Unit 5: Graphical Interpretation and Application

In nearly every physical phenomenon, we observe that one quantity depends on

another. For example, your height depends on your age, the cost of mailing a
package depends on its weight. We use the term function to describe this
dependence of one quantity on another.

We say the following:

• Height is a function of age.
• Cost of mailing a package is a function of weight.

There are different ways to represent a function. In this unit, we focus on the notation
of a function and the graphical representation of a function.

5.1 DEFINITION OF A FUNCTION

5.1 Definition of a Function

Number Relationships
A function can be viewed as a machine (or a rule) with an input value, an
operational system and an output value, as explained by the following diagram:

In this unit, we focus on the mathematical notation of a function and real life
related examples of functions.

Specific outcomes 5.1 Definition of a Function

After completing this unit, you should be able to perform the actions listed below.

 Define a function and describe the relevant terminology.

 Use function notation to represent the function in terms of mathematical
notation.

You should be able to utilise the above-mentioned knowledge and be able to

solve real life related problems.
1. Define a function
As already indicated, a function describes a special relationship between two
variables. An example of a function is 𝑦 = 𝑥 + 2, the input (𝑥 – value) can take many
values and is called the independent variable. The output (𝑦 – value) will depend on
the specific input and is called the dependent variable. The input and resulting output
will behave according to the rule 𝑥 + 2 as illustrated by the diagram below.

Rule: 𝒚 =
Input 𝒙 Output 𝒚
𝒙 + 𝟐

Example 𝑥=3 𝑦 =3+2 𝑦=5

𝑥 = −1 𝑦 = −1 + 2 𝑦=1

𝑥=𝑎 𝑦 = 𝑎+2 𝑦 =𝑎+2

In real life, we use functions to describe the relationship between two variables. For
example, the average income for an agent that sells products will depend on the
number of products sold.

Definition:
A function relates each element of a set with exactly one element of another set.
• It must work for every possible input value
• And you can only have one relationship for each input value

To determine whether a relation is a function, you must decide whether each input
value match with exactly one output value.
When any input value match with two or more output values, the relation is not a
function.

2. Function notation

We usually use 𝑥 to represent the input and 𝑦 to represent the output. We let 𝑓 be the
function. Different symbols are used to represent the same function. For example, the
function can be written as
𝑓 (𝑥) = 𝑥 + 2
Other notations could also be used, for example:
𝑓: 𝑥 → 𝑥 + 2

Therefore, it is useful to give a function a name. The most common name is "f", but
you can have other names like "g”; “h” etc., or maybe “C” for cost, “I” for income.

The input is put inside brackets ( ) after the name of the function, so f(x) shows you the
function is called "f", and "x" is the input.
For example: f(x) = x2 shows you that function "f" takes "x" and squares it.
So with f(x) = x2:
 an input of 4 becomes an output of 16.

In fact we can write f(4) = 16, and say “f of 4 equals 16”.

Example: with z = 2u3:

"u" could be called the "independent variable"
"z" could be called the "dependent variable" (it depends on the value of u)

The following are examples of functions:

 f:{(–3, 0), (–1, 4), (0, 2), (2, 2), (4, –1)}, it shows pairs of input- and output-values.
 V(r) =  r 2h
 f (x) = x2 – 4x + 7

Exercise 5.1 A:

1. Is the relation 𝑠 2 = 9𝑡, 𝑡 𝜖 (0; ) a function or not? Give a reason.

2. Given: 𝑓(𝑥) = 𝑥 − 2𝑥 3
Calculate:
A. 𝑓(−5)
B. 𝑓(0)
C. 𝑓(𝑎)
D. 𝑓(𝑥) − 𝑓(3)
3. Given: 𝑥 ∈ {−1; 0; 1; 2}
a) Calculate the output values of the function 𝑔(𝑥) = 𝑥 2

b) Write down a set of ordered pairs for your answers acquired in (a).
6
4. If 𝑓(𝑥) = 3𝑥 , 𝑔(𝑥) = 𝑥 2 and ℎ(𝑥) = 𝑥 , find:

A. 𝑓(1) B. 𝑔(2)

C. ℎ(𝑎) D. 𝑥 if 𝑓(𝑥) = 81

E. 𝑥 if 𝑔(𝑥) = 121 F. 𝑥 if ℎ(𝑥) = 12

5.2 GRAPHS OF FUNCTIONS

Number
5.2 GraphsRelationships
of Functions

Functions can be represented as an algebraic equation, as a table or displayed

graphically on a plane. In this section, we focus on the graphical representation of
functions on a plane.
 Specific outcomes 5.2 Graphs of Functions

After completing this unit you should be able to perform the actions listed below.

Plot coordinates on the plane.

• Interpret inequalities and find relevant intervals.
• Use the table method to draw the graph of a function.
• Find the domain and range of a function.
• Use the graph of a function to solve an equation.
• Solve application problems by finding the simultaneous solution of linear
functions.

You should be able to utilise the above-mentioned knowledge and be able to

solve real life related problems.

1. The 𝒙– 𝒚 plane

In order to display functions graphically we use the Cartesian plane or

𝑥– 𝑦 plane.
The vertical axis is called the 𝑦 – axis and displays the dependent variables.

The horizontal axis is called the 𝑥 – axis and displays the independent variables.

The horizontal and vertical axes intersect at the origin and are both drawn according
to a convenient scale. The diagram below displays the above information.

𝑦-axis: vertical
axis

origin
𝑥-axis: horizontal
axis

A coordinate (𝑥, 𝑦) can be displayed on the Cartesian plane. The first coordinate
always represents 𝑥 and the second coordinate always represents 𝑦. In the diagram,
example coordinates are plotted on the Cartesian plane.
Often graphs are restricted by a given interval and we only use part of the 𝑥-axis to
display the graph.

 The closed interval:

All the numbers from -3 to 5, including both -3 and 5, are in the closed interval. It can
be written in interval notation: [-3 ; 5] or as an inequality: −3 ≤ 𝑥 ≤ 5

 The open interval

This interval is closed on one side and open on the other side. All the numbers from -3
to 5, including -3 but excluding 5, are in the interval. It can be written in interval
notation: [-3 ; 5) or as an inequality: −3 ≤ 𝑥 < 5

Exercise 5.2 A:

1. Describe the following intervals using an inequality and draw them on the x-axis:
1.1. [0; 5]
1.2. [-4; ½)
1.3. [3; ∞ )
2. Draw the intervals on the 𝑥-axis and write in interval notation:
2.1. −5 ≤ 𝑥 ≤ 1
2.2. 𝑥 ≤ 3
2. Plotting points and sketching graphs

Example: Plot the graph of 𝑦 = 1 − 3𝑥 for −3 ≤ 𝑥 ≤ 3.

Choose values for the independent variable from -3 to 3 and calculate the output
values:

𝑥 -3 -2 -1 0 1 2 3

𝑦 10 7 4 1 -2 -5 -8

y
12
(-3, 10) 10
8
(-2, 7)
6
4
(-1, 4) 2
(0, 1) x
0
-4 -3 -2 -1 -2 0 1 (1, -2)2 3 4
-4
(2, -5)
-6
-8 (3, -8)
-10

Example: Sketch the graph of 𝑦 = – 3𝑥 + 7.

We can draw a table as in the previous example. This time the domain is not restricted,
so we may choose any x-values. Here we chose values from -1 up to 4:

From the table, it follows that

(–1, 10), (0, 7), (1, 4), (2, 1), (3, –2), and (4, –5)

are solution points of the equation.

Diagram by Ron Larson, Precalculus, 9th edition,

International Edition.
3. Applications using graphs of functions

 One application using graphs of

functions is to find the point of intersection
between two graphs, or in other words to
find the simultaneous solution between
𝑥
the equations 𝑦 = 3𝑥 – 9 and 𝑦 = – 2 – 2.
The diagram illustrates the point of
𝑥
intersection; where 3𝑥 – 9 =– – 2.
2

 Another application is to find the average rate of change:

The slope of a line can be interpreted as a rate of change. We will get back to this in
the next section.
For a nonlinear graph whose slope changes at each point,
the average rate of change between any two points
(x1, f (x1)) and (x2, f (x2)) is the slope of the line through the
two points.

Diagram by Precalculus, Ron Larson, 9th edition, International Edition.

The line through the two points is called the secant line, and the slope of this line is
denoted by the letter m.

𝒇(𝒙𝟐 )−𝒇(𝒙𝟏 )
Average rate of change of f from x1 to x2:
𝒙𝟐 −𝒙𝟏

Exercise 5.2 B:

Find the average rates of change of 𝑓 (𝑥) = 𝑥 3 – 3𝑥

a. from x1 = –2 to x2 = –1 and
b. from x1 = 0 to x2 = 1

Diagram by Precalculus, Ron Larson, 9th edition,

International Edition.
Use the exercise at the end of the unit as a self-assessment opportunity to test your
knowledge, application and problem solving skills.

Exercise 5.2 C:

1. Plot the following points on the Cartesian plane: (-1; -1); (0; 1); (1; 3); (2; 5)
2. Draw a table for the 𝑥-values: −2, −1, 0, 1, 2, and use it to sketch the graph of
2𝑦 + 2𝑥 = 4
3. Solve graphically:
2𝑥 + 𝑦 = 6
−𝑥 + 𝑦 = 0
Make a table for each graph, choosing your own input values:

𝑥 -1 0 1 2 3 4

𝑥 -1 0 1 2 3 4

4. Given the graph of 𝑦 = 𝑥 2 + 1 and A(1; 2), B(2; 5) and C(-1; 2). Find the average
gradient between the points: (N.B. It is not necessary to draw a graph)
a. A and B

b. B and C

c. A and C

5.3 THE STRAIGHT LINE

5.3 The Straight Line

Number Relationships
In the previous section, we already introduced the straight-line graph.
In this section, we focus on the properties of the graph.

Specific outcomes 5.3 The Straight Line

After completing this unit, you should be able to perform the actions listed
below.
 Identify the standard form of the straight-line graph and answer relevant
questions.
• Discuss the properties of the straight-line graph.
• Find the equation of the straight-line graph.
• Solve application problems.
You should be able to utilise the above-mentioned knowledge and be able to
solve real life related problems.
Properties of the linear function or straight line graph
The standard form of the straight-line graph (or linear function) is 𝒚 = 𝒎𝒙 + 𝒄
• m represents the gradient or slope of the graph.
 If m > 0 then the graph is increasing.
 If m < 0 then the graph is decreasing.
 If m = 0 then the graph is a horizontal line.
m=
𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 𝑖𝑛 𝑦 𝑐𝑜𝑜𝑟𝑑𝑖𝑛𝑎𝑡𝑒𝑠
 𝑚 = 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 𝑖𝑛 𝑥 𝑐𝑜𝑜𝑟𝑑𝑖𝑛𝑎𝑡𝑒𝑠

Positive slope, line rises. Negative slope, line falls

Zero slope, horizontal line.

Diagram by Ron Larson, Precalculus, 9th edition, International Edition.

c represents the y-intercept (vertical intercept) of

the graph.

The graph can be sketched by drawing a table as

in the previous section or by plotting the vertical
intercept point and then using the gradient to find C=2
another point on the graph. If these points are
connected you find the straight line graph. This is called
the gradient-intercept method.
Finding the Slope of a Line

• Given an equation of a line, you can find its slope by writing the equation in
standard form.

• If you are not given an equation, but you are given two pairs of coordinates,
then you can still find the slope of a line using the formula:
𝑦2 − 𝑦1
𝑚=
𝑥2 − 𝑥1

When using the formula for slope, the order of subtraction is important. Given two
points on a line, you are free to label either one of them as (x1, y1) and the other as
(x2, y2).

However, once you have done this, you must form the numerator and denominator
using the same order of subtraction.

Correct Correct Incorrect

Exercise 5.3 A:
Find the slope of the line passing through each pair of points.
a. (–2, 0) and (3, 1)
b. (–1, 2) and (2, 2)
c. (0, 4) and (1, –1)
d. (3, 4) and (3, 1)

Finding the equation of a straight-line

The equation of a straight line with gradient 𝑚 and intercept 𝑐 on the 𝑦-axis is

𝑦 = 𝑚𝑥 + 𝑐

To find the equation of the straight line we must be given either:

 two points, (x1, y1) and (x2, y2), on the line; or

 one point, (x1, y1), on the line and the slope, m; or
 the y intercept, c, and the slope, m.
Examples:
1
1. We want to find the equation of a line, which has a gradient of 3
and passes
through the point (6,8 ).

We know the gradient, but we do not know the value of the 𝑦-intercept 𝑐.

We start by writing the general equation of a straight line 𝑦 = 𝑚𝑥 + 𝑐.

1 1
We know 𝑚 = 3 ∶ 𝑦 = 3
𝑥 + 𝑐.

The line passes through(6,8 ). This means that when 𝑥 = 6, 𝑦 = 8

1
8=3×6+𝑐

𝑐 =8−2 = 6
1
So the equation becomes 𝑦 = 3𝑥 +6

2. Two points on this line are (x1, y1) = (0, 15) and (x2, y2) = (3, 0).

Therefore, the 𝑦 intercept is 𝑐 = 15

and the slope is

𝑦2 − 𝑦1
𝑚= = −5
𝑥2 − 𝑥1

Therefore, the equation is:

𝑦 = −5 𝑥 + 15.

3. Find the equation of the line with -2, that passes through the point (3, -4).

Put 𝑚 = −2, 𝑥 = 3 and 𝑦 = −4 straight into the formula

𝑦 = 𝑚𝑥 + 𝑐

−4 = −2 × 3 + 𝑐

∴ 𝑐=2

Put the 𝑚- and 𝑐-value into the equation:

𝑦 = −2𝑥 + 2
Applications
In real-life problems, the slope of a line can be interpreted as either a ratio or a rate.

 If the x-axis and y-axis have the same unit of measure, then the slope has
no units and is a ratio.
 If the x-axis and y-axis have different units of measure, then the slope is
a rate or rate of change.

Example – Predicting Sales

(example by Ron Larson, Precalculus, 9th edition, International Edition.)

The sales for Best Buy were approximately $49.7 billion in 2009 and $50.3 billion in 2010.
Using only this information, write a linear equation that gives the sales in terms of the
year. Then predict the sales in 2013.

Let t = 9 represent 2009. Then the data points (9, 49.7) and (10, 50.3) represent the two
given values.

The slope of the line through these points is

50.3 − 49.7
𝑚= = 0.6
10 − 9

You can find the equation that relates the sales y and the year t to be

𝑦 = 0.6𝑡 + 𝑐

To find the value of c, substitute any one of the two given data points in the above
equation:

50.3 = 0.6 × 10 + 𝑐

𝑐 = 44.3

Linear equation is:

𝑦 = 0.6𝑡 + 44.3

According to this equation, the sales in 2013 will be:

𝑦 = 0.6(13) + 44.3

= 7.8 + 44.3

= $52.1 𝑏𝑖𝑙𝑙𝑖𝑜𝑛.

The prediction method illustrated in the example is called linear extrapolation.

 - Note that an extrapolated point does not lie
between the given points.

- When the estimated point lies between two

given points, the procedure is called

linear interpolation.

Example:

(example from X-kit: Maths for Stats and Business, Pearson.)

The total cost of producing 50 bicycles is R35 000 and the total cost of producing 75
bicycles is R50 000.
Find:
a. The variable cost per bicycle
b. The fixed cost
c. The cost-volume formula
d. The cost of producing 25 bicycles
Sketch the cost-volume graph.

Solution:
𝑞 = number of bicycles (i.e. quantity, or volume in this question.)

𝐶 = cost of producing 𝑞 bicycles

In the equation of the straight line, 𝑦 = 𝑚𝑥 + 𝑐, 𝑚 represents the variable cost, that
is, the cost of producing one more bicycle. In addition, 𝑐 represents the fixed cost,
this is an expense you have even before you have produced the first bicycle, for
example, your machinery, rent of factory etc. Remember that there is a difference
between uppercase and lowercase letters! 𝐶 = cost, 𝑐 = vertical intercept.

a. The variable cost per bicycle

50000−35000
𝑚= = 𝑅600
75−50
b. The fixed cost
𝐶 = 600𝑞 + 𝑐
50 000 = 600(75) + 𝑐
𝑐 = 𝑅5 000

c. The cost-volume formula

𝐶 = 600𝑞 + 5 000
d. The cost of producing 25 bicycles
𝐶 = 600(25) + 5 000 = 𝑅20 000

55000 C
50000
45000
40000
35000
30000
25000
20000
15000
10000
5000
0 q
0 20 40 60 80

Use the exercise at the end of the unit as a self-assessment opportunity to test your
knowledge, application and problem solving skills.

5.4 THE STRAIGHT LINE AND INEQUALITY CALCULATIONS

5.4 Graphs of Inequality Functions

Functions can be represented In different ways. In this section, we focus on the

graphical representation of inequality functions on a plane. This is also referred to
as Linear programming and plays an important role to deal with various issues in
business. Some examples are when maximising profits or minimising costs.

Specific outcomes 5.4

After completing this unit, you should be able to perform the actions listed below.

Plot coordinates on the plane.

• Interpret inequalities and find relevant intervals.
• Solve application problems by finding the simultaneous solution of linear
functions.
You should be able to utilise the above-mentioned knowledge and be able to
solve real life related problems.
Graphing Linear Inequalities (restricted to two variables)

Linear inequalities in two variables are expressed by the following examples:

2𝑥 + 𝑦 > 4, 3𝑦 + 4𝑥 < 6, 4𝑥 − 5𝑦 ≤ 12.

An ordered pair that satisfies the inequality represents a solution of a linear inequality.
A linear inequality can have infinitely many solutions, one for every chosen value of 𝑥.
The best way to represent these solutions is to sketch the graph of the inequality, All
points in the plane that satisfy the inequality will be included.

Given the linear inequality, 3𝑥 − 2𝑦 ≥ 6, we can show that (4, 3) is a solution that satisfy
the inequality. However, there are many more solution so we need to represent them
with a sketch.

Example: Graph the inequality 3𝑥 − 2𝑦 ≥ 6.

SOLUTION: FIRST solve the inequality for 𝑦:

3
3𝑥 − 2𝑦 ≥ 6 ∴ −2𝑦 ≥ 6 − 3𝑥 ∴ 𝑦 ≤ 𝑥−3 [NB:
2
when multiplying or dividing with MINUS the inequality sign turns around]

3
We can now graph the line 𝑦 = 𝑥 − 3 as the points on the line satisfy the inequality.
2
By using the table method and plotting some points, we can graph the line.

Y-axis

3
𝑦 = 𝑥−3
2

0 X-axis
2

-3
This straight line is called the boundary line for the inequality and is part of the solution.
3
Should the inequality have just been 𝑦 < 2 𝑥 − 3, the line would have been
EXCLUDED from the solution and would have been represented by a dotted line.

To indicate ALL the solutions we must either shade the area above or below the
boundary line.
Y-axis

Points
Satisfy:
𝑦 > 𝑚𝑥 + 𝑐

Points Satisfy:
𝑦 < 𝑚𝑥 + 𝑐

0 X-axis

Y-axis

--- --- ---- --- ---- ---

--- ---- ---- ---- ---- --
----- ---- -------- ------- ---
3
---- --- 𝑦 ≤ 2 𝑥 − 3 --- ----
---- ---- ----- ------ ----- ----- --
----- -------- ------ ------ ----- ----
2 ----- ------ ------- ------- ------- ----
0 X-axis
-- ---- ----- ---- ---- ---- ----- ----- ----
---- ----- ----- --- ---- ---- ---- ----- ----- --
-3 ---- ---- ---- ----- ----- ---- ----- ----- ---- ----

Now practise the following:

Ex 5.4: Graph
1. 𝑥 + 4𝑦 < 4 2. 5𝑦 + 2𝑥 ≥ 10
3. 𝑦 ≥ 2 4. 𝑥 ≤ −3
5. On the same Cartesian plane graph the following system of inequalities and show
the solutions that are valid for both inequalities: 𝑥 ≤ 2𝑦 𝑎𝑛𝑑 3𝑥 + 𝑦 ≤ 12
5.5 NON-LINEAR FUNCTIONS (CURVES) INTERPRETATIONS

5.5 Graphs of Non-linear Functions

In this section, we focus on the graphical interpretation of non-linear functions. We

discuss how these curves can assist us in making an informed decision in various
business transactions.

Specific outcomes 5.5

After completing this unit, you should be able to perform the actions listed below.

Plot coordinates on the plane.

• Discuss quadratic functions and their properties
• Investigate the Tangent and its application to increasing, decreasing properties

You should be able to utilise the above-mentioned knowledge and be able to solve
real life related problems.

A function with a variable to the second degree’s name is a quadratic function and
a parabola represents its graph.

It is important to refresh your basic knowledge regarding parabolas and therefor

curves in general.

Standard form: 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 where 𝑎 = shape of graph (minimum or maximum

turning point)
𝑐 = y-intercept

𝑎 > 0 𝐺𝑟𝑎𝑝ℎ ℎ𝑎𝑠 𝑎 𝑀𝑖𝑛𝑖𝑢𝑚 𝑣𝑎𝑙𝑢𝑒

We can clearly see that the 𝑎-value in 𝑓(𝑥) = 𝑎𝑥 2 determines the shape of the
parabola.
When a > 0, the parabola is in the form

When a < 0, the parabola is in the form

The greater the value of a, the narrower the graph.

The smaller the value of a, the wider the graph.

To determine the GRADIENT of the graph we have to look at the gradient AT A

SPECIFIC 𝑥 −value. We call this an INSTANTANEOUS RATE OF CHANGE; not an average
rate of change as seen with a straight-line.

To calculate the rate of change we need to find a TANGENT of the curve at a

specific 𝑥 −value. The gradient / slope of the Tangent line will be equal to the gradient
/ slope of the curve at that value of 𝑥.

Definition of a TANGENT: a line that touches a curve at one point ONLY and does not
cut the curve.

- 𝒎 > 𝟎 then the Tangent has a POSITIVE gradient and the function is
INCREASING
- 𝒎 < 𝟎 then the Tangent has a NEGATIVE gradient and the function is
DECREASING
- 𝒎 = 𝟎 then Tangent is HORISONTAL and it indicates a Turning point which will
be a minimum or maximum value.

A good example of applicable curves found in finance is the Yield curve:

The yield curve represents the changes in interests rates associated with a particular
security based on length of time until maturity. Unlike other metrics, the yield curve is
not produced by a single entity or government. Instead, it is set by measuring the feel
of the market at the time, often referring to investor knowledge to help create the
baseline. The direction of the yield curve is considered a solid indicator regarding the
current direction of an economy.
 An example of an inverted Yield curve

https://www.investopedia.com/terms/n/normalyieldcurve.asp#ixzz5Tx1xIW00

From the direction and “steep/flatness” of a curve, many interpretations can be

made.

Exercise Unit 5:

1. Which of the following ordered pairs solve this equation: 𝑦 = 3𝑥 − 4 ?

(0, −4) (1, 2) (1, −1) (2, −3)

2. Find the equation of the straight line through the points (−5,7) and (1,3)
3. Find the gradient of the straight line joining the points 𝑃(– 4, 5) and 𝑄(4, 17).
4. Evaluate the function at each specified value of the independent variable and
simplify:

𝑔(𝑥) = 3𝑥 3

a. 𝑔(0)
1
b. 𝑔( )
3

5. Graph 𝑦 = 2𝑥 for −4 ≤ 𝑥 ≤ 4

6. For the graph shown, write down

a. The coordinates of A and B

b. The value of y when x = -4

c. Determine the equation of the line.

Knowledge application:

1. The demand curve shows the amount of goods consumers are willing to buy at
each market price. A linear demand curve can be plotted using the following
equation.

Q = a – b(P)

 Q = quantity demand
 a = all factors affecting price other than price (e.g. income, fashion)
 b = slope of the demand curve
 P = Price of the good.

Given, a linear demand curve Q = 20 – 2P.

a. Sketch the straight line for price values from 0 to 10.

b. Determine the rate of change in demand between P=6 and P = 16.

http://www.economicshelp.org/blog/glossary/demand-curve-formula/

2. A company manufactures cell phones. The fixed cost is R5 000 and the variable
cost per cell phone is R750.

Find:

a. the cost – volume formula

b. the total cost when 100 units are produced

c. the number cell phones that can be produced for R151 250

3. The cost of transporting documents by 𝐶 B(6,23)

courier is given by the line segment drawn in
the diagram. Find the gradient of the line
Cost (in Rand)

segment; and describe its meaning.

A(0,5)

Distance (km) 𝑑
4. Thirst-squeezers supplies two shops in town Z. Shop 1 needs at least 300 bottles of
water and shop 2 needs at least 500 bottles of water. Thirst-squeezers can send
at most 1000 bottles.

Let 𝑥= the number of bottles sent to shop 1 and 𝑦= the number of bottles sent to
shop 2; write a system of equations that describes the given information and
graph the feasible region of the system.

5. Given the following graph:

5.1 For the 10-Year Bond:

a) Is this function increasing / decreasing?

b) What is the Domain?

c) What is the Range?

d) For which Yield percentage/s is the 10-Year Bond price higher than the 5-Year

Bond price?

e) At what Yield is the two Bond yields equal?