Grade 9

Presented by:
Jurg Basson
Proudly sponsored by
The Capitec Foundation
 GEOMETRY OF STRAIGHT LINES

REVISION OF THE GEOMETRY OF LINES AND ANGLES

Two angles are called adjacent angles if they have a common
vertex and a common arm between them. For example, the
two angles in the diagram are adjacent angles since they
share a common vertex B and a common arm BD.
The top angle can be named as ABD ˆ or DBA ˆ or B̂ .
1

The bottom angle can be named as DBC ˆ or CBD ˆ or B̂ .

2
ˆ =B
Notice that ABC ˆ +Bˆ .
1 2
Complementary angles add up to 90 . If the two angles
are adjacent angles, then we say that these angles are
adjacent complementary angles.
For example, B̂1 and B̂2 are complementary angles
ˆ +B ˆ = 90 . They are also adjacent 60
because B 1 2
complementary angles since they share a common 30
vertex B and common arm BD.
ABCˆ is a right angle and this is indicated on the diagram using .
We say that the arms AB and BC are perpendicular and write this as AB ⊥ BC . AB and BC
form a right angle where they meet.
Supplementary angles add up to 180 . If the two angles
are adjacent angles, then we say that these angles are
adjacent supplementary angles.
For example, B̂1 and B̂2 are supplementary angles
ˆ +B ˆ = 180 . They are also adjacent 120 60
because B 1 2
supplementary angles since they share a common
vertex B and common arm BD. Notice that the adjacent angles on the straight line ABC
add up to 180 .

Property 1
Adjacent angles on a straight line are supplementary.
• If ABC is a straight line then Bˆ +B ˆ = 180 or
1 2
ˆ ˆ
• If B + B = 180 then ABC is a straight line
1 2

Property 2
If two lines AB and CD cut each other (intersect) at E,
then the vertically opposite angles are equal.
Eˆ 1 = Eˆ 3 and Eˆ 2 = Eˆ 4 .

Property 3
The angles around a point add up to 360 .
Bˆ +Bˆ +B ˆ +B ˆ = 360
1 2 3 4

175
Parallel lines
Straight lines that are the same distance from each other along
the whole of their lengths are called parallel lines. Arrows on
the two lines indicate that they are parallel. A transversal is
a line that intersects the two parallel lines. In the diagram,
AB is parallel to CD and we write this as AB||CD.
The transversal is EF.
Corresponding angles
Corresponding angles lie either both above or both below the parallel lines and on the same
side as the transversal. They are the angles in matching corners and are equal. Always look
out for the F shape.

Alternate angles
Alternate angles lie on opposite sides of the transversal and between the parallel lines. They
are equal in size. Always look out for the Z or N shape.

Co-interior angles
Co-interior angles lie on the same side of the transversal between the parallel lines.
These angles are supplementary. Always look out for the U shape.

ˆ +H
G ˆ = 180
1 1

ˆ +H
G ˆ = 180 ˆ +H
G ˆ = 180
1 1 1 1

ˆ +H
G ˆ = 180
1 1

Example
(a) Calculate the value of the angles indicated by small letters.
Statement Reason

125
45

176
(b) AB and CD are straight lines
Statement Reason
cut by transversal ST.
Show that AB||CD.

5x + 70
2x + 5
3x −10

REVISION EXERCISE
(a) Calculate the value of the angles indicated by small letters.
(1) (2) (3)

32
86
44

(4) (5) (6)

40
x
144 100

(7) (8) (9)

160
146
85

(10) (11) (12)

113
(11) 136 81

(13) (14) (15)

116 120 124

177
 (16) (17)

63

94
(18) 86 (19)
46
2y
32 45

2 y − 80

(20) (21)
210
a + 20

3a + 30

6a − 60

(22)

2a − 31
59

(b) Show that ABC is a straight line in each of the following diagrams:
(1) (2)
20
49 41 160 − 2x

(c) In the diagram, CD||EF, EFC ˆ = 60

ˆ = 30 , CAB
30
and ACFˆ = 150 . Prove that AB||CD.
x
150
60

(d) ˆ = 82 ,
In the diagram, QR||ST, Ŝ = 42 , VTU
ˆ = y , SRQ
ˆ = x and TRS ˆ = x + 40 . 82
RTS
(1) Prove that RS||TU.
(2) Calculate the size of y.
x + 40 42

178
(e) ˆ = 44 ,
In the diagram, LM||NP, QCM
ˆ = 68 and ABV
NDC ˆ = 112 .
Prove that EF||TS. 112

44
68

The next questions involve the properties of triangles and quadrilaterals.

(f) In ABC , EF||BC. BA is produced to D.

(1) Calculate a and hence show that 5a − 40 2a
AE = AF .
(2) Calculate, with reasons, the value of b, c, 80
d and e.

(g) In ABC , ED||BC. Calculate: 2x + 40

(1) the value of x.
(2) Calculate the size of D̂1 . x + 10

70

(h) ABCD is a parallelogram with AE ⊥ BC .

75
Calculate, with reasons, the value of
a, b , c and d.

(i) ABCD is a parallelogram with B̂1 = 90 and

 = 70 . 70
(1) Calculate, with reasons, the size of
ˆ ,D
D ˆ ,B
ˆ and B̂ .
1 2 2 3
(2) Prove that BECD is a parallelogram.
(3) Prove that BCED is a rectangle. 20

(j) ABCD is a trapezium with AD||BC. 78

AD = BD , BC = CD and  = 78 .
Determine the unknown angles.

179
(k) PQRS is a parallelogram.
Calculate the value of x and y.
2x + 50
110

(l) ABCD is a rectangle and DECF is a

parallelogram. AFDˆ = 90 and AF = DF .
(1) Calculate the size of Ê .
(2) Show that ED = DC .
(3) Show that Fˆ1 = Fˆ3 .

(m) In the diagram, BC||GK, Ê3 = 60 ,

ˆ and BE = BD .
Ê = 30 , GE bisects HEF
5
(1) Show that BE ⊥ GK . 30
(2) Show that BED is equilateral.
(3) Show that EF||DB. 60
(4) Calculate the size of Ĉ .
(5) Show that BD = DC .

(n) In DEF , GH||EF and DGKH is a kite.

Ĝ 2 = 40 , Ê = 50 , K̂ 3 = x and D̂ = y .
(1) Calculate, with reasons, the value of x
and y.
(2) Show that GK ⊥ DE .
40
50

180
 GEOMETRY OF 2D SHAPES

Types of triangles
There are three types of triangles that can be classified according to the size of their largest
angle:
Acute-angled triangles Right-angled triangles
All three interior angles are smaller The largest interior angle is equal to 90 .
than 90 (acute). The other two angles are acute.

75 55 From Pythagoras:

AB2 = AC2 + BC2
AC2 = AB2 − BC2
35 70 35 90 BC2 = AB2 − AC2

Obtuse-angled triangles
The largest interior angle is greater 20
than 90 .
The other two angles are acute. 130 30

There are three types of triangles that can be classified according to the number of equal
sides and equal angles:
Scalene triangle
No sides or angles are equal.
75
35
Isosceles triangle
Two sides are equal and the angles opposite
the equal sides are equal.
We can say that:
AB = AC if B̂ = Cˆ 40
(sides opp equal  's )
ˆ if AB = AC
B̂ = C
(  's opp equal sides)
70
70 70

Equilateral triangle
60
Three sides are equal and the interior
angles are equal to 60 .

60 60

143
Properties of triangles

Property 1 Property 2
The sum of the interior angles of a The exterior angle of a triangle is equal
triangle is 180 . to the sum of the two interior opposite
angles.

For any ABC :

Aˆ +B
ˆ +Cˆ = 180 (sum of the  's of  )
2
ˆC = A
ˆ +Bˆ (ext  = sum of int opp  's )
1

Properties of straight lines

Vertically opposite angles Corresponding angles

Vertically opposite angles are If AB||CD, then the corresponding
equal. angles are equal.

Alternate angles Co-interior angles

If AB||CD, then the alternate angles If AB||CD, then the co-interior angles
are equal. add up to 180 , i.e. x + y = 180

Complementary angles Adjacent supplementary angles

ˆ +B
In the diagram, B ˆ = 90 ˆ +B
In the diagram, B ˆ = 180
1 2 1 2

Angles round a point Bisectors of angles

In the diagram, a + b + c = 360 BD bisects ABC ˆ =B
ˆ since B ˆ
1 2

144
Summary of the definitions and properties of quadrilaterals (sides and angles)

Quadrilateral Definition Angles Sides

A parallelogram The opposite The opposite
is a quadrilateral angles of a sides of a
with two pairs of parallelogram parallelogram
opposite sides are equal. are parallel and
parallel. The interior equal.
angles add up to
360 .
A rhombus is a The opposite The opposite
parallelogram angles of a sides of a
with equal rhombus are rhombus are
adjacent sides. equal. parallel and all
The interior sides are equal.
angles add up to
360 .
A rectangle is a The interior The opposite
parallelogram angles of a sides of a
with interior rectangle are rectangle are
angles equal to equal to 90 . parallel and
90 . The interior equal.
angles add up to
360 .
A square is a The interior The opposite
parallelogram angles of a sides of a square
with equal square are equal are parallel and
adjacent sides to 90 . all sides are
and interior The interior equal.
angles equal to angles add up to
90 . 360 .
A trapezium is a The interior One pair of
quadrilateral with angles add up to opposite sides
one pair of 360 . are parallel.
opposite sides
parallel.

A kite is a One pair of Two pairs of

quadrilateral with opposite angles adjacent sides
two pairs of are equal. are equal.
The interior
adjacent sides
angles add up to
equal. 360 .

145
Example 1
In ACF , AF||BE. AC is produced to D.
(a) Calculate x and hence show that EC = BC .
(b) Calculate, with reasons, the value of y, p, z and q.

Statement Reason
(a)
80

4x 8x

(b)

80
100
80

80 80 20 160

Example 2
ˆ ,A
ABCE is a parallelogram with Ĉ1 = 90 . Calculate, with reasons, the size of A ˆ ,Cˆ and
1 2 2
Ĉ3 .

Statement Reason

74

74
16

16
74 74

146
Example 3
PQRS is a parallelogram. PQ = QT = PT = TR and PT = 6cm.
Calculate, with reasons:
(a) the lengths of the sides of PQRS.
(b) the size of R̂ and Ŝ .

Statement Reason
(a)

60
(b)

60 120

Quadrilaterals and their diagonals

A diagonal of a polygon is a line segment that joins two opposite
vertices of the polygon. In the diagram alongside, diagonal AC joins
vertices A and C and diagonal BD joins vertices B and D.
The diagonals intersect at E.

Summary of the properties of quadrilaterals (diagonals, angles and sides)

Quadrilateral Diagonals Angles Sides

The diagonals of a The opposite The opposite sides
parallelogram angles of a of a parallelogram
bisect each other. parallelogram are are parallel and
equal. The interior equal.
angles add up to
360 .
The diagonals of a The opposite The opposite sides
rhombus bisect angles of a of a rhombus are
each other at right rhombus are parallel and all
angles. The equal. The interior sides are equal.
diagonals bisect angles add up to
the vertex angles. 360 .
The diagonals of a The interior angles The opposite sides
rectangle bisect of a rectangle are of a rectangle are
each other and are equal to 90 . The parallel and equal.
equal in length. interior angles add
up to 360 .

147
 The diagonals of a The interior angles The opposite sides
45 45 square bisect each of a square are of a square are
45 45 other at right equal to 90 . The parallel and all
angles and are interior angles add sides are equal.
45 45 equal in length. up to 360 .
45 45 The diagonals
bisect the vertex
angles.
The diagonals of a The interior angles One pair of
trapezium add up to 360 . opposite sides are
intersect but don’t parallel.
bisect each other.
They lie between
parallel lines and
therefore the
alternate angles
are equal.
The diagonals are One pair of Two pairs of
perpendicular and opposite angles adjacent sides are
one diagonal are equal. The equal.
bisects the other. interior angles add
One of the up to 360 .
diagonals bisects
the vertex angles.

CONGRUENT SHAPES

The four cases of congruency

In Grade 8, we demonstrated that two triangles are congruent by showing that all the
corresponding angles and sides are equal. In Grade 9, we don’t need to do all of this. There
are four minimal conditions that can be used to prove that triangles are congruent.

Investigation on congruency

Note to educator:
An investigation is available on page 135 of the Chapter 10. This investigation is essential
for the learners to fully understand the four cases of congruency. The summary of the four
cases is provided below.

Summary of the four cases of congruency

148
Case of What is given or can be Conclusion about What else can now be
congruency deduced? the two triangles assumed?
SSS Three pairs of corresponding ABC  DEF The three pairs of
sides are equal. corresponding angles
AB = DE are equal.
BC = EF Aˆ =D ˆ
AC = DF Bˆ = Eˆ
Cˆ = Fˆ
SAA Two pairs of corresponding ABC  DEF The other two pairs of
angles and one pair of corresponding sides and
corresponding sides are one pair of
equal. corresponding angles
AB = DE are equal.
Aˆ =D ˆ BC = EF
Bˆ = Eˆ AC = DF
Cˆ = Fˆ
SAS Two pairs of corresponding ABC  DEF The other two pairs of
sides and the pair of corresponding angles
corresponding included and the other pair of
angles are equal. corresponding sides are
AC = DF equal.
AB = DE Bˆ = Eˆ
Aˆ =Dˆ Cˆ = Fˆ
BC = EF

Case of What is given or can be Conclusion about What else can now
congruency deduced? the two triangles be assumed?
RHS One pair of corresponding ABC  DEF The other two pairs of
angles are right angles, the corresponding angles
pair of corresponding and the other pair of
hypotenuses are equal as well corresponding sides
as one other pair of are equal.
corresponding sides. AB = DE
Aˆ =D ˆ = 90 Bˆ = Eˆ
BC = EF Cˆ = Fˆ
AC = DF

149
Example 7
For each pair of triangles, state the case of congruency that can be used to prove that the two
triangles are congruent.
Triangles Corresponding sides and angles

AB = DE (pair of sides)
BC = EF (pair of sides)
AC = DF (pair of sides)
The case of congruency is:
SSS

AC = DF (pair of sides)
Aˆ =D ˆ (pair of equal angles)
Bˆ = Eˆ (pair of equal angles)
The case of congruency is:
34 85 34 85 SAA

AC = DF (pair of sides)
AB = DE (pair of sides)
Aˆ =Dˆ (pair of included equal
angles)
34 34 The case of congruency is:
SAS

ˆ =D
A ˆ (pair of right angles)
BC = EF (hypotenuse of each triangle
equal)
AC = DF (pair of sides)
The case of congruency is:
RHS

SAS

150
Proving triangles congruent using the four cases of congruency

Example 8

Prove that the following pairs of triangles are congruent:

Statement Reason

(1)
(2)
44 44 (3)

 D̂
ABC  DEF
B̂ Ê
Ĉ F̂

Example 9

Consider ABC and DEF .

(a) Which corresponding angles are equal?
(b) Which corresponding sides are equal?
(c) Prove that ABC  DEF .
(d) Show that AC = DF and AB = DE .
(e) State two reasons which can be used
ˆ =D
to prove that A ˆ .  

Statement Reason

151
Example 10

Consider PQS and RSQ .

(a) Can you assume that P̂ and R̂ are right angles?
(b) Can you assume that Q̂1 and Ŝ1 are equal?

(c) Can you assume that Q̂ 2 and Ŝ2 are equal?

(d) Which side is common to both triangles?
(e) Which sides are equal?
(f) Prove that PQS  RSQ .
(g) Prove that Pˆ = Rˆ

Statement Reason

152
Example 11
Consider ABD and CBD .
(a) What is the size of B̂2 ? Give a reason.
(b) Prove that ABD  CBD in two different ways.
(c) Prove that BD bisects D̂ .

Statement Reason

Example 12

In the diagram, ECB bisects ACD at C. ED||AB.

(a) Prove that ACD bisects EB at C.
(b) Prove that ED = BA .
Ĉ1 Ĉ 2
D̂ Â
In order to prove that ACD bisects EB you
will need to prove that CE = CB . Ê B̂
Therefore first prove that CDE  CAB .

Statement Reason

153
SIMILAR SHAPES

Two shapes are similar if they have the same shape but not necessarily the same size. The one
shape is an enlargement (or reduction) of the other.

Let’s now summarise what we learnt in Grade 8:

In order for two polygons to be similar, the following two conditions must BOTH be
satisfied:
(a) The corresponding angles must be equal.
(b) The ratios of the corresponding sides must be in the same proportion.
It is important to note that two polygons may well have their corresponding angles equal,
but the corresponding sides may not necessarily be in the same proportion (consider (c)). It
is also important to note that two polygons may well have their corresponding sides in the
same proportion but not all of their corresponding angles may be equal (consider (d)). This
is why it is necessary for both conditions to be satisfied.

Some similarity notation with regard to triangles

If ABC is similar to DEF then we write this as follows: ABC|||DEF

If ABC|||DEF then the following conclusions can be made:

(a) The triangles are equiangular which means that: ABC||| DEF
Aˆ =Dˆ ˆ = Eˆ
B Cˆ = Fˆ

(b) The corresponding sides are in the same proportion which means that:
AB BC AC DE EF DF
= = or = = ABC||| DEF
DE EF DF AB BC AC

Summary of the conditions for similarity

Two polygons are similar if their corresponding angles are equal AND their corresponding
sides are in the same proportion. It is important to note that two polygons may well have
their corresponding angles equal, but the corresponding sides may not necessarily be in the
same proportion. It is also important to note that two polygons may well have their
corresponding sides in the same proportion but not all of their corresponding angles may be
equal.
With triangles, only one of the above two conditions needs to be true in order for the two
triangles to be similar. This is unique to triangles only. In other words, two triangles are
similar if their corresponding angles are equal OR if their corresponding sides are in the
same proportion. If the corresponding angles of two triangles are equal (triangles are
equiangular) then the ratios of their corresponding sides will always be in the same
proportion and the two triangles will be similar. Conversely, if the ratios of the
corresponding sides are in the same proportion, then the corresponding angles of the two
triangles will be equal and the triangles will be similar.

154
Example 13

Show that the following triangles are similar.

(a)
 Ĉ
Ê1 Ê 2
B̂ D̂

Statement Reason

(b)

Redraw the triangles so that the corresponding

equal sides align.

AEB||| CED

Statement Reason

155
Example 14

If ABC|||EDC , calculate the value of x.

Statement Reason

156
 GRAPHS

THE LINEAR FUNCTION

The graph of a straight line is called a linear function. The equation of a linear function has
the form y = mx + c . Here are some examples of equations of straight lines.
For y = 3 x + 1 : For y = −2 x For y = x − 5
The coefficient of x is 3 The coefficient of x is −2 The coefficient of x is 1
m = 3  m = −2 m = 1
The constant term is 1 The constant term is 1 The constant term is −5
c = 1 c = 0 c = 5
Sketching lines using the table method and dual-intercept method
Sketching lines using a table is something you are already familiar with.

Example 1
Sketch the graph of y = 2 x − 4 .
y = 2x − 4
Solution
(3 ; 2)
Let’s select x  −3 ; − 2 ; − 1; 0 ;1; 2 ; 3 and then (2 ; 0)
substitute these x-values into the equation
to get the corresponding y-values. (1; − 2)
For x = −3 y = 2(−3) − 4 = −10
(0 ; − 4) y=0
For x = −2 y = 2(−2) − 4 = −8
For x = −1 y = 2(−1) − 4 = −6 (−1; − 6)
For x = 0 y = 2(0) − 4 = −4 (y-intercept) x=0
For x = 1 y = 2(1) − 4 = −2 (−2 ; − 8)
For x = 2 y = 2(2) − 4 = 0 (x-intercept)
(−3 ; −10)
For x = 3 y = 2(3) − 4 = 2
Fill these values in a table, plot the points on
a Cartesian plane and then draw the line.
There are many more points that
x −3 −2 −1 0 1 2 3 can be found. All these points
−10 form the graph of the straight line.
y −8 −6 −4 −2 0 2

Notice that where the line cuts the y-axis, the x-value is 0 and where the line cuts the x-axis,
the y-value is 0. It is possible to sketch a line if we know the intercepts with the axes.
To get the y-intercept, we let x = 0 in the equation and solve for y.
To get the x-intercept, we let y = 0 in the equation and solve for x.
This method is called the dual-intercept method and it is discussed in the next example.

212
Example 2
Sketch the graph of y = 2 x − 4 using the dual-intercept method.

Solution

Example 3
Sketch the graph of y = −3 x + 7 by using:
(a) the table method (b) the dual-intercept method
Solutions
(a)

213
 Example 8
Without actually sketching the following lines, determine the coordinates of the intercepts
with the axes using the dual-intercept method:
(a) y = −5 x + 9 (b) 4 x + 3 y = 12

Solutions

Sketching lines using the point-intercept method

The point-intercept method involves using the y-intercept and then finding another point by
selecting any x-value, substituting it into the equation to get the corresponding y-value.

Example 9
Sketch the graphs of the following lines:
(a) y = −2 x (b) y = 13 x
Solutions
(a)

214
Increasing and decreasing linear functions
A line is said to be increasing if the y-values increase as the x-values increase.
A line is said to be decreasing if the y-values decrease as the x-values increase.

Example 10
The graphs of y = 2 x − 4 and y = −3 x + 6 are drawn below.
y = 2x − 4 y = −3x + 6

(−1; 9)
(3 ; 2)
(2 ; 0) (0 ; 6)

(1; − 2) (1; 3)
(0 ; − 4)
(2 ; 0)
(−1; − 6)
(−2 ; − 8)
(3 ; − 3)
(−3 ; −10)

For the graph of y = 2 x − 4 For the graph of y = −3 x + 6

x  −3 ; − 2 ; − 1; 0 ;1; 2 ; 3
y  −10 ; − 8 ; − 6 ; − 4 ; − 2 ; 0 ; 2
As the values of x increase,
the y-values increase.
The line is an increasing function.
It slopes up from left to right.
x  −1; 0 ;1; 2 ; 3
y  9 ; 6 ; 3 ; − 4 ; 0 ; − 3
As the values of x increase,
the y-values decrease.
The line is a decreasing function.
It slopes down from left to right.

215
Gradient of a line
The gradient (or slope) of a line is defined to be the rate at which the y-values change as the
change in y -values (vertical change)
x-values change. It is expressed as the ratio .
change in x-values (horizontal change)
Example 11
Consider the graph of the line y = 3 x . y = 3x
Consider the points (−1; − 3) and (3 ; 9) : +4
(3 ; 9)
Moving from left to right, the y-values
increase by 12 (from −3 to 9) +2
and the x-values increase by 4 (from −1 to 3) (2 ; 6)
change in y -values +12 +12 +6
 = =3
change in x-values +4
Consider the points (0 ; 0) and (2 ; 6) :
Moving from left to right, the y-values
increase by 6 (from 0 to 6) (0 ; 0)
and the x-values increase by 2 (from 0 to 2)
(−1; − 3)
change in y -values +6
 = =3
change in x-values +2

Notice that the value of the gradient is the same (constant) no matter which two points on
the line are used. The coefficient of x in the equation of the line y = 3 x represents the
gradient. Since the y-values increase as the x-values increase, the line is increasing. The
gradient is also positive.
Let’s summarise these findings:
• Between any two points on the line the gradient (slope) is the same or constant.
• The coefficient of x in the equation of the line represents the gradient.
• The line is increasing (slopes up) as read from left to right since the y-values increase as
the x-values increase. The gradient is positive ( m  0 ).

Example 12
Consider the graph of the line y = − 12 x .
Consider the points (−2 ;1) and (2 ; − 1) :
(−6 ; 3)
Moving from left to right, the y-values 1
decrease by 2 (from 1 to −1 ) y=− x
2
and the x-values increase by 4
(−2 ;1)
(from −2 to 2)
−5
change in y -values −2 1
 = =−
change in x-values +4 2 −2 (0 ; 0)
(2 ; −1)
Consider the points (−6 ; 3) and (4 ; − 2) : +4
Moving from left to right, the y-values
decrease by 5 (from 3 to −2 ) and the +10 (4 ; − 2)
x-values increase by 10 (from −6 to 4)
change in y -values −5 1
 = =−
change in x-values 10 2
Notice that the value of the gradient is the same (constant) no matter which two points on
the line are used. The coefficient of x in the equation of the line y = − 12 x represents the
gradient. Since the y-values decrease as the x-values increase, the line is decreasing. The
gradient is also negative.

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Let’s summarise these findings:
• Between any two points on the line the gradient is the same or constant.
• The coefficient of x in the equation of the line represents the gradient.
• The line is decreasing (slopes down) as read from left to right since the y-values
decrease as the x-values increase. The gradient is negative ( m  0 ).

Summary of the main features of a linear function

• The equation of a linear function is given by y = mx + c where the coefficient of x
represents the gradient (m) and the constant term represents the y-intercept (c).
• If the gradient is positive ( m  0 ) then the line is increasing (slopes up) as read from
left to right. As the gradient increases, so does the steepness upwards.
• If the gradient is negative ( m  0 ) then the line is decreasing (slopes down) as read
from left to right. As the gradient increases (ignore negative signs) so does the steepness
downwards.
• Between any two points on the line the gradient is constant.
• For the y-intercept let x = 0 and solve for y.
• For the x-intercept let y = 0 and solve for x.

Example 13
Given: y = − 13 x + 1
(a) Determine the gradient and then state whether the line is increasing or decreasing.
(b) Write down the coordinates of the y-intercept and x-intercept.
(c) Draw the graph of the line on a set of axes.
Solutions
(a)

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Example 14
Given: y = 4 x
(a) Determine the gradient and then state whether the line is increasing or decreasing.
(b) Write down the coordinates of the y-intercept.
(c) Determine the coordinates of the x-intercept.
(d) Draw the graph of the line on a set of axes.
Solutions
(a)

Example 15 (Rewriting equations in the form y = mx + c )

Given: 2 x + 3 y = 6
(a) Determine the gradient and then state whether the line is increasing or decreasing.
(b) Determine the coordinates of the y-intercept.
(c) Determine the coordinates of the x-intercept.
(d) Draw the graph of the line on a set of axes.
Solutions
(a)

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Horizontal and vertical lines

Example 16
Consider the points shown on the given graph.
(a) What do you notice about the y-values?
(b) What do you notice about the x-values?
(c) Write down the equation of the line (−3 ; 2) ( −2 ; 2) (−1; 2) (0 ; 2) (1; 2) (2 ; 2) (3 ; 2) (4 ; 2)
joining these points.
y=2
(d) What is the gradient of this horizontal line?
Solutions

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Example 17
(1; 4)
Consider the points shown on the given graph.
(a) What do you notice about the x-values? (1; 3)
(b) What do you notice about the y-values?
(c) Write down the equation of the line (1; 2)
joining these points.
(d) What is the gradient of this vertical line? (1;1)

Solutions (1; 0)

(a) (1; − 1)

x =1

Conclusion
The equation of a horizontal line is given by the equation: y = number
The gradient of a horizontal line is zero.
The equation of a vertical line is given by the equation: x = number
The gradient of a vertical line is undefined.

Example 18
Sketch the graphs of the lines x + 3 = 0 and 2 y − 4 = 0 on the same set of axes.
State the value of the gradients of these two lines.
Solutions

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 Summary of the methods of sketching straight line graphs and finding their gradients
Lines of the form y = mx + c
• The y-intercept is c (or let x = 0 and solve for y).
• The x-intercept is obtained by letting y = 0 and solving for x.
• The gradient of the line is the coefficient of x (value of m).
• The gradient of a line is constant between any two points on the line.
• If the gradient is positive ( m  0 ) then the line is increasing (slopes up) as read from
left to right.
• If the gradient is negative ( m  0 ) then the line is decreasing (slopes down) as read
from left to right.

Lines of the form y = mx :

• The y-intercept is 0 and so is the x-intercept.
• Use the point-intercept method (or table method) to determine another point on the line.
• The gradient of the line is the value of m and the same information applies as before.
Lines of the form px + qy = rx :
• Use the dual-intercept method to obtain the intercepts with the axes:
➢ To get the y-intercept let x = 0 and solve for y.
➢ To get the x-intercept let y = 0 and solve for x.
• To get the gradient, rewrite the equation in the form y = mx + c .
Lines of the form x = number and y = number :
• A vertical line has the equation x = number and the gradient is undefined.
• A horizontal line has the form y = number and the gradient is zero.

Finding the equations of lines given the points on the graph

Example 19 (Given the y-intercept and a point)

The graph of a line is given. Determine the equation of the line.
Solution

(0 ; 3)

(−2 ;1)

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Example 20 (Given the y-intercept and the x-intercept)
The graph of a line is given.
Determine the equation of the line.

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