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2017 Yr 9 Linear Relations Test A solutions

mathematical methods (Haileybury)

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YEAR 9 MATHEMATICS

2017 Semester 2

Linear Relation

Common Test A

Total marks for Sections A, B and C = 40 Marks

Student:
ANSWERS

Class: A B C D E F G H J K L M

READING TIME: 5 minutes WRITING TIME: 60 minutes

Instructions:

1. Write your name in the provided space above.

2. Write your teacher’s name above.
3. Circle your tutorial group above.
4. One bound summary book is allowed.
5. One scientific calculator is permitted
6. Sections A, B and C will all count towards your test total score.
7. Section D contains challenge questions and is optional (i.e. section D will not count towards your
test total score).
8. Full working out must be shown to questions which are worth more than one
mark. Otherwise, full marks for the particular question cannot be awarded.

9. Students are not to disclose the contents of this task. To do so is a breach of school rules
and will be dealt with according to school regulations.

For multiple choice questions, circle the letter with the correct answer. Only ONE letter may be
circled.
Multiple Choice questions are worth one mark and no marks will deducted for incorrect answers.
Answer all other questions in the spaces provided.

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Q
Section A: 8.0 Linear Graphs and Relations
W hic h of t he following points lies on
To find 𝑝 from
Question 1 (1)5𝑝 − 3 = 7 you need to: the line
uestion
𝑦 = 53 (1)− 4𝑥
?
A add 3 to 7, then multiply the answer by 5
B subtract 3 from 7, then divide the A (1, 7)
answer by 5 B (2, -5)
C divide 7 by 5, then add 3 to the answer C (2, 8 )
D add 3 to 7, then divide the answer by 5 D (–4, 3)
E (3, -4)
Question 2 (1) Question 6 (1)
Here is a table of values for the linear
relationship the number of boys is 𝑥, an equation for the
𝑏 =4 𝑎 + 6 There
There are
are 23 students
5 more girlsinthan
a Year
boys9in
Maths [Link]
the class.
1 2
-1
2 06 14 total number of students in the class is:

The value needed to complete the table is: A x + 5 = 23

A2 B 3x + 5 = 23
B 10 C 5x = 23
C -2 D 2x + 5 = 23
D6 E x = 23 + 5
E4
𝑦 = 4𝑥 + 7
Question 3 (1) R 𝑎𝑏 − 𝑐 = 𝑑
The equation has: earranging
Question the formula
7 (1) to make
𝑏 the subject of the equation gives:
A of and 𝑖 𝑡 𝑡 of
4 𝑑 𝑐𝑑 +𝑐
A 𝑏=
𝑎
𝑔𝑟𝑎𝑑𝑖𝑒𝑛𝑡 4 7
𝑦 − 𝑖𝑛 𝑡𝑒𝑟𝑐𝑒𝑝 𝑡
C 𝑏 = 𝑎𝑐 𝑑
7 4 B
C of and of
7
−7 1
𝑔𝑟𝑎𝑑𝑖𝑒𝑛𝑡 𝑦 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 7 D 𝑏=
𝑐 − 𝑑
B of and of 𝑎

𝑑 +𝑐
D of and of E 𝑏=
4 𝑎

E 𝑔𝑟𝑎𝑑𝑖𝑒𝑛𝑡 of 4 and 𝑦 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 of 7

2𝑥 − 5 =4 21
Question (1 ) 𝑥 Question 8 (1)
If , what is the value of ? Two straight lines are shown on the following
graph. The equations of the lines are:
A 6
B 8 A y = - 5 and x = 6
C 13 B y = - 5 and x = - 6
D 26 C y = 6 and x = - 5
E 28 D y = - 6 and x = - 5
E y = 6 and x = 5

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(M Choice= 8 x 1 = 8 marks)
Question 9 (2)

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a) Use the rule of 𝑦 = 3𝑥 − 2 3

to fill in the table

-1 0 1 2 3
-5 -2 1 4 7

b) Plot the graph using the table of values

Question 10 (2)
From the line segment AB shown below,
a) Label the co-ordinate points A and B
b) Find the gradient of the line segment AB
𝑔𝑟𝑎𝑑𝑖𝑒𝑛𝑡 =5 −𝑟𝑖𝑢𝑠𝑛𝑒
A
(-3 ,
𝑟𝑎𝑑
𝑔𝑖𝑟𝑒𝑎𝑛𝑑𝑡𝑖𝑒=𝑛−𝑡 =3 −11
𝑔

B
(1 , 1)

End of Section A / 13 marks

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Section B 8.5 Linear Graphs and Relations

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Question 11 (1 + 2 = 3) 1
The area of a trapezium is given by the rule: 𝐴 = × (𝑎 + 𝑏) × ℎ
2

a. Find the area of the trapezium with a height of 6 cm (ℎ = 6) and parallel sides of 3 cm (𝑎 = 3) and

𝐴 = × (3 + 4) × 6
4 cm (𝑏 = 4). 2

𝐴2𝐴=×21
(𝑎 + 𝑏)
𝐴 =𝑐𝑚2l side 𝑎 the subject
b. Rearrange the formula to make the paralle × ℎ of the
1
equation. 𝑎ℎ =2𝑎𝐴 + 𝑏

=ℎ−𝑏

Question 12 (1+1 = 2)
A triangle has vertices (corners) at X (2, 7), Y (6, 4) and Z (2, 4):
𝑙𝑒𝑛𝑔𝑡ℎ =𝑙𝑒√𝑛𝑔(2𝑡ℎ−=2)√2(+0)(27+−(43)2 𝑢𝑛
a. Find the le n g th o f tr ia n gl e side XZ.
𝑙𝑒 𝑛 𝑔 𝑡 ℎ = 3 𝑢 𝑛 𝑖 𝑡𝑠 𝑙𝑒𝑛𝑔𝑡ℎ = √9 𝑢𝑛𝑖𝑡𝑠

𝑚𝑖𝑑𝑝𝑜𝑖𝑛𝑡
𝑚𝑖𝑑𝑝𝑜𝑖𝑛𝑡
= ( 2+6
=2 4+7
(,28 ,2121))
b. F i nd th e m i dp o in t o f t he triangle side XY.
𝑚 𝑖 𝑑 𝑝𝑜 𝑖 𝑛 𝑡 = ( 4 , 5 . 5 )
𝑚𝑖𝑑𝑝𝑜𝑖𝑛𝑡 = (4 ,
11
)2
ShowQuestion 13 (3) that the length of the line segment 𝐴𝐵 is equal to √74 units.
by calculations

5 units

7 units
𝑙𝑒𝑛𝑔 𝑡 ℎ = √ (5 )2 +
𝑙𝑒 𝑛 𝑔 𝑡ℎ = √ 25
(7 ) 2 𝑙𝑒𝑛𝑔𝑡ℎ = √74 𝑢𝑛𝑡𝑖𝑠
+ 4 9 𝑢𝑛𝑖𝑡𝑠

Question 14 (2)
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From the linear equation, 2𝑦 − 𝑥 = 2 , fi nd

a. The equation in the form of 𝑦 = 𝑚 𝑥 + 𝑐
2 1
𝑦=
b. State the gradient (𝑚) and y-intercept (𝑐)
1
𝑥+1
gradient (𝑚)
y-intercept
= (𝑐) = 1
2

Question 15
Calculate the x- and y-intercept of the equation 4𝑥 − 3𝑦 − 12 = 0, and use them to sketch the line
on the number plane below. Clearly show the coordinates of the axis 𝑤ℎ𝑒𝑛
intercepts.
𝑥 = 0 𝑡ℎ𝑒𝑛 − 3𝑦 = 12
𝑦 = −4

𝑤ℎ𝑒𝑛 𝑦 = 0 𝑡ℎ𝑒𝑛 4𝑥 = 12
(0,-4)
𝑥=3

(3,0)

(3,0)

(0,-4)

End of Section B / 13 marks

Section C 9.0 Linear Graphs and Relations

Question 16 (2 + 2 + 2 = 6)
Cadel rides his bicycle at a constant speed for 2 minutes, covering a distance of 2.5 km. He then rides at a
new constant speed for 3 minutes, covering a distance of 1.5 km.
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a. Represent this information on a distance-time graph. (Put distance, in metres, on the vertical axis.)
Label the two parts of your graph 𝑨 and 𝑩

distance (metres)

4000
(5,4000)
B
3000 (2,2500)

2000 A

1000

0 time(minutes)
(0,0 1 2
3 4
)
5
b. Calculate the two speeds (the gradient) that Cadel rides at during this journey, in metres per

25200 minutes (m/min). 𝑠𝑒𝑐𝑡𝑖𝑜𝑛 𝐵, 𝑔𝑟𝑎𝑑𝑖𝑒𝑛𝑡 (𝑠𝑝𝑒𝑒𝑑) = 1500

𝑠𝑒𝑐𝑡𝑖𝑜𝑛 𝐴, 𝑔𝑟𝑎𝑑𝑖𝑒𝑛𝑡 (𝑠𝑝𝑒𝑒𝑑) = 3

1250 𝑠𝑒𝑐𝑡𝑖𝑜𝑛 𝐵, 𝑔𝑟𝑎𝑑𝑖𝑒𝑛𝑡 (𝑠𝑝𝑒𝑒𝑑 ) = 500

c. In which stage of the journey is Cadel travelling at a faster speed? How is this shown on the graph?
𝑠𝑒𝑐𝑡𝑖𝑜𝑛 𝐴,𝑡ℎ𝑒 𝑔𝑟𝑎𝑑𝑖𝑒𝑛𝑡 𝑖𝑠 𝑠𝑡𝑒𝑒𝑝𝑒𝑟

Question 17 (1+1+1= 3)
The vertices (corners) of a quadrilateral are A (2,1) , B (8,2) , C (9,5) and D (3,4)

a . F i nd
𝑟𝑢𝑛th e g radient
𝑟 𝑖𝑠 𝑒
𝑔𝑟𝑎 𝑑 𝑖𝑒 𝑛 𝑡 =
of line AB Downloaded by Sam Jeffrey (samjeffrey001@[Link])
 7
𝑔𝑟𝑎𝑑𝑖𝑒𝑛𝑡 𝐴𝐵 = 1
28− 12
6

𝑔𝑟𝑎𝑑𝑖𝑒𝑛𝑡 𝐴𝐵 =

b. Find the g ra di ent of line AD

4 − 1
𝑔𝑟𝑎𝑑𝑖𝑒𝑛𝑡 𝐴𝐷 = 3 −
2
c. Which line is steeper, line AB or line AD ?

a) W 18
Question ri (1te+th
1=e eq
𝐴𝐷uation
𝑖𝑠 𝑠𝑡𝑒𝑒𝑝𝑒of
𝑟 the straight line, given the 𝑔𝑟𝑎𝑑𝑖𝑒𝑛𝑡 = 0 and 𝑦 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 = 6

𝑦 = 0 𝑥+ 6

𝑦=
6
b) Write the equation of the line joining the points
∴ 𝑥 = 5A (5, -4) and B (5, 8)
)
𝑔𝑟𝑎𝑑𝑖𝑒𝑛𝑡
8− ( = = 𝑢𝑛𝑑𝑒𝑓𝑖𝑛𝑒𝑑 !
5 −

End of Section C /14 marks

Challenge Section D 9.5

(This is an optional section and will not count towards your test result).
Question 19 (1+1+2 = 4)
Helen works for a pizza shop and each day she earns a base pay of $50, plus $3 for every pizza she
delivers. Let P be the pay she earns and d be the number of delivered pizzas.

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a. Write an equation for P in terms o f 𝑃d = 50 + 3𝑑

b. H o w m uch will Hel e n ea rn fo r delivering 28 pizzas in a day?.

𝑑 = 2 8 5 0 + 3 × 28
𝑃=
134
Helen will earn $134

c. If He l en earned $ 9 8 t o d ay , how many pizzas did she deliver?

𝑃 = 98 9 8 = 5 0 + 3 𝑑
48 = 3
𝑑=

16
Helen delivered 16 pizzas

Question
Solve the20 (2)
following equation:

20 − 𝑥 𝑥 +
640(2−0 8)
−3𝑥𝑥=) =4𝑥4+(𝑥3+2 4 = 3
8

= 60
8 − 32
7𝑥𝑥 += 32𝑥

=4

End of Section D /6 marks

Challenge Section E 10.0

(This is an optional section and will not count towards your test result).
Question 21 (1+1+1= 3)
If 3 kg of honey and 2 kg of butter cost $29, and 6 kg of honey and 3 kg of butter cost $54, find
the cost of 1 kg of honey 𝒍𝒆𝒕𝒄𝒐𝒔𝒕
and 1 kg 𝒐𝒇 𝟏 𝒌𝒊𝒍𝒐𝒈𝒓𝒂𝒎 𝒐𝒇 𝒉𝒐𝒏𝒆𝒚 =𝑥
of butter.
𝒍𝒆𝒕𝒄𝒐𝒔𝒕 𝒐𝒇 𝟏 𝒌𝒊𝒍𝒐𝒈𝒓𝒂𝒎 𝒐𝒇 𝒃𝒖𝒕𝒕𝒆𝒓 = 𝑦

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2 (1)
6𝑥 + 3𝑦 = 5 4𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛

(2)

2x(equation
4 (1))8– equation (2)
(-) 6𝑥 + 3𝑦 = 54

𝑦=4

3𝑥 + 2 ×
Substitute 𝑦 = 4 into equation
(1)
3𝑥 + 8 4 ==292 9

−8
3𝑥 = 29

𝑥= 7

∴ 𝒄𝒐 𝒔 𝒕 𝒐 𝒇 𝒉𝒐𝒏𝒆𝒚 𝒊𝒔 $𝟕 𝒑𝒆𝒓 𝒌𝒊𝒍𝒐𝒈𝒓𝒂𝒎 & 𝒄𝒐𝒔𝒕 𝒐𝒇 𝒃𝒖𝒕𝒕𝒆𝒓 𝒊𝒔 $𝟒 𝒑𝒆𝒓 𝒌𝒊𝒍𝒐𝒈𝒓𝒂𝒎

Quest
Solve
12 ionfollowing
the
−−5𝑥 ≥ 22 2 ( inequation:
1)
12 − 5𝑥 ≥ 2
−5𝑥 ≥ −− 12

𝑥𝑥 ≤≤2−150

End of Section E /4 marks

RUBRIC Student Name: _______________________________ Class: _______________

Dimensions Progression Qs Total Beginning Consolidating Established

Point marks
 Linear graphs 8.0 1-10 13 <8 8  11
and equations

 Linear graphs 8.5 11-15 13 <7 7  10

and equations
 Linear graphs 9.0 16-18 14 <6 6 8
and equations

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 1
Sections A, B & C

Total marks =

 Linear graphs 9.5 19-20 6 <3 3 5

and equations
 Linear graphs 10.0 21-22 4 <2 2 3
and equations
Section D, E

Challenge =
Questions
DESCRIPTORS

8.0 Graphs and  Students plot linear relationships on the Cartesian plane with and without the use of
Number and Linear digital technologies
Algebra Relationship  Students solve linear equations using algebraic and graphical techniques.
Verify solutions by substitution
 Students plot graphs of non-linear real life data with and without the use of digital
technologies, and interpret and analyse these graphs
 Students solve problems involving parallel and perpendicular lines.
8.5  Students explore the relationship between graphs and equations corresponding to
Number and simple rate problems
Algebra  Students can explain how changing the value of parameters in the rule of a linear
function affects the shape and location of the graph of the function
 Students can determine whether given data is most suitably represented by a linear
or non-linear relation.
 Find the midpoint and gradient of a line segment (interval) on the Cartesian plane
using a range of strategies, including graphing software
9.0  Students find the distance between two points located on the Cartesian plane using
Number and a range of strategies, including graphing software
Algebra  Students sketch linear graphs using the coordinates of two points and solve linear
equations
 Graph simple non-linear relations with and without the use of digital technologies
and solve simple related equations
 Students sketch and draw linear relations, solve simple related equations and
explain the relationship between the graphical and symbolic forms, (with
and
without the use of digital technology.)
9.5  Students represent linear relations in equivalent algebraic forms, manipulate linear
Number and algebraic fractions
Algebra  Students solve problems involving linear equations, including those derived from
formulas
 Students solve simultaneous linear equations using algebraic and graphical
techniques and verify solutions with and without the use of digital technology.
10.0  Students solve linear inequalities and graph their solutions on a number line
Number and  Students solve simultaneous linear equations, using algebraic and graphical
Algebra techniques including using digital technology
 Students solve linear equations involving simple algebraic fractions

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