Activating Prior Learning

Recap – Coordinate
Geometry
A straight line passes through the points and and is parallel to the line
with equation . Find the value of .

Solve these simultaneous equations:

3 𝑥 − 2 𝑦=13
𝑥+ 3 𝑦 =−3
Activating Prior Learning
Recap – Coordinate
Geometry
A straight line passes through the points and and is parallel to the line
with equation . Find the value of .
Parallel so has the same gradient 𝑚=3

𝑝=13
Solve these simultaneous equations:
𝑥+ 3 𝑦 =−3 3 𝑥+9 𝑦 =−9
11 𝑦 =− 22 𝑦 =− 2
3 𝑥 − 2 𝑦=13 3 𝑥 − 2 𝑦=13
𝑥+ 3(− 2)=−3 𝑥=3
 Edexcel 29/04/2025
Exercise 5c: page 94 Objectives

Find the equation of a straight line.

Find the equation of straight lines that intersect at a point given by

a second line.
Instruction
& modelling
Finding the equation of a line given a point on the line
and the gradient

Suppose we are given the gradient of a line but that the point
given is not the y-intercept. For example:
A line passes through the point (2, 5) and has a
gradient of 2. What is the equation of the line?

Let P(x, y) be any point on the line.

y
We can then write the gradient as P(x, y)
y 5 A(2, 5) y–5
x 2 x–2
But the gradient is 2 so 0 x
y 5
=2
x 2
Instruction
& modelling

Rearranging:
y 5
=2
x 2
y – 5 = 2(x – 2)

y – 5 = 2x – 4

y = 2x + 1

So, the equation of the line passing through the point (2, 5)
with a gradient of 2 is y = 2x + 1.

Now let’s look at this for the general case.

Instruction
& modelling

Suppose a line passes through A(x1, y1) with gradient m.

y Let P(x, y) be any other point on the
P(x, y) line.
A(x1, y1) y  y1
y – y1 The gradient of AP =
x – x1 x  x1
y  y1
0 x So =m
x  x1
This can be rearranged to give y – y1 = m(x – x1).
In general:

The equation of a line through A(x11, y11) with gradient m is

y – y11 = m(x – x11)
Instruction
& modelling
Find the equation of the line with
gradient 5 that passes through the point
(3,2)
(x1, = (3, 2)
y1)
m=5

y  y1 m( x  x1 )
Substitute the
numbers in
y  2 5( x  3)
Expand the
bracket
y  2 5 x  15
Add 2
y 5 x  13
Instruction
& modelling
Finding the equation of a line given two points on the
line (x1, y1)
A line passes through the points A(3, –2) and
B(5, 4). What is the equation of the line?
4  (  2)
y The gradient of AB, mAB =
5 3
=3
B(5, 4) y – y1 = m(x – x1)

0 x You can choose which pair of coordinates are (

A(3, –2)
y - -2 = 3(x – 3)
y + 2 = 3x – 9

So, the equation of the line passing through the points A(3, –2)
and B(5, 4) is y = 3x – 11.
The line y = 3x – 9 crosses the x-axis at coordinate A(3, 0). Find
the equation of the line with gradient 2/3 that passes through A.
Give your answer in the form ax + by + c = 0 where a, b and c
are integers.
(x1, = (3, 0)
y1)m = 2/3

y  y1 m( x  x1 )
Substitute in
2 values
y  0  ( x  3)
3 Multiply out
2 bracket
y  x 2
3
Subtract y
2
0 x y 2
3 Multiply by 3
0 2 x  3 y  6
Interleaved
Practice Exercise 5C: Page 94
Question 1 - 3 E grade

Question 3 - 4 D grade

Question 5 - 6 C grade
 The lines y = 4x – 7 and 2x + 3y – 21 = 0 intersect at point A. Point B
has co-ordinates (-2, 8). Find the equation of the line that passes
through A and B

Solve simultaneously to find point A = (3,5). (x1, = (3, 5) (x2, y2) = (-2, 8)
y1)
𝑦2− 𝑦1
𝑚= 𝑦 − 𝑦 1=𝑚 ( 𝑥 − 𝑥1 )
𝑥 2 − 𝑥1
Sub in values Sub in
3 values
8 −5 𝑦 −5=− ( 𝑥 −3 )
𝑚= 5
− 2− 3 Multiply by
Calculate 5
3 3 5 𝑦 − 25=− 3 ( 𝑥 −3 )
𝑚= 𝑜𝑟 − Multiply by
−5 5
5
5 𝑦 − 25=− 3 𝑥+ 9
Add 3x,
Subtract 9
5 𝑦 + 3 𝑥 −34=0
Activating Prior Learning
Recap – Coordinate
Geometry
Show that the lines 3y + 6x = 2 and y = –2x + 7 are parallel.

We can show this by rearranging the first equation so that

it is in the form y = mx + c.
3y + 6x = 2
3y = –6x + 2
–6x + 2
y=
3
y = –2x + 2/3
The gradient, m, is –2 for both lines and so they are parallel.
 Edexcel 29/04/2025
Exercise 5e/f: page 97 & 99 Objectives

Using with parallel and perpendicular lines.

Proving types of quadrilateral given coordinates .

Instruction
& modelling Midpoints of a line segment

In general, the coordinates of the mid-point of the line

segment joining (x1, y1) and (x2, y2) are given by:
 x1 + x2 y1 + y2 
 , 
 2 2 

y
(x2, y2)
x1 + x2 is the mean of the
2 x-coordinates.
(x1, y1)  x1 + x2 y1 + y2 
 , 
 2 2  y1 + y2 is the mean of the
2 y-coordinates.
0 x
Instruction
& modelling Midpoints of a line segment

The mid-point of the line segment joining the point (–3, 4)

to the point P is (1, –2). Find the coordinates of the point P.

Let the coordinates of the points P be (a, b). We can then write
  3+a 4+b 
 ,  = (1, –2)
 2 2 

Equating the x-coordinates: Equating the y-coordinates:

 3+a 4+b
=1 =2
2 2
–3 + a = 2 4 + b = –4
a=5 b = –8
The coordinates of the point P are (5, –8)
Instruction
& modelling Perpendicular lines

If the gradients of two lines have a product

of –1 then they are perpendicular.

In general, if the gradient of a line is m, then the gradient of

1
the line perpendicular to it is m .

Find the equation of the perpendicular bisector of the

line joining the points A(–2, 2) and B(4, –1).

The perpendicular bisector of the line AB has to pass through

the mid-point of AB.
Let’s call the mid-point of AB point M, so

  2 + 4 2 + (  1) 
M is the point  ,  = (1, 2)
1

 2 2 
Instruction
& modelling Perpendicular lines

The gradient of the line joining A(–2, 2) and B(4, –1) is

 1 2  3 1
mAB = = =
4  (  2) 6 2
The gradient of the perpendicular bisector of AB is therefore 2.
Using this and the fact that it passes through the point (1, 21 )
we can use y – y1 = m(x – x1) to write
y  21 = 2( x  1)
2 y  1= 4( x  1)
2 y  1= 4 x  4
2 y  4x + 3 = 0
So, the equation of the perpendicular bisector of the line
joining the points A(–2, 2) and B(4, –1) is 2y – 4x + 3 = 0.
Interleaved
Practice Exercise 5E: Page 97

Question 2, 5, 7

Exercise 5F: Page 99

Question 2, 4, 6, 10
Challenge Question

The line l1 in the following diagram has equation

3x – 4y + 6 = 0
The line l2 is perpendicular to the line l1 and passes through
the point (2, 4).
The lines l1 and l2 cross the x-axis at the points A and B
respectively.
y
l2 l1 a) Find the equation of the line l2.
b) Find the length of AB.

A 0 B x
a) Rearranging the equation of l1 to the form y = mx + c gives
3x – 4y + 6 = 0
4y = 3x + 6
y = 34 x + 3
2

So the gradient of l1 is 34 .
Since l2 is perpendicular to l1 its gradient is – 34 .
Using y – y1 = m(x – x1) with this gradient and the point (2, 4) we
can write the equation of l2 as:
y – 4 = – 34 (x – 2)
3y – 12 = –4x + 8
4x + 3y – 20 = 0
b) The point A lies on the line with equation 3x – 4y + 6 = 0.
When y = 0 we have 3x + 6 = 0
x = –2
So A is the point (–2, 0).
The point B lies on the line with equation 4x + 3y – 20 = 0.
When y = 0 we have 4x – 20 = 0
x=5
So B is the point (5, 0).
 The length of AB is 5 – (–2) = 7
 Recap: Find the equation of the line perpendicular
to and passing through
If the line is perpendicular its gradient must be the negative reciproc
𝒎𝟏 × 𝒎𝟐=−𝟏

Now that we have the gradient and a

point on the line we can calculate the
equation:
𝒚 𝟐 − 𝒚 𝟏= 𝐦 ( 𝒙 𝟐 − 𝒙𝟏 )
𝟏
𝒚 −𝟑=− ( 𝒙 −𝟒)
𝟐
𝟏
𝒚 −𝟑=− 𝒙 +𝟐
𝟐
𝟏
𝒚 =− 𝒙 +𝟓
Activating Prior Learning 𝟐
 Edexcel 29/04/2025
Exercise 5g: page 102 Objectives

Using the distance of a line segment to solve geometry problems.

Proving types of quadrilateral given coordinates.

Instruction
& modelling

Given the coordinates of two points, A and B, we can find the

distance between them by adding a third point, C, to form a
right-angled triangle. We then use Pythagoras’ theorem.
Instruction
& modelling

What is the distance between two general

points with coordinates A(x1, y1) and B(x2, y2)?

The horizontal distance between the points is x2 – x1 .

The vertical distance between the points is y2 – y1 .
Using Pythagoras’ Theorem, the square of the distance
between the points A(x1, y1) and B(x2, y2) is
( x2  x1 ) 2 + ( y2  y1 )2

The distance between the points A(x1, y1) and B(x2, y2) is
( x2  x1 ) 2 + ( y2  y1 )2
Instruction
& modelling

Given the coordinates of two points we can use the formula

( x2  x1 ) 2 + ( y2  y1 )2
to directly find the distance between them. For example:

What is the distance between the points

A(5, –1) and B(–4, 5)?
x1 y 1 x2 y 2
A(5, –1) B(–4, 5)

(  4  5)2 + (5   1)2 = (  9)2 + 62

= 81+ 36
= 117
= 3 13
Interleaved
Practice
Exercise 5G: Page
102
Question 1 - 2 E grade

Question 3 - 6 D grade

Question 7 - 9 C grade

Question 10 - 12 B grade
Homework Question

The line l1 in the following diagram has equation

3x – 4y + 6 = 0
The line l2 is perpendicular to the line l1 and passes through
the point (2, 4).
The lines l1 and l2 cross the x-axis at the points A and B
respectively.
y
l2 l1 a) Find the equation of the line l2.
b) Find the length of AB.

A 0 B x
a) Rearranging the equation of l1 to the form y = mx + c gives
3x – 4y + 6 = 0
4y = 3x + 6
y = 34 x + 3
2

So the gradient of l1 is 34 .
Since l2 is perpendicular to l1 its gradient is – 34 .
Using y – y1 = m(x – x1) with this gradient and the point (2, 4) we
can write the equation of l2 as:
y – 4 = – 34 (x – 2)
3y – 12 = –4x + 8
4x + 3y – 20 = 0
b) The point A lies on the line with equation 3x – 4y + 6 = 0.
When y = 0 we have 3x + 6 = 0
x = –2
So A is the point (–2, 0).
The point B lies on the line with equation 4x + 3y – 20 = 0.
When y = 0 we have 4x – 20 = 0
x=5
So B is the point (5, 0).
 The length of AB is 5 – (–2) = 7
Activating Prior Learning
Recap – Coordinate
Geometry
A quadrilateral has vertices , , and . Write the
equation of each side and identify the nature of
the quadrilateral
 Answer
A quadrilateral has vertices , , and . Write the
equation of each side and identify the nature of
the quadrilateral

𝑅
𝑃𝑄 :12 𝑦 −5 𝑥 −63=0
𝑆
𝑄𝑅 :15 𝑦 − 8 𝑥 −84 =0
𝑄 𝑅𝑆 :12 𝑦 −5 𝑥 − 84=0
𝑆𝑃 :15 𝑦 − 8 𝑥 −105=0
𝑃
Contains two sets of parallel lines with different lengths: parallelogram.
 Edexcel 29/04/2025
Exercise 5h: page 106 Objectives

To be able to Model with Straight-line Graphs.

Understand the criteria for Direct Proportion

To answer more complex problems using equations from

experimental data.
 Straight-line graphs
𝐸
Two quantities are in direct
proportion when they

Extension (cm)
increase at the same rate.
The graph of these quantities 20
is a straight line through the
origin.
5
10
100
The graph shows the extension, ,
of a spring where different
masses, , are attached to the end
of the spring. 0 100 200 300 400 𝑚
Mass on spring (grams)
𝟏
a) Calculate the gradient, , of
𝟐𝟎 𝑟𝑖𝑠𝑒
the line 𝐺𝑟𝑎𝑑𝑖𝑒𝑛𝑡 =
𝑟𝑢𝑛
b) Write an equation linking and Sub in
5 values
c) Explain what the value of 𝐺𝑟𝑎𝑑𝑖𝑒𝑛𝑡 =
100
represents in this context
Simplify
1
𝐺𝑟𝑎𝑑𝑖𝑒𝑛𝑡 =
20
5H
 Straight-line graphs
𝐸
Two quantities are in direct
proportion when they

Extension (cm)
increase at the same rate.
The graph of these quantities 20
is a straight line through the
origin.

10
The graph shows the extension, ,
of a spring where different
masses, , are attached to the end
of the spring. 0 100 200 300 400 𝑚
Mass on spring (grams)
𝟏
a) Calculate the gradient, , of
𝟐𝟎
the line 𝑦 =𝑚𝑥 +𝑐 Replace and with and . We also
b) Write an equation 𝟏
𝑬 =linking
𝒎 and 1 know the gradient and intercept
𝟐𝟎
c) Explain what the value of 𝐸= 𝑚
represents in this context 20

5H
 Straight-line graphs
𝐸
Two quantities are in direct
proportion when they

Extension (cm)
increase at the same rate.
The graph of these quantities 20
is a straight line through the
origin.

10
The graph shows the extension, ,
of a spring where different
masses, , are attached to the end
of the spring. 0 100 200 300 400 𝑚
Mass on spring (grams)
𝟏
a) Calculate the gradient, , of
𝟐𝟎
the line The gradient indicates the increase in the vertical
axis for an increase of 1 on the horizontal axis
b) Write an equation 𝟏
𝑬 =linking
𝒎 and
𝟐𝟎  Therefore, k indicates that the extension of the
c) Explain what the value of spring increase by cm for every 1g increase in
represents in this context mass

5H
 Straight-line graphs
Time, seconds 0 10 30 60 100 120
Two quantities are in direct
proportion when they increase 19. 17. 15. 11.
at the same rate. The graph of Depth, cm 6.1 3.5
1 8 2 3
these quantities is a straight
line through the origin.
𝑑
2
A container was filled with water. A 0
hole was then made at the bottom of 1

Depth (cm)
the container. The depth of the
water was recorded at various time 5
intervals, and the table shows the
results.
1
0

a) Determine whether a linear

5
model is appropriate, by drawing
a graph
0 20 40 60 80 100 120 𝑡
b) Deduce an equation in the form
Time (s)
c) Interpret the meaning of the
coefficients a and b
As the points form a straight (or at least very
d) Use the model to estimate when close to straight) line, a linear model is
the container will be empty appropriate
5H
 Straight-line graphs
Time, seconds 0 10 30 60 100 120
Two quantities are in direct
proportion when they increase 19. 17. 15. 11.
at the same rate. The graph of Depth, cm 6.1 3.5
1 8 2 3
these quantities is a straight
line through the origin.

A container was filled with water. A

hole was then made at the bottom of
the container. The depth of the
water was recorded at various time 𝒎=−𝟎 . 𝟏𝟑
intervals, and the table shows the
results.

a) Determine whether a linear  You can find the equation of the line from the data in
model is appropriate, by drawing
the table…
a graph
b) Deduce an equation in the form  Choose 2 pairs of values and calculate rise/run
c) Interpret the meaning of the 17.8 − 19.1
coefficients a and b 𝑚=
10 − 0
d) Use the model to estimate when
the container will be empty 𝑚=−0.13
5H
 Straight-line graphs
Time, seconds 0 10 30 60 100 120
Two quantities are in direct
proportion when they increase 19. 17. 15. 11.
at the same rate. The graph of Depth, cm 6.1 3.5
1 8 2 3
these quantities is a straight
line through the origin.
𝒄=𝟏𝟗 . 𝟏
A container was filled with water. A
hole was then made at the bottom of
the container. The depth of the
water was recorded at various time 𝒎=−𝟎 . 𝟏𝟑
intervals, and the table shows the
results.

a) Determine whether a linear  The y-intercept is also in the table

model is appropriate, by drawing
a graph  Therefore, the equation is:
𝒅=−𝟎 . 𝟏𝟑 𝒕+𝟏𝟗 .𝟏
b) Deduce an equation in the form
c) Interpret the meaning of the 𝑑=−0.13 𝑡 +19.1
coefficients a and b
d) Use the model to estimate when
the container will be empty
5H
 Straight-line graphs
Time, seconds 0 10 30 60 100 120
Two quantities are in direct
proportion when they increase 19. 17. 15. 11.
at the same rate. The graph of Depth, cm 6.1 3.5
1 8 2 3
these quantities is a straight
line through the origin.

A container was filled with water. A

hole was then made at the bottom of
the container. The depth of the
water was recorded at various time
intervals, and the table shows the
results.

a) Determine whether a linear

model is appropriate, by drawing 𝑑=−0.13 𝑡 +19.1
a graph
𝒅=−𝟎 . 𝟏𝟑 𝒕+𝟏𝟗 .𝟏
b) Deduce an equation in the form
This is the change of This is the depth
c) Interpret the meaning of the depth per second. So when . It is the
coefficients a and b every second the starting depth of the
d) Use the model to estimate when depth decreases by water in the tank.
the container will be empty 0.13cm
5H
 Straight-line graphs
Time, seconds 0 10 30 60 100 120
Two quantities are in direct
proportion when they increase 19. 17. 15. 11.
at the same rate. The graph of Depth, cm 6.1 3.5
1 8 2 3
these quantities is a straight
line through the origin.

A container was filled with water. A

hole was then made at the bottom of
the container. The depth of the
water was recorded at various time
intervals, and the table shows the
results.

a) Determine whether a linear

model is appropriate, by drawing 𝑑=−0.13 𝑡 +19.1 The container will be
a graph
𝒅=−𝟎 . 𝟏𝟑 𝒕+𝟏𝟗 .𝟏 empty when the depth is
b) Deduce an equation in the form 0=− 0.13 𝑡 +19.1 0
c) Interpret the meaning of the Add
coefficients a and b 0.13 𝑡 =19.1
Divide by
d) Use the model to estimate when
the container will be empty
𝑡 =146.9 0.13

5H
 Straight-line graphs
Two quantities are in direct
proportion when they  There are 18,500 people to start with
increase at the same rate.  It will increase by 350 people for every year
The graph of these quantities
is a straight line through the 𝑝=18500 +350 𝑡
origin.

 Population does not increase at a linear

In 1991 there were 18,500 rate (more people = faster growth), so this
people living in Bradley Stoke. model may not be realistic
Planners project that the number
of people living in Bradley Stoke
would increase by 350 each year.

a) Write down a linear model for

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

5H
Exercise 5H: Page 106
Question 1 - 3 D grade

Question 4 - 6 C grade

Question 7 - 8 B grade

Question 9 A grade