Straight-Line Graphs: Twitter: @owen134866

Straight-line
graphs
Twitter: @Owen134866
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Prior Knowledge Check
1)
• Find the point of intersection 3) Make y the subject of each
for each pair of lines: equation:
a) and a)
(−2
, −1) 𝑦=5 − 2 𝑥
b) and
9 26
( 19 , 19 ) b)
c) and 2 9
𝑦= 𝑥 −
, 3)
(7 5 5
c)
2) Simplify each of the following: 3 12
𝑦= 𝑥 +
a) 4 √5 7 7
b) 10

√2
c) 5 √ 5
Teachings for
Exercise 5A and 5B
Straight-line graphs
You can find the gradient of a straight
line joining two points by considering
the vertical and horizontal distance
between them. It can also be found y
from the equation of the graph. (x2,y2)
(x1,y1) y 2 - y1
You can work out the gradient of a line x2 - x1
if you know 2 points on it.
x
Let the first point be (x1,y1) and the
second be (x2,y2). The following
formula gives the gradient:
y2  y1
m
x2  x1
‘The change in the y values, divided by
the change in the x values’
5A/B
line joining two points by considering Calculate the gradient of the line
the vertical and horizontal distance which passes through (-2,7) and (4,5)
between them. It can also be found
from the equation of the graph. (x1, y1) = (-2, 7)
(x2, y2) = (4, 5)
You can work out the gradient of a line y2  y1
if you know 2 points on it. m
x2  x1 Substitute
numbers in
Let the first point be (x1,y1) and the 57
second be (x2,y2). The following m
formula gives the gradient: 4  (2)
Work out
y2  y1 2 or leave as
m m a fraction
x2  x1 6
Simplify if
‘The change in the y values, divided by 1 possible
the change in the x values’ m
3
5A/B
line joining two points by considering The line joining (2, -5) to (4, a) has a
the vertical and horizontal distance gradient of -1. Calculate the value of a.
from the equation of the graph. (x1, y1) = (2, -5)
(x2, y2) = (4, a)
You can work out the gradient of a line y2  y1
if you know 2 points on it. m
x2  x1 Substitute
numbers in
Let the first point be (x1,y1) and the a  (5)
second be (x2,y2). The following 1 
formula gives the gradient: 42
Simplify
a5
y2  y1 1 
m 2 Multiply by
x2  x1 2
2  a  5
‘The change in the y values, divided by
Subtract 5
the change in the x values’
7  a
5A/B
line joining two points by considering y
the vertical and horizontal distance
from the equation of the graph. y-intercept gradient
The equation of a straight line is usually 1

written in one of 2 forms. One you will
have seen before; x
y  mx  c
Where m is the gradient and c is the y-

intercept.
Or, the general form:

ax  by  c  0
Where a, b and c are integers.
5A/B
line joining two points by considering Write down the gradient and y-
the vertical and horizontal distance intercept of the following graphs
from the equation of the graph.
a) y  3 x  2
The equation of a straight line is usually  Gradient = -3
written in one of 2 forms. One you will  y-intercept = (0,2)
have seen before;
y  mx  c b) 4x  2 y  5  0 Rearrange to get ‘y’
on one side
Where m is the gradient and c is the y- 4x  5  2 y
intercept.
5 Divide by 2
2x  y
Or, the general form: 2
ax  by  c  0
 Gradient = 2
 y-intercept = (0, 5/2)
5A/B
line joining two points by considering Write each equation in the
the vertical and horizontal distance form ax + by + c = 0
a) y  4x  3
Subtract y
The equation of a straight line is usually 0  4x  3  y
written in one of 2 forms. One you will Correct form
have seen before; 4x  y  3  0
y  mx  c 1
b) y   x5
2 +1/2x and -5
intercept. 1
y  x5  0
2 x2 (to remove
Or, the general form: fraction)
ax  by  c  0 2 y  x  10  0
Correct
x  2 y  10  0 form
5A/B
line joining two points by considering The line y = 4x + 8 crosses the x-axis
the vertical and horizontal distance at P. Work out the coordinates of P.
The equation of a straight line is usually

y  4x  8
Crosses the x-
written in one of 2 forms. One you will axis where y=0
have seen before; 0  4x  8
y  mx  c
-8
8  4x
intercept. Divide by 4
2  x
Or, the general form:
ax  by  c  0 So the line crosses the x-axis at (-2,0)
5A/B
Teachings for
Exercise 5C and 5D
The equation of a straight line y (x,y)
can be found if you know two
points on the line, or you know its
gradient and a single point. (x1,y1) y - y1
x - x1
Starting with the definition of the

gradient… x
𝑦 − 𝑦1

𝑚=
𝑥 − 𝑥1 Multiply by the
denominator
𝑚
( 𝑥 − 𝑥 1 )= 𝑦 − 𝑦 1
Usually written
the other way
round
𝑦 − 𝑦 1=𝑚 ( 𝑥 − 𝑥 1 )
𝒚 − 𝒚 𝟏=𝒎 ( 𝒙 − 𝒙 𝟏 )
5C/D
The equation of a straight line
can be found if you know two Find the equation of the line with gradient
points on the line, or you know its 5 that passes through the point (3,2)
gradient and a single point.
(x1, y1) = (3, 2)
𝒚𝟐 − 𝒚𝟏 m=5
𝒎=
𝒙 𝟐 − 𝒙𝟏
y  y1  m( x  x1 ) Substitute the
numbers in
𝒚 − 𝒚 𝟏=𝒎 ( 𝒙 − 𝒙 𝟏 ) y  2  5( x  3)
Expand the
bracket
y  2  5 x  15
Add 2
y  5 x  13
5C/D
can be found if you know two Find the equation of the line which passes
points on the line, or you know its through (5,7) and (3,-1)
gradient and a single point.
Start by finding the gradient
𝒚𝟐 − 𝒚𝟏
𝒎=
𝒙 𝟐 − 𝒙𝟏
𝑚=
𝑦2 − 𝑦1
𝑥 2 − 𝑥1
Sub in values
carefully
𝒚 − 𝒚 𝟏=𝒎 ( 𝒙 − 𝒙 𝟏 )
𝑚=
−1 −7
3 −5
Calculate
−8

𝑚=
−2
Calculate
again
𝑚=4

5C/D
can be found if you know two Find the equation of the line which passes
points on the line, or you know its through (5,7) and (3,-1)
gradient and a single point. m=4
Now use the gradient with either

𝒚𝟐 − 𝒚𝟏 coordinate, in the second formula
𝒎=
𝒙 𝟐 − 𝒙𝟏
𝑦 − 𝑦 1=𝑚 ( 𝑥 − 𝑥 1 )
Sub in values
𝒚 − 𝒚 𝟏=𝒎 ( 𝒙 − 𝒙 𝟏 ) 𝑦 − 7= 4 ( 𝑥 − 5 )
Expand
bracket
𝑦 − 7=4 𝑥 − 20
Rearrange
𝑦=4 𝑥 −13
5C/D
can be found if you know two The line y = 3x – 9 crosses the x-axis at
points on the line, or you know its coordinate A. Find the equation of the line
gradient and a single point. with gradient 2/3 that passes through A.
Give your answer in the form ax + by + c = 0
𝒚𝟐 − 𝒚𝟏 where a, b and c are integers.
𝒎=
𝒙 𝟐 − 𝒙𝟏
y  3x  9
At point A, y = 0
𝒚 − 𝒚 𝟏=𝒎 ( 𝒙 − 𝒙 𝟏 ) 0  3x  9
Subtract 9
9  3x
Thought Process Divide by 3
‘To find the equation of the line, I need 3 x
point A’
‘Point A is on the x-axis, so will have a y-
coordinate of 0’ A = (3,0)
‘I can put y=0 into the first equation to
find out the x value at A’
5C/D
The equation of a straight line A = (3,0)
can be found if you know two The line y = 3x – 9 crosses the x-axis at
points on the line, or you know its coordinate A. Find the equation of the line
gradient and a single point. with gradient 2/3 that passes through A.
Give your answer in the form ax + by + c = 0
𝒚𝟐 − 𝒚𝟏 where a, b and c are integers.
𝒎= (x1, y1) = (3, 0)
𝒙 𝟐 − 𝒙𝟏
m = 2/3
𝒚 − 𝒚 𝟏=𝒎 ( 𝒙 − 𝒙 𝟏 ) y  y1  m( x  x1 )
Substitute in
2 values
y  0  ( x  3)
Thought Process 3 Multiply out
‘To find the equation of the line, I need 2 bracket
point A’ y  x2
‘Point A is on the x-axis, so will have a y- 3
coordinate of 0’ Subtract y
‘As the equation I have already, crosses 2
A as well, I can put y=0 into it to find 0 x y2
out the x value at A’ 3 Multiply by 3
0  2x  3y  6
5C/D
The equation of a straight line The lines y = 4x – 7 and 2x + 3y – 21 = 0
can be found if you know two intersect at point A. Point B has co-
points on the line, or you know its ordinates (-2, 8). Find the equation of the
gradient and a single point. line that passes through A and B
y  4x  7 2 x  3 y  21  0
𝒚𝟐 − 𝒚𝟏
𝒎=
𝒙 𝟐 − 𝒙𝟏
2 x  3 y  21  0
Replace y with
𝒚 − ‘4x - 7’
𝒚 𝟏=𝒎 ( 𝒙 − 𝒙 𝟏 ) 2 x  3(4 x  7)  21  0
Expand the
bracket
Thought Process
2 x  12 x  21  21  0 Group x’s and
‘We need to find point A’ add 42
14 x  42
‘If the equations intersect at A, they Divide by 14
have the same value for y (and x)’ x3 Sub x into one of
‘I could try to solve these as the first equations
A = (3,5) y5 to get y
simultaneous equations’
5C/D
A = (3,5)

gradient and a single point. line that passes through A and B
(x1, y1) = (3, 5) (x2, y2) = (-2, 8)
𝒚𝟐 − 𝒚𝟏
𝒎=
𝒙 𝟐 − 𝒙𝟏 𝑦2 − 𝑦1

𝑚=
𝑥 2 − 𝑥1
Sub in values
𝒚 − 𝒚 𝟏=𝒎 ( 𝒙 − 𝒙 𝟏 ) 8 −5

𝑚=
−2 −3
Thought Process Calculate
‘We need to find point A’ 3 3

𝑚= 𝑜𝑟 −
‘If the equations intersect at A, they
−5 5
have the same value for y (and x)’
‘I could try to solve these as

simultaneous equations’
5C/D
A = (3,5)

gradient and a single point. line that passes through A and B 3

𝑚=−
(x1, y1) = (3, 5) (x2, y2) = (-2, 8) 5
𝒚𝟐 − 𝒚𝟏
𝒎=
𝒙 𝟐 − 𝒙𝟏 𝑦 − 𝑦 1=𝑚 ( 𝑥 − 𝑥 1 )
Sub in values
𝑦 − 5=− 3 ( 𝑥 −3 )
𝒚 − 𝒚 𝟏=𝒎 ( 𝒙 − 𝒙 𝟏 ) 5
Multiply by 5
Thought Process
5 𝑦 − 25=− 3 ( 𝑥 −3 )
‘We need to find point A’ Multiply by 5
‘If the equations intersect at A, they 5 𝑦 − 25=− 3 𝑥 +9

have the same value for y (and x)’ Add 3x,
Subtract 9
‘I could try to solve these as
simultaneous equations’ 5 𝑦+3 𝑥 − 34=0
5C/D
Teachings for
Exercise 5E
𝒚 − 𝒚 𝟏=𝒎 ( 𝒙 − 𝒙 𝟏 )
𝒎=
𝒚𝟐 − 𝒚𝟏
𝒙 𝟐 − 𝒙𝟏
•You need to be able to solve

questions involving parallel Find the gradient of the line we are given
lines.
6 𝑥+3 𝑦 −2=0
 If you are told that lines Add 2,
are parallel, or are asked to Subtract 6x
find a parallel line, then 3 𝑦=2 −6 𝑥
they must have the same Divide by 3
gradient… 𝑦= 2 − 2 𝑥
3
A line is parallel to the line
and passes through the So the gradient needs to be -2
coordinate . Find the equation
of the line.
m = -2
(x1,y1) = (3,5)
5E
𝒚 − 𝒚 𝟏=𝒎 ( 𝒙 − 𝒙 𝟏 )
𝒎=
𝒚𝟐 − 𝒚𝟏
𝒙 𝟐 − 𝒙𝟏
•You need to be able to solve

questions involving parallel 𝑦 − 𝑦 1=𝑚 ( 𝑥 − 𝑥 1 )
lines.
Sub in values
𝑦 − 5=− 2 ( 𝑥 −3 )
 If you are told that lines Expand the
are parallel, or are asked to bracket
find a parallel line, then 𝑦 − 5=− 2 𝑥 +6
they must have the same Add 5
gradient…
𝑦=− 2 𝑥 +11
A line is parallel to the line

and passes through the
coordinate . Find the equation
of the line.
m = -2
(x1,y1) = (3,5)
5E
Teachings for
Exercise 5F
You need to be able to solve
• questions involving perpendicular
lines.
𝟐
Perpendicular lines are at right-angles
to each other. If you know the
gradient of one, you can find the 2
gradient of the other.
1
If a line has gradient , a line 2

1
perpendicular will have gradient 𝟏

−
𝟐
If two lines are perpendicular, their
gradients have a product of -1
 These rules mean the same thing

and either can be used
5F
If a line has gradient ,
Straight-line graphs a line perpendicular will
have gradient

• questions involving perpendicular 3 𝑥 − 𝑦 −2=0
lines. Add y
3 𝑥 −2= 𝑦
Are the following lines perpendicular? Gradient = 3
𝑥+3
𝑦 −6=0 Add 6,
subtract x
3 𝑦=6 − 𝑥
Divide by 3
𝑦=2 − 1 𝑥
3
Gradient = -1/3
So these lines are perpendicular!
5F
have gradient

• questions involving perpendicular 2 𝑥 − 𝑦 +4=0
lines. Add y
2 𝑥 +4= 𝑦
Are the following lines perpendicular?
Gradient = 2
Gradient = 1/2
So these lines are not perpendicular!
5F
have gradient

• questions involving perpendicular 2 𝑦 − 𝑥 −8=0 Add x,
lines. add 8
2 𝑦=𝑥+ 8
Divide
A line is perpendicular to the line and
𝑦= 1 𝑥 +4 by 2
passes through the coordinate (5,-7). 2
Find the equation of the line.
Gradient = 1/2
 We already have a coordinate on Gradient of the perpendicular = -2
the line
 We just need to find its gradient by

using what we already know
m = -2
(x1,y1) = (5,-7)
5F
have gradient

• questions involving perpendicular 𝑦 − 𝑦 1=𝑚 ( 𝑥 − 𝑥 1 )
lines. Sub in values
𝑦 −(−7)=−2 ( 𝑥 −5 )
Expand the
A line is perpendicular to the line and bracket
passes through the coordinate (5,-7). 𝑦+ 7=− 2 𝑥 +10
Find the equation of the line.
Subtract 7
𝑦=− 2 𝑥 +3
 We already have a coordinate on
the line
 We just need to find its gradient by

using what we already know
m = -2
(x1,y1) = (5,-7)
5F
Teachings for
Exercise 5G
𝑦
•Youtwo
canpoints
find the distance between
by using Pythagoras’
Theorem. This can also be helpful
in finding areas. (𝑥2 , 𝑦 2)

If we have 2 coordinates, and ,

then we can create a formula for
the distance between them using 𝑦 2 − 𝑦1

Pythagoras’ Theorem.
( 𝑥1 , 𝑦 1)

𝑥2 − 𝑥 1

𝑥
5G
2
2
𝑑 √
= ( 𝑦 2 − 𝑦 1 ) + ( 𝑥2 − 𝑥 1 )
You can find the distance between 2 2
two points by using Pythagoras’ 𝑑 √
= ( 𝑦 2 − 𝑦 1 ) + ( 𝑥2 − 𝑥 1 ) Sub in
Theorem. This can also be helpful values
in finding areas. 2
=√ ( 7 − 3 ) + ( 5− 2 )
𝑑
2
Simplify
𝑑 =√ 25
Find the distance between the Square root
coordinates (2,3) and (5,7) 𝑑 =5𝑢𝑛𝑖𝑡𝑠
 You can substitute the coordinates either way round

and it will work
 Be careful though. If you get a negative to substitute,

ensure to write (-4)2 instead of -42.
 Your calculator will always do indices before

subtractions, which is why the bracket is needed
5G
2
2
𝑑 √
= ( 𝑦 2 − 𝑦 1 ) + ( 𝑥2 − 𝑥 1 )
You can find the distance between You can solve them as simultaneous equations to
•
two points by using Pythagoras’ find the coordinates of A
Theorem. This can also be helpful
in finding areas. 4 𝑥 − 𝑦=0 2 𝑥 +3 𝑦 − 21=0
Rearrange
4 𝑥= 𝑦
The straight line with equation and
the straight line intersect at point
A. 2 𝑥 +3 𝑦 − 21=0
Sub in y = 4x
2 𝑥 +3( 4 𝑥) −21=0
a) Work out the coordinates of A. Simplify
14
𝑥 − 21=0
Add 21
b) Work out the area of triangle 14 𝑥=21
AOB, where O is the origin and Divide by 14
B is the point where meets the 𝑥= 3
x-axis. 2
𝑦=6
5G
2
2
𝑑 √
= ( 𝑦 2 − 𝑦 1 ) + ( 𝑥2 − 𝑥 1 )
For this type of problem, a sketch is extremely helpful!
You can find the distance between
•
two points by using Pythagoras’  Label key points such as where they lines cross the
Theorem. This can also be helpful axes…
in finding areas.
𝑦 𝟒 𝒙 − 𝒚=𝟎

The straight line with equation and
the straight line intersect at point
A. ( 𝟎 , 𝟕)

A
a) Work out the coordinates of A. B

O
𝑥
𝟑 , 𝟔
( )
b) Work out the𝟐 area of triangle
AOB, where O is the origin and
B is the point where meets the
x-axis. 𝟐 𝒙 +𝟑 𝒚 − 𝟐𝟏=𝟎

5G
2
2
𝑑 √
= ( 𝑦 2 − 𝑦 1 ) + ( 𝑥2 − 𝑥 1 ) 𝑦 𝟒 𝒙 − 𝒚=𝟎

•Youtwo
canpoints
find the distance between
by using Pythagoras’
Theorem. This can also be helpful ( 𝟎 , 𝟕) A
in finding areas.
The straight line with equation and O

B
the straight line intersect at point 𝑥
A.
a) Work out the coordinates of A. 𝟐 𝒙 +𝟑 𝒚 − 𝟐𝟏=𝟎

𝟑 , 𝟔
( )
b) Work out the𝟐 area of triangle
AOB, where O is the origin and
B is the point where meets the
x-axis. The area we need is a triangle with a width of and a

height of 6.
21
 2 × 6
=31.5 𝑠𝑞𝑢𝑎𝑟𝑒 𝑢𝑛𝑖𝑡𝑠
2
5G
Teachings for
Exercise 5H
𝐸
Two quantities
•proportion are in direct
when they increase at
the same rate. The graph of
Extension (cm)
these quantities is a straight line 20
through the origin.
5
The graph shows the extension, , of 10
100
a spring where different masses, ,
are attached to the end of the
spring.
0 100 200 300 400 𝑚
a) Calculate the gradient, , of the Mass on spring (grams)
line 𝟏
𝟐𝟎 𝑟𝑖𝑠𝑒

𝐺𝑟𝑎𝑑𝑖𝑒𝑛𝑡 =
b) Write an equation linking and 𝑟𝑢𝑛
Sub in values
c) Explain what the value of 5
represents in this context
100
Simplify
1

20
5H
𝐸
Two quantities
Extension (cm)
through the origin.

spring.
0 100 200 300 400 𝑚
line 𝟏
𝟐𝟎
b) Write an equation linking and 𝑦=𝑚𝑥+ 𝑐
𝟏 Replace and with and . We also

𝑬= 𝒎
c) Explain what the value know the gradient and intercept
𝟐𝟎 of 1
represents in this context 𝐸= 𝑚
20
5H
𝐸
Two quantities
Extension (cm)
through the origin.

spring.
0 100 200 300 400 𝑚
line 𝟏
𝟐𝟎 The
gradient indicates the increase in the vertical
b) Write an equation linking and axis for an increase of 1 on the horizontal axis
𝟏

𝑬= 𝒎
c) Explain what the value
𝟐𝟎 of  Therefore, k indicates that the extension of the
represents in this context spring increase by cm for every 1g increase in mass
5H
Time, seconds 0 10 30 60 100 120
Two quantities are in direct
•
proportion when they increase at Depth, cm 19.1 17.8 15.2 11.3 6.1 3.5
the same rate. The graph of these
quantities is a straight line through
the origin. 𝑑
20
A container was filled with water. A
hole was then made at the bottom of 15
Depth (cm)
the container. The depth of the water
was recorded at various time
intervals, and the table shows the 10
results.
5
a) Determine whether a linear model
is appropriate, by drawing a graph
b) Deduce an equation in the form 0 20 40 60 80 100 120 𝑡
c) Interpret the meaning of the Time (s)
coefficients a and b
As the points form a straight (or at least very close
d) Use the model to estimate when to straight) line, a linear model is appropriate
the container will be empty
5H
Time, seconds 0 10 30 60 100 120
•
proportion when they increase at Depth, cm 19.1 17.8 15.2 11.3 6.1 3.5
the origin.

hole was then made at the bottom of
𝒎=−
𝟎 .𝟏𝟑
intervals, and the table shows the
results.
a) Determine whether a linear model  You can find the equation of the line from the data in the
is appropriate, by drawing a graph table…
b) Deduce an equation in the form  Choose 2 pairs of values and calculate rise/run
c) Interpret the meaning of the 17.8 −19.1
𝑚=
10 −0
d) Use the model to estimate when
the container will be empty 𝑚=−
0.13
5H
Time, seconds 0 10 30 60 100 120
• proportion when they increase at Depth, cm 19.1 17.8 15.2 11.3 6.1 3.5
the origin.
𝒄=𝟏𝟗
.𝟏

𝒎=−
𝟎 .𝟏𝟑
results.
a) Determine whether a linear model  The y-intercept is also in the table

𝒅 =−𝟎 . 𝟏𝟑𝒕 +𝟏𝟗 .𝟏  Therefore, the equation is:
b) Deduce an equation in the form
c) Interpret the meaning of the 𝑑 =−0.13 𝑡 +19.1
5H
Time, seconds 0 10 30 60 100 120
the origin.

results.
a) Determine whether a linear model 𝑑 =−0.13 𝑡+19.1

𝒅 =−𝟎 . 𝟏𝟑𝒕 +𝟏𝟗 .𝟏
b) Deduce an equation in the form
This is the change of This is the depth
c) Interpret the meaning of the
depth per second. So when . It is the
every second the depth starting depth of the
d) Use the model to estimate when decreases by 0.13cm water in the tank.
5H
Time, seconds 0 10 30 60 100 120
the origin.

results.
a) Determine whether a linear model

is appropriate, by drawing a graph 𝑑 =−0.13 𝑡 +19.1 The container will be empty
𝒅 =−𝟎 . 𝟏𝟑𝒕 +𝟏𝟗 .𝟏
b) Deduce an equation in the form when the depth is 0
0=−0.13
𝑡 +19.1
c) Interpret the meaning of the Add
coefficients a and b 0.13
𝑡=19.1
Divide by 0.13
the container will be empty 𝑡 =146.9
5H
proportion when they increase at  There are 18,500 people to start with
the same rate. The graph of  It will increase by 350 people for every year
these quantities is a straight line
through the origin. 𝑝=18500+350𝑡
In 1991 there were 18,500 people  Population does not increase at a linear rate
living in Bradley Stoke. Planners (more people = faster growth), so this model
project that the number of people may not be realistic
living in Bradley Stoke would
increase by 350 each year.
a) Write down a linear model for

the population p of Bradley
Stoke t years after 1991
b) Write down one reason why this
may not be a realistic model
5H

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