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C 01 Lines and Linear Relationships

This document provides an overview of lines and linear relationships. It discusses how René Descartes combined algebra and geometry by using coordinates to describe positions and represent graphs like lines with equations. It introduces key concepts like solving linear equations and inequalities. Worked examples are provided to demonstrate solving different types of linear equations algebraically and using calculators. The document emphasizes developing skills in rearranging and solving linear equations that will be required throughout the topic.

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0% found this document useful (0 votes)
281 views54 pages

C 01 Lines and Linear Relationships

This document provides an overview of lines and linear relationships. It discusses how René Descartes combined algebra and geometry by using coordinates to describe positions and represent graphs like lines with equations. It introduces key concepts like solving linear equations and inequalities. Worked examples are provided to demonstrate solving different types of linear equations algebraically and using calculators. The document emphasizes developing skills in rearranging and solving linear equations that will be required throughout the topic.

Uploaded by

monsur
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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“c01LinesAndLinearRelationships_PrintPDF” — 2023/3/9 — 6:03 — page 1 — #1

Lines and linear


1 relationships
LEARNING SEQUENCE
1.1 Overview ...................................................................................................................................................................... 2
1.2 Linear equations and inequations ...................................................................................................................... 3
1.3 Systems of simultaneous linear equations ..................................................................................................... 8
1.4 Linear graphs and their equations ................................................................................................................... 15
1.5 Intersections of lines and their applications ................................................................................................ 24
1.6 Straight lines and gradients ............................................................................................................................... 31
1.7 Bisection and lengths of line segments ........................................................................................................ 38
1.8 Review ........................................................................................................................................................................ 45

Fully worked solutions for this topic are available online.


“c01LinesAndLinearRelationships_PrintPDF” — 2023/3/9 — 6:03 — page 2 — #2

1.1 Overview
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Watch Engage with Answer questions
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1.1.1 Introduction
The French mathematician René Descartes
(1596–1650) was one of the first to combine
algebra and geometry.
The story may be fictional, but it is said that
while lying in bed one morning Descartes
was engaged by the problem of how to
describe the position of the fly that he
was watching move about on a wall in his
bedroom. He proposed that the position of the
fly could be fixed by specifying two numbers:
one number giving the fly’s distance from
one wall and the other its distance from the
adjoining perpendicular wall. The concept
of specifying the position of a point using
coordinates had come to Descartes.
Furthermore, he recognised that algebra and geometry could be combined. Graphs, such as lines and circles,
could be specified by equations. This branch of mathematics, developed by Descartes, Fermat and others, is
called analytic geometry or coordinate geometry.
The idea of using a reference frame was not entirely new, as the ancient Greeks had used such a concept. The
astronomer Eudoxus (c.408−335 BCE) devised a complex coordinate system to represent the motion of the sun
and moon with the Earth as origin.
Today coordinate systems are used in large-scale real-world applications, such as GPS tracking of vehicles from
aircraft to delivery vans. GPS tracks positions relative to the two fixed axes of the Greenwich Prime Meridian
and the equator. In the abstract, digital world, the three-dimensional polar and cylindrical coordinate systems are
used in all computer animation.

KEY CONCEPTS

This topic covers the following key concepts from the VCE Mathematics Study Design:
• use of symbolic notation to develop algebraic expressions and represent functions, relations, equations,
and systems of simultaneous equations
• substitution into, and manipulation of, these expressions
• solution of a set of simultaneous linear equations (geometric interpretation only required for two
variables) and equations of the form f(x) = g(x) numerically, graphically and algebraically.
Note: Concepts shown in grey are covered in other topics.
Source: VCE Mathematics Study Design (2023–2027) extracts © VCAA; reproduced by permission.

2 Jacaranda Maths Quest 11 Mathematical Methods VCE Units 1 & 2 Third Edition
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1.2 Linear equations and inequations


LEARNING INTENTION

At the end of this subtopic you should be able to:


• re-arrange and solve simple algebraic equations and inequalities by hand.

1.2.1 Linear equations


Throughout this subject, the ability to solve equations and inequations of varying complexity will be required. In
this section we revise the underlying skills in solving linear equations, noting that a linear equation involves a
variable that has an index or power of one. For example, 2x + 3 = 7 is a linear equation in the variable x, whereas
2x2 + 3 = 7 is not (it is a quadratic equation).

WORKED EXAMPLE 1 Solving linear equations

Solve the following linear equations for x.


2x + 3 1 − 4x
a. 4 (3 + 2x) = 22 + 3x b. − =x
5 7

THINK WRITE

a. Expand the brackets and collect all terms in x a. 4 (3 + 2x) = 22 + 3x


together on one side in order to solve the equation. 12 + 8x = 22 + 3x
8x − 3x = 22 − 12
5x = 10
10
x=
5
∴x=2
2x + 3 1 − 4x
b. 1. Express fractions with a common denominator b. − =x
and simplify. 5 7
7 (2x + 3) − 5 (1 − 4x)
=x
35
14x + 21 − 5 + 20x
=x
35
34x + 16
=x
35
2. Remove the fraction by multiplying both sides 34x + 16 = 35x
by the common denominator and solve for x. 16 = 35x − 34x
∴ x = 16

TOPIC 1 Lines and linear relationships 3


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


b. 1. On a Calculator page, b. 1. On a Main screen, complete
press MENU and select: the entry line as:
3. Algebra solve
1. Solve ( )
2x + 3 1 − 4x
Complete the entry line as: − = x, x
5 7
solve
Then press EXE.
( )
2x + 3 1 − 4x
− = x, x
5 7

Then press ENTER.

2. The answer appears on x = −1, y = −2, z = 1 2. The answer appears on the x = 16


the screen. screen.

Literal linear equations


Literal equations contain pronumerals rather than known numbers. The solution to a literal equation in x
expresses x as a combination of these pronumerals. Always check to see if answers may be simplified using
algebraic skills such as factorisation.

WORKED EXAMPLE 2 Solving literal linear equations

x+a b−x
Solve for x: = .
b a
THINK WRITE
x+a b−x
1. Place each fraction on the common =
denominator and then multiply each side by b a
that term. a (x + a) = b (b − x)
Note: Since there is only one fraction on each ax + a2 = b2 − bx
side of this equation, a quick way to do this is
to ‘cross-multiply’.
2. Collect all the terms in x together and take out ax + bx = b2 − a2
x as the common factor. x (a + b) = b2 − a2

b2 − a2
3. Divide by the coefficient of x to obtain an ∴ x=
expression for x. a+b

4. Simplify the expression, if possible. The numerator can be factorised as a difference of two
squares.
b2 − a2
x=
a+b
(b − a) (b + a)
=
a+b

(b − a)  +
(b a)
5. Cancel the common factor to give the solution x= 
 
a+b
in its simplest form.
∴ x = b−a

4 Jacaranda Maths Quest 11 Mathematical Methods VCE Units 1 & 2 Third Edition
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1.2.2 Linear inequations


An inequation contains one of the order or inequality symbols:
< less than
≤ less than or equal to
> greater than
≥ greater than or equal to.
Linear inequations are solved in a similar way to linear equations; however, care must be taken when
multiplying or dividing by a negative number. Remember to reverse the order symbol when multiplying or
dividing by a negative number.
To illustrate this, consider the inequality statement −6 < 15. If this inequality is divided by −3, then the
statement must become 2 > −5, so the order symbol has been reversed.
The solutions to linear inequations are sets of values satisfying an inequality.
When illustrating inequalities on a number line:
• an open circle, ◦, is used when the end point is not included (< or >)
• a closed circle, •, is used when the end point is included (≤ or ≥).

WORKED EXAMPLE 3 Solving linear inequations

4x
Calculate the values of x for which 5 − > 13 and show this set of values on a number line.
5
THINK WRITE
4x
1. Subtract 5 from both sides of the inequation. 5− > 13
Note: Subtracting a number does not affect 5
4x
the inequality symbol. − > 13 − 5
5
4x
− >8
5
2. Multiply both sides by 5. − 4x > 8 × 5
Note: Multiplying by a positive number does −4x > 40
not affect the inequality symbol.
40
3. Divide both sides by −4. x<
Note: Dividing by a negative number does −4
require the symbol to be reversed. ∴ x < −10
4. Illustrate this set of values on a number line.
x
–25 –20 –15 –10 –5 0 5
The number line has an open end at x = −10 since this
value is not included in the set of solutions, x < −10.

1.2.3 Solving problems using equations


Algebra enables real-life problems to be expressed as equations.
In setting up equations:
• define the symbols used for the variables, specifying units where appropriate
• ensure any units used are consistent
• express answers in the context of the problem.

TOPIC 1 Lines and linear relationships 5


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WORKED EXAMPLE 4 Solving problems using linear equations

The organisers of an annual student fundraising event for charity know there will be a fixed cost of
$120 plus an estimated cost of 60 cents per student for incidental costs on the day of the fundraiser.
The entry fee to the fundraising event is set at $5.
a. Form an algebraic model for the profit the event can expect to make.
b. Determine the least number of students who must attend the event to avoid the organisers
making a loss.
THINK WRITE
a. 1. Define the variables. a. Let n = the number of students attending the event.
Let P = the profit made in dollars.
2. Form expressions for the cost and the Profit depends on costs and revenues.
revenue, ensuring units are consistent. Revenue ($) = 5n
Costs ($) = 120 + 0.60n
3. Form the expression for the profit to define Profit = revenue − costs
the algebraic model. Hence,
P = 5n − (120 + 0.60n)
∴ P = 4.4n − 120 gives the linear model for the
profit.
b. 1. Impose the condition required to avoid a loss b. A loss is made if P < 0. To avoid making a
and calculate the consequent restriction on n. loss, the organisers require P ≥ 0.
4.4n − 120 ≥ 0
4.4n ≥ 120
120
n≥
4.4
∴ n ≥ 27.2727...
2. Express the answer in the context of the To avoid making a loss, at least 28 students
question. need to attend the event.

1.2 Exercise

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1. WE1 Solve the following linear equations for x.
4 − x 3x − 2
a. 3 (5x − 1) = 4x − 14 b. + =5
3 4

2. Solve the following linear equations for x.


x
a. 2x − 5 = 11 b. + 4 = −1 c. 2x − 4 = 5x + 3
2
3 − 2x x + 4 4x − 5 x + 4
d. 5x + 3 = −4 (1 − x) e. = f. − =1
6 4 6 12

6 Jacaranda Maths Quest 11 Mathematical Methods VCE Units 1 & 2 Third Edition
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3. Solve the following linear equations for x.


4x 2x
a. 7 (2x − 3) = 5 (3 + 2x) b. −9=7 c. 4 − 2 (x − 6) =
5 (3 )
3x + 5 4 − 2x x+2 x x+1 7x 3x 9
d. = e. + − =1 f. − =2 x+
9 5 3 2 4 5 10 2
d−x a−x
4. WE2 Solve for x: = .
a d
5. Solve the following literal equations for x, expressing solutions in simplest form.
a. ax + b = c b. a (x − b) = bx c. a2 x + a2 = ab + abx
x x bx − a cx + a x+a x−b
d. + =a+b e. = f. −2=
a b c b b a
3x
6. WE3 Calculate the values of x for which 7 − ≤ −2 and show this set of values on a number line.
8
7. Solve the following inequations for x.
x−6
a. 4 − 2x ≥ 5 b. +4<1 c. 2x − 3 < 4x + 1
3
4−x 5−x 3x + 2
d. −2 (x − 5) − x > 3 (x + 4) e. 1 − > −1 f. <−
2 2 8
8. Solve the following inequations for x.
2x
a. 3x − 5 ≤ −8 b. 4 (x − 6) + 3 (2 − 2x) < 0 c. 1 − ≥ −11
3
5x 4 − x 2 3
d. − >2 e. 8x + 7 (1 − 4x) ≤ 7x − 3 (x + 3) f. (x − 6) − (x + 4) > 1 + x
6 2 3 2
Technology active
7 (x − 3) 3 (2x + 5) 3x
9. Solve for x: + = + 1.
8 4 2
10. Solve for x: b (x + c) = a (x − c) + 2bc.

11. Solve for x: 4 (2 + 3x) > 8 − 3 (2x + 1).

12. Use CAS technology to solve the following equations.


2x − 1 3 − 2x 3
a. 3 (5x − 2) + 5 (3x − 2) = 8 (x − 2) b. + <
5 4 20
13. Solve the following problems by first forming linear equations.
a. The sum of two consecutive even numbers is nine times their difference. Calculate the two numbers.
b. Three is subtracted from a certain number and the result is then multiplied by 4 to give 72. Calculate the
number.
c. The sum of three consecutive numbers is the same as the sum of 36 and one-quarter of the smallest
number. Calculate the three numbers.
d. The length of a rectangle is 12 cm greater than twice its width. If the perimeter of the rectangle is 48 cm,
calculate its length and width.
e. The ratio of the length to the width to the height of a rectangular prism is 2 ∶ 1 ∶ 3, and the sum of the
lengths of all its edges is 360 cm. Calculate the height of this rectangular prism.
14. WE4 Although the organisers of a secondhand book sale are allowed free use of the local Scouts Hall for

their fete, they must contribute $100 towards heating and lighting costs and in addition donate 20 c from the
sale of each book to the Scouts Association. The books are intended to be sold for $2.50 each.
a. Form an algebraic model for the profit the book sale can expect to make.
b. Determine the least number of books that must be sold to ensure the organisers make a profit.

TOPIC 1 Lines and linear relationships 7


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15. A company manufactures a special batch of mobile phone covers. The fixed costs are $250 and materials
cost $1.80 per cover. The company sells the covers for $12 each. Determine how many mobile phone covers
the company will need to sell to cover all of their costs.
16. The local football club is raising funds for new equipment by setting up a takeaway stall during all of their
games. The stall cost the club $65. They sell drinks for $4 each, but the club purchases the drinks for $1.20
each. The cost of the new equipment is $450. Determine how many drinks the club will need to sell before it
has the funds for this new equipment.

1.2 Exam questions

Question 1 (3 marks) TECH-FREE


Solve the literal equation for x, expressing the answer in simplest form.

x−a b−x
−2=
b a

Question 2 (1 mark) TECH-ACTIVE


MC The solution to the equation 3 (x − 4) ≤ 6 is
A. x ≥ 6 B. x ≤ 2 C. x ≤ −2 D. x ≥ −2 E. x ≤ 6

Question 3 (3 marks) TECH-FREE


Solve for x.
x 2x − 1
− ≥ −2
5 3

More exam questions are available online.

1.3 Systems of simultaneous linear equations


LEARNING INTENTION

At the end of this subtopic you should be able to:


• set up and solve systems of simultaneous linear equations involving up to four unknowns, including by
hand for a system of two equations in two unknowns.

To determine the value of one variable, one equation is needed. However, to find the values of two variables,
two equations are required. These two equations form a 2 × 2 system of equations. To determine the values of
three variables, three equations are required, that is a 3 × 3 system of equations. This pattern continues for four
variables with a 4 × 4 system of equations.

1.3.1 Systems of 2 × 2 simultaneous linear equations


The usual algebraic approach for finding the values of two variables, x and y, that satisfy two linear equations
simultaneously is by using either a substitution method or an elimination method. Technology may also be used
to solve simultaneous linear equations.

Substitution method
In the substitution method, one equation is used to express one variable in terms of the other, and this expression
is substituted in place of that variable in the second equation. This creates an equation with just one variable that
can then be solved.
8 Jacaranda Maths Quest 11 Mathematical Methods VCE Units 1 & 2 Third Edition
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Elimination method
In the elimination method, the two equations are combined in such a way as to eliminate one variable, leaving an
equation with just one variable that can then be solved.

WORKED EXAMPLE 5 Solving 2 × 2 simultaneous equations

a. Use the substitution method to solve the following system of simultaneous equations for x and y.

y = 3x − 1
x − 3y = 11

b. Use the elimination method to solve the following system of simultaneous equations for x and y.

8x + 3y = −13
5x + 4y = −6

THINK WRITE
a. 1. Write the two equations and number them for a. y = 3x − 1 [1]
ease of reference. x − 3y = 11 [2]
2. Since the first equation already has y in terms Substitute equation [1] into equation [2]:
of x, it can be substituted for y in the second x − 3 (3x − 1) = 11
equation.
3. Solve for x. x − 9x + 3 = 11
−8x = 11 − 3
−8x = 8
∴ x = −1
4. Substitute the value of x into one of the Substitute x = −1 into equation [1]:
original equations and calculate the y-value. y = 3 (−1) − 1
∴ y = −4
5. State the answer. The solution is x = −1 and y = −4.
6. It is a good idea to check that these values Check: In equation [2], if x = −1 and y = −4,
satisfy both equations by substituting the then:
values for x and y into the other equation. x − 3y = (−1) − 3 × (−4)
= −1 + 12
= 11
True
b. 1. Write the two equations and number them for b. 8x + 3y = −13 [1]
ease of reference. 5x + 4y = −6 [2]
2. Choose whether to eliminate x or y and adjust Eliminate y.
the coefficient of the chosen variable in each Multiply equation [1] by 4:
equation. 32x + 12y = −52 [3]
Note: Neither equation readily enables one Multiply equation [2] by 3:
variable to be expressed simply in terms of 15x + 12y = −18 [4]
the other, so the elimination method is the
more appropriate method here.
3. Eliminate y and solve for x. Equation [3] − equation [4]:
Note: ‘Same Signs Subtract’ can be 32x − 15x = −52 − (−18)
remembered as the SSS rule. 17x = −34
∴ x = −2

TOPIC 1 Lines and linear relationships 9


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4. Substitute the value of x into one of the Substitute x = −2 into equation [2]:
original equations and calculate the y-value. 5 (−2) + 4y = −6
Note: Alternatively, start again but this time −10 + 4y = −6
eliminate x. 4y = −6 + 10
4y = 4
∴ y=1

5. State the answer. The solution is x = −2, y = 1.

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


b. 1. On a Calculator page, b. 1. On a Main screen, select:
press MENU and select: • Action
3. Algebra • Advanced
1. Solve • solve
Complete the entry line as: Complete the entry line as:
solve (8x + 3y = −13 and solve ({8x + 3y = −13,
5x + 4y = −6, {x, y} ) 5x + 4y = −6}, {x, y})
Then press ENTER. Then press EXE.

2. The answer appears on the x = −2, y = 1 2. The answer appears on the x = −2, y = 1
screen. screen.
Note: Alternately,
choose the symbol for
simultaneous equations on
the keyboard.

1.3.2 Problem solving with simultaneous linear equations


The same method used to solve linear problems is used to solve problems that require solving simultaneous
linear equations. Remember to always define your variables, taking particular care that all units are consistent.

WORKED EXAMPLE 6 Using simultaneous equations in problem solving

The annual student fundraising event for charity has been scheduled for the next week. If 30 students
and 5 staff attend, the revenue gained on entry fees is $145, whereas if 55 students and 15 staff attend,
the revenue is $312.50. Determine how much the proposed entry fee is for a student and how much it
is for a member of the staff.
THINK WRITE
a. 1. Define the variables and express the given a. Let the entry fees be:
information using a pair of simultaneous s dollars for students and
equations. t dollars for staff.
30s + 5t = 145 [1]
55s + 15t = 312.5 [2]

10 Jacaranda Maths Quest 11 Mathematical Methods VCE Units 1 & 2 Third Edition
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2. Solve this system of simultaneous equations Eliminate t.


by elimination. Multiply equation [1] by 3:
90s + 15t = 435 [3]
55s + 15t = 312.5 [2]
Subtract equation [2] from equation [3]:
90s − 55s = 435 − 312.5
35s = 122.5
122.5
∴ s=
35
∴ s = 3.5
Substitute s = 3.5 into equation [1]:
30 (3.5) + 5t = 145
105 + 5t = 145
5t = 40
∴t=8

3. Write the answer in a sentence. The student entry fee is $3.50 and the staff
entry fee is $8.

1.3.3 Systems of simultaneous linear equations with technology


A CAS calculator or other technology is used to solve 3 × 3 system of equations or 4 × 4 system of equations.

WORKED EXAMPLE 7 Using technology to solve systems of simultaneous equations

Solve the following 3 × 3 system of simultaneous equations for x, y and z.

3x − 4y + 5z = 10
2x + y − 3z = −7
5x + y − 2z = −9

THINK WRITE
Use your CAS calculator with the steps below x = −1, y = −2 and z = 1
to obtain the result.
TI | THINK DISPLAY/WRITE CASIO | THINK DISPLAY/WRITE

b. 1. On a Calculator page, b. 1. On a Main screen, press


press MENU and select: to get the template for systems
3. Algebra of equations.
7. Solve System of Press again to get another row.
Equations Enter the equations into the
1. Solve System of template and the variables to
Equations... the right.
Number of equations: 3 Then press EXE.
Variables: x, y, z
Press OK.
Enter the equations into the
template.
Then press ENTER.
2. The answer appears on x = −1, y = −2, z = 1 2. The answer appears on the x = −1, y = −2, z = 1
the screen. screen.

TOPIC 1 Lines and linear relationships 11


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1.3 Exercise

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1. WE5 a. Use the substitution method to solve the following system of simultaneous equations for x and y.

x = 2y + 5
4x − 3y = 25
b. Use the elimination method to solve the following system of simultaneous equations for x and y.

5x + 9y = −38
−3x + 2y = 8
2. Solve each of the following sets of simultaneous equations for x and y.
a. 4x + 3y = 5 b. x = 2y − 4 c. 7x − 3y = 11
y = x−3 x = 1 − 8y 2x + 3y = 7
d. 2x + 3y = 10 e. 2x + 3y = 11 f. 4x − 3y = −38
x − y = −5 3x + 5y = 18 5x + 2y = −13
3. Solve the following simultaneous equations for x and y.
y
a. y = 5x − 1 b. x=5+
x + 2y = 9 2
−4x − 3y = 35
4. Solve the following simultaneous equations for x and y.
x y
a. 8x + 3y = 8 b. + =8
2 3
35 x y
−2x + 11y = + =7
6 3 2
5. Solve the following simultaneous equations for x and y.
a. 2x − y = 7 b. ax − by = a
7x − 5y = 42 bx + ay = b
6. Solve the following simultaneous equations for x and y.
a. 4x − 3y = 23 b. 3 (x + 2) = 2y
7x + 4y = 31 7x − 6y = 146
7. WE6 a. When 4 adults and 5 children attend a pantomime, the total cost of
the tickets is $160, whereas the cost of the tickets for 3 adults and 7 children
is $159. Determine the cost of an adult ticket costs and a child’s ticket.
b. A householder’s electricity bill consists of a fixed payment together with
an amount proportional to the number of units used. When the number of
units used was 1428 the total bill was $235.90, and when the number of
units was 2240 the bill was $353.64.
Let the fixed payment be $a and the cost per unit be $k.
Determine how much the householder’s bill will be if 3050 units
are used.

12 Jacaranda Maths Quest 11 Mathematical Methods VCE Units 1 & 2 Third Edition
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Technology active
8. WE7 Solve the following 3 × 3 system of simultaneous equations for x, y and z.

5x − 2y + z = 3
3x + y + 3z = 5
6x + y − 4z = 62

9. Solve the following 3 × 3 system of simultaneous equations for x, y and z.

z = 12 − x + 4y
z = 4 + 5x + 3y
z = 5 − 12x − 5y

10. Solve the following 3 × 3 systems of simultaneous equations for x, y and z.


a. 2x + 3y − z = 3 b. x − 2y + z = −1 c. 2x − y + z = −19
5x + y + z = 15 x + 4y + 3z = 9 3x + y + 9z = −1
4x − 6y + z = 6 x − 7y − z = −9 4x + 3y − 5z = −5
d. 2x + 3y − 4z = −29 e. 3x − 2y + z = 8 f. y = 3x − 5
−5x − 2y + 4z = 40 3x + 6y + z = 32 x−z
− y + 10 = 0
7x + 5y + z = 21 3x + 4y − 5z = 14 2
9x + 2y + z = 0
In questions 11–13, set up a system of simultaneous equations to use to solve the problems.
11. At a recent art exhibition the total entry cost for a group of 3 adults,
2 concession holders and 3 children came to $96; 2 adult, 1 concession
and 6 child tickets cost $100; and 1 adult, 4 concession and 1 child ticket
cost $72.
Calculate the cost of an adult ticket, a concession ticket and a child ticket.

12. Agnes, Bjork and Chi are part-time outsource workers for a
manufacturing industry. When Agnes works 2 hours, Bjork 3 hours and
Chi 4 hours, their combined earnings total $194. If Agnes works
4 hours, Bjork 2 hours and Chi 3 hours, their total earnings are $191;
and if Agnes works 2 hours, Bjork 5 hours and Chi 2 hours their
combined earnings total $180.
Calculate the hourly rate of pay for each person.

13. A student buys a sandwich at lunchtime from the school canteen for
$4.20 and pays the exact amount using 50-cent coins, 20-cent coins
and 10-cent coins. The number of 20-cent coins is the same as half the
number of 10-cent coins plus four times the number of 50-cent coins,
and the student pays the cashier with 22 coins in total.
Determine how many coins of each type the student used.

TOPIC 1 Lines and linear relationships 13


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14. a. Use CAS technology to obtain the values of x, y and z for the following system of equations.

2x + 6y + 5z = 2
5x − 10y − 8z = 20.8
7x + 4y + 10z = 1

b. Use CAS technology to obtain the values of x, y, z and w for the following 4 × 4 system of equations.

x − y + 4z − 2w = 8
3x + 2y − 2z + 10w = 67
2x + 8y + 18z + w = −14
8x − 7y − 80z + 7w = 117

c. Use CAS technology to obtain the values of x1 , x2 , x3 and x4 for the following 4 × 4 system of equations.

4x1 + 2x2 + 3x3 + 6x4 = −13


12x1 − 11x2 − 7.5x3 + 9x4 = 16.5
x1 + 18x3 − 12x4 = 8
−3x1 + 12x2 − x3 + 10x4 = −41

15. A nutritionist at a zoo needs to produce a food compound in which


the concentration of fats is 6.8 kg unsaturated fats, 3.1 kg saturated
fats and 1.4 kg trans fats. The food compound is formed from three
supplements whose concentrations of fats per kg are shown in the
following table.

Unsaturated fat Saturated fat Trans fat


Supplement X 6% 3% 1%
Supplement Y 10% 4% 2%
Supplement Z 8% 4% 3%

Calculate how many kilograms of each supplement must be used in


order to create the food compound.

1.3 Exam questions

Question 1 (1 mark) TECH-ACTIVE


y
MC If 3y = −4x − 4 and 2x − = 5, the solution (x, y) equals
4
A. (−2, −36) B. (2, −4) C. (−4, 52) D. (−1, −28) E. (1, −12)

Question 2 (1 mark) TECH-ACTIVE


MC If the equations x − 4 = 4y + 8 and 3x − 6 = 2y + 20 are solved simultaneously, the y-coordinate of their
point of intersection would equal
A. 2 B. 14 C. −1 D. −1.4 E. −2

Question 3 (1 mark) TECH-ACTIVE


1
MC The solution to the simultaneous equations y = x + 2 and x + y = 0 is
4
A. (1, −1) B. (4, −1) C. (2, 0) D. (0, 4, 2) E. (−1.6, 0.4)

More exam questions are available online.

14 Jacaranda Maths Quest 11 Mathematical Methods VCE Units 1 & 2 Third Edition
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1.4 Linear graphs and their equations


LEARNING INTENTION

At the end of this subtopic you should be able to:


• determine the gradient and equation of a straight line
• sketch graphs of linear equations by hand.

Plotting ordered pairs (x, y) that satisfy the linearly related variables x and y creates a straight-line graph. From
earlier study in Years 9 and 10, you will be familiar with the linear relationship y = mx + c, where m is the
gradient of the line and c is the y-intercept.

1.4.1 Gradient of a line


rise
The gradient or slope measures the steepness of the line as the ratio .
run
If a line contains the two points with coordinates (x1 , y1 ) and (x2 , y2 ), then the gradient, m, of the line
is calculated as follows.

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

(x2, y2)

rise = y2 – y1

(x1, y1)
run = x2 – x1

0 x

An oblique line has either a positive or a negative gradient.


• If it is increasing, as the run increases, the rise increases and m > 0.
• If it is decreasing, as the run increases, the rise decreases or falls and m < 0.

y y
m>0

run
rise
fall
run
0 x 0 x

m>0

TOPIC 1 Lines and linear relationships 15


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Horizontal lines have a gradient of zero since the rise between any two points is zero. The gradient of a vertical
line is undefined since the run between any two points is zero.
y y

m=0

0 x 0 x

m is undefined

All vertical lines are parallel, and all horizontal lines are parallel. For other lines, if they have the same gradient,
then they have the same steepness, so they must be parallel to each other.

WORKED EXAMPLE 8 Calculating the gradient between two points

Calculate the gradient of the given line.


y

(0, 4)

(10, 0)
0 x

THINK WRITE
1. Examine the diagram to locate two known The intercepts with the coordinate axes are shown.
points on the line and state their coordinates. Given points: (0, 4) , (10, 0)

2. Apply the gradient formula using one point as Let (x1 , y1 ) = (0, 4) and (x2 , y2 ) = (10, 0).
(x1 , y1 ) and the other as (x2 , y2 ). y − y1
m= 2
x2 − x1
0−4
=
10 − 0
4
=−
10
∴ m = −0.4
3. State the answer. The gradient of the given line is −0.4.

4. An alternative method would be to calculate Run = 10 and rise (fall) = −4


the rise and the run from the diagram. rise
m=
run
−4
∴m= = −0.4
10

16 Jacaranda Maths Quest 11 Mathematical Methods VCE Units 1 & 2 Third Edition
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1.4.2 Sketching straight lines


Although many straight lines may be drawn through a single point, only one line can be drawn through two fixed
points. Two points are said to determine the line. The coordinates of every point on a line must satisfy the rule or
equation that describes the line.
Although any two points whose coordinates satisfy the equation of a line can be used to sketch it, the two points
that are usually chosen are the x- and y-intercepts. Should the line pass through the origin, then the coordinates
of the x- and y-intercepts are both (0, 0), which gives one point to use. A second point would then need to be
identified. The coordinates of a second point may be obtained by substituting a value for x or y into the rule or
equation that describes the line, or alternatively the gradient could be used.

Sketching horizontal and vertical lines


The equation y = c, where c is a constant, represents a horizontal line with a y-axis intercept at (0, c).
The equation x = d, where d is a constant, represents a vertical line with an x-axis intercept at (d, 0).

WORKED EXAMPLE 9 Sketching straight lines

Sketch the set of points for which:


3x
a. y = − b. 2x − y = 6 c. x = 4
2

THINK WRITE
3x
a. 1. Calculate the y-intercept. a. y = −
2
When x = 0, y = 0.
⇒ (0, 0) is both the x- and the y-intercept.
The line must pass through the origin.
2. A second point is needed. Substitute another Point: let x = 2.
value for x in the equation of the line. 3 × (2)
y=−
2
= −3
⇒ (2, −3) is a point on the line.
3. Plot the two points and sketch the line. y

3x
y =–
2

(0, 0)
0 x

(2, –3)

b. 1. Calculate the y-intercept. b. 2x − y = 6


y-intercept: let x = 0.
2×0−y = 6
−y = 6
∴ y = −6
⇒ (0, −6) is the y-intercept.

TOPIC 1 Lines and linear relationships 17


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2. Calculate the x-intercept. x-intercept: let y = 0.


2x − 0 = 6
2x = 6
∴ x=3
⇒ (3, 0) is the x-intercept.
3. Plot the two points and draw a straight line y
through them. Label the points and the line 2x – y = 6
appropriately.
0 (3, 0) x

(0, –6)

c. x = 4 is the equation of a vertical line. x=4


Sketch this line. x-intercept (4, 0)
y

x=4

0 (4, 0) x

1.4.3 Forming equations of lines


Regardless of whether the line is oblique, horizontal or vertical, two pieces of information are required in order
to form its equation. The forms of the equation of an oblique line that are most frequently used are:
• the point–gradient form
• the gradient–y-intercept form.

Point–gradient form of the equation of a line


Given the gradient m and a point (x1 , y1 ) on the line, the equation of y
the line can be formed as follows.
(x, y)
For any point (x, y) on the line with gradient m:
y − y1
m=
x − x1
(x1, y1)
∴ y − y1 = m (x − x1 )

0 x

18 Jacaranda Maths Quest 11 Mathematical Methods VCE Units 1 & 2 Third Edition
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Point–gradient form
A line with gradient m and passing through the point (x1 , y1 )
has the equation:

y − y1 = m(x − x1 )

Gradient−y-intercept form
For a line with gradient m cutting the y-axis at the point (0, c), use (0, c) for (x1 , y1 ) in the point–gradient form:

y − y1 = m (x − x1 )
∴ y − c = m (x − 0)
∴ y = mx + c

Gradient–y-intercept form
A line with gradient m and y-intercept c has the equation:

y = mx + c

1.4.4 General form of the equation


The general form of the equation of a line can be written as ax + by + c = 0. The equation 3x + y − 2 = 0 can be
expressed in equivalent forms that include y = −3x + 2 and y = 2 − 3x.

WORKED EXAMPLE 10 Determining the equation of a straight line

a. Form the equation of the line with gradient 4 passing through the y
point (3, −7).
b. Form the equation of the line passing through the points (5, 9)
and (12, 0).
c. For the line shown, determine its equation. 0 (8, 0) x
d. Obtain the gradient and the coordinates of the y-intercept of the
line with the equation 3x − 8y + 5 = 0.
(0, –4)

THINK WRITE
a. 1. State the given information. a. The gradient and a point are given.
m = 4, (x1 , y1 ) = (3, −7)
2. Write the point–gradient form of the y − y1 = m (x − x1 )
equation.
3. Substitute the given information and simplify y − (−7) = 4 (x − 3)
to obtain the equation. y + 7 = 4x − 12
∴ y = 4x − 19

b. 1. State the given information. b. Two points are given.


Let (x1 , y1 ) = (5, 9) and (x2 , y2 ) = (12, 0)

TOPIC 1 Lines and linear relationships 19


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0−9
2. Use the two points to calculate the gradient. m=
12 − 5
9
=−
7

3. Write the point–gradient form of the y − y1 = m (x − x1 )


equation.

4. The point–gradient equation can be used Let (12, 0) be the given point (x1 , y1 ) in this
with either of the points. Substitute one of equation.
the points and simplify to obtain the equation. 9
y − 0 = − (x − 12)
7
9
− y = − (x − 12)
7

5. The equation could be expressed without 7y = −9 (x − 12)


fractions. Although this is optional, it looks 7y = −9x + 108
more elegant. ∴ 9x + 7y = 108

6. Had the point (5, 9) been used, the same Check:


answer would have been obtained. 9
y − 9 = − (x − 5)
7
7 (y − 9) = −9 (x − 5)
7y − 63 = −9x + 45
∴ 9x + 7y = 108
This is the same equation as before.

rise
c. 1. Calculate the gradient from the graph (or use c. m=
the coordinates of the y-intercept and the run
4
x-intercept points). m=
8
1
∴ m=
2
1
2. One of the points given is the y-intercept. m = , c = −4
State m and c. 2

3. Use the gradient–y-intercept form to obtain y = mx + c


the required equation. 1
∴ y = x−4
2

d. 1. Express the equation in the form y = mx + c. d. 3x − 8y + 5 = 0


3x + 5 = 8y
3x 5
∴ y= +
8 8

3 5
2. State m and c. m= ,c=
8 8
3
3. Express the answer in the required form. The gradient is and the y-intercept is
( ) 8
5
0, .
8

20 Jacaranda Maths Quest 11 Mathematical Methods VCE Units 1 & 2 Third Edition
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Resources
Resourceseses
Interactivity Equations from point–gradient and gradient–y-intercept forms (int-2551)

1.4 Exercise

Students, these questions are even better in jacPLUS


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Technology free
1. WE8 Calculate the gradient of the given line.

(–3, 0)
0 x

(0, –4)

2. a. Determine the gradient of the straight line with x-intercept at (−2, 0) and y-intercept at (0, 4).
b. Determine the gradient of the line shown.

(3, 0)
0 x

(0, –2)

c. Determine the gradient of the line shown.

1
0 x
–3

d. Determine the gradient of the line passing through the points (7, −2) and (2, 5).

3. Calculate the gradients of the lines joining the following points.


a. (−3, 8) and (−7, 18) b. (0, −4) and (12, 56)
c. (−2, −5) and (10, −5) d. (3, −3) and (3, 15)

TOPIC 1 Lines and linear relationships 21


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4. Show that the line passing through the points (a, b) and (−b, −a) is parallel to the line joining the points
(−c, d) and (−d, c).
5. WE9 Sketch the set of points for which:
a. y = 4x b. 3x + 2y = 6 c. y = 2

6. Sketch the following linear graphs.


x
a. y = 3x − 6 b. y = −4x + 1 c. y = −5
2
d. y + 3x = 8 e. y = 4x f. y = −0.5x

7. Sketch the lines with the following equations.


a. y = 3x + 8 b. 4y − x + 4 = 0 c. 6x + 5y = 30
x 3y 6x
d. 3y − 5x = 0 e. − =6 f. y = −
2 4 7
8. WE10 a. Form the equation of the line with gradient −2 passing through y
the point (−8, 3).
b. Form the equation of the line passing through the points (4, −1) and
(0, 6)
(−3, 1).
c. Determine the equation of the line shown.
d. Obtain the gradient and the coordinates of the y-intercept of the line
with equation 6y − 5x − 18 = 0.
(4, 0)
0 x

9. Determine the equation of the line parallel to the x-axis that passes through the point (2, 10).

10. a. State the equation of the line with a y-intercept at (0, 2) and a y
gradient of 5.
b. Determine the equation of the graph shown.
c. Determine the equation of the line with a gradient of 3 and passing
through the point (1, 2). 0 x
d. Form the equation of the linear graph passing through the origin with ( )
–1,0
2
a gradient of −5.
e. Form the equation of the line that passes through the points (−1, 0) (0, –1)
and (3, −2).
f. Determine the equation in the form ax + by + c = 0 for the line with
3
gradient − and passing through the point (−3, 5).
4
11. a. Form the equations of the given graphs.
i. y ii. y
8
7 12
6
5 9
4
3 6
2 3
1
x
–3–2–1 0
–1 1 2 3 4 5 6 7 8 –3 –2 –1 0 1 2 3 4 5 6 x
–2 –3

22 Jacaranda Maths Quest 11 Mathematical Methods VCE Units 1 & 2 Third Edition
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iii. y iv. y
3 3
2 2
1 1
x x
–5 –4 –3 –2 –1 0 1 2 3 4 5 6 –4 –2 0 2 4
–1 –1
–2 –2
–3 –3
–4 –4

b. A line contains the points (−12, 8) and (−12, −1). Form its equation and sketch its graph.
c. Determine the equation of the line passing through (10, −8) that is parallel to the line y = 2 and sketch its
graph.
12. Determine the equations of the straight lines that are described by the following information.
a. Gradient −5, passing through the point (7, 2)
2
b. Gradient , passing through the point (−4, −6)
3
3
c. Gradient −1 , passing through the point (0, −9)
4
d. Gradient −0.8, passing through the point (0.5, −0.2)
e. Passing through the points (−1, 8) and (−4, −2)
f. Passing through the points (0, 10) and (10, −10)
13. a. State the gradient and the coordinates of the y-intercept of the graph that has the equation y = 2x − 8.
b. State the gradient of the line with equation 5x − 3y − 6 = 0.
c. Determine the gradient and the coordinates of the y-intercept of the line with equation 4y − 3x = 4.
d. Determine which of these lines are parallel.
i. 3x − 4y − 4 = 0
ii. 4y − 3x − 6 = 0
iii. 6x − 8y − 6 = 0
iv. 2y − 6x − 12 = 0
14. Determine the gradients and the y-intercepts of the lines with the following equations.
2x y
a. 4x + 5y = 20 b. − = −5
3 4
c. x − 6y + 9 = 0 d. 2y − 3 = 0

Technology active
15. Sketch with CAS technology the lines with the following equations.
a. 2y − 4x = −11 b. x = 5 c. y = −3

16. a. Determine the value of a if the point (2a, 2 − a) lies on the line given by 5y = −3x + 4.
b. Form the equation of the line containing the points (p, q) and (−p, −q).

17. If the cost, C dollars, of hiring a rowing boat is $30 plus


$1.50 per hour or part thereof:
a. determine the rule for C in terms of the hire time in
hours, t.
b. sketch the graph of C versus t and state its gradient.

TOPIC 1 Lines and linear relationships 23


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1.4 Exam questions

Question 1 (1 mark) TECH-ACTIVE


MC The gradient of the line passing through the points (−3, 5) and (1, −4) is
9 9 1 1
A. B. − C. −1 D. − E.
2 4 4 9
Question 2 (1 mark) TECH-ACTIVE
MC State which of the following graphs can represent the equation −3y + 2x = −6.
A. y B. y C. y

2
3

x 0 x
0 3 –3

–2 0 x
2

D. y E. y
6

0 x
2

x –3
0 2

Question 3 (2 marks) TECH-FREE


Form the equation of the line passing through the points (3, 1) and (−1, 3).
More exam questions are available online.

1.5 Intersections of lines and their applications


LEARNING INTENTION

At the end of this subtopic you should be able to:


• set up and solve systems of linear equations by hand.

Graphs allow visual comparisons to be made between models.


Revenue
For example, if a revenue model and a cost model are graphed together,
Dollars

it is possible to see when a profit is made. Costs


A profit will be made only when the revenue graph lies above the cost
graph. At the point of intersection of the two graphs — also known as the
Break-even point
break-even point — the revenue equals the costs. Before this point, a loss
occurs, since the revenue graph lies below the cost graph.
0 N
Number of sales
Sales < N Sales > N
⇒ Loss ⇒ Profit

24 Jacaranda Maths Quest 11 Mathematical Methods VCE Units 1 & 2 Third Edition
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1.5.1 Intersections of lines


Two lines with different gradients intersect at a point. Since this point must lie on both lines, its coordinates are
found algebraically using simultaneous equations.
WORKED EXAMPLE 11 Solving problems using a point of intersection

The model for the revenue in dollars, d, from the sale of n items is dR = 20n, and the cost of
manufacture of the n items is modelled by dC = 500 + 5n.
a. Find the coordinates of the point of intersection of the graphs of these two models and sketch the
graphs on the same set of axes.
b. Obtain the smallest value of n for a profit to be made.

THINK WRITE
a. 1. Write the equation at the point of a. At the intersection or break-even point:
intersection. dR = dC
20n = 500 + 5n

2. Solve to find n. 15n = 500


500
n=
15
1
∴ n = 33
3

100
3. Calculate the d coordinate. When n = ,
3
100
d = 20 ×
3
2
∴ d = 666
3
( )
1 2
4. State the coordinates of the point of The point of intersection is 33 , 666 .
intersection. 3 3
5. Both graphs contain the intersection point. Points: Let n = 0.
Find one other point on each graph. ∴ dR = 0 and dC = 500
The revenue )
( graph contains the points (0, 0) ,
1 2
33 , 666 .
3 3
The cost graph contains the points
( )
1 2
(0, 500) and 33 and 666 .
3 3
6. Sketch the graphs. d (dollars) Revenue
800
Costs
600 1 2
(0, 500)
(33 – –
3 , 666 3 )
400

200

0 n
10 20 30 40 50

TOPIC 1 Lines and linear relationships 25


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b. 1. State the condition for a profit to be made. b. For a profit, dR > dC .


1
From the graph, dR > dC when n > 33 .
3
2. Write the answer in a sentence. Therefore, at least 34 items need to be sold for a
profit to be made.

1.5.2 The number of solutions to systems of 2 × 2 linear simultaneous


equations
Since a linear equation represents a straight line graph, by considering the possible intersections of two lines,
three possible outcomes arise when solving a system of simultaneous equations.

Case 1 Case 2 Case 3

m1 ≠ m2 m1 = m2 m1 = m2, c1 = c2
(parallel) (identical)

Case 1: Unique solution to the Case 2: No solution to the Case 3: Infinitely many
system. The equations represent system. The equations represent solutions. The equations are
two lines that intersect at a single parallel lines. equivalent and represent the same
point. line. Every point on the line is a
solution.

Linear simultaneous equations


If a system of equations is rearranged to be in the form

y = m1 x + c1
y = m2 x + c2

then:
• there is a unique solution if m1 ≠ m2
• there is no solution if m1 = m2 and c1 ≠ c2
• there are infinitely many solutions if m1 = m2 and c1 = c2 .

26 Jacaranda Maths Quest 11 Mathematical Methods VCE Units 1 & 2 Third Edition
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WORKED EXAMPLE 12 Determining the number of solutions of a 2 × 2 system

Determine the value of m so that the system of equations shown below has no solutions.

mx − y = 2
3x + 4y = 12

THINK WRITE
1. Rearrange both equations to the y = mx + c mx − y = 2 ⇒ y = mx − 2
form. and
3
3x + 4y = 12 ⇒ y = − x + 3
4
3
2. State the gradients of the lines the equations The gradients are m and − .
represent. 4
3. State the condition for the system of equations For the system of equations to have no solution, the
to have no solution, and calculate m. lines must be parallel but have different y-intercepts.
For the lines to be parallel, the two gradients have to
be equal.
3
∴ m=−
4
3
4. The possibility of the equations being Substitute m = − into the y = mx + c forms of the
equivalent has to be checked. 4
equations.
3 3
y = − x − 2 and y = − x + 3 represent parallel lines
4 4
since they have the same gradients and different
y-intercepts.
3
5. State the answer. Therefore, if m = − , the system will have no
4
solution.

1.5.3 Concurrent lines


Three or more lines that intersect at a common point are said to be concurrent. Their
point of intersection is known as the point of concurrency.
To show that three lines are concurrent, the simplest method is to find the point of
intersection of two of the lines and then check whether that point lies on the third line.

WORKED EXAMPLE 13 Determining if lines are concurrent

Show that the three lines with equations 5x + 3y = 1, 4x + 7y = 10 and 2x − y = −4 are concurrent.
THINK WRITE
1. Select a pair of equations to solve Consider the following equations:
simultaneously. 4x + 7y = 10 [1]
2x − y = −4 [2]

TOPIC 1 Lines and linear relationships 27


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2. Solve this system of equations. Eliminate x.


Multiply equation [2] by 2 and subtract it from
equation [1].
7y − 2 × (−y) = 10 − 2 × (−4)
7y + 2y = 10 + 8
9y = 18
∴ y=2
Substitute y = 2 into equation [2].
2x − 2 = −4
2x = −2
∴ x = −1
Lines [1] and [2] intersect at (−1, 2).

3. Test whether the values for x and y satisfy the Substitute x = −1, y = 2 into 5x + 3y = 1.
third equation. LHS = 5 × (−1) + 3 × (2)
=1
= RHS
Therefore, (−1, 2) lies on 5x + 3y = 1.
4. Write a conclusion. Since (−1, 2) lies on all three lines, the three lines
are concurrent. The point (−1, 2) is their point of
concurrency.

Resources
Resourceseses
Interactivity Intersecting, parallel and identical lines (int-2552)

1.5 Exercise

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1. Use simultaneous equations to find the coordinates of the point of intersection of the lines with equations
3x − 2y = 15 and x + 4y = 54.
2. Determine the coordinates of the point of intersection of each of the following pairs of lines.
a. 4x − 3y = 13 and 2y − 6x = −7
3x
b. y = − 9 and x + 5y + 7 = 0
4
c. y = −5 and x = 7

3. A triangle is bounded by the lines with equations x = 3, y = 6 and y = −3x.


a. State the coordinates of its vertices. b. Calculate its area in square units.

28 Jacaranda Maths Quest 11 Mathematical Methods VCE Units 1 & 2 Third Edition
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4. WE11 If the model for the revenue in dollars, d, from the sale of n items is dR = 25n, and the cost of
manufacture of the n items is modelled by dC = 260 + 12n:
a. determine the coordinates of the point of intersection of the graphs of these two models and sketch the
graphs on the same set of axes
b. obtain the smallest value of n for a profit to be made.

5. The daily cost of hiring a bicycle from the Pedal On company is $10 plus 75 cents per kilometre, whereas
from the Bikes R Gr8 company the cost is a flat rate of $20 with unlimited kilometres.
a. State the linear equations that model the costs of hiring the bicycles from each company.
b. On one set of axes, sketch the graphs showing the cost versus the number of kilometres ridden, for
each company.
c. Determine the number of kilometres after which the costs are equal.
d. Shay wishes to hire a bicycle for the day. Explain how Shay can decide which of the two companies
would be cheaper.
6. WE12 Determine the value of m so that the following system of equations has no solutions.

2mx + 3y = 2m
4x + y = 5

7. Determine the values of a and b for which the following system of equations will have infinitely many
solutions.

ax + y = b
3x − 2y = 4

8. Determine the value of p for which the lines 2x + 3y = 23 and 7x + py = 8 will not intersect.

9. a. Express the lines given by px + 5y = q and 3x − qy = 5q, q ≠ 0, in y = mx + c form.


b. Hence, determine the values of p and q so the system of equations shown will have infinitely
many solutions.

px + 5y = q
3x − qy = 5q

c. State the relationship that must exist between p and q so the lines px + 5y = q and 3x − qy = 5q
will intersect.
Technology active
10. Use the graphing facility on CAS technology to obtain the point of intersection of the pair of lines
17 + 9x 3x
y= and y = 8 − , to 2 decimal places.
5 2
11. The line passing through the point (4, −8) with gradient −2 intersects the line with gradient 3 and
y-intercept 5 at the point Q. Find the coordinates of Q.
12. WE13 Show that the three lines with equations 2x + 3y = 0, x − 8y = 19 and 9x + 5y = 17 are concurrent.
13. Determine the value of a so that the three lines defined by x + 4y = 13, 5x − 4y = 17 and −3x + ay = 5
are concurrent.
14. Show that the following three lines are concurrent and state their point of concurrency: 3x − y + 3 = 0,
5x + 2y + 16 = 0 and 9x − 5y + 3 = 0.
15. Determine the values of d so that the three lines x + 4y = 9, 3x − 2y = −1 and 4x + 3y = d are not concurrent.

TOPIC 1 Lines and linear relationships 29


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16. The graph shows cost, C, in dollars, versus distance x, in kilometres, C ($) B
for two different car rental companies A and B.
The cost models for each company are C = 300 + 0.05x and A
C = 250 + 0.25x.
a. Match each cost model to a company.
b. Explain what the gradient of each graph represents.
0 x (km)
c. Construct a linear rule in terms of x for y = CA − CB , the difference in
cost between Company A and Company B.
d. Sketch the graph of y = CA − CB , showing the intercepts with the coordinate axes.
e. Use your graph from part d to determine the number of kilometres when:
i. the costs of each company are the same
ii. the costs of Company A are cheaper than those of Company B.
17. The position of a boat at sea is measured as x km east and y km north of a lookout taken to be the
origin, (0, 0). Initially, at 6 am, the boat is 2 km due north of the lookout. After 1 hour, its position is 6 km
east and 3 km north of the lookout.
a. Write down the coordinates of the two positions of the boat and, assuming the boat travels in a straight
line, form the equation of its path.
b. The boat continues to sail on this linear path and at some time t hours after 6 am, its distance east of the
lookout is 6t km. At that time, show that its position north of the lookout is (t + 2) km.
c. Determine the coordinates of the position of the boat at 9.30 am.
d. The positions east and north of the lighthouse of a second boat, a large fishing trawler, sailing along a
4t − 1
linear path are given by x = and y = t respectively, where t is the time in hours since 6 am. Find the
3
coordinates of the positions of the trawler at 6 am and 7 am, and hence (or otherwise) find the Cartesian
equation of its linear path.
e. Show that the paths of the boat and the trawler contain a common point, and give the coordinates
of this point.
f. Sketch the paths of the boats on the same axes and explain whether the boat and the trawler collide.
18. At time t, a particle P1 moving on a straight line has coordinates given by x = t, y = 3 + 2t, while at the same
time a second particle P2 moving along another straight line has coordinates given by x = t + 1, y = 4t − 1.
a. Use CAS technology to sketch their paths simultaneously and so determine whether the particles collide.
b. State the coordinates of the common point on the two paths.

1.5 Exam questions

Question 1 (1 mark) TECH-ACTIVE


MC The simultaneous equations y = 2x − 1 and y = 2x + 1
A. intersect at (2, 0). B. intersect at (−1, 1). C. do not intersect.
( )
1 1
D. intersect at ,− . E. intersect at (0, 2).
2 2

Question 2 (1 mark) TECH-ACTIVE


1
MC The value of a such that the lines y = 4 (2a + 1) x + 2 and y = 2 (a − 1) x − will not intersect is
2
1
A. 1 B. −1 C. 4 D. 2 E. −
2
Question 3 (5 marks) TECH-FREE
Determine the values of a and b for which the system of equation ax + y = b and x + 3y = 2 will have infinitely
many solutions.
More exam questions are available online.

30 Jacaranda Maths Quest 11 Mathematical Methods VCE Units 1 & 2 Third Edition
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1.6 Straight lines and gradients


LEARNING INTENTION

At the end of this subtopic you should be able to:


• solve problems involving gradients of parallel and perpendicular lines.

1.6.1 Collinearity
The gradient of a line has several applications. It determines whether lines are parallel or perpendicular, it
determines the angle a line makes with the horizontal, and it determines whether three or more points lie on the
same line.
Three or more points that lie on the same line are said to be collinear.
If mAB = mBC , then the line through the points A and B is parallel to the line C
B
through the points B and C. Since the point B is common to both AB and BC, the A
three points A, B and C must lie on the same line.

Alternatively, the equation of the line through two of the points can be used to test whether the third point also
lies on that line.

WORKED EXAMPLE 14 Determining collinearity of three points

Show that the points A (−5, −3), B (−1, 7) and C (1, 12) are collinear.
THINK WRITE
1. Select two of the points. For the points A and B, let (x1 , y1 ) be (−5, −3)
and (x2 , y2 ) be (−1, 7).
y − y1
2. Calculate the gradient of AB. m= 2
x2 − x1
7 − (−3)
=
−1 − (−5)
10
=
4
5
∴ mAB =
2
3. Select another pair of points containing a For the points B and C, let (x1 , y1 ) be (−1, 7)
common point with the interval AB. and (x2 , y2 ) be (1, 12).
y − y1
4. Calculate the gradient of BC. m= 2
Note: The interval AC could equally as well x2 − x1
have been chosen. 12 − 7
m=
1 − (−1)
5
∴ mBC =
2
5. Compare the gradients to determine Since mAB = mBC and the point B is common, the
collinearity. three points lie on the same line, so they are collinear.

TOPIC 1 Lines and linear relationships 31


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1.6.2 Angle of inclination of a line to the horizontal


If 𝜃 is the angle a line makes with the positive direction of the x-axis y
(or another horizontal line), and m is the gradient of the line, then a
relationship between the gradient and this angle can be formed using
trigonometry. rise
In the right-angled triangle, θ
opposite 0 run x
tan 𝜃 =
adjacent
rise
=
run
∴ tan 𝜃 = m

Angle of inclination
The gradient of a line is given by
m = tan 𝜃
where 𝜃 is measured in the positive (or anticlockwise) direction from the x-axis.
If the line is vertical, 𝜃 = 90°. If the line is horizontal, 𝜃 = 0°.

For oblique lines, the angle is either acute (0° < 𝜃 < 90°) or obtuse
(90° < 𝜃 < 180°), and a calculator is used to find 𝜃.
θ
When the gradient, m, is negative, the calculator gives a negative angle for
tan−1 m. That is, the angle has been measured in the negative or clockwise φ x
direction from the x-axis. The angle of inclination, 𝜃, is measured in the
anticlockwise direction. Thus, 𝜃 = 180 − 𝜓.

Positive and negative gradients


If m > 0, then 𝜃 is an acute angle, so 𝜃 = tan−1 (m) .
If m < 0, then 𝜃 is an obtuse angle, so 𝜃 = 180° − tan−1 (|m|) .

WORKED EXAMPLE 15 Calculating angles of inclination

a. Calculate, correct to 2 decimal places, the angle made with the positive direction of the x-axis by
the line that passes through the points (−1, 2) and (2, 8).
b. Calculate the angle of inclination with the horizontal made by a line that has a gradient of −0.6.
c. Obtain the equation of the line that passes through the point (5, 3) at an angle of 45° to the
horizontal.

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THINK WRITE

a. 1. Calculate the gradient of the line through the a. Points (−1, 2) and (2, 8)
given points. 8−2
m=
2 − (−1)
6
=
3
=2
2. Write down the relationship between the tan 𝜃 = m
angle and the gradient. ∴ tan 𝜃 = 2

3. Find 𝜃 correct to 2 decimal places using a 𝜃 = tan−1 (2)


calculator. ∴ 𝜃 ≃ 63.43°
4. Answer in context. Therefore, the required angle is 63.43°.

b. 1. State the gradient. b. The gradient −0.6 is given: m = −0.6


−1
2. Determine tan (m) . tan−1 (−0.6) = −30.96°
3. Calculate the angle of inclination. 𝜃 = 180 − 30.96°
∴ 𝜃 ≃ 149.04°
4. Answer in context. Therefore, the required angle is 149° to the
nearest degree.
c. 1. State the relationship between the gradient c. m = tan 𝜃
and the angle.
2. Substitute the given angle for 𝜃 and calculate m = tan (45°)
the gradient. ∴m = 1

3. Use the point–gradient form to obtain the y − y1 = m (x − x1 ) , m = 1, (x1 , y1 ) = (5, 3)


equation of the line. y − 3 = 1 (x − 5)
∴ y = x−2

4. State the answer. The equation of the line is y = x − 2.

y
1.6.3 Parallel lines
Parallel lines have the same gradient.
If two lines with gradients m1 and m2 are parallel, then m1 = m2 .
Each line would be inclined at the same angle to the horizontal.
θ θ
x

1.6.4 Perpendicular lines


A pair of lines are perpendicular to each other when the angle between them is 90°. For a pair of oblique lines,
one must have a positive gradient and the other a negative gradient.
To find the relationship between these gradients, consider two perpendicular lines L1 and L2 , with gradients m1
and m2 respectively. Suppose m1 > 0 and m2 < 0, and that L1 is inclined at an angle 𝜃 to the horizontal.

TOPIC 1 Lines and linear relationships 33


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The diagram shows the line L1 passing through the points A and B and L1
the line L2 passing through the points A and D, with the angle BAD B
being a right angle.
Taking AC as 1 unit, the sides in the diagram are labelled with their m1
lengths. The side CB has length m1 . Because lengths must be positive,
θ C
the side CD is labelled as −m2 , since m2 < 0. A Horizontal
90° – θ
m
From the triangle ABC in the diagram, tan 𝜃 = 1 = m1 , and from the
1 –m2
1
triangle ACD in the diagram, tan 𝜃 = . θ
−m2 D
Hence, L2
1
m1 =
−m2
∴ m1 m2 = −1

Gradients of perpendicular lines


1
m1 m2 = −1 or m2 = −
m1

• If two lines with gradients m1 and m2 are perpendicular, then the product of their gradients is −1.
One gradient is the negative reciprocal of the other.
• It follows that if m1 m2 = −1, then the two lines are perpendicular. This can be used to test for
perpendicularity.

WORKED EXAMPLE 16 Determining parallel and perpendicular gradients

a. State the gradient of a line that is:


i. parallel to 2y − 5x = 4 ii. perpendicular to 2y − 5x = 4.
b. Show that the lines y = 4x and y = −0.25x are perpendicular.
c. Determine the equation of the line through the point (1, 1) perpendicular to the line y = −3x − 9.

THINK WRITE

a. i. 1. Rearrange the equation of the given line a. i. 2y − 5x = 4


to express it in y = mx + c form. 2y = 5x + 4
5x 4
y= +
2 2
5
∴ y = x+2
2
5
2. State the gradient of the given line. The given line has m = .
2
3. State the gradient of a line parallel to the The gradient of a parallel line will be the
given line. same as that of the given line.
Therefore, a line parallel to 2y − 5x = 4
5
has a gradient of .
2

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ii. 1. State the gradient of a perpendicular line ii. The gradient of a perpendicular line will
to the given line. be the negative reciprocal of the gradient
of the given line.
5 2
If m1 = , then m2 = − .
2 5
Therefore, a line perpendicular to
2
2y − 5x = 4 has a gradient of − .
5
b. 1. Write down the gradients of each line. b. Lines: y = 4x and y = −0.25x
Gradients: m1 = 4, m2 = −0.25
2. Test the product of the gradients. m1 m2 = 4 × −0.25
∴ m1 m2 = −1
Therefore, the lines are perpendicular.
c. 1. State the gradient of the given line and c. For y = −3x − 9, its gradient is m1 = −3.
calculate the gradient of the perpendicular The perpendicular line has gradient
line. 1
m2 = − .
m1
Therefore, the perpendicular line has
1
gradient .
3
1
2. Use the point–gradient form to obtain the m = and (x1 , y1 ) = (1, 1)
equation of the required line. 3
y − y1 = m (x − x1 )
1
y − 1 = (x − 1)
3
3 (y − 1) = 1 (x − 1)
3y − 3 = x − 1
3y = x + 2
1 2
y = x+
3 3
3. State the answer. The required line has equation
1 2
y= x+ .
3 3

1.6 Exercise

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1. WE14 Show that the points A (−3, −12), B (0, 3) and C (4, 23) are collinear.

2. Determine whether the points A (−4, 13), B (7, −9) and C (12, −19) are collinear.

3. Find the value of b if the three points (3, b), (4, 2b) and (8, 5 − b) are collinear.

TOPIC 1 Lines and linear relationships 35


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4. For the points P (−6, −8), Q (6, 4) and R (−32, 34), find the equation of the line through P and Q, and hence
determine if the three points are collinear.
5. Explain whether or not the points A (−15, −95), B (12, 40) and C (20, 75) may be joined to form a triangle.

6. WE16 a. State the gradient of a line that is:


i. parallel to 3y − 6x = 1 ii. perpendicular to 3y − 6x = 1.

b. Show that the lines y = x and y = −x are perpendicular.


c. Determine the equation of the line through the point (1, 1) perpendicular to the line y = 5x + 10.

7. a. Determine the gradient of the line parallel to the line x − 2y = 6.


b. Determine the gradient of the line parallel to the line 3y − 4x + 2 = 0.
c. Determine the gradient of the line perpendicular to y = 3x − 4.
d. Determine the gradient of the line perpendicular to 4y − 2x = 8.
8. a. Determine the gradient of the line perpendicular to 5x + 4y − 1 = 0.
b. Determine the gradient of the line that is perpendicular to the line connecting the two points (−3, 5)
and (2, −7).
c. Determine the gradient of the line that is perpendicular to the line connecting the two points (2, 4)
and (7, −1).
d. Show that the lines y = 0.2x and y = −5x are perpendicular.

9. Determine, in the form ax + by = c, the equation of the line that:


a. passes through the point (0, 6) and is parallel to the line 7y − 5x = 0
( )
4
b. passes through the point −2, and is parallel to the line 3y + 4x = 2
5
( )
3
c. passes through the point − , 1 and is perpendicular to the line 2x − 3y + 7 = 0
4
d. passes through the point (0, 0) and is perpendicular to the line 3x − y = 2.

10. Find the coordinates of the x-intercept of the line that passes through the point (8, −2) and is parallel to the
line 2y − 4x = 7.
11. WE15 a. Calculate, correct to 2 decimal places, the angle made with the positive direction of the x-axis by
the line that passes through the points (1, −8) and (5, −2).
b. Calculate the angle of inclination with the horizontal made by a line that has a gradient of −2.
c. Obtain the equation of the line that passes through the point (2, 7) at an angle of 135° to the horizontal.

12. a. Determine the gradient of the line that passes through the point (1, 2) at an angle of 40° to the horizontal.
b. A line passes through the x-axis inclined at an angle of 145° with the positive direction of the x-axis.
Calculate the gradient of this line.
13. a. Calculate the angle of inclination with the horizontal made by the line that has a gradient of 0.5.
b. Calculate the angle of inclination with the horizontal made by the line that has a gradient of −0.5.

14. Calculate the magnitudes of the angles the following lines make with the positive direction of the x-axis,
expressing your answers correct to 2 decimal places where appropriate.
a. y
(3, 9)

(–2, 0) θ
0 x

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b. The line that cuts the x-axis at x = 4 and the y-axis at y = 3


c. The line that is parallel to the y-axis and passes through the point (1, 5)
d. The line with gradient −7

15. Calculate the angle of inclination with the horizontal made by each of the lines whose gradients are 5 and 4
respectively, and hence find the magnitude of the acute angle between these two lines.
16. Determine the equation of the line that passes through the point (−6, 12) and makes an angle of tan−1 (1.5)
with the horizontal.
17. A line L cuts the x-axis at the point A where x = 4, and is inclined at an angle of 123.69° to the positive
direction of the x-axis.
a. Form the equation of the line L, specifying its gradient to 1 decimal place.
b. Form the equation of a second line, K, that passes through the same point A at right angles to the line L.
c. State the distance between the y-intercepts of K and L.

18. a. Find the value of a so that the line ax − 7y = 8 is:


i. parallel to the line 3y + 6x = 7 ii. perpendicular to the line 3y + 6x = 7.

b. Find the value of c if the line through the points (2c, −c) and (c, −c − 2) makes an angle of 45° with the
horizontal.
c. Find the value of d so the line containing the points (d + 1, d − 1) and (4, 8) is:
i. parallel to the line that cuts the x-axis at x = 7 and the y-axis at y = −2
ii. parallel to the x-axis
iii. perpendicular to the x-axis.
d. The angle between the two lines with gradients −1.25 and 0.8 respectively has a magnitude of 𝛼°.
Calculate the value of 𝛼.
19. Given the points P (−2, − 3), Q (2, 5), R (6, 9) and S (2, 1), show that PQRS is a parallelogram. State
whether PQRS is a rectangle.
20. Determine the equation of the line that passes through the point of intersection of the lines 2x − 3y = 18 and
5x + y = 11, and is perpendicular to the line y = 8.

1.6 Exam questions

Question 1 (1 mark) TECH-ACTIVE


MC The equation of the line that would pass through the points shown on the graph is
y

(6, 0)
0 x
6

–3 (0, –3)

x x x
A. y = −3 B. y = −3 C. y = 2x − 3 D. y = −2x − 3 E. y = − +3
2 2 2
TOPIC 1 Lines and linear relationships 37
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Question 2 (4 marks) TECH-FREE


a. Line L1 has equation y = 3x and line L2 has the equation y = 3 − x. Sketch the graphs for each line on the
same axes, labelling them clearly. (2 marks)
b. Write down the equation of the line with the same gradient as L1 and the same x-intercept
as L2 . (2 marks)
Question 3 (1 mark) TECH-ACTIVE
MC To the nearest degree, the line with equation 6x + 10y − 3 = 0 is inclined to the positive direction of the
x-axis at an angle of:
A. 99° B. 17° C. 31° D. 149° E. 81°

More exam questions are available online.

1.7 Bisection and lengths of line segments


LEARNING INTENTION

At the end of this subtopic you should be able to:


• calculate the distance between two points located on a Cartesian plane
• calculate the midpoint and gradient of a line segment (interval) on the Cartesian plane

1.7.1 Line segments


Sections of lines with two end points that have finite lengths are called line segments. The notation AB is used
to name the line segment with end points A and B.

1.7.2 The coordinates of the midpoint of a line segment


The point of bisection of a line segment is its midpoint. y
This point is equidistant from the end points of the
y2 B (x2, y2)
interval.
Let the end points of the line segment be A (x1 , y1 ) and B
(x2 , y2 ). M
θ
( ) y¯ D
Let the midpoint of AB be the point M x, y , where
x is the mean of the x-values for A and B and y is the
mean of the y-values for A and B. Since M bisects
y1 θ
AB, AM = MB and the triangles ACM and MDB are C
A (x1, y1)
congruent (identical).

0 x1 x¯ x2 x

Equating the ‘runs’:


AC = MD
x − x1 = x2 − x
2x = x1 + x2
x + x2
x= 1
2

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and equating the ‘rises’:


CM = DB
y − y1 = y2 − y
2y = y1 + y2
y + y2
y= 1
2

Hence, the coordinates of the midpoint of a line segment are found by averaging the coordinates of the end
points.

Coordinates of the midpoint


( )
(The coordinates
) of the midpoint of a line segment with end points x1 , y1 and
x2 , y2 are:
( )
x1 + x2 y1 + y2
midpoint = , .
2 2

WORKED EXAMPLE 17 Calculating midpoints

Calculate the coordinates of the midpoint of the line segment joining the points (−3, 5) and (7, −8).
THINK WRITE
x1 + x2 y1 + y2
1. Average the x- and y-coordinates of the x= y=
end points. 2 2
(−3) + 7 5 + (−8)
= =
2 2
4 −3
= =
2 2
=2 = −1.5

2. Write the coordinates as an ordered pair. Therefore, the midpoint is (2, −1.5).

1.7.3 The perpendicular bisector of a line segment


The line that passes through the midpoint of a line segment at right Perpendicular bisector of AB
angles to the line segment is called the perpendicular bisector of the
line segment.
To find the equation of the perpendicular bisector:
1
• its gradient is − , since it is perpendicular to the line
mAB
segment AB
B
• the midpoint of the line segment AB also lies on the perpendicular
M
bisector. A

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WORKED EXAMPLE 18 Determing the equation of a perpendicular bisector

Determine the equation of the perpendicular bisector of the line segment joining the points A (6, 3)
and B (−8, 5).
THINK WRITE

1. Calculate the gradient of the line segment. A (6, 3) and B (−8, 5)


5−3
m=
−8 − 6
2
=
−14
1
=−
7
1
2. Obtain the gradient of a line perpendicular to Since mAB = − , the gradient of a line perpendicular
the line segment. 7
to AB is m⊥ = 7.

6 + (−8) 3+5
3. Calculate the coordinates of the midpoint of x= y=
the line segment. 2 2
−2 8
= =
2 2
= −1 =4
The midpoint is (−1, 4).
Point (−1, 4); gradient m = 7

4. Form the equation of the perpendicular y − y1 = m (x − x1 )


bisector using the point–gradient equation. y − 4 = 7 (x + 1)
y − 4 = 7x + 7
∴ y = 7x + 11

5. State the answer. The equation of the perpendicular bisector


is y = 7x + 11.

1.7.4 The length of a line segment


The length of a line segment is the distance between its end points. B (x2, y2)
For a line segment AB with end points A (x1 , y1 ) and B (x2 , y2 ), the
run x2 − x1 measures the distance between x1 and x2 , and the rise
y2 − y1 measures the distance between y1 and y2 . y2 – y1

Using Pythagoras’ theorem, (AB)2 = (x2 − x1 )2 + (y2 − y1 )2 .


A (x1, y1)
x2 – x1

The length of a line segment



AB = (x2 − x1 )2 + (y2 − y1 )2

This could
√ be expressed as the formula for the distance between two points:
dAB = (x2 − x1 )2 + (y2 − y1 )2 , where dAB represents the distance between the points A and B.

40 Jacaranda Maths Quest 11 Mathematical Methods VCE Units 1 & 2 Third Edition
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WORKED EXAMPLE 19 Calculating the distance between two points

Calculate the length of the line segment joining the points A (−2, −5) and B (1, 3).
THINK WRITE

1. Write the distance formula. dAB = (x2 − x1 )2 + (y2 − y1 )2

2. Substitute the coordinates of the two points. A (−2, −5) and B (1, 3)
Note: It does not matter which point is Let A be (x1 , y1 ) and B be (x2 , y2 ).
labelled (x1 , y1 ) and which (x2 , y2 ). √
dAB = (1 − (−2))2 + (3 − (−5))2

= (3)2 + (8)2

= 9 + 64

= 73

3. State the answer. By choice, both the exact Therefore, the length of AB is 73 ≃ 8.54 units.
surd value and its approximate value to
2 decimal places have been given.

Resources
Resourceseses
Interactivity Midpoint of a line segment and the perpendicular bisector (int-2553)

1.7 Exercise

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Technology free
1. WE17 Calculate the coordinates of the midpoint of the line segment joining the points (12, 5) and (−9, −1).

2. Determine the coordinates of the midpoint of the line segment joining the points:
a. (−2, 8) and (12, −2) b. (1, 0) and (−5, 4).

3. Determine the coordinates of the midpoint of the line segment joining the points:
a. (7, 3) and (−4, 2) b. (24, 12) and (16, 12).

4. MC M is the midpoint of the line segment AN. Given that M has coordinates (5, 6) and A is the point (3, 7),

select the correct coordinates for point N.


A. (4, 6.5) B. (4, −2) C. (7, 5) D. (1, 8) E. (−7, −5)

5. If the midpoint of PQ has coordinates (3, 0) and Q is the point (−10, 10), find the coordinates of point P.

6. Determine the equation of the line that has a gradient of −3 and passes through the midpoint of the segment
joining (5, −4) and (1, 0).

TOPIC 1 Lines and linear relationships 41


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7. Given the points A (3, 0), B (9, 4), C (5, 6) and D (−1, 2), show that AC and BD bisect each other.

8. WE18 Determine the equation of the perpendicular bisector of the line segment joining the points A (−4, 4)
and B (−3, 10).
9. Determine the equation of the perpendicular bisector of the line segment joining the points A (−6, 0) and
B (2, 4).
10. Determine the equation of the perpendicular bisector of the line segment joining the points A (1, 2) and
B (−3, 5).
11. Given that the line ax + by = c is the perpendicular bisector of the line segment CD where C is the point
(−2, −5) and D is the point (2, 5), find the smallest non-negative values possible for the integers
a, b and c.
12. WE19 Calculate the length of the line segment joining the points (6, −8) and (−4, −5).
13. Calculate the distance between the points (10, −3) and (−2, 6).

14. Find the exact distance between the points:


a. (−3, 2) and (3, −4)
b. (−1, −5) and (5, −1).

15. Triangle ABC has vertices A (−2, 0), B (2, 3) and C (3, 0). Determine which of its sides has the
shortest length.
Technology active
16. Calculate the distance between the point (3, 10) and the midpoint of the line segment AB where A is the
point (−1, 1) and B is the point (6, −1). Give the answer correct to 2 decimal places.
17. If the distance between the points (p, 8) and (0, −4) is 13 units, find two possible values for p.

18. Given the points A (−7, 2) and B (−13, 10), obtain:


a. the distance between the points A and B
b. the coordinates of the midpoint of the line segment AB
c. the equation of the perpendicular bisector of AB
d. the coordinates of the point where the perpendicular bisector meets the line 3x + 4y = 24.
19. Triangle CDE has vertices C (−8, 5), D (2, 4) and E (0.4, 0.8).
a. Calculate its perimeter to the nearest whole number.
b. Show that the magnitude of angle CED is 90°.
c. Find the coordinates of M, the midpoint of its hypotenuse.
d. Show that M is equidistant from each of the vertices of the triangle.
20. A circle has its centre at (4, 8) and one end of the
diameter at (−2, −2).
a. Specify the coordinates of the other end of the
diameter.
b. Calculate the area of the circle as a multiple of 𝜋.

42 Jacaranda Maths Quest 11 Mathematical Methods VCE Units 1 & 2 Third Edition
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21. Two friends planning to spend some time


bushwalking argue over which one of them should
carry a rather heavy rucksack containing food and
first aid items. Neither is keen, so they agree to each
throw a small coin towards the base of a tree, and
the person whose coin lands the greater distance
from the tree will have to carry the rucksack. Taking
the tree as the origin and the distances in centimetres
east and north of the origin as (x, y) coordinates,
Anna’s coin lands at (−2.3, 1.5) and Liam’s coin
lands at (1.7, 2.1). Determine who carries the
rucksack. Support your answer with a
mathematical argument.

22. The diagram shows a main highway through a country town. The section of this highway running between
a petrol station at P and a restaurant at R can be considered a straight line. Relative to a fixed origin, the
coordinates of the petrol station and restaurant are P (3, 7) and R (5, 3) respectively. Distances are measured
in kilometres.
Highway

Petrol station
7 P (3, 7)

5
B
North

4
Restaurant
R (5, 3)
3 H (2, 3.5)

0 1 2 3 4 5 6
East

a. Calculate how far apart the petrol station and restaurant are. Give your answer correct to 1 decimal place.
b. Form the equation of the straight line PR.
Ada is late for their waitressing job at the restaurant and is still at home at the point H (2, 3.5). There is no
direct route to the restaurant from Ada’s home, but there is a bicycle track that goes straight to the nearest
point B on the highway. Ada decides to ride to point B and then to travel along the highway from B to the
restaurant.
c. Form the equation of the line through H perpendicular to PR.
d. Hence, find the coordinates of B, the closest point on the highway from Ada’s home.
e. If Ada’s average speed is 10 km/h, find how long, to the nearest minute, it takes Ada to reach the
restaurant from home.

TOPIC 1 Lines and linear relationships 43


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23. a. Using CAS technology, construct the perpendicular bisectors of each of the three sides of the triangle.
Write down what you notice about the bisectors. Repeat this procedure using other triangles. State
whether your observation appears to hold for these triangles.
b. For the triangle formed by joining the points O (0, 0) , A (6, 0) , B (4, 4), find the point of intersection of the
perpendicular bisectors of each side. Check your answer algebraically.
24. a. Using CAS technology, construct the line segments joining each vertex to the midpoint of the opposite
side (these are called medians). Write down what you notice about the line segments. Repeat this
procedure using other triangles. State whether your observation appears to hold for these triangles.
b. For the triangle formed by joining the points O (0, 0) , A (6, 0) and B (4, 4), find the point of intersection of
the medians drawn to each side. Check your answer algebraically.

1.7 Exam questions

Question 1 (1 mark) TECH-ACTIVE


MC The distance between the points A and B on the graph shown is

A
(–7, 0) 0 x

B
(–3, –3)

A. 2 B. 13 C. 7 D. 5 E. 25

Question 2 (1 mark) TECH-ACTIVE


MC The
( midpoint (−5, −3) and Q (2, −1) is
) of interval(joining P) ( )
7 7 3
A. − , −2 B. − , −1 C. (−7, −4) D. (−3, −4) E. − , −2
2 2 2

Question 3 (4 marks) TECH-FREE


For the points A (1, −5) and B (4, −2), find
a. the gradient of the line joining A and B (1 mark)
b. the equation of the line that is perpendicular to AB and passes through A. (3 marks)
More exam questions are available online.

44 Jacaranda Maths Quest 11 Mathematical Methods VCE Units 1 & 2 Third Edition
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1.8 Review
1.8.1 Summary
doc-37016

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1.8 Exercise
Technology free: short answer
1. Solve the following equations for x.
2x − 1 3 − 2x 3
a. 3 (5x − 2) + 5 (3x − 2) = 8 (x − 2) b. + =
5 4 20
5x − b 2x
c. ax + 3c = 3a + cx d. − =2
2b b
2. Solve the following system of equations for x and y.

2x + y = 6
5x − 2y = 24

3. Solve the following inequations for x.


2x
a. 3 − 2x ≤ 1 b. − 5 > 2 + 3x
3
4. Sketch, labelling any axis intercepts with their coordinates, the line with the equation 3x − 4y = 24.

5. Find the equation of the line:


a. through the point (−5, 8) parallel to the line 2x − 7y = 2
b. through the point (4, 0) perpendicular to the line 2x − 7y = 2
c. through the two points (9, 2) and (6, −7).

6. Determine the equation of the line through the points (−4, 6) and (2, −2).

Technology active: multiple choice


7. MC If 4 (1 − 3x) + 2 (3 + x) > 5, then:
1 1
A. x > 2 B. x < 2 C. x < −2 D. x < E. x >
2 2
8. MC The solutions to the simultaneous equations 7x − 2y = 11 and 3x + y = 1 are:
A. x = 9, y = −26 B. x = 5, y = 11 C. x = −1, y = 2
D. x = 1, y = −2 E. x = 1, y = 4

9. MC A calculator purchased for $200 depreciates each year by an amount of $25. The value, V, of the

calculator after t years is:


A. V = 25t B. V = −25t C. V = 200 − 25t
D. V = 200 + 25t E. V = 25t − 200

TOPIC 1 Lines and linear relationships 45


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10. MC The equation of the graph shown is: y


A. x − 2y = 6
B. 2y + x = 6
C. 6x − 3y = 1
1 (6, 0)
D. y = − x − 3 0 x
2
E. y = 2x − 3
(0, –3)

11. MC For the points (−1, −2), (4, 3) and (9, b) to be collinear, b would equal:
A. −3 B. −2 C. −1 D. 8 E. 10
x y
12. MC The angle of inclination to the positive direction of the x-axis made by the line with equation − =1
3 2
is closest to:
A. 26.6° B. 33.7° C. 56.3° D. 123.7° E. 146.3°

13. MC The equation of the line through (9, 5) parallel to y = −2 is:


A. y = −2x + 13 B. 2y = x + 1 C. x = 9 D. y = 9 E. y = 5

14. MC The midpoint of a line segment AB is (3, −5). If A is the point (13, 11), then the coordinates of B are:
A. (8, 3) B. (−23, −27) C. (23, 27) D. (−7, −21) E. (7, 21)

15. MC The value of a such that there would be no point of intersection between the two lines ay + 3x = 4 and

2y + 4x = 3 is:
8
A. 2 B. 1.5 C. D. −0.5 E. −2
3
16. MC The distance between the points (−3, 5) and (−6, 12) is:
√ √ √ √
A. 4 B. 40 C. 58 D. 370 E. 388

Technology active: extended response


17. After school, Tenzin rides their bike along a straight path from school y
to a golf range. Tenzin travels one-third of the way at an average speed
of 20 km/h and the remainder of the way at 10 km/h. 4 T (1.5, 4)

a. Find the distance Tenzin travels from school to the golf range if the
3
journey takes 45 minutes.
At the golf range Tenzin is trying to improve their putting. A set of 2
Cartesian coordinates can be imagined to be marked so that Tenzin will
be aiming to hit the ball at the point T (1.5, 4) into the hole at the origin 1
(0, 0).
b. If all units are measured in metres, state how far Tenzin’s golf ball is 0 x
–2 –1 1 2
from the hole. Give your answer correct to 2 decimal places.
–1
c. State the equation of the straight-line path Tenzin’s golf ball needs to
travel along for the ball to reach the hole. –2
d. In fact, Tenzin hits the golf ball along the path with equation
6x − 2y = 1.
i. Sketch this path.
ii. Determine the equation of the line through (0, 0) perpendicular
to this path and hence find, to the nearest centimetre, the closest
distance of the golf ball’s path to the hole at (0, 0).

46 Jacaranda Maths Quest 11 Mathematical Methods VCE Units 1 & 2 Third Edition
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18. A small fireworks rocket travels along a path that can be considered to be a straight line. On a Cartesian
set of x- and y-axes where the units are in metres, the x-coordinates give the horizontal distance the rocket
travels and the y-coordinates give the height of the rocket above the ground.
The fireworks rocket is launched from a point S (0, 1) at an angle of 𝜃° with the horizontal. The fireworks
explode on reaching a point E, which is at a height of 10 metres above the ground.
y
E

(Height of rocket)
10 m

S θ°
(0, 1)

(Horizontal distance x
travelled)

a. i. The first rocket is launched at an angle of 45° to the horizontal. Find the equation of its path and the
coordinates of point E.
ii. After the explosion, part of the debris travels from point E along a line perpendicular to the rocket’s
path. Find the equation of this path and work out how far horizontally from E the debris reaches the
ground.
b. The angle at which the rockets are launched from S (0, 1) is varied and the fireworks explode at E (k, 10),
k > 0. Show that the equation of the paths of all possible rockets is given by 9x − ky + k = 0.
c. i. Let r be the horizontal distance from E at which the debris travelling on a line perpendicular to the
path SE reaches the ground. Form an expression for r in terms of k.
ii. It is desirable for the debris not to be too widely scattered. Find the possible values for k such that
4 ≤ r ≤ 6.
19. Rain water is collected in a water tank. On 1 April the tank contained 1000 litres of water. Ten days later it
contained 1250 litres. Assume the amount of water increases uniformly.
a. Find the rate of increase in litres per day.
b. Form the linear relationship between the volume V litres of water in the tank t days after 1 April.
c. State how much water the linear model predicts should have been in the tank on 30 March.
d. The tank needs replacing and quotes are obtained from two companies. The Latasi company charges $500
for materials plus $26 per hour of construction. The Natano company charges $600 for materials plus $18
per hour of construction.
i. Form linear models for the costs for each company, defining the symbols used.
ii. Determine when the costs are the same for each company and calculate this cost.
iii. Sketch both cost models on the same axes.
iv. It is estimated that the construction should take approximately 8 hours of work. Determine which
company could do the job at a cheaper cost.
20. Three friends visit their local supermarket to buy snacks for a party. One friend buys 3 bags of chips, 1 bag
of lollies and 2 boxes of biscuits. The second friend buys 2 bags of chips, 2 bags of lollies and 4 boxes of
biscuits. The third friend buys 1 bag of chips, 3 bags of lollies and 3 boxes of biscuits. The three friends
spent a total of $24.10, $33.40 and $29.50 respectively.
Determine:
a. the cost of one bag of chips
b. the cost of one bag of lollies
c. the cost of one box of biscuits.

TOPIC 1 Lines and linear relationships 47


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1.8 Exam questions

Question 1 (2 marks) TECH-ACTIVE


Sam is a very good student, and his latest test results show that the sum of his marks for Mathematical Methods,
Chemistry and Physics is 256. Mathematical Methods is his best subject, and the difference between his
Mathematical Methods and Chemistry marks is 8. His Chemistry mark was 1 mark higher than his Physics
mark.
Determine his marks for each subject.
Question 2 (1 mark) TECH-ACTIVE
MC The gradient, m, and y-intercept, c, of the line with equation 3x + y − 5 = 0 are
A. m = 3, c = 5 B. m = 3, c = −5 C. m = −5, c = 3
D. m = −3, c = 5 E. m = −3, c = −5

Question 3 (4 marks) TECH-FREE


Find the value of a such that the system of equations has no solution.
2ax − 3y = 2a
8x − 10 = 2y

Question 4 (1 mark) TECH-ACTIVE


MC The angle that the line shown makes with the positive direction of the x-axis is nearest to

y
B
(1, 5)

θ
0 x
(–1, –1)
A

A. 37° B. 53° C. 72° D. 76° E. 0.05°

Question 5 (1 mark) TECH-ACTIVE


MC The equation of the line passing through the point (3, −2) and perpendicular to the line with equation

2x − 3y − 1 = 0 is
A. 2x − 3y = 0 B. 3x + 2y − 5 = 0 C. 3x − 2y − 13 = 0
D. 2x + 3y − 1 = 0 E. 2x − 3y − 12 = 0
More exam questions are available online.

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48 Jacaranda Maths Quest 11 Mathematical Methods VCE Units 1 & 2 Third Edition
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Answers 1.3 Systems of simultaneous linear equations


1.3 Exercise
Topic 1 Lines and linear 1. a. x = 7, y = 1 b. x = −4, y = −2
relationships 1
2. a. x = 2, y = −1 b. x = −3, y =
1.2 Linear equations and inequations 2
c. x = 2, y = 1 d. x = −1, y = 4
1.2 Exercise
e. x = 1, y = 3 f. x = −5, y = 6
1. a. x = −1 b. x = 10
1
7 3. a. x = 1, y = 4 b. x = − , y = −11
2. a. x=8 b. x = −10 c. x=− 2
3
6 26 3 2
d. x = −7 e. x=− f. x =
4. a. x= , y= b. x = 12, y = 6
7 7 4 3
7 35
3. a. x=9 b. x = 20 c. x=6 5. a. x=− ,y=− b. x = 1, y = 0
3 3
1
d. x = e. x=1 f. x = −10
3 6. a. x = 5, y = −1 b. x = −82, y = −120
4. x=a+d 7. a. An adult ticket costs $25; a child ticket costs $12.
c−b ab b. $471.09
5. a. x = b. x = c. x = −1
a a−b 8. x = 5, y = 8, z = −6
a
d. x = ab e. x = f. x=b−a 9. x = 1, y = −2, z = 3
b−c
10. a. x = 2, y = 1, z = 4 b. x = 4, y = 2, z = −1
6. x ≥ 24 c. x = −6, y = 8, z = 1 d. x = −2, y = 5, z = 10
e. x = 4, y = 3, z = 2 f. x = −2, y = −11, z = 40
x 11. Adult ticket $14; concession ticket $12; child ticket $10
23 24 25 26 27 28 29
1 12. Agnes $20 per hour; Bjork $18 per hour; Chi $25 per hour
7. a. x≤− b. x < −3 c. x > −2 13. Two 50-cent coins, twelve 20-cent coins and eight 10-cent
2
1 coins
d. x < − e. x>0 f. x > 22
3 14. a. x = 3, y = 1.5, z = −2.6
b. x = 10, y = −6, z = 0.5, w = 5
8. a. x ≤ −1 b. x > −9 c. x ≤ 18 2 1
2 c. x1 = −2, x2 = −4, x3 = , x4 =
d. x>3 e. x ≥ f. x < −6 3 6
3
15. The food compound requires 50 kg of supplement X, 30 kg
1 of supplement Y and 10 kg of supplement Z.
9. x = −
7
10. x = c 1.3 Exam questions
1 Note: Mark allocations are available with the fully worked
11. x > −
6 solutions online.
12. a. x=0 b. x>4 1. B

13. a. 8 and 10 2. C

b. 21 3. E

c. 12, 13 and 14
1.4 Linear graphs and their equations
d. Length is 20 cm; width is 4 cm.
e. Height is 45 cm. 1.4 Exercise
14. a. The profit for the sale of n books is P = 2.3n − 100. 4
1. m=−
b. 44 books 3
15. 25 phone covers 2
2. a. 2 b.
16. 184 drinks 3
1 7
c. − d. −
1.2 Exam questions 3 5
Note: Mark allocations are available with the fully worked 3. a. m = −2.5 b. m=5
solutions online. c. m=0 d. Undefined
1. x = a + b
4. Show both gradients equal 1; sample responses can be
2. E found in the worked solutions in the online resources.
3. x ≤ 5

TOPIC 1 Lines and linear relationships 49


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5. a. y c. y
y = 4x
y= x –5
(1, 4) 2
0 (10, 0) x

(0, 0)
0 x
(0, –5)

d. y
b. y (0, 8)
y + 3x = 8

(0, 3)
3x + 2y = 6
( )
8, 0
3
(2, 0) 0 x
0 x

e. y y = 4x
(1, 4)
c. y (0, 0)
0 x

(0, 2) y=2
f. y
0 x
y = – 0.5x

0 (1, –0.5) x
6. a. y
y = 3x – 6

(2, 0)
0 x

7. a. y
y = 3x + 8
(0, –6)
(0, 8)

b. y
8
y = –4x + 1 ( )
– –, 0
3
(0, 1) (0.25, 0) 0 x
0 x

b. y

4y – x + 4 = 0
(4, 0)
0 x
(0, –1)

50 Jacaranda Maths Quest 11 Mathematical Methods VCE Units 1 & 2 Third Edition
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c. y c. y = −8
(0, 6)
y (0, 2) y=2
6x + 5y = 30
0 x

(5, 0)
x y = −8
0
(0, −8) (10, −8)
12. a. y = −5x + 37 b. 3y − 2x + 10 = 0
c. 4y + 7x + 36 = 0 d. y = −0.8x + 0.2
e. 3y − 10x = 34 f. y = −2x + 10
d. y
5
3y – 5x = 0 13. a. m = 2, (0, −8) b.
(3, 5) 3
3
(0, 0) c. m = , (0, 1) d. i, ii and iii are parallel.
4
0 x
4 8
14. a. m=− ,c=4 b. m = , c = 20
5 3
1 3 3
e. y c. m = , c = d. m = 0, c =
6 2 2
(12, 0) y
15. a.
0 x

(0, –8)
x – 3y

2
– =6
4
( )
11, 0

4
0 x

f. y ( ) 11
0, ––
2

(0, 0) b. y x=5
0 x
(7, –6)

6x (5, 0)
y =– –
7 0 x
8. a. y = −2x − 13 b. 7y + 2x = 1
5
c. y = −1.5x + 6 d. m = ; (0, 3)
6
9. y = 10
c. y
10. a. y = 5x + 2 b. y = −2x − 1
c. y = 3x − 1 d. y = −5x
e. x + 2y + 1 = 0 f. 3x + 4y − 11 = 0
5x 0 x
11. a. i. y =
4 (0, –3) y = –3
ii. y = −3x + 9
2 q
y= x−2
iii. 16. a. a = −6 b. y= x
3 p
1
iv. y = − x − 1 17. a. C = 30 + 1.5t
2 b.
b. x = −12
C

y 60
(10, 45)
(−12, 8)
C = 30 + 1.5t
x = −12
30

0 t
x 10
0
(−12, −1) m = 1.5

TOPIC 1 Lines and linear relationships 51


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1.4 Exam questions


16. a. CA = 300 + 0.05x, CB = 250 + 0.25x
Note: Mark allocations are available with the fully worked
solutions online. b. Cost per kilometre of travel
1. B c. y = 50 − 0.2x
2. C d. C
(0, 50)
1 5 50
3. y = − x + y = CA – CB
2 2 25
(250, 0)
0 x
1.5 Intersections of lines and their applications 50 100 150 200 250 300 350 400

1.5 Exercise e. i. 250 km


1. (12, 10.5) ii. More than 250 km
x
2. a. (−0.5, −5) b. (8, −3) c. (7, −5) 17. a. 6 am (0, 2); 7 am (6, 3); y =
+2
6
3. a. (−2, 6) , (3, 6) , (3, −9)
b. Sample responses can be found in the worked solutions
b. 37.5 square units
in the online resources.
4. a. (20, 500)
c. (21, 5.5)
( )
d 1 3x 1
800 d. 6 am − , 0 ; 7 am (1, 1); y = +
Revenue 3 4 4
600
Cost e. (3, 2.5)
400 (20, 500)
f. There is no collision, since the boat is at the common
200 point at 6.30 am and the trawler is there at 8.30 am.
y
0 n
5 10 15 20 25 30 35 40

b. At least 21 items Trawler


5. a. C1 = 10 + 0.75x, C2 = 20 where C is the cost and x the
(0, 2)
distance Boat
b. C (3, 2 –12 )
C = 0.75x + 10 0 x

20
C = 20
(––13 , 0)
10 ( 1
13 – , 20
3 ) 18. a. No collision b. (4, 11)

1.5 Exam questions


0 x
Note: Mark allocations are available with the fully worked
1 solutions online.
c. 13 km
3 1. C
1 2. B
d. If the distance is less than 13 km, Pedal On is cheaper; 1 2
3 3. a = , b =
1 3 3
if the distance exceeds 13 km, Bikes R Gr8 is cheaper.
3
6. m=6 1.6 Straight lines and gradients
7. a = −1.5, b = −2
1.6 Exercise
8. p = 10.5
px q 3x 1. Sample responses can be found in the worked solutions in
9. a. y = − + , y= −5 the online resources.
5 5 q
2. Collinear
b. p = 0.6, q = −25
5
c. pq ≠ −15 3. b=
7
10. (1.39, 5.91)
4. y = x − 2; not collinear
11. (−1, 2)
5. The points are not collinear, so a triangle can be formed.
12. Sample responses can be found in the worked solutions in
6. a. i. m = 2 ii. m = −0.5
the online resources. Point of concurrency at (3, −2)
m1 m2 = −1
b.
13. a = 10
(−2, −3) 5y + x = 6
c.
14.
1 4 1
15. Any real number except for d = 10 7. a. b. c. − d. −2
2 3 3

52 Jacaranda Maths Quest 11 Mathematical Methods VCE Units 1 & 2 Third Edition
“c01LinesAndLinearRelationships_PrintPDF” — 2023/3/9 — 6:03 — page 53 — #53

4 5 11. a = 2, b = 5, c = 0
8. a.
5
b.
12 √
12. 109 ≈ 10.44
c. 1 d. 0.2 × −5 = −1
13. 15
√ √ √ √
9. a. −5x + 7y = 42 b. 20x + 15y = −28 14. a. 72 = 6 2 b. 52 = 2 13
c. 12x + 8y = −1 d. x + 3y = 0
15. BC
10. (9, 0)
16. 10.01
11. a. 56.31° b. 116.57° c. y = −x + 9
17. p = ± 5
12. a. 0.839 b. −0.7 18. a. 10 units b.(−10, 6) )
(
13. a. 26.6° b. 153.4° 3
c. 4y − 3x = 54 d. −5, 9
14. a. 60.95° b. 143.13° c. 90° 4
d. 98.13° 19. a. 23 units
15. 78.69°, 75.96°, 2.73° Sample responses can be found in the worked solutions
b.

16. 3x − 2y = −42 in the online resources.


c. (−3, 4.5)
17. a. y = −1.5x + 6 b. 2x − 3y = 8 √
26 d. ME = MC = MD = 25.25
c. units 20. a. (10, 18) b. 136𝜋 square units
3
18. a. i. a = −14 ii. a = 3.5 21. Anna
b. c=2 22. a. 4.5 km b. y = −2x + 13
c. i. d = 11.4 ii. d=9 iii. d=3 c. y = 0.5x + 2.5 d. (4.2, 4.6)
e. 26 minutes
𝛼 = 90
d.
23. a. Perpendicular bisectors are concurrent.
19. mPQ = mSR = 2, mPS = mQR = 1
(3, 1)
b.
PQRS is a parallelogram as opposite sides are parallel.
Adjacent sides are not perpendicular, so PQRS is not a 24. a. Medians are concurrent.
( )
rectangle. 10 4
b. ,
20. x = 3 3 3

1.6 Exam questions 1.7 Exam questions


Note: Mark allocations are available with the fully worked Note: Mark allocations are available with the fully worked
solutions online. solutions online.
1. B 1. D

2. a. 2. E
y
L1 3. a. 1

(0, 3) (1, 3) b. Equation of the line perpendicular to AB and passing


through A is y + x + 4 = 0.

1.8 Review
0 (3, 0) x
1.8 Exercise
L2
Technology free: short answer
b. y = 3x − 9 1. a. x = 0 b. x = 4
3. D c. x = 3 d. x = 5b
2. x = 4, y = −2
1.7 Bisection and lengths of line segments 3. a. x≥1 b. x < −3
1.7 Exercise 4. y
3x – 4y = 24
1. (1.5, 2)
0 (8, 0) x
2. a. (5, 3) b. (−2, 2)
3. a. (1.5, 2.5) b. (20, 12)
(0, –6)
4. C
5. P (16, −10)
5. a. 7y − 2x = 66
6. y = −3x + 7
2y + 7x = 28
b.
7. (4, 3) is midpoint of both AC and BD.
c. y = 3x − 25
8. 2x + 12y = 77 4 2
9. y = −2x − 2 6. y = − x +
3 3
10. 6y − 8x − 29 = 0

TOPIC 1 Lines and linear relationships 53


“c01LinesAndLinearRelationships_PrintPDF” — 2023/3/9 — 6:03 — page 54 — #54

Technology active: multiple choice


7. D 8. D 9. C 10. A 11. D
12. B 13. E 14. D 15. B 16. C
Technology active: extended response
17. a. 9 km b. 4.27 m c. 3y − 8x = 0
d. i.
y
T (1.5, 4)

( )
1, 0
-
6
6x – 2y =1
0 x
(0, –0.5)

x
ii. y = − ; 16 cm
3
18. a. i. y = x + 1; E (9, 10)
ii. y = −x + 19; 10 m
b. Sample responses can be found in the worked solutions
in the online resources.
90
c. i. r =
k
ii. 15 ≤ k ≤ 22.5
19. a. 25 litres/day
b. t is the independent variable; V = 1000 + 25t
c. 950 litres
d. i. CL = 500 + 26t; CN = 600 + 18t; cost is C dollars,
construction time is t hours.
ii. 12.5 hours; $825
iii. C
900 (12.5, 825)
800 Natano
700
Latasi
600
500
400
300
200
100

0 t
5 10 15
iv. Latasi Company is cheaper.
20. a. $3.70
b. $4.20
c. $4.40

1.8 Exam questions


Note: Mark allocations are available with the fully worked
solutions online.
1. Mathematical Methods: 91; Chemistry: 83; Physics: 82
2. D
3. a = −6
4. C
5. B

54 Jacaranda Maths Quest 11 Mathematical Methods VCE Units 1 & 2 Third Edition

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