Oval North High School
School Of Excellence
Gr10 Mathematics Literacy
Topic: Patterns, relationships and representations
Terminology:
Constant relationships
When the two sets of quantities have a constant (fixed)
relationship
Direct Proportion
When two sets of quantities have a linear relationship that is
Directly proportional
Not Directly proportional
When two sets of quantities have a linear relationship that is Not
directly proportional
Indirect (Inverse) Proportion
Not in an indirect/inverse proportional relationship
MAKING SENSE OF GRAPHS THAT TELL A STORY:
• We will investigate a variety of different graphs with the
purpose of understanding the story behind them
• Graphs of all types are found in many different places, for
example newspapers, magazines, online, just to name a few
• Below are different scenarios with their possible stories.
EXAMPLE 1:
Johnny goes to school Johnny travels by bicycle from home to school.
On the way to school, Johnny stops at the local shop to buy his lunch
for the day. His journey from home to school and back again can be
represented as follows:
From this graph we can tell the following information:
• Stage A: Johnny leaves home at approximately 06:30 and
travels 2 km from his house to the shop. This ride takes him half
an hour.
• Stage B: Johnny reaches the shop at 07:00 and spends half an
hour choosing his lunch. You will notice that Johnny’s distance
from home remains constant at 2km, implying that he is
stationary and not traveling on his bicycle.
• Stage C: Johnny leaves the shop at 07:30 and cycles to school.
He arrives at school at 08:00. Note that the shop is 1 km from
the school.
• Stage D: Johnny’s distance from home remains constant from
08:00 to 14:30. This means that Johnny is at school and doesn’t
cycle any further.
• Stage E: Johnny leaves school at 14:30 and returns home by
15:00. This is indicated by the fact that Johnny’s distance from
home decreases from 3 km, down to 0 km.
Note: Since, speed = distance / time, the steeper the gradient of the
line, the greater the Speed. Therefore, in this example, Johnny is
cycling the fastest from school back to home i.e. Stage E
EXAMPLE 2:
The graphical representation of stage 2 of the Tour de France gives
the profile of the race stage:
From the graph we can deduce the following:
• Where the graph goes up indicates the uphills
• Where the graph goes down indicates the downhills.
• Where the graph is flat, indicates no hills
• It also indicates the height above sea level at certain points
• Total distance of the stage is also given
EXAMPLE 3: Dam levels over time
The clipping is a graphical representation similar to a bar graph of the
dam levels in the Western Cape recorded from 2008 to 2012.
• The heights shown and the percentages given indicate a very
clear difference in the levels of the dams over the five years.
• One can deduct from this that there is a big difference in
rainfall at this time of the year over 5 years
Activity 1
1. Study the following line graph and answer the questions that
follow:
1.1 How Long did it take Mrs. Jacobs’ to travel the first 5 km?
1.2 How long did Mrs. Jacobs’ shopping trip take her?
1.3 How many times did she stop?
1.4 How far does her journey take her from home?
1.5 What distance is covered over the entire journey?
1.6 If she leaves home at 14:15, what time will she get home?
1.7 When is she driving the fastest? Justify your answer.
1.8 From the last stop it took Mrs. Jacobs 15 minutes to get
home.
1.8.1. How far did she travel to get home?
1.8.2 Calculate her speed (in km/h) for the last part of the
journey using the information above and the following formula:
d
s=
t
Activity 2
2. Study the following line graph and answer the questions that
follow:
The points are joined by dotted line, because this is discrete data
(i.e. data that is made up of whole numbers). This makes sense
as you cannot buy 1 ½ Chelsea Buns, but only 1, 2, 3 etc.
2.1 How much would you pay for four Chelsea Buns?
2.2 Therefore, how much does one Chelsea Bun cost?
2.3 How many Chelsea Buns could you buy with R36?
Activity 3
Study the following pie chart and answer the questions that
follow
3.1 How many boys are playing soccer at Cosmo City High?
3.2 Which grade has the least number of soccer players?
3.3 What is the trend as the boys get older?
3.4 If there are 112 boys in grade 10, then what % of the boys in
this grade play soccer?