Graphing

Do you remember equations with two variables? When an equation has two variables (like the equation
y = 2x − 3), it usually has an infinite number of solutions. In other words, there is an infinite number of
values for x and y that make the equation true.
For example, if x = 0, then we can calculate the value of y using
the equation: y = 2 · 0 − 3 = −3. So when x = 0 and y = −3, the
equation is true. The number pair (x, y) = (0, −3) is a solution.
Similarly, if x is 3, then y = 2 · 3 − 3 = 3. The number pair (3, 3)
is also a solution.
In this way we could generate an infinite number of solutions.
Each solution is a number pair that can be plotted on a coordinate grid.
This table lists some x and y values, plotted at the right, for
the equation y = 2x − 3:

x −2 −1 0 1 2 3 4 5
y −7 −5 −3 −1 1 3 5 7

Notice the pattern in the table and in the graph: as the x-values increase by 1, the y-values
increase by 2. The plot shows a pattern, as well: the dots form a line that is rising upwards.

1. Plot the points from the equations for the values of x listed in the table. Graph both (a) and (b) in the
same grid.
a. y = x + 4

x −9 −8 −7 −6 −5 −4 −3 −2
y

x −1 0 1 2 3 4 5
y

b. y = 2x − 1

x −3 −2 −1 0 1 2 3 4 5
y

2. Which equation matches the plot on the right?

y = (½)x + 1

y = (½)x

y = (½)x − 1

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3. Plot the points from the equations for the values of x listed
in the table. Graph both (a) and (b) in the same grid.

a. y = −x + 2

x −5 −4 −3 −2 −1 0 1 2 3
y

b. y = −2x + 1

x −4 −3 −2 −1 0 1 2 3 4
y

Example 1. Is (5, −2) a solution to the equation y + 3 = 3x ?

Simply substitute the values x = 5 and y = −2 into the equation,
and check if you get a true or false equation (on the right). −2 + 3 3·5
Be careful that you substitute the value of x in place 1 15
of x in the equation, and not in place of y!
No, (5, −2) is not a solution to y + 3 = 3x.

4. a. Does (−1, 0) fulfil the equation y = 2x − 1 ?

b. Is (2, −3) a solution to the equation y − 1 = −x ?

5. Write an equation in the form “y = mx + b” (where m

and b are constants) that shows how to calculate the
value of y from the value of x. Graph the points if
it helps you.

a. x −30 −20 −10 0 10 20 30

y −20 −10 0 10 20 30 40

equation: ________________________________

b. x −30 −20 −10 0 10 20 30

y −60 −40 −20 0 20 40 60

equation: ________________________________

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 Frequently, we plot an equation for all values of x, not just for the integer values. This means x can be any
decimal or fraction, for example 2.56 or 2 3/4. If x is a decimal, then y probably will be, too.
This would make for a tremendous amount of number pairs to be plotted as dots. We cannot draw that many
dots on the grid, so instead we draw a smooth line (or a curve for some types of equations). The line
represents all of those specific number pairs (dots).

Example 2. Graph the equation y = −2x.

First, we will plot several points that make the equation
y = −2x true, just like we did before.
How do we select those points? We simply choose any x values
we like and calculate the corresponding y values. For example:

x −3 −2 −1 0 1 2 3
y 6 4 2 0 −2 −4 −6

We plot those points and see that they fall on a line.

Lastly, we draw a line through the points that extends as far as

it can go in both directions. This line now represents all the
points that fulfill the equation—even the ones with fractional
and decimal coordinates.

Since the plot of this equation is a line, we call the equation a linear equation.
You can learn more about them in an algebra course.

Graph the equations (as lines). Graph two equations in each coordinate grid.
6. a. y = x + 2 c. y = (½)x + 2

b. y = −x + 3 d. y = 2x − 2

7. How would you check if a given point is on a given line without drawing anything?
For example, is the point (1, −2) on the line y = x − 2?

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8. Match each equation with its graph.

y = (1/2)x − 3

y=4−x

y = −2x + 3

y = (2/3)x − 1

9. Is the point (−1, 1) on the line

y = x + 1?

10. a. Plot the equation y = (1/2)x − 2.

b. Plot the equation y = −3x.

c. Plot the equation y = 6 − x.

11. Explain two different ways to determine if the

point (5, −5) is on the line y = −(1/2)x − 2.

x −3 −2 −1 0 1 2 3
y −5 −3 −1 1 3 5 7
Write an equation that relates x and y.

Hint: It is of the form y = mx + b where m and b are integers.

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 An Introduction to Slope
The slope of a line is a number that describes the steepness and direction of its slant or incline. It is defined
as how many units the y-value changes (the “rise”) when the x-value is changed (the “run”) by 1 unit.

Example 1. What is the slope of the line y = 2x − 1 ?

Looking at the table of some x and y values, we see that every
time the x-coordinate increases by 1 unit, the y-coordinate
increases by 2 units. This means the slope is 2.

x −4 −3 −2 −1 0 1 2
y −9 −7 −5 −3 −1 1 3

From any point on the line, draw a one-unit horizontal line segment
(the “run”) toward the positive x direction (right). From the end of
that segment, draw another line segment (the “rise”) toward the
positive y direction (up) until you meet the line again. How long is
that vertical segment? It is 2 units long. So the slope―the “rise”
per unit “run”―is 2.

1. Find the slope of the lines. You can use the table, plot the line, or do both.
a. y = 3x − 2

x
y

b. y = x + 5

x
y

c. y = (1/2)x

x
y

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 The slope can also be a negative number. In that case, we can say
that the line is decreasing. Moving from left to right, it goes
downwards. Conversely, if the slope is positive, the line is increasing.

Example 2. What is the slope of the line y = −x + 3 ?

Every time the x-coordinate increases by 1 unit, the y-coordinate
decreases by 1 unit. This means the slope is −1.

x −4 −3 −2 −1 0 1 2
y 7 6 5 4 3 2 1

To determine the slope from the graph, again pick any point on the line
and draw a one-unit horizontal line segment toward positive x. This
time to meet the line you have to draw the second segment downwards.
The vertical distance is 1 unit, but the “rise” is negative, toward negative y, so the slope is −1.

2. Find the slope of each line. You can use the table, plot the line, or do both.
a. y = −3x + 1

x
y

b. y = −2x

x
y

c. y = 2x − 2

x
y

d.y = −(1/2)x + 4

x
y

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 Sometimes it is easier to use an increase of some amount other than 1 unit in the x-coordinate. We still use
the corresponding change (increase or decrease) in the y-coordinate, but the slope is the ratio of the two
changes. So, another way to calculate the slope is:

change in y-coordinates rise

slope = or slope =
change in x-coordinates run

This is often expressed as “rise over run.” The rise is the change in the y-coordinates—the change in the
vertical direction. The run is the change in the x-coordinates—the change in the horizontal direction.

Example 3. Determine the slope from the graph. Example 4. Determine the slope from the table.
As the x-coordinates increase by 3 units (the run), We can see from the table that each time the
the y-coordinates increase by 5 units (the rise). x-coordinates increase by 10 units (the run),
So the slope is 5/3. the y-coordinates decrease by 4 units (the rise).
Since the rise is negative, so is the slope.
The slope is the ratio of the two changes:
rise / run = −4/10 or −2/5.

x 0 10 20 30 40 50 60
y 16 12 8 4 0 −4 −8

3. Determine the slopes from the graphs. Remember that for a decreasing line, the change in the y-coordinates is
negative, which makes the slope negative.

a. b.

c.

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4. Determine the slope of each line from the table
or from its graph.

a. x −3 −2 −1 0 1 2 3
y −3 ½ −2 −½ 1 2½ 4 5½

b. x −4 −2 0 2 4 6 8
y 5 4 3 2 1 0 −1

5. Determine the slope of each line. The scaling of the grids is different from that of the grids you have seen in
this lesson so far, but the way to find the slope is the same: rise over run.

6. Draw two lines with a slope of 3/4. They can be

drawn anywhere on the grid; they do not have to
go through any specific point.

Check: Your lines should be parallel.

7. Draw two lines with a slope of −3/4.

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8.a. Draw a line that has a slope of 1/2 and
that goes through the point (0, 6).
Hint: start at the point (0, 6), and draw the
“rise/run diagram” using the ratio 1:2.

b. Draw a line that has a slope of −3 and

that goes through the point (−5, 6).

c. Draw a line that has a slope of 2/3 and

that goes through the point (0, 1).

9. Draw any line with a slope of 30.

10. Draw a line that goes through the point (1, 70)
and has a slope of −15.

11. a. What is the slope of a line that goes

through the points (2, 5) and (3, 8)?

b. What is the slope of a line that goes

through the points (6, 9) and (7, 3)?

12. Sean tried to determine the slope of the line in this graph. He said,
“The slope is 20, because the line goes through the point (10, 20).”
Play teacher and explain what’s wrong with Sean’s reasoning, how
he can find the correct answer, and what that answer is.

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