyman, whose conduct in not allowing her to
lessen her obligation to him by an expression of her gratitude was,
Olivia felt, highly reprehensible. She was so hurt, so indignant, that
when the pleasant-looking lady, who stood by the gate and watched
her approach, made a movement forward as if to address the young
stranger, Olivia turned her head stiffly away. She would give no
opening to the friend of the man who had so deeply offended her.
But anger in Olivia’s breast was a feeling which could not last.
Before she was half-way down the hill she was sorry for her hasty
action and ashamed of her disappointment. With the exaggerated
feeling of an impulsive young girl, she blamed herself as ungracious
and ungrateful, and decided that the avoidance of a man as kindly
and chivalrous as Mr. Brander had proved himself to be could only
proceed from the most honorable motives.
The observant Lucy, perhaps, detected a lightening of the cloud on
her young mistress’ face, for, at this point of the latter’s reflections,
she broke the silence she had discreetly kept since leaving the
churchyard.
“It’s a lot to do to take the service here in the morning, and at St.
Cuthbert’s in the afternoon, and a young men’s class four miles away
at night, isn’t it, ma’am?” she asked, glibly.
Lucy had already collected as much local information as if she had
been settled in Rishton three months, and could have enlightened
Miss Denison on a good many points of local gossip if she had been
encouraged to do so.
“Why, who does all that, Lucy?”
“Mr. Brander, ma’am. He holds a meeting of colliers belonging to
some pit at night, and he says ‘he goes to them because they
wouldn’t all come to him.’”
Olivia looked at her in astonishment. Here was the little maid quoting
with perfect confidence the clergyman’s own words.
“But how did you pick up all this information?”
“Oh, one hears things, ma’am,” said Lucy, who was an inveterate
gossip, but who did not care to own that butcher, grocer, old woman
at the village shop, nay, even the small boy who brought the
afternoon ha’porth of milk from Mrs. Briggs’, who kept a cow at the
other end of the village, all were laid under contribution to keep her
well informed. “And they do say, Miss Olivia, that the difference
between St. Cuthbert’s Church and this is something which must be
seen to be believed,” she added.
Miss Denison said nothing to this. She herself was longing to see St.
Cuthbert’s, and would have found out the place and gone to service
there that very afternoon if a feeling of shyness had not restrained
her. Church once a day had always been enough for her at
Streatham; therefore it could only be curiosity which was urging her
to break through her custom now, she said to herself. So she stayed
at home that afternoon and wrote reluctantly enough to her father to
tell him that everything was ready for the arrival of the rest of the
family. If only Mrs. Denison would take it into her head that the air of
Yorkshire was too keen for her sensitive frame, and would allow
papa to come without her, what a happy life they two might lead
together, thought Olivia. She loved her easy-going father
passionately, and as passionately resented the subjection in which
he was kept by his second wife; but her utopian dream was not to be
fulfilled. On the Wednesday following she received a long letter from
her step-mother, announcing that they would all arrive next day, and
giving rambling but minute directions as to the preparation for their
coming.
Olivia put down the letter with a sigh, called Lucy, and in a doleful
voice informed her that the reign of peace and freedom was nearly
over. The little maid’s face fell.
“Lor, Miss Olivia, how she will fuss and worrit, to make up for not
having been able to get at us for a week!” was her first comment.
“Well, we must try to give her no cause,” said Olivia, trying to keep
grave.
“She’d find cause to grumble, Miss, if she was in heaven, and we
was all angels a flying about of her errands. I’ll warrant before she’s
been in the house ten minutes she’ll take a fancy to the scullery for
her bedroom, and say that we ought to have made this room the coal
cellar,” said Lucy with ill-humor that was not all affected.
There was enough truth in the girl’s comic sketch for Olivia to give a
sigh at the prospect, though she stifled it instantly, and started briskly
on a tour of the house to see whether she had left any loophole for
complaints on the part of her step-mother. She could find none. She
had prepared the largest and best room for her father and Mrs.
Denison; the next best for the two children; the third in order of merit
she had fitted up as a spare room, leaving only two little rooms
scarcely larger than cupboards, the one for herself, and the other for
her brother Ernest, on his rare visits. The two rooms in the wing she
left unappropriated and untouched, not from any superstitious
scruples, for she would have liked the larger one for herself; but she
knew if she were to take possession of it, her step-mother would
certainly never cease “nagging” at her for helping herself to so
spacious a room.
Thursday morning came, and Olivia rose with a doleful sense that
the fun and the freedom of the week were nearly over. Her energies
had found delightful vent in the unaccustomed work and
responsibility; she began to feel that even if she had been still in the
old home at Streatham, a contented return to lawn tennis and crewel
work would have been impossible. Would Mrs. Denison, who was
lazy as well as fretful, and who would now have to do without a
housekeeper, be inclined to trust her with the reins of management?
As Olivia had always until now been known to have the utmost
horror of any household duties, she was not without a hope that, if
she kept secret the change in her own feelings, Mrs. Denison might
herself make some such proposal, being amiably anxious to make
those around her feel as acutely as she did herself the alteration in
the family fortunes.
They were to arrive about six o’clock. Olivia, who was only anxious
to see her father, would not go to meet them. She would get old
papa all to himself in the evening, and have a long talk, and tell him
all her adventures. He was not himself while within range of the
querulous voice and cold eyes of his second wife. Olivia thought she
would have a very early dinner and a long walk to brace herself for
her fall from autocracy. So at two o’clock she was on the Sheffield
Road, walking fast against a keen wind, under a leaden sky that
promised snow within a few hours. She did not care for that.
Protected by a hooded waterproof and a thick pair of boots, the
healthy girl was quite ready to do battle with rain, snow, or wind; and
the object of her walk was quite interesting enough for her to think
little of the cold.
Olivia was going to St. Cuthbert’s. She knew where the church was.
She had seen its dilapidated, patched-up tower, a very marvel of
make-shift architecture, far away on the plain below her as she
walked to Matherham by the longest and prettiest road. After walking
for about a mile and a half along this road, which was on high ground
and afforded a wide view of hill and plain, she had only to turn to the
left and descend the hill by a steep and narrow lane, and walk on
until she came to it. A feeling of shyness brought the bright blood to
the girl’s cheeks as she turned into the lane. She hoped she should
not meet Mr. Brander. The whisper of one of the Misses Oldshaw in
church on Sunday had made known that it was the fashion among a
section of the village ladies to worship him; and Miss Denison,
having always held “curate adorers” in stern and lofty contempt, was
most anxious not to be confounded with that class. It was just the

Jacaranda Maths Quest 12 Mathematics Standard 2 5E For NSW Ebookplus and Print Fifth Edition. Edition Roland

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Jacaranda Maths Quest 12 Mathematics Standard 2 5E For NSW Ebookplus and Print Fifth Edition. Edition Roland

Uploaded by

Copyright:

Available Formats

Jacaranda Maths Quest 12 Mathematics

Standard 2 5E for NSW EBookPLUS and

Jacaranda Maths Quest 12 Specialist Mathematics VCE

Maths quest 12 further mathematics VCE units 3 4 5th

Oxford insight mathematics standard 2. [Year] 12 Second

Maths in focus. Year 12 : mathematics advanced Margaret

Edexcel A level Mathematics Pure Mathematics Year 2 A

Edexcel AS and A level Further Mathematics Decision

Cambridge Maths Stage 5 NSW Year 9 5 1 5 2 5 3 2nd

Cambridge Maths Stage 4 NSW Year 8 2nd Edition Stuart

“c01SimultaneousLinearEquations_print” — 2018/8/14 — 15:42 — page 1 — #1

TOPIC 1 Simultaneous linear equations 1

“c01SimultaneousLinearEquations_print” — 2018/8/14 — 15:42 — page 2 — #2

1.2 Review of linear equations

Solve the following linear equations.

2. To make x the subject, rearrange the equation. 7x − 4 + 4 = 17 + 4

2 Jacaranda Maths Quest 12 Mathematics Standard 2 5E for NSW

“c01SimultaneousLinearEquations_print” — 2018/8/14 — 15:42 — page 3 — #3

Solve each of the following.

Interactivity: Solving linear equations (int-6450)

1.2.2 Developing linear equations

TOPIC 1 Simultaneous linear equations 3

“c01SimultaneousLinearEquations_print” — 2018/8/14 — 15:42 — page 4 — #4

a. 1. Write the given equation. d = 80t

4 Jacaranda Maths Quest 12 Mathematics Standard 2 5E for NSW

“c01SimultaneousLinearEquations_print” — 2018/8/14 — 15:42 — page 5 — #5

Exercise 1.2 Review of linear equations

Understanding, fluency and communicating

a. 2x − 9 = 3(2x − 11) b. 5x + 6 = 2(3x + 4)

equation to determine the price of 1 artist’s pencil.

t hours, at a constant speed of 60 km/h can be found by

TOPIC 1 Simultaneous linear equations 5

“c01SimultaneousLinearEquations_print” — 2018/8/14 — 15:42 — page 6 — #6

Problem solving, reasoning and justification

6 Jacaranda Maths Quest 12 Mathematics Standard 2 5E for NSW

“c01SimultaneousLinearEquations_print” — 2018/8/14 — 15:42 — page 7 — #7

22. Petrol is being pumped into an empty tank at a rate of

1.3 Graphing linear equations

1.3.2 Sketching linear graphs using intercepts

TOPIC 1 Simultaneous linear equations 7

“c01SimultaneousLinearEquations_print” — 2018/8/16 — 5:27 — page 8 — #8

1. Write the given equation. y = −6x + 15

1. Write the given equation. 3x − 2y = 12

8 Jacaranda Maths Quest 12 Mathematics Standard 2 5E for NSW

“c01SimultaneousLinearEquations_print” — 2018/8/14 — 15:42 — page 9 — #9

5. Write the coordinates of the x-intercept. (4, 0)

These equations are of the form y = mx or ax + by = 0.

Sketch the graph for the equation 4x − 3y = 0.

TOPIC 1 Simultaneous linear equations 9

“c01SimultaneousLinearEquations_print” — 2018/8/14 — 15:42 — page 10 — #10

1.3.3 Sketching linear graphs using the gradient and y-intercept

10 Jacaranda Maths Quest 12 Mathematics Standard 2 5E for NSW

“c01SimultaneousLinearEquations_print” — 2018/8/14 — 15:42 — page 11 — #11

4. Plot the two points on a Cartesian plane and join to

Use the gradient and y-intercept to sketch the graph of 3x − 4y − 8 = 0.

TOPIC 1 Simultaneous linear equations 11

“c01SimultaneousLinearEquations_print” — 2018/8/14 — 15:42 — page 12 — #12

1.3.4 Sketching linear graphs using technology

Weblink: Desmos graphical calculator

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

• Use the + or − on the right-hand side of the x

b. Follow these steps. y y = 2x

12 Jacaranda Maths Quest 12 Mathematics Standard 2 5E for NSW