YEAR 12

HSC MATHEMATICS
STANDARD 2
Simultaneous Linear Equations Revision Booklet 2

Copyright © Astra X Education (2023). All rights reserved. No part of this publication may be reproduced, stored in, or introduced into a retrieval system or
transmitted, in any form, or by means (electronic, mechanical, photocopying, recording, or otherwise), without prior permission of Astra X Education ®.
Class Example 1

Copyright © Astra X Education (2023). All rights reserved. No part of this publication may be reproduced, stored in, or introduced into a retrieval system or
transmitted, in any form, or by means (electronic, mechanical, photocopying, recording, or otherwise), without prior permission of Astra X Education ®.
Class Example 2

Copyright © Astra X Education (2023). All rights reserved. No part of this publication may be reproduced, stored in, or introduced into a retrieval system or
transmitted, in any form, or by means (electronic, mechanical, photocopying, recording, or otherwise), without prior permission of Astra X Education ®.
Class Example 3

Copyright © Astra X Education (2023). All rights reserved. No part of this publication may be reproduced, stored in, or introduced into a retrieval system or
transmitted, in any form, or by means (electronic, mechanical, photocopying, recording, or otherwise), without prior permission of Astra X Education ®.
Class Example 4

Copyright © Astra X Education (2023). All rights reserved. No part of this publication may be reproduced, stored in, or introduced into a retrieval system or
transmitted, in any form, or by means (electronic, mechanical, photocopying, recording, or otherwise), without prior permission of Astra X Education ®.
Class Example 5

Copyright © Astra X Education (2023). All rights reserved. No part of this publication may be reproduced, stored in, or introduced into a retrieval system or
transmitted, in any form, or by means (electronic, mechanical, photocopying, recording, or otherwise), without prior permission of Astra X Education ®.
Class Example 6

Copyright © Astra X Education (2023). All rights reserved. No part of this publication may be reproduced, stored in, or introduced into a retrieval system or
transmitted, in any form, or by means (electronic, mechanical, photocopying, recording, or otherwise), without prior permission of Astra X Education ®.
Class Example 7

Copyright © Astra X Education (2023). All rights reserved. No part of this publication may be reproduced, stored in, or introduced into a retrieval system or
transmitted, in any form, or by means (electronic, mechanical, photocopying, recording, or otherwise), without prior permission of Astra X Education ®.
Class Example 8

Copyright © Astra X Education (2023). All rights reserved. No part of this publication may be reproduced, stored in, or introduced into a retrieval system or
transmitted, in any form, or by means (electronic, mechanical, photocopying, recording, or otherwise), without prior permission of Astra X Education ®.
Class Example 9

Copyright © Astra X Education (2023). All rights reserved. No part of this publication may be reproduced, stored in, or introduced into a retrieval system or
transmitted, in any form, or by means (electronic, mechanical, photocopying, recording, or otherwise), without prior permission of Astra X Education ®.
Class Example 10

Copyright © Astra X Education (2023). All rights reserved. No part of this publication may be reproduced, stored in, or introduced into a retrieval system or
transmitted, in any form, or by means (electronic, mechanical, photocopying, recording, or otherwise), without prior permission of Astra X Education ®.
Class Example 11

Copyright © Astra X Education (2023). All rights reserved. No part of this publication may be reproduced, stored in, or introduced into a retrieval system or
transmitted, in any form, or by means (electronic, mechanical, photocopying, recording, or otherwise), without prior permission of Astra X Education ®.
Class Example 12

Copyright © Astra X Education (2023). All rights reserved. No part of this publication may be reproduced, stored in, or introduced into a retrieval system or
transmitted, in any form, or by means (electronic, mechanical, photocopying, recording, or otherwise), without prior permission of Astra X Education ®.
Class Example 13

Copyright © Astra X Education (2023). All rights reserved. No part of this publication may be reproduced, stored in, or introduced into a retrieval system or
transmitted, in any form, or by means (electronic, mechanical, photocopying, recording, or otherwise), without prior permission of Astra X Education ®.
Class Example 14

Copyright © Astra X Education (2023). All rights reserved. No part of this publication may be reproduced, stored in, or introduced into a retrieval system or
transmitted, in any form, or by means (electronic, mechanical, photocopying, recording, or otherwise), without prior permission of Astra X Education ®.
Class Example 15

Copyright © Astra X Education (2023). All rights reserved. No part of this publication may be reproduced, stored in, or introduced into a retrieval system or
transmitted, in any form, or by means (electronic, mechanical, photocopying, recording, or otherwise), without prior permission of Astra X Education ®.
TOPIC 1
Simultaneous linear equations
1.1 Overview
1.1.1 Introduction
Solving a pair of simultaneous linear equations gives
the set of values that is common to both linear equa-
tions. If these equations are presented graphically, then
the set of values common to both equations is the point
of intersection. In business, the point of intersection of
the equations representing cost and revenue is called the
break-even point. This is the point where the production
costs equal the revenue received for a certain number of
items and where there is zero profit.
Since most businesses aim to make a profit, finding
the break-even point can be very useful. For example,
the owner of a coffee cart should be aware of their break-
even point, as they need to know how many cups of
coffee they have to sell per day to cover their costs.

DISCUSSION
Can you think of more examples where finding the break-even point would be useful, both in businesses and
elsewhere?

LEARNING SEQUENCE
1.1 Overview
1.2 Review of linear equations
1.3 Graphing linear equations
1.4 Simultaneous linear equations
1.5 Review
Fully worked solutions are available for this topic in the Resources section of your eBookPLUS.
CURRICULUM CONTENT
Students:
• solve a pair of simultaneous linear equations graphically, by finding the point of intersection between two
straight-line graphs, using technology
• develop a pair of simultaneous linear equations to model a practical situation AAM
• solve practical problems that involve finding the point of intersection of two straight-line graphs, for
example determine and interpret the break-even point of a simple business problem where cost and
revenue are represented by linear equations AAM

TOPIC 1 Simultaneous linear equations 1

1.2 Review of linear equations
1.2.1 Solving linear equations
• A linear equation is one that involves either one or two pronumerals raised to the power of 1.
For example, 2x + 3 = 7 and 4 − 5a = 0 are both linear equations.
• Linear equations that involve two pronumerals, both to the power of 1, produce straight-line graphs.
For example, y = 2x + 5 and 3x − 2y + 6 = 0 are linear equations, so they will produce straight-line
graphs. Note: Graphs of linear equations will be considered in the next section.
• To solve linear equations with one variable, all operations performed on the variable need to be
identified in order, and then the opposite operations need to be performed in reverse order.

WORKED EXAMPLE 1

Solve the following linear equations.

3x − 2
a. 7x − 4 = 17 b. +5=1
4
THINK WRITE
a. 1. Write the given equation. a. 7x − 4 = 17

2. To make x the subject, rearrange the equation. 7x − 4 + 4 = 17 + 4

Add 4 to both sides. 7x = 21
7x 21
3. Divide both sides by 7. =
7 7
x=3
3x − 2
b. 1. Write the given equation. b. +5=1
4
3x − 2
2. To make x the subject, rearrange the equation. +5−5=1−5
4
Subtract 5 from both sides.
3x − 2
= −4
4
3x − 2
3. Multiply both sides by 4. × 4 = −4 × 4
4
3x − 2 = −16
4. Add 2 to both sides. 3x − 2 + 2 = −16 + 2
3x = −14
3x −14
5. Divide both sides by 3. =
3 3
−14
x=
3

• When an equation has pronumerals (for example x) on both sides of an equation, at some stage they
must be gathered together on the same side of the equation.

2 Jacaranda Maths Quest 12 Mathematics Standard 2 5E for NSW

 WORKED EXAMPLE 2

Solve each of the following.

9x + 3 13x + 7
a. 4x − 3 = 3(6 − x) b. =
2 3

THINK WRITE
a. 1.Write the given equation. a. 4x − 3 = 3(6 − x)
2. To simply, expand the right-hand side (RHS). 4x − 3 = 18 − 3x
3. To collect the variables an one side, add 3x to both 4x − 3 + 3x = 18 − 3x + 3x
sides. 7x − 3 = 18
4. To make x the subject, add 3 to both sides. 7x − 3 + 3 = 18 + 3
7x = 21
7x 21
5. Divide both sides by 7. =
7 7
21
x=
7
x=3
9x + 3 13x + 7
b. 1. Write the given equation. b. =
2 3
2. Find the lowest common denominator. Here, we
use 6.
3(9x + 3) 2(13x + 7)
3. Write all terms with the common denominator, =
6 6
adjusting numerators accordingly (so that numerator
and denominator have been multiplied by the same
amount).
4. Now that all terms have the same denominator, this 3(9x + 3) = 2(13x + 7)
implies that the numerators must be equal.
5. To simplify, Expand all brackets. 27x + 9 = 26x + 14
6. Collect x’s on the LHS and numbers on the RHS. 27x − 26x = 14 − 9
7. Simplify and solve. x=5

Interactivity: Solving linear equations (int-6450)

1.2.2 Developing linear equations

• To write a worded statement as a linear equation, first identify the unknowns and choose pronumerals
to represent them. Use the information given in the statement to write a linear equation in terms of the
pronumerals. The linear equation can then be solved as before, and the result can be used to answer the
original question.
For example, if a supermarket sold 12 cans of soft drink in packs for $5.40, we could form and solve a
linear equation to determine the price of each can.
The following worked example demonstrates this.

TOPIC 1 Simultaneous linear equations 3

 WORKED EXAMPLE 3

Cans of soft drink are sold at SupaSave in packs of 12 costing $5.40. Form and solve a linear
equation to determine the price of 1 can of soft drink.

THINK WRITE

1. Identify the unknown and choose a Let S = price of a can of soft drink.
pronumeral to represent it.
2. Use the given information to write an 12S = 5.4
equation in terms of the pronumeral.
That is, 12 cans cost $5.40.
12S 5.4
3. Solve the equation. =
12 12
S = 0.45
4. Interpret the solution in terms of the The price of 1 can of soft drink is $0.45 or
original problem. 45 cents.

WORKED EXAMPLE 4

The distance travelled, d kilometres, at any time, t hours, at a constant speed of 80 km/h can be
found by using the equation d = 80t.
a. Find the distance travelled in 3 hours.
b. How long would it take to travel a distance of 360 km?

THINK WRITE

a. 1. Write the given equation. d = 80t

2. t = 3, so substitute t = 3. d = 80 × 3
3. Evaluate d. d = 240
4. Answer the question. The distance travelled in 3 hours is 240 km.
b. 1. Write the given equation. d = 80t
2. d = 360, so substitute d = 360. 360 = 80t
360 80t
3. Solve the equation for t. =
80 80
4.5 = t
4. Answer the question. It would take 4.5 hours, or 4 hours and 30 minutes,
to travel 360 km.

4 Jacaranda Maths Quest 12 Mathematics Standard 2 5E for NSW

Exercise 1.2 Review of linear equations

Understanding, fluency and communicating

1. WE 1a Solve the following linear equations.
a. 3x − 9 = 3 b. −6x + 11 = 59 c. 15 − 2x = 1 d. 8x − 23 = −47
2. Solve for the pronumeral.
a. 4x + 25 = −7 b. 63 − 7x = 21 c. 21 − 9x = 3 d. 15 − 6x = −9
3. Find the value of x in the following equations.
3x − 1 4x + 2 2x + 8 5x + 20
a. =5 b. = −2 c. =6 d. = −5
4 11 3 7
4. WE 1b Solve the following linear equations.

4x − 6 2x − 7 12 − 3x 12 − 9x
a. −7=3 b. + 11 = 8 c. −5=6 d. + 7 = −5
3 5 3 2
5. Find the value of x if:
7x + 4 1−x x + 16 19 − x
a. − 8 = −9 b. + 17 = 20 c. −4=0 d. + 3 = −1
3 2 5 4
6. WE 2a Solve the following linear equations.

a. 2x − 9 = 3(2x − 11) b. 5x + 6 = 2(3x + 4)

c. 7x − 1 = 17(3x − 13) d. 5x + 9 = −4(x + 9)
7. Solve the following linear equations.
a. x + 11 = 2(x + 12) b. 3(3 − x) = 5 − 2x
c. 7(1 − x) = 16 − 4x d. 3x − 7 = 2(35 − 2x)
8. WE 2b Find the value of x in the following linear equations.

x+2 x−5 x − 1 3x − 17
a. = b. =
6 3 12 8
9. Solve the following linear equations.
x + 11 2(x + 14) 2x − 4 11 − x
a. = b. =
3 9 5 2
10. For the equation y = 3x − 5, find the value of x when y = 7.
11. WE 3 Artists’ pencils at the local art supply store sell in packets of 8 for $17.92. Form and solve a linear

equation to determine the price of 1 artist’s pencil.

12. The local supermarket has a special on dog food. A box of 12
individual packets is advertised for $10. Form and solve a linear
equation to determine the cost of an individual packet of dog food.
Give your answer to the nearest cent.
13. WE 4 The distance travelled, d kilometres, at any time,

t hours, at a constant speed of 60 km/h can be found by

using the equation d = 60t.
a. Find the distance travelled in 2 hours.
b. How long would it take to travel a distance of 150 km?
14. The equation w = 15t represents the amount of water in a tank,
w litres, at any time, t minutes. Find the time, in minutes, that it takes for
the tank to contain the following amounts of water.
a. 450 litres b. 1200 litres
15. Three is added to a number and the result is then divided by 4, giving an answer of 9. Let the number
be x. Form and solve a linear equation to find the number.

TOPIC 1 Simultaneous linear equations 5

Problem solving, reasoning and justification
16. The equation w = 10t + 120 represents the amount of
water in a tank, w litres, at any time, t minutes. Use this
equation to answer the following questions.
a. How many litres were in the tank:
i. originally, that is when t = 0
ii. after 15 minutes?
b. How long would it take for the tank to contain:
i. 500 litres of water
ii. 1200 litres of water?
c. The tank has a capacity of 3000 litres. How long
would it take to fill the tank? Give your answer in
hours and minutes.
17. Charlie is saving for a holiday, costing $1830. He
decides to deposit $40 into his bank account each
week. At the start of his saving scheme, he has $150
in his account. The amount of money, $A, in his
account after w weeks can be found using the linear
equation A = 150 + 40w. Use this equation to answer
the following questions.
a. How much does Charlie have in his account after
8 weeks?
b. How many weeks will it take Charlie to save up
enough money to pay for his holiday?
18. In a parallelogram, the sides in one pair of opposite sides are 3 times as long as the other pair of sides.
Find the side lengths if the perimeter of the parallelogram is 84 cm.

19. Sabrina is a landscape gardener and has been commissioned to work on a rectangular piece of garden.
The length of the garden is 6 metres longer than the width, and the perimeter of the garden is 64 m.
a. Find the dimensions of the garden.
b. Mulch for the garden will cost $8 per square metre. Find the cost to mulch the garden.
20. An electrician charges a call-out fee of $120 plus an hourly rate of $95 per hour.
a. Construct an equation that determines the electrician’s charge, $C, for a period of t hours.
b. What would the electrician charge for an installation that takes 8 hours?
c. Claire was charged $310 to have the electrician install a hot water system. How long did it take?
21. The Dunn family are planning a caravan holiday. Their average speed is 75 km/h. The distance, d km, at
any time, t hours, can be expressed as a linear equation.
a. Write an equation to represent the distance the Dunn family have travelled at any given time.
b. The Dunns travelled for two and a half hours before stopping. How far had they travelled?
c. The Dunns planned to reach a camping ground that was a 400‐km drive away. How many hours
would it take them to reach the camping ground? Give your answer in hours and minutes.

6 Jacaranda Maths Quest 12 Mathematics Standard 2 5E for NSW

22. Petrol is being pumped into an empty tank at a rate of
20 litres per minute.
a. Construct a linear equation to represent the amount of
petrol, P litres, in the tank after t minutes.
b. How many litres are in the tank after 2 minutes?
c. If the tank holds 85 litres of petrol, determine the time
taken to fill the tank. Give your answer in minutes and seconds.
23. The amount of water that is filling a tank is found by the rule W = 100t + 20, where W is the amount of
water in the tank in litres and t is the time in hours.
a. How many litres are in the tank after:
i. 30 minutes ii. 3 hours?
b. How long will it take for the tank to contain at least 700 litres? Give your answer to the nearest hour.

1.3 Graphing linear equations

1.3.1 Tables of values
• A linear equation in two unknowns, or variables, links the unknowns together giving a set of ordered
pairs. If the unknowns are x and y, the ordered pairs can be written as (x, y) and the relationship
between them as an equation in the form y = mx + c. When graphed, this set of ordered pairs forms a
straight line. To draw a straight-line graph, only two points, or two ordered pairs, are needed.
• A table of values can be used to show the ordered pairs. y
15 (0, 15)
For example, the table below shows the ordered pairs for if
y = −6x + 15,

x 0 1 2 3 10
(1, 9)
−6x+15 −6(0) + 15 −6(1) + 15 −6(2) + 15 −6(3) + 15

y 15 9 3 −3 5

(2, 3)
The table of values gives the set of ordered pairs that can
be used to graph the straight-line graph on the right.
0 x
• Various methods can be used to graph linear equations. –5 5 10
These include: (3, –3)
⬩ finding the x- and y-intercepts
⬩ finding the gradient and y-intercept –5
⬩ using technology.

1.3.2 Sketching linear graphs using intercepts

• If the points where a linear graph cross the x- and y-axes y
(the axis intercepts) are known, then the graph can be con-
structed by drawing these points and ruling a line through
(0, y)
them.
• To find the x-intercept, substitute y = 0 into the equation and
solve for x: (x, 0).
• To find the y-intercept, substitute x = 0 into the equation and
solve for y: (0, y). (x, 0)
0 x

TOPIC 1 Simultaneous linear equations 7

 WORKED EXAMPLE 5

Find the x- and y-intercepts of y = −6x + 15, and hence sketch the graph.

THINK WRITE

1. Write the given equation. y = −6x + 15

2. Find the y-intercept, (0, y). Substitute x = 0 into the If x = 0, y = −6 × 0 + 15
equation and solve for y. y = 15
3. Write the coordinates of the y-intercept. (0, 15)
4. Find the x-intercept, (x, 0). Substitute y = 0 into the If y = 0, 0 = −6x + 15
equation and solve for x 6x = 15
15
x=
6
5 1
x= or 2
2 2
1
5. Write the coordinates of the x-intercept. 2 ,0
( 2 )
6. Draw the points on a graph. y
7. Rule a straight line through the two points.
(0, 15)

(2 12 , 0)
0 x

WORKED EXAMPLE 6

Find the x- and y-intercepts of 3x − 2y = 12, and hence sketch the graph.

THINK WRITE

1. Write the given equation. 3x − 2y = 12

2. Find the y-intercept, (0, y). Substitute x = 0 into the If x = 0, 3 × 0 − 2y = 12
equation and solve for y. −2y = 12
12
y=
−2
y = −6
3. Write the coordinates of the y-intercept. (0, −6)
4. Find the x-intercept, (x, 0). Substitute y = 0 into the If y = 0, 3x − 2 × 0 = 12
equation and solve for x. 3x = 12
x=4

8 Jacaranda Maths Quest 12 Mathematics Standard 2 5E for NSW

5. Write the coordinates of the x-intercept. (4, 0)
6. Draw the points on a graph. y
7. Rule a straight line through the two points.
0 (4, 0) x

(0, –6)

• The graphs of some linear equations pass through the origin (0, 0), so they do not have separate x- and
y-intercepts.

These equations are of the form y = mx or ax + by = 0.

• To sketch these equations, use (0, 0) and any other point. For example, find y when x = 1.

WORKED EXAMPLE 7

Sketch the graph for the equation 4x − 3y = 0.

THINK WRITE
1. Write the given equation. 4x − 3y = 0
2. Substitute x = 0 to find the y-intercept. If x = 0, 4 × 0 − 3y = 0
−3y = 0
y=0
3. Write the coordinates. (0, 0)
4. Note that the graph passes through (0, 0). There is
no point substituting y = 0, as we know we’ll get
x = 0.
So, substitute any other x-value. For example, use If x = 1, 4 × 1 − 3y = 0
x = 1. 4 − 3y = 0
4 = 3y
4 1
y= =1
3 3
1
5. Write the coordinates. 1, 1
( 3)

TOPIC 1 Simultaneous linear equations 9

 1
6. Plot the points (0, 0) and
1, 1 on a graph. y
( 3)
7. Rule a straight line through the two points. 1
1
3 (1, 1 13 )
(0, 0)
x
1

1.3.3 Sketching linear graphs using the gradient and y-intercept

• A linear graph can be constructed by using the gradient and the y-intercept. The y-intercept is marked
on the y-axis, and another point is found by using the gradient.
• A common form for linear equations is y = mx + c, also known as gradient–intercept form.
y
tm
en
a di
Gr y-intercept y = mx + c
x-intercept

0 x
Gradient y-intercept

rise
• The gradient of a straight line, m, describes its slope or steepness, with m = .
run
For example, a gradient of 2 means a rise of 2 with a run of 1.
y

Rise

Run

0 x

WORKED EXAMPLE 8

Use the gradient and the y-intercept to sketch the graph of y = −2x + 4.

THINK WRITE
1. Identify the values of the gradient and the y-intercept. y = −2x + 4 is in the form y = mx + c.
Gradient: m = −2
y-intercept: c = 4, giving the point (0, 4).
2. Interpret the gradient. A gradient of −2 means a run of 1 and
a rise of −2, that is, down by 2.
3. Find a second point and the graph, using the gradient. New x-value: 0 + 1 = 1
That is, add the run of 1 to the x-value of 0 and add New y-value: 4 − 2 = 2
the rise of −2 to the y-value of a known point, (0, 4). Another point on the graph is (1, 2).

10 Jacaranda Maths Quest 12 Mathematics Standard 2 5E for NSW

4. Plot the two points on a Cartesian plane and join to
sketch the straight line. 7
6
5
4 (0, 4)
3
2 (1, 2)
1
x
–3 –2 –1 0 1 2 3 4 5 6 7
–1
–2
–3

WORKED EXAMPLE 9

Use the gradient and y-intercept to sketch the graph of 3x − 4y − 8 = 0.

THINK WRITE
1. Rewrite the equation in the form y = mx + c. 3x − 4y − 8 = 0
3x − 4y − 8 + 4y = 0 + 4y
4y = 3x − 8
4y 3x 8
= −
4 4 4
3x
y= −2
4
3
2. Identify the values of the gradient and the Gradient: m =
4
y-intercept. y-intercept: c = −2, giving the point (0, −2).
3
3. Interpret the gradient. A gradient of means a run of 4 and
4
a rise of 3.

4. Find a second point on the graph, using the gradient New x-value: 0 + 4 = 4
and the known point (0, −2). New y-value: − 2 + 3 = 1
Another point on the graph is (4, 1).
5. Plot the two points on a Cartesian plane and join to y
sketch the straight line. 3
2
(4, 1)
1
x
–3 –2 –1 0 1 2 3 4 5 6 7
–1
–2
(0, –2)
–3
–4
–5
–6
–7

TOPIC 1 Simultaneous linear equations 11

1.3.4 Sketching linear graphs using technology
• There are a number of graphing packages available online or through app stores, often free. Following
are examples of constructing straight-line graphs using technology.

Weblink: Desmos graphical calculator

Interactivity: Linear graphs (int-6484)

WORKED EXAMPLE 10

With the aid of technology, graph the straight line y = 2x using:

a. thefree online Desmos graphing calculator
b. Microsoft Excel.

THINK WRITE
a. Follow these steps. y
• Open the Desmos online package. 5
• Click ‘Start Graphing’.
• Using your keypad, enter the equation in
Line 1: y = 2x (1, 2)

• Use the + or − on the right-hand side of the x

(0, 0)
graph to zoom in or out. –5 5
• Click on the line to show the coordinates of the
points.
–5

b. Follow these steps. y y = 2x

• Open an Excel workbook page. 12
• In Column A, enter x in the first cell. 10
8
• Enter the values of x from 0 to 5.
6
• In Column B, enter y = 2x in the first cell. 4
• In cell B2 enter the formula = 2 ∗ A2. 2
• Press enter, then drag down the bottom
0 x
right-hand corner of the cell to complete the 1 2 3 4 5 6
column.
• Highlight values in columns A and B.
• Insert: Charts: Scatter with Straight lines and Markers.

12 Jacaranda Maths Quest 12 Mathematics Standard 2 5E for NSW

Exercise 1.3 Graphing linear equations

Understanding, fluency and communicating

1. WE 5 Find the x- and y-intercepts of the following linear equations, and hence sketch their graphs.
a. y = 6x + 18 b. y = 3x − 21 c. y = 5x + 10 d. y = −2x − 3
2. By finding the x- and y-intercepts, sketch the graphs of the following linear equations.
a. y = 10 − 5x b. y = 1 − x c. y = −6x + 30 d. y = 2x − 16
3. WE 6 Find the x- and y-intercepts of the following linear equations, and hence sketch the graphs.

a. 2x + 3y = 6 b. 4x + 5y = 20 c. 5x − 8y = 20 d. 6x − 5y = −30
4. By finding the x- and y-intercepts, sketch the graphs of the following linear equations.
a. 7x − 5y = 35 b. 8y − x = 4 c. x − y = 2 d. x + 12 = 6y
5. WE 7 Sketch the graphs of the following linear equations.

a. x + y = 0 b. 2x + y = 0
6. Sketch the graphs of the following linear equations.
a. x − y = 0 b. 2x − 3y = 0
7. WE 8 Use the gradient and the y-intercept to sketch the following linear graphs.

a. y = 2x + 1 b. y = 2x − 7 c. y = 3x − 5 d. y = −3x + 6
8. State the gradient and the y-intercept for each of the following, and hence sketch the graphs.
a. y = 5x + 7 b. y = 6x − 4 c. y = −9x + 1 d. y = 2x − 13
9. WE 9 Use the gradient and the y-intercept to sketch the following linear graphs.

a. 3x − y + 9 = 0 b. 4x + y = 12 c. 2x + 3y = 6 d. 5x − 4y − 20 = 0
10. WE 10 Use technology of your choice to sketch the following linear graphs.

a. y = 3x b. y = 3x − 5 c. y = 5 − 3x d. y = 34 x − 2
11. Sketch the following linear graphs.
a. 2x + 5y = 10 b. x + 3y = 0 c. x = 4y + 8 d. 8x + 3y + 12 = 0
12. Sketch the following linear graphs.
a. x = 5 b. y = 5 c. x + 3 = 0 d. y − 3 = 0

Problem solving, reasoning and justification

13. a. On the same set of axes, using technology or another method, sketch the following linear graphs.
i. y = x ii. y = 2x iii. y = 3x iv. y = 4x
b. What is the effect on the graph of the gradient (i.e. the coefficient of x)? Justify your answer.
14. a. On the same set of axes, using technology or another method, sketch the following linear graphs.
i. y = −x ii. y = −2x iii. y = −3x iv. y = −4x
b. What is the effect on the graph of the gradient (i.e. the coefficient of x)? Justify your answer.
15. a. On the same set of axes, using technology or another method, sketch the following linear graphs.
i. y = x + 1 ii. y = x + 2 iii. y = x − 3 iv. y = x − 5
b. Write two statements about this set of linear equations.
16. MC Which of the following lines are parallel to y = −4x − 7? Justify your answer.

A. x − 4y = 13 B. x = −4y − 7
C. 4x + y + 8 = 0 D. y = 4x − 7
17. MC Which of the following lines has the same y-intercept as y = 18x − 2? Justify your answer.
A. y = 2 − 18x B. y − 18x − 2 = 0
C. 3x + y = −2 D. 14 − 7y − 2x = 0

TOPIC 1 Simultaneous linear equations 13

1.4 Simultaneous linear equations
1.4.1 Solving a pair of simultaneous linear equations
• Simultaneous linear equations are y
sets of equations each containing at
most two pronumerals. This section
considers pairs of linear equations
involving the pronumerals x and y. If Both graphs have
the same x- and
the graphs intersect, the values of x and y-values here.
y at the point of intersection are those
that make both equations true. 0 x
• To solve a pair of simultaneous linear
equations graphically:
⬩ sketch both linear equations on the

same set of axes

⬩ find the point of intersection
⬩ write the point as an ordered pair
(x, y) or x = … , y = …

WORKED EXAMPLE 11

The following equations represent a pair of simultaneous linear equations.

y = 2x + 4 and y = 3x + 3
Using technology or otherwise, sketch both graphs on the same set of axes and find the point of
intersection.

THINK WRITE
1. To sketch the graph of y = 2x + 4, determine the y = 2x + 4
x- and y-intercepts. Let y = 0 ⇒ 0 = 2x + 4
−4 = 2x
−2 = x
(−2, 0)
Let x = 0 ⇒ y = 2(0) + 4
y=4
(0, 4)
2. To sketch the graph of y = 3x + 3, determine the y = 3x + 3
x- and y-intercepts. Let y = 0 ⇒ 0 = 3x + 3
−3 = 3x
−1 = x
(−1, 0)
Let x = 0 ⇒ y = 3(0) + 3
y=3
(0, 3)

14 Jacaranda Maths Quest 12 Mathematics Standard 2 5E for NSW

3. Plot the points and draw both lines on a Cartesian y
plane. 8
7
6
(0, 4) 5
4 y = 3x + 3
3
(0, 3)
2
(–2, 0) 1 y = 2x + 4
x
–4 –3 –2 –1 0 1 2 3 4
–1
–2

(–1, 0)
4. Locate the point where the graphs intersect. y
8
7
6 (1, 6)
5
4
3 y = 3x + 3
2
1 y = 2x + 4
x
–4 –3 –2 –1 0 1 2 3 4
–1
–2

(–1, 0)
5. State the coordinates of the point of intersection. The point of intersection is (1, 6).

Interactivity: Solving simultaneous equations graphically (int-6452)

WORKED EXAMPLE 12

Use graphs to find the point of intersection of the following pair of simultaneous linear equations.
3x + 2y + 1 = 0 and y = x − 8
THINK WRITE
1. Use technology or otherwise to sketch the graphs of y
3x + 2y + 1 = 0 and y = x − 8 on the same set of axes. 15

2. Locate the point of intersection: (3, −5).

10

5 y=x–8

O x
–10 –5 5 10 15
–5 (3, –5)
3x + 2y + 1 = 0
–10

3. State the point of intersection. The point of intersection is (3, −5).

TOPIC 1 Simultaneous linear equations 15

 • Note: Some graphing packages will require the equations to be written in the form y = mx + c.
For example, in Worked example 12, the equation 3x + 2y + 1 = 0 may need to be rewritten
3 1
as y = − x − .
2 2

1.4.2 Developing a pair of simultaneous linear equations

• It is often necessary to represent real-world scenarios as a set of equations to be solved. To write
worded statements as linear equations, first identify the unknowns and choose pronumerals to represent
them. Use the information given in the statements to write linear equations in terms of the pronumerals.
The linear equations can then be solved simultaneously.

WORKED EXAMPLE 13

A sports store supplies 24 basketballs and 16 cricket

balls to one school for $264, and supplies 12 basketballs and 32
cricket balls to another school for $204. If the delivery is free, write
a pair of simultaneous linear equations to represent this information.

THINK WRITE

1. Identify the two variables or unknowns. Cost of 1 basketball

Cost of 1 cricket ball
2. Define the variables. Let b = cost of 1 basketball in dollars.
Let c = cost of 1 cricket ball in dollars.
3. Write an equation representing that 24 basketballs 24b + 16c = 264
and 16 cricket balls cost $264.
4. Write an equation representing that 12 basketballs 12b + 32c = 204
and 32 cricket balls cost $204.

1.4.3 Solving practical problems with simultaneous linear equations

• To solve practical problems with two unknowns, develop the pair of simultaneous linear equations and
then solve them by finding the point of intersection.
• When the solution to the simultaneous linear equations is to be found graphically, it is easier to use x
and y as the two pronumerals for the unknowns. The point of intersection of the linear graphs then
gives the required values for x and y.

WORKED EXAMPLE 14

How much did the sports store in Worked example 13 charge for a basketball and a cricket ball?

THINK WRITE

1. Define the variables using x and y so the Let x = cost of 1 basketball in dollars.
equations can be graphed. Let y = cost of 1 cricket ball in dollars.

16 Jacaranda Maths Quest 12 Mathematics Standard 2 5E for NSW

 2. Rewrite the equation as in terms of x and y. 24x + 16y = 264
12x + 32y = 204
3. Graph the two equations using methods y
previously explained and find the point of 8
intersection. 24x + 16y = 264
6

4 12x + 32y = 204

(9, 3)

0 x
–2 2 4 6 8 10 12
–2

4. State the point of intersection. The point of intersection is (9, 3).

5. Answer the question. A basketball costs $9 and a cricket ball
costs $3.

1.4.4 Break-even point

• The break-even point is the point at Revenue > costs (profit)
which income or revenue equals the cost $
Revenue
of production for a business. Revenue
is money earned through sales. Costs of
production include costs of materials,
Costs > revenue (loss)
Costs and revenue ($)

labour, plant and equipment.

Costs
• The aim of most businesses is to make a
profit, which is the difference between
revenue and costs. If revenue is greater Break-even point
than costs, a profit is made. If revenue
is less than costs, a loss is made. If both
revenue and costs are equal, neither a profit
or a loss is made. The point where this
occurs is the break-even point.
• To find the break-even point, the n
equations for cost and revenue are solved
simultaneously.

Profit = Revenue − Costs.

• The diagram shows the graphs of a cost function and a revenue function, drawn on the same set of axes.
The point of intersection of the two lines represents the point at which costs and revenue are equal, that
is, the break-even point. To the left of the break-even point, the cost line is above the revenue line. This
means that the costs are higher than the revenue and will result in a loss. To the right of the break-even
point, the cost line is below the revenue line. This means that costs are lower than the revenue and will
result in a profit.

TOPIC 1 Simultaneous linear equations 17

 WORKED EXAMPLE 15

Santo sells shirts for $25. The revenue, $R, from selling n shirts
is R = 25n, and the cost, $C, to produce n shirts is C = 2200 + 3n.
a. Determine the break-even point for Santo shirts.
b. Interpret the break-even point.
c. Find the profit or loss if Santo sells:
i. 75 shirts
ii. 250 shirts.

THINK WRITE

a. 1. Write the two equations in terms of x and y. Revenue: y = 25x

Cost: y = 2200 + 3x
x = number of shirts, n
y = amount in dollars
2. Graph the two equations and find the point of y
3000
intersection using methods previously
(100, 2500)
explained.
y = 2200 + 3x
2000 (0, 2200)

y = 25x
1000

0 (0, 0) x
–50 50 100

3.Answer the question. The break-even point is (100, 2500).

b. Interpret the break-even point. Santo would need to sell 100 shirts to break
even, that is, to make neither a profit nor
a loss.
Revenue, R = $2500
Cost, C = $2500
c. i. 1. Substitute n = 75 into the revenue and cost R = 25 × 75
equations. = $1875
C = 2200 + 3 × 75
= $2425
2. Determine the profit or loss: R − C. R − C = 1875 – 2425
= −550
3.Answer the question. 75 shirts give a loss of $550.
ii. 1. Substitute n = 250 into the revenue and cost R = 25 × 250
equations. = $6250
C = 2200 + 3 × 250
= $2950

18 Jacaranda Maths Quest 12 Mathematics Standard 2 5E for NSW

 2. Determine the profit or loss: R − C. R − C = 6250 − 2950
= 3300
3. Answer the question. 250 shirts give a profit of $3300.

Interactivity: Break-even points (int-6454)

Exercise 1.4 Simultaneous linear equations

Understanding, fluency and communicating

1. WE 11 For each of the following pairs of simultaneous linear equations, sketch the graphs to find the
point of intersection.
a. y = −2x, y = 4x − 6 b. y = 4x, y = 3x − 5
c. y = 3x + 1, y = 2x + 2 d. y = −3x, y = 4x + 14
2. Find the points of intersection of the following pairs of simultaneous linear equations.
a. y = 5x + 5, y = −x − 19 b. y = −2x, y = x − 6
c. y = 3x + 5, y = 20 d. y = −2x − 4, y = −5x + 5
3. WE 12 Use graphs to find the points intersection of the following pairs of simultaneous linear equations.

a. y = x + 2, 3x − 4y + 1 = 0 b. y = 3x − 6, 2x + y = 9
c. 6x − y = 8, y = x + 2 d. 4x + 3y + 7 = 0, 6x + y − 7 = 0
4. Find the points of intersection of the following pairs of simultaneous linear equations.
a. y = 2x + 1, 2x + y = −6. b. 7x + y = 17, x + y = 14
c. y = 2x, x + 3y = 14 d. x + y = 6, x − y = 6
5. a. WE 13 A wholesaler supplies 15 T-shirts and 20 caps to one store for $135, and supplies 12 T-shirts
and 32 caps to another store for $156. If delivery is free, write a pair of simultaneous linear equations
to represent this information, where the cost of T-shirt is $x and the cost of a cap is $y.
b. WE 14 Find the point of intersection of the pair of simultaneous linear equations found in part a.
c. What is the cost of a T-shirt and a cap?
6. At the conclusion of a tour of Wonky Willy’s
confectionery factory, Anna buys 10 choc balls and
8 fizz wizzers for $4.30, and Beatrice purchases 6
choc balls and 9 fizz wizzers for $4.05.
a. If a choc ball costs x cents and a fizz wizzer costs y
cents, develop a pair of simultaneous linear
equations to represent this information.
b. By finding the point of intersection of the graphs,
find the cost of a choc ball and a fizz wizzer.
7. The sum of two whole numbers, x and y, is 41. The difference between them is 3. Write two equations
involving x and y and solve to find the numbers.

TOPIC 1 Simultaneous linear equations 19

 8. Two pairs of simultaneous linear equations are solved graphically as shown in the diagrams below.
From the diagrams, determine the solution for each pair of simultaneous linear equations.
a. y b. y
10 6
8
6 4
4
2 2
x
–7 –6 –5 –4 –3 –2 –1 0 1 2 3 4
–2 0 x
–4 –6 –4 –2 2 4 6

9. WE 15 Yolanda sells handmade bracelets at a

market for $12.50. The revenue, $R, from selling
n bracelets is R = 12.5n, and the cost, $C, to make
n bracelets is C = 80 + 4.5n.
a. Determine the break-even point for Yolanda.
b. Interpret the break-even point found.
c. Find the profit or loss if Yolanda sells:
i. 8 bracelets
ii. 13 bracelets.

10. The entry fee for a charity fun run is $18. It

costs the organisers $2550 for the hire of a tent
and $3 per entry for administration. Any profit
will be donated to local charities. The revenue,
$R, from entry fees is R = 18n, where n is the
number of entries. The cost, $C, for the event is
C = 2550 + 3n.
a. Determine the number of entries needed to
break even.
b. A total of 310 entries are received for this
charity event. How much will the organisers be
able to donate to local charities?

Problem solving, reasoning and justification

11. Georgina is counting the number of insects and spiders she
can find in her back garden. All insects have 6 legs and
all spiders have 8 legs. In total, Georgina finds 43 insects
and spiders with a total of 290 legs.
a. Develop a pair of simultaneous linear equations
where x is the number of insects and y is the
number of spiders Georgina found in her back
garden.
b. How many spiders did Georgina find?
12. Farmer Brown counts the emus and cattle in a paddock. He notes there are 57 animals with 196 legs.
a. Assuming no animal amputees, how many of each animal does Farmer Brown have in the paddock?
b. Farmer Brown plans to sell half of the emus for $12 000/pair, and 6 cattle for $950 each. How much
revenue will he receive?

20 Jacaranda Maths Quest 12 Mathematics Standard 2 5E for NSW

13. Jett is starting up a small business selling handmade surfboard covers online. The start-up cost is $258,
and he calculates that each cover will cost $14.50 to make. The rule that finds the cost, $C, to make n
covers is C = 14.5n + 258.
a. Jett sells the covers for $36 each. Write an equation to determine the revenue, $R, for selling n covers.
b. Solve the equations simultaneously to determine Jett’s break-even point.
c. Jett receives an order for 30 surfboard covers. Determine the profit or loss for this order.
14. Maddie drives her coffee van to a local market each weekend. The parking cost for her coffee van is
$121.50. Maddie calculates that it costs her 80 cents per cup for the ingredients used.
a. Write an equation to determine the cost, $C, to make x cups of coffee.
b. Maddie sells her coffee at $3.50 per cup. Write an equation to determine the revenue, $R, for selling
x cups of coffee.
c. Determine how many cups of coffee Maddie will need to sell at the market to break even.
15. Charlotte has a babysitting service and charges
$12.50 per hour. After Charlotte calculated her
set-up and travel costs, she constructed the cost
equation C = 45 + 2.5h, where $C represents
the cost in dollars per job and h represents the
number of hours babysitting.
a. Write an equation that represents the
revenue, $R, earned by Charlotte in terms of
the number of hours, h.
b. By solving the equations simultaneously,
determine the number of hours Charlotte
needs to babysit to cover her costs.
c. In one week, Charlotte had three babysitting jobs as shown in the table below.

Babysitting on... Sunday Wednesday Saturday

Number of hours, h 5 3.5 7

i. Determine whether Charlotte made a profit or loss for each individual day of babysitting.
ii. Considering the week as a whole, did Charlotte make a profit this particular week?
Justify your answer.
16. The CotX T-Shirt Company produces T-shirts at a cost of
$7.50 each after an initial set-up cost of $810. CotX plans to
sell each T-shirt for $25.50
a. Find the cost to produce 40 T-shirts.
b. If CotX sells the 40 T-shirts, have they broken even?
Justify your answer.
c. Write an equation that represents the cost, $C, to produce
n T-shirts.
d. Write another equation that represents the amount of
revenue, $R, that would receive for selling n T-shirts.
e. By solving these equations simultaneously, determine the
number of T-shirts the CotX Company would need to sell
to break-even.
f. The CotX T-Shirt Company sold 100 T-shirts. Will they
be making a profit or a loss? Justify your answer.

TOPIC 1 Simultaneous linear equations 21

1.5 Review
1.5.1 Summary
In this topic you have learnt:
• how to solve a linear equation
• to develop linear equations from worded problems
• different methods used to sketch straight-line graphs, including:
⬩ finding the x- and y-intercepts
⬩ using the gradient–intercept form of a straight line
⬩ using technology
• to find the point of intersection between two straight-line graphs using technology
• to interpret the point of intersection
• how to find the break-even point of a simple business problem and the significance of this point.

Digital doc: Topic 1 summary — a comprehensive summary of key learning points (doc-26470)

Exercise 1.5 Review

Understanding, fluency and communicating

1. Solve each of the following linear equations for the pronumeral.
x+1
n − 12 = −7
a. b. 2(a + 1) = 8 c. 4d − 7 = 11 d. =9
2
2. Find the value of x in each of the following equations.
x−3
a. 10 = 4x + 3 b. 3(x + 2) = 12 c. =7 d. 16 = 2(3x − 9)
2
3. Solve the following linear equations.
4(3x − 1) 2(3 − x)
a. = −2 b. =5
5 3
4. Substitute x = 5 into the equation y = 5 − 6x to determine the value of y.
5. Substitute x = −3 into the equation y = 3x + 2 to determine the value of y.
6. Substitute x = 2 into the equation 3x − 2y = 0 to determine the value of y.
7. Find the x- and y-intercepts of the following linear equations, and hence sketch their graphs.
a. y = 2x + 4 b. y = 3x − 9 c. y = −2x + 6 d. y = 5 − 10x
8. Using intercepts, sketch the graphs of the following linear equations.
a. 2x + 5y = 10 b. 2x − y = 6 c. y = 2x + 4 d. 4x − 3y = 0
9. State the gradient and the y-intercept for each of the following, and hence sketch the graphs.
a. y = 2x + 1 b. y = 3 − x c. y = 12 x + 4 d. y = 5(2x − 1)
10. Use the gradient and y-intercept to sketch the following straight lines.
a. 3x + y = 6 b. 2x − y = 5 c. 4x + 2y − 5 = 0 d. x − y + 6 = 0
11. Using a technology of your choice or otherwise, sketch the graphs of the following linear equations.
a. y = −5x + 10 b. 6x + 7y + 42 = 0 c. 3x − y − 6 = 0. d. 2y = 9x + 18.
12. MC The x- and y-intercepts for the equation 2y = −3x + 12 are respectively:
A. 2 and 3 B. 4 and 6
C. −4 and 6 D. −4 and −6

22 Jacaranda Maths Quest 12 Mathematics Standard 2 5E for NSW

13. MC Which of the following has a y-intercept of −3?
A. x + 3y = 9 B. x − 3y + 9 = 0
C. 3x + y + 9 = 0 D. y = −3x − 3
14. Which one of the graphs shown has a gradient of −2?
y
B
A C D
5
4
3
E
2
1

–5 –4 –3 –2 –1–10 1 2 3 4 5 x

–2
–3
–4
–5

1
15. Which one of the graphs shown has a gradient of ?
2
y
A B
5
4
3
2 D
C
1 E

–5 –4 –3 –2 –1–10 1 2 3 4 5 x

–2
–3
–4
–5

16. MC Which of the following points is a solution of the pair of linear equations 11x + 2y = −121 and
10x + 12y = −222 ?
A. (11, 2) B. (−121, −222)
C. (10, 12) D. (−9, −11)
17. Find the points of intersection of the following pairs of simultaneous linear equations.
a. y = 5x + 1 and y = 2x − 5 b. y = 3x + 7 and y = 2x + 8
c. y = 4x + 1 and y = 3x − 1 d. y = x − 5 and y = −3x + 3
18. Solve the following pairs of simultaneous linear equations graphically.
a. 4x + y = 6 and x − y = 4 b. x + y = 7 and x − 2y + 5 = 0
c. 2x − y + 5 = 0 and x − 3y + 10 = 0 d. 4x + 3y = 29 and 2x + y = 13

TOPIC 1 Simultaneous linear equations 23

19. State the point of intersection for each pair of linear equations shown below.
a. y b. y
6 6

4 4

2 2

0 x 0 x
–6 –4 –2 2 4 6 –6 –4 –2 2 4 6
–2 –2

20. A bike tyre had 500 cm3 of air in it before it was

punctured by a nail. After the puncture, the air in
the tyre is leaking at a rate of 5 cm3 /minute. An
equation to represent the amount of air, A cm3 , in
the tyre t minutes after the puncture occurred is
given by A = 500 − 5t.
a. Determine the amount of air in the tyre after
12 minutes.
b. How long will it take before the tyre is
completely flat (i.e. there is no air left)?

Problem solving, reasoning and justification

21. Mary bought 4 donuts and 3 cupcakes for $10.55.
Sharon bought 2 donuts and 4 cupcakes for $9.90.
Let x cents represent the cost of a donut and y cents
the cost of a cupcake.
a. Develop a pair of simultaneous linear equations to
represent this information.
b. By finding the point of intersection of these straight
lines, find the cost of a donut and a cupcake.
22. Fredo is buying a large bunch of flowers for his mother.
He chooses roses and lilies, with each rose costing
$6.20 and each lily costing $4.70. In total he chooses
19 flowers and pays $98.30. Develop a pair of
simultaneous linear equations to determine exactly how many roses and lilies Fredo purchased to
give to his mother.
23. Miriam has a sweet tooth, and her favourite sweets are strawberry twists and chocolate ripples. The
local sweet shop sells both as part of their pick and mix selection, so Miriam fills a bag with them. Each
strawberry twist weighs 5 g and each chocolate ripple weighs 9 g. In Miriam’s bag there are 28 sweets,
weighting a total of188 g. Determine the number of each type of sweet that Miriam bought by forming
and solving a pair of simultaneous linear equations.
24. A manufacturing plant produces fixed-size square and circular metal panels. A square panel weighs
13 kg and a circular panel weighs 22 kg. A truck is loaded with 65 panels. The total weight of these
panels is 1.205 tonnes. Let the number of square panels on the truck be x and the number of circular
panels be y.

24 Jacaranda Maths Quest 12 Mathematics Standard 2 5E for NSW

 a. Develop a pair of simultaneous linear equations to model this situation.
b. Sketch the graphs of the equations found in part a and find their point of intersection.
c. How many circular panels were loaded on the truck?
d. Another truck is loaded with 8 square and 12 circular metal panels. Find the total weight of these
panels.
25. Brendan uses carrots and apples to make his spe-
cial homemade fruit juice. One week he buys 5 kg
of carrots and 4 kg of apples for $31.55. The next
week he buys 4 kg of carrots and 3 kg of apples for
$24.65.
a. Develop a pair of simultaneous linear equations
to represent the cost of carrots, x dollars/kg,
and the cost of apples, y dollars/kg.
b. Determine the cost of a kilogram of apples.
c. Calculate how much it would cost Brendan the
next week to make his juice if he buys 2 kg of
carrots and 1.5 kg of apples.
26. Benito decides to set up a market stall selling fruit-based energy drinks. On a particular day, he has to
pay $300 for his stall. The ingredients for each energy drink cost $1.35, and he sells the energy drinks
for $4.50 each.
a. Determine a linear equation to represent his costs, $C, if he sells x energy drinks.
b. Write an equation to find the revenue, $R, from selling x energy drinks.
c. Does Benito make a profit or a loss if, on that day, he sells 90 energy drinks? Explain your answer.
d. Using technology, determine the minimum number of energy drinks Benito needs to sell to make a
profit.
27. A new wildlife safari park has just opened. The entrance fee
for an adult is $25 and the entrance fee for a child is $15. One
Sunday, 350 people attended the safari park and $6650 was
collected in entrance fees.
a. Develop a pair of simultaneous linear equations to
represent this information, with x representing the number
of adults attending and y the number of children.
b. How many adults attended the safari park on that Sunday?
c. Calculate the total collected on Monday, if 52 adults and
87 children attended the safari park.
28. A school group travelled to the city by bus and returned by train. For adults, a bus ticket costs $3.50 and
a train ticket costs $4.75. For students, a bus ticket costs $1.50 and a train ticket costs $2.25. The total
cost of the bus tickets was $42.50, and the total cost of the train tickets $61.75.
a. Develop a pair of simultaneous linear equations to represent this information.
b. How many people were in the school group?
29. To make some extra pocket money, Sam and Sally decide to sell cups of lemonade from their front yard.
The cost, $C, to make the lemonade using their own lemons can be represented by the linear equation
C = 0.25x + 2, where x is the number of cups of lemonade sold.
a. They sell cups of lemonade for 50 cents. Write a linear equation to represent the revenue, $R.
b. Determine the number of cups of lemonade Sam and Sally need to sell in order to break even.
c. One hot summer’s day, they sell 23 cups of lemonade. Find their profit or loss.

TOPIC 1 Simultaneous linear equations 25

30. A new ball game, iBall, has been designed where
a player can throw the ball into the net to score a
goal or place the ball over the line to score a behind.
Two teams, the Rockets and the Comets, have just
finished playing. Their scores in the game are given
in the table below.

Team Goals Behinds Total score

Rockets 6 12 54

Comets 7 5 45

Develop a pair of simultaneous linear equations to represent this information.

a.
b. By finding the point of intersection, determine the number of points awarded for a goal and a behind.
c. Another two teams, the Jetts and the Meteorites, play a game of iBall. The Jetts scored 4 goals and
10 behinds, and the Meteorites scored 6 goals and 9 behinds. Which team won, and by how many
points?
31. A small manufacturing company produces special iPad covers. Its fixed overhead costs are $13 200 and
the cost to produce one cover is $4.50. The company plans to sell the covers online for $12 including
postage.
a. Develop a linear equation to represent the total cost, $C, to produce x special iPad covers.
b. Write a linear equation to represent the expected revenue, $R, from selling x special iPad covers.
c. If the company sells 1250 special iPad covers, have they covered their costs? Justify your answer.
d. Determine the number of special iPad covers the company will need to sell to break even.
32. Two budget car hire companies offer the following
special deals for hiring a small car.

Car company Deal

FreeWheels $75 plus $1.10 per kilometre travelled

GetThere $90 plus $0.90 per kilometre travelled

a. Develop two linear equations to represent the deals
for the two car hire companies. Write your equations
in terms of cost $y, and kilometres travelled, x km.
b. Solve the pair of equations simultaneously to
determine the distance travelled at which the cost of
hiring a car from either company will be the same,
and find the cost of travelling this distance.
c. Rex and Jan hire a car for the weekend. They expect
to travel a distance of 250 km. Which car hire
company should they use and why? Justify your
answer.

26 Jacaranda Maths Quest 12 Mathematics Standard 2 5E for NSW

Answers Exercise 1.3 Graphing linear equations
1. a. y
Topic 1 Simultaneous linear 25

equations 20
(0, 18)
Exercise 1.2 Review of linear equations 15
1. a. x = 4 b. x = −8
c. x = 7 d. x = −3 10

2. a. x = −8 b. x = 6 5
c. x = 2 d. x = 4
(–3, 0)
3. a. x = 7 b. x = −6 0 x
–15 –10 –5 5 10 15
c. x = 5 d. x = −11
4. a. x = 9 b. x = −4
c. x = −7 d. x = 4
b. y
5. a. x = −1 b. x = −5 10
c. x = 4 d. x = 35
6. a. x = 6 b. x = −2 5
c. x = 5 d. x = −5 (7, 0)
0 x
7. a. x = −13 b. x = 4 –15 –10 –5 5 10 15
c. x = −3 d. x = 11 –5
8. a. x = 12 b. x = 7
–10
9. a. x = −5 b. x = 7
10. x = 4 –15

11. $2.24 –20 (0, –21)

12. 83 cents
–25
13. a. 120 km b. 2.5 hours
14. a. 30 minutes b. 80 minutes –30
15. 33
16. a. i. 120 litres
c. y
20
ii. 270 litres
b. i. 38 minutes 15
ii. 108 minutes
c. 4 hours and 48 minutes 10
(0, 10)
17. a. $470 b. 42 weeks
5
18. 10.5 cm and 31.5 cm
(–2, 0)
19. a. 13 metres by 19 metres b. $1976 0 x
–15 –10 –5 5 10 15
20. a. C = 120 + 95t b. $880 –5
c. 2 hours
21. a. d = 75t –10
b. 187.5 km
c. 5 hours and 20 minutes d. y
5
22. a. P = 20t
b. 40 litres
c. 4 minutes and 15 seconds
23. a. i. 70 litres (–1.5, 0)
ii. 320 litres 0 x
–5 5
b. 7 hours
(0, –3)

–5

TOPIC 1 Simultaneous linear equations 27

2. a. y d. y
20 10

15
(0, 10)
10 (8, 0)
0 x
5 –10 10
(2, 0)
0 x
–6 –4 –2 2 4 6
–2 –10

–4
(0, –16)

–20
b. y
5

3. a. y
5
(0, 1) (1, 0)
0 x
–5 5 (0, 2)

0 (3, 0) x
–5 5
–5

–5
c. y

30 (0, 30) b. y
5
(0, 4)
25

20
(5, 0)
15 0 x
–5 5
10

5
–5
(5, 0)
0 x
–10 –5 5 10 c. y
–5 5

(4, 0)
0 x
–5 5

(0, –2.5)

–5

28 Jacaranda Maths Quest 12 Mathematics Standard 2 5E for NSW

 d. y d. y
10
5

(0, 2)
(0, 6) (–12, 0)
5 0 x
–15 –10 –5 5

–5

x
–5 (–5, 0) 0 5

5. a. y
–5 5

4. a. y
5
(0, 0)
0 x
–5 (1, –1) 5

(5, 0)
0 x
–5 5 –5

5 b. y
5

(0, –7)

–10 (0, 0)
0 x
–5 5
b. y (1, –2)
5

–5
(0, 0.5)

(–4, 0) 0 x
–5 5
6. a. y
5

–5
(1, 1)
(0, 0)
c. y 0 x
5 –5 5

–5
0 (2, 0) x
–5 5
(0, –2)

–5

TOPIC 1 Simultaneous linear equations 29

 b. y d. y
5 10

(0, 0) (1, 23 ) 5
(0, 6)
0 x
–5 5
(1, 3)

–5 x
–5 0 5

7. a. y
5 –5

(1, 3)
(0, 1)
8. a. y
0 x 15
–5 5

(1, 12)

–5 10

(0, 7)
b. y
5
5

0 x
–5 5 x
–5 0 5

–5 (1, –5)
–5
(0, –7)

–10 b. y
5

c. y (1, 2)
5
0 x
–5 5

0 x (0, –4)
–5 5 –5
(1, –2)

–5 (0, –5)

–10

30 Jacaranda Maths Quest 12 Mathematics Standard 2 5E for NSW

 c. y b. y
5 20

15
(0, 1) (0, 12)
10
(1, 8)
0 x
–5 5 5

0 x
–10 –5 5 10
–5 –5

–10
(1, –8)

–10
c. y
5

d. y
(0, 2)
10
(3, 0)
0 x
5 –5 5

0 x
–10 –5 5 10
–5 –5

–10 (1, –11)

(0, –13)
–15 d. y
5
–20

(4, 0)
9. a. y 0 x
20 –5 5

15
(1, 12)
10 –5 (0, –5)
(0, 9)
5

0 x 10. a. y
–10 –5 5 10 5
–5
(1, 3)
–10

0 (0, 0) x
–5 5

–5

TOPIC 1 Simultaneous linear equations 31

 b. y b. y
5 5

(0, 0)
–5 0
( 2
13, 0 ) 5
x
–5 0
(3, –1)
5
x

(1, –2)

–5 (0, –5) –5

c. y c. y
5 (0, 5)
10
(1, 2)
5
( 2
13, 0 ) (8, 0)
0 x 0 x
–5 5 –10 –5 5 10
–5 (0, –2)

–10
–5

d. y d. y
5 5

(4, 1)
(–1.5, 0)
x x
–5 0 2
(
2 ,0 5
3 ) –5 0 5
(0, –2)
(0, –4)
–5 –5

11. a. y 12. a. y
5
(5, 10)
10
(0, 2)
5
(5, 0) (5, 0)
0 x 0 x
–5 5 –10 –5 5 10
–5

–10
–5

32 Jacaranda Maths Quest 12 Mathematics Standard 2 5E for NSW

 b. y 14. a. y
y = –2x y = –4x
10
(10, 5)
5 y = –3x
(0, 5) 5
0 x
–10 –5 5 10
–5
y = –1x
–10 x
–5 0 (0, 0) 5 10

c. y –5

(–3, 10) 10 b. All of the gradients are negative, so the straight lines are
going down as x-increases. As the numbers increase, the
5 straight lines become steeper.
(–3, 0) 15. a. y
0 x y=x+2
–10 –5 5 10
–5

–10 5 y=x–3
(0, 2)

(0, 1) y=x+1 y=x–5

d. y
5 0 (0, 0) x
–5 5 10
(5, 3)
(0, 3) (0, –3)
–5 (0, –5)
0 x
–5 5
b. All of the straight lines are parallel; they all have a
gradient of 1. The change in position of the line is given
by the constant, the c value, in y = mx + c.
–5 16. Line C is parallel to y = −4x − 7 as their gradients are
equal, m = −4.
17. Line C has the same y-intercept as y = 18x − 2. It is the
13. a. y point (0, −2).
y = 4x
y = 2x
Exercise 1.4 Simultaneous linear equations
y = 3x
1. a. y
5

y=x y = –2x
5
(0, 0) y = 4x – 6
0 x
–5 5 10

0 x
–5 5
–5 (1, –2)

b. As the gradients increase, or get larger, the straight lines

get steeper. –5

Point of intersection: (1, −2)

TOPIC 1 Simultaneous linear equations 33

 b. y 2. a. y
10
10

y = 3x – 5 y = 5x + 5

y = 4x 0 x
–20 –10 10
0 x
–10 10 y = –x – 19

–10
–10
(–4, –15)

–20
(–5, –20)
–20
Point of intersection: (−4, −15)
Point of intersection: (−5, −20)

b. y
5

c. y
10
y = –2x
y = 3x + 1
–5 0 5 x

y = 2x + 2
5 (2, –4)
(1, 4) –5
y=x–6

0 x
–5 5 –10

Point of intersection: (2, −4)

–5

Point of intersection: (1, 4)

c. y
20
d. y y = 20 (5, 20)
10
y = –3x y = 3x + 5
10
(–2, 6)
5

0 x
–10 10
–5 0 5 x

y = 4x + 14
–10
–5
Point of intersection: (5, 20)
Point of intersection: (−2, 6)

34 Jacaranda Maths Quest 12 Mathematics Standard 2 5E for NSW

 d. y c. y
5 10

y = –5x + 5

5
0 x
–5 5 (2, 4)
y = –2x – 4
6x – y = 8

–5 x
–5 0 5
y=x+2

(3, –10)
–10 –5

Point of intersection: (2, 4)

Point of intersection: (3, −10)

3. a. y d. y
5 10

y=x+2 6x + y – 7 = 0
5
0 x
–10 –5 5

(–7, –5) 3x – 4y + 1 = 0
–5 0 x
–5 5

4x + 3y + 7 = 0

(2, –5)
–10 –5

Point of intersection: (−7, −5) Point of intersection: (2, −5)

b. y 4. a. y
10 5
2x + y = –6 y = 2x + 1

5 0 x
–5 5
(3, 3) (–1.75, –2.5)

–5
0 x
–5 5 10
2x + y = 9

y = 3x – 6
–5 –10

Point of intersection: (3, 3) Point of intersection: (−1.75, −2.5)

TOPIC 1 Simultaneous linear equations 35

 b. y 10. a. 170
20 b. $2100
11. a. x + y = 43 and 6x + 8y = 290.
(0.5, 13.5) b. 16 spiders
12. a. 16 emus and 41 cattle
10 b. $53 700
x + y = 14 13. a. R = 36n
b. (12, 432)
c. A profit of $387

–10 0 10 x 14. a. $C = 121.5 + 0.8x

b. $R = 3.5x
7x + y = 17 c. 45 cups of coffee
15. a. R = 12.5h
–10 b. 4.5 hours
c. i. Charlotte made a profit of $5 on Sunday, a loss of $10
Point of intersection: (0.5, 13.5)
on Wednesday and a profit of $25 on Saturday.
c. y ii. A profit of $110
10
y = 2x 16. a. $1110
b. The company made a loss of $90, so they have not
x + 3y = 14 (2, 4) broken even.
c. C = 7.5n + 810
d. R = 25.5n
–10 0 10 x e. 45 T-shirts
f. A profit of $990

–10
Exercise 1.5 Review
1. a. n = 5
Point of intersection: (2, 4) b. a = 3
9
c. d = (or 4.5)
d. y 2
d. x = 17
5
x+y=6 7
2. a. x = (or 1.75)
4
b. x=2
c. x = 17
(6, 0) 17
0 x d. x=
–5 5 10 3
3. a. x = −0.5 b. x = −4.5
4. y = −25
x–y=6
–5 5. y = −7
6. y = 3

Point of intersection: (6, 0) 7. a. y

–10
5. a. 15x + 20y = 135 and 12x + 32y = 156
b. (5, 3)
c. Cost of T-shirt: $5; cost of cap: $3
6. a. 10x + 8y = 430 and 6x + 9y = 405 5
b. (15, 35) (0, 4)
c. Choc ball: 15 cents; fizz wizzer: 35 cents
7. x + y = 41 and x − y = 3
The numbers are 22 and 19. (–2, 0)
0 x
–5 5
8. a. (−2, 5) b. (1, 5)
9. a. (10, 125)
b. Yolanda would need to sell 10 bracelets to break even,
that is to make neither a profit nor a loss. –5
c. i. Loss of $16
ii. Profit of $24

36 Jacaranda Maths Quest 12 Mathematics Standard 2 5E for NSW

b. y 8. a. y
5 6
5
4
3 (0, 2)
(3, 0) 2
x 1 (5, 0)
–5 0 5
x
–3 –2 –1 0 1 2 3 4 5 6 7
–1
–2
–3
–5 –4

(0, –9) b. y
–10 2
1
(3, 0)
0 x
–4 –3 –2 –1 1 2 3 4 5 6
–1
–2
c. y –3
10
–4
–5
–6 (0, –6)
(0, 6) –7
–8
5

c. y
(3, 0) 7
0 x 6
–5 5
5
4 (0, 4)
3
2
–5
(–2, 0) 1
x
–6 –5–4 –3 –2 –1 0 1 2 3 4
–1
–2
d. y –3
10

d. y
(0, 5) 7
5
6
5
4 (3, 4)
3
(0.5, 0) 2
0 x (0, 0) 1
–5 5
x
–4 –3 –2 –1 0 1 2 3 4 5 6
–1
–2
–3
–5

TOPIC 1 Simultaneous linear equations 37

9. a. y-intercept: (0, 1), gradient: 2 d. y-intercept: (0, −5), gradient: 10
y y
6 10
5
4
3 (1, 3)
2
1 (0, 1) 5 (1, 5)
x
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1
–2
–3
–4 x
–5 0 5

b. y-intercept: (0, 3), gradient: −1

y –5 (0, –5)
6
5
4
(0, 3) –10
3
2 (1, 2)
1
x
10. a. y
–5 –4 –3 –2 –1 0 1 2 3 4 5 10
–1
–2
–3
–4
(0, 6)
5

1 (1, 3)
c. y-intercept: (0, 4), gradient:
2
y
10 x
–5 0 5

5 –5
(0, 4) (2, 5)

b. y
5
0 x
–10 –5 5

0 x
–5 5

(1, –3)

–5 (0, –5)

–10

38 Jacaranda Maths Quest 12 Mathematics Standard 2 5E for NSW

 c. y b. y
10 5
4
3
2
(–7, 0) 1
5
–7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 x
–1
–2
(0, 2.5)
–3
(1, 0.5) –4
–5
x
–5 0 5 –6 (0, –6)
–7
–8
–9
–5 –10

d. y c. y
10 5
4
3
(1, 7) 2
1 (2, 0)
(0, 6)
5 0 x
–6 –5 –4 –3 –2 –1 1 2 3 4 5 6
–1
–2
–3
–4
–5
0 x
–5 5 –6 (0, –6)
–7
–8
–9
–5 –10

d. y
11. a. y
(0, 10) 10
10
(0, 9)

5
5

(–2, 0)
(2, 0)
0 x
0 x –5 5
–5 5

–5
–5

12. B
13. D
14. B
15. D
16. D
17. a. (−2, −9) b. (1, 10)
c. (−2, −7) d. (2, −3)

TOPIC 1 Simultaneous linear equations 39

18. a. (2, −2) b. (3, 4) c. (−1, 3) d. (5, 3) 28. a. 3.5x + 1.5y = 42.5 and 4.75x + 2.25y = 61.75
19. a. (2, 4) b. (−1, 2) b. 23 (4 adults and 19 students)

20. a. 440 cm
3
b. 100 minutes 29. a. R = 0.5x.
b. 8 cups of lemonade
21. a. 4x + 3y = 1055 and 2x + 4y = 990
c. A profit of $3.75
b. Cost of a donut: $1.25; cost of a cupcake: $1.85
30. a. 6x + 12y = 54 and 7x + 5y = 45.
22. 6 roses and 13 lilies
b. 5 points are awarded for a goal and 2 points for a
23. 16 strawberry twists and 12 chocolate ripples behind.
24. a. x + y = 65 and 13x + 22y = 1205 c. The Meteorites won by 8 points.
b. (25, 40) 31. a. C = 13200 + 4.5x
c. 40 circular panels b. R = 12x
d. 368 kg c. If the company sells 1250 iPad covers, it makes a loss
25. a. 5x + 4y = 31.55 and 4x + 3y = 24.65 of $3825. Therefore, it does not cover its costs.
b. $2.95 d. 1760 iPad covers
c. $12.33 32. a. y = 75 + 1.1x and y = 90 + 0.9x
26. a. C = 300 + 1.35x b. 75 kilometres, costing $157.50
b. R = 4.5x c. Rex and Jan should use GetThere for the weekend, as it
c. A loss of $16.50 would be $35.00 cheaper than the FreeWheels deal.
d. 96 energy drinks
27. a. x + y = 350 and 25x + 15y = 6650
b. 140 adults
c. $2605

40 Jacaranda Maths Quest 12 Mathematics Standard 2 5E for NSW