L1 Maths Graphing WorkBook PDF

Study Tip:
Sing Songs
Its corny but it really works!
Take facts or ideas you need to learn. Transform them into a
goofy poem, song or rap.
Its:
Easier to learn
Easier to recall
Not so boring
Best for learning facts
PAGE 38
GRAPHING
GRAPHING
INVESTIGATE TABLES,
EQUATIONS & GRAPHS
4 CREDITS (91028)
THE SKILLS YOU NEED TO KNOW:

LINEAR FEATURES
p 42
There are two features for any linear

graph that are important:
1. The y-intercept
This is the value when the graph
starts and is the initial condition.
2. The gradient
This is the slope of the graph and
gives the speed/rate etc. of what is
being graphed.
GRAPHING LINEAR
EQUATIONS
p 47
Method 1 ( y = mx + c )
1. Plot the y-intercept
2. Then plot the points according
to the gradient
Method 2 - Cover-up method
1. To find the x-intercept make
y = 0 and solve.
2. To find the y-intercept make
x = 0 and solve.
3. Plot these two points and draw a
line through them.
LINEAR SEQUENCES
1. Draw a 5 columned table

2. The x column is always 1, 2, 3, 4, ...
or the identifier of your sequence.
3. The y column is the terms of your
sequence
4. The m column is the difference
between the y values (they should
all be the same)
5. The mx column is the difference
multiplied by the x value.
6. The final column c is the difference
between the mx and y values. It
should always be the same number.
7. The final step is to put the m
and c values into the equation;
y = mx + c
WRITING LINEAR
EQUATIONS
p 52
1. The general equation is: y = mx + c

2. c is the y-intercept
3. m is the gradient =
INTERPRETING LINEAR GRAPHS
Drawing a Graph
1. Plotting the points
2. Discrete or continuous
p 45
rise
run
p 55
Interpreting a Graph
1. y-intercept
2. Gradient
3. Other interesting features
State the reasoning behind any answer giving actual values from the graph such as
the gradient(s), starting point(s), or value(s) at a specific point.
Note: Problems may rely on knowledge from earlier graphing sections
PAGE 39
QUADRATIC SEQUENCES p 63
1. Draw a 9 columned table
2. The x column is always 1, 2, 3, 4, ...
or the identifier of your sequence.
3. The y column is the terms of your
sequence
4. The d1 column is the difference
between the y values
5. The d2 column is the difference
between the d1 values (they should
all be the same). a is half d2.
6. The ax2 column is half the second
difference multiplied by the x value
squared.
7. The L column is the difference
between the y and ax2 values. This
gives us a linear sequence.
8. The final three columns are solving
a linear sequence.
9. The final step is to put the a, m and
c values into the equation
2
y = ax + mx + c
TRANSLATING
PARABOLAS
p 77
1. To translate an equation by (c,d)

simply replace x with (x - c) and y
with (y - d) and simplify.
SCALING PARABOLAS p 80
Parabolas can be made taller or

shorter by putting a number in front
of the equation.
Steps:
1. Write equation using either vertex
or x-intercept method
2. Find a point not used to write the
equation and substitute it into the
equation with k
3. Rearrange to find the value of k
4. Write out the final equation
PAGE 40
GRAPHING PARABOLAS:
X-INTERCEPTS
p 65
1. The general equation is:
y = ( x + a )( x + b)
2. a and b are the two x-intercepts.

They are the negative of the
numbers in the equation.
The vertex of the parabola is half
way between the x-intercepts.
3. Substitute the x value of the vertex
into the original equation to find the
v value of the vertex.
Note: A negative sign at the front of
the equation means the parabola is
upside down.
GRAPHING PARABOLAS:
VERTEX
p 71
1. The general equation is
y = ( x c) 2 + d
2. c is how far the vertex has been

horizontally shifted from the origin.
3. d is how far the vertex has been
vertically shifted from the origin.
4. Use this form if there are no
x-intercepts or if you are given a
vertex and the x-intercepts are
unclear.
Note: A negative sign at the front of
the equation means the parabola is
upside down.
QUADRATIC PROBLEMS p 84
These are almost always Excellence
questions. These common themes
often exist in the questions:
1. Write an equation
2. Substitute in known values
3. Solve
4. Put in context
Note: There are often different ways of
coming to the same answer.
GRAPHING
Study Tip:
Difficult Areas
If you are struggling:
Dont spend hours trying to understand
Do:
Write the problem down as precisely as possible so someone can help
Ask a teacher they will be pleased to help, its their job!
Or ask a parent, sibling or friend
Dont be afraid to ask!
PAGE 41
LINEAR FEATURES
SUMMARY
There are two features for any linear graph that are important:
The y-intercept
This is the value when x = 0 and is the initial condition.
e.g. y = 2.
The gradient
This is the slope of the graph and gives the speed/rate etc. of
what is being graphed.
Gradient =
rise
run
=
e.g. Gradient
rise 2 1
=
=
run 4 2
For a complete tutorial on this topic visit www.learncoach.co.nz
PRACTICE QUESTIONS
1.
Sam needs to hire a car and he gets quotes from

two different companies. He uses the graph below
to work out the cost of a trip for either company.
3.
a. How far is Amandas home from the school?

b. How fast (in meters/min) did Jamie ride on her
a. How
much does Robs Rides charge per

kilometre?
b. Charges by Cams Cars include a flat charge for
every trip. How much is it?
2.
James is doing some home renovations and needs a

concrete mixer. Two companies hire them out: Hire
Co. and Garden Equipment. The cost for up to 30
days is shown.
a. How much does Garden Equipment charge per

day?
b. What is the initial fixed fee at Hire Co.?
PAGE 42
Jamie and Amanda both leave school at the same

time, Jamie rides a bike and Amanda skates. The
following graph shows their distances from home
and the time it takes them to get home.
4.
c.
way home?
How long did it take Jamie to ride home?
A dairy company is testing two different types of

pump for pumping milk from its tankers into the
factory tanks.
By attaching the pumps to the milk tankers and
measuring how long it takes to empty them it can
be determined how well they perform. The graph
below shows what happened with the first pump.
a. How many litres of milk did the tanker hold

initially?
b. How many litres were emptied in one minute?
GRAPHING
5.
Will and Leah were travelling overseas. They

wanted to go online to confirm bookings and the
next stage of their travel. There were three internet
cafes near their hostel: Cyber Time, Gateway, and
Cafe Cyber. The graph below shows the connection
costs for Cyber Time and Gateway Cafes for up to
two hours (120 minutes).
Cafe Cyber costs 7 cents per minute plus an

initial connection fee of 50 cents. The cost to
use Cafe Cyber can be described by the equation
C = 7t + 50 where t = time the internet was
used (in minutes), and C = cost of the time on the
internet (in cents).
a. Which one of the three cafes has the highest
connection fee?
b. How is this shown by the graphs?
6.
Brian and Lisa are at a mountain bike park where

there are various tracks, jumps and drop-offs. At
one point two different jumps are side by side: Hang
Time and Baby Steps. They can be seen below in the
graph where d = distance from the start (in meters)
and h = height above the ground (in meters).
a. What is the height of the Baby steps jump at

the start?
b. What is the increase in height of the Hang Time

over the 5 m?
Study Tip:
Believe in Yourself
Self belief is the biggest indicator of achievement:
Set yourself a goal that you really want
Then understand and genuinely believe it is possible to pass
(or get Excellence)
Stop worrying, just patiently follow the steps outlined for you
When you meet barriers, dont be discouraged, simply find a
way through
If you cant make progress yourself, just ask for help.
PAGE 43
ANSWERS
PRACTICE
1.
a. It goes through the points (0,0) and (40,60)

rise 60 0 60
=
= 1.5
gradient =
=
run 40 0 40
2.
c.
4.
100
= $20 per day (from gradient)
5

(Achieved)
5.
b. $150 (from y-intercept)
a. 1200 m or 1.2 km (y-intercept)
(Achieved)
(Achieved)
(Achieved)
a. 25000 L (y-intercept)
(Achieved)
25000
b.
= 2500 litres per minute
10

6.
(Achieved)
6 minutes (x-intercept)
Therefore there is a charge of $1.50 per

kilometre.
(Achieved)
b. Flat charge is $30 (y-intercept).

(Achieved)
a.
3.
1800
= 300 m per minute.
6

b.
(Achieved)
a. Gateway
(Achieved)
b. It has the highest C-intercept. i.e. the cost is
highest when time is zero.

(Achieved)
a. 1 m (h-intercept)
b. 3 0.5 = 2.5 m
(Achieved)
(Achieved)
Study Tip:
Study Location
Choose an ideal study place:
Can be the library, your room, anywhere quiet
Should have none of the distractions that could slow you
down
Should have all the resources you need
Should enable more effective study and give better results
PAGE 44
GRAPHING
LINEAR SEQUENCES
SUMMARY y = mx + c
When given a linear sequence, e.g. 10, 13, 16, 19, a 5 columned table is drawn
The x column is always 1, 2, 3, 4, ... or the identifier of your sequence.
The y column is the terms of your sequence
x
y
m
The m column is the difference between the y values
1
10
(they should all be the same)
3
2
13
The mx column is the difference multiplied by the x
3
3
16
value. In this case 3 1, 3 2, ...
3
19
The final column c is the difference between the mx and 4
y values. It should always be the same number.
The final step is to put the m and c values into the equation; y = mx + c
In this case giving: y = 3x + 7
mx
12
OLD NCEA QUESTIONS
1.
Sarah starts making a pattern of houses using toothpicks as shown in the diagram below.
Design (n)
Number of toothpicks
used in the design (T)
She begins a table for the number of toothpicks she uses for the
number of houses in the pattern.
Give the rule for calculating the number of toothpicks T that Sarah
will need to make the nth design.
2.
3
4
5
6
25
Kiri decides to make a different pattern involving separate houses. She

begins with the same design as Sarah, as shown in the diagram to the right.
Each new shape adds one more toothpick to each side of the previous
design, as shown in the diagram to the far right.
a. Give the rule for the number of toothpicks required to make the
nth house in Kiris pattern.
b. Use this rule to find the number of toothpicks needed for the 6th
house in the pattern.
PRACTICE QUESTIONS
For each of the following patterns find the linear equation that represent them.
3.
6, 15, 24, 33, 42
4.
14, 16, 18, 20, 22
5.
2, -2, -6, -10, -14
6.
3, 28, 53, 78, 103
7.
Jo grouped marbles together into groups. Each group had a different number, the first had 4, the second had 11,
the third had 18, the fourth had 25, and the fifth had 32. Write an equation which models this pattern.
8.
Sam had a bag of lollies. If in the first minute he had 37 and each minute thereafter it decreased in the following
pattern: 37, 29, 21, 13, 5. Write an equation which models the number of lollies, N, and the time passed, t.
PAGE 45
ANSWERS
5.
NCEA
1.
13
17
21
Equation is:
2.
a.
-6
-10
12
-14
16
20
T = 4n + 1
10
15
20
25
(Achieved)
mx
10
15
20
25
5
5
5
5
6.
T = 5n
(Achieved)
b. T = 5 6 = 30 (Merit)
PRACTICE
x
15
24
33
42
Equation is:
4.
14
16
18
20
22
PAGE 46
mx
-3
18
-3
27
-3
36
-3
45
-3
9
9
9
9
y = 9 x 3
Equation is:
(Achieved)
mx
12
12
12
12
2
2
2
2
= 2 x + 12
10
12
(Achieved)
28
53
78
103
11
18
25
32
37
29
21
13
Equation is:
-4
-8
-12
-16
-20
-4
-4
-4
-4
(Achieved)
mx
25
-22
50
-22
25
25
25
25
75
-22
100
-22
125
-22
(Achieved)
mx
-3
14
-3
21
-3
28
-3
35
-3
7
7
7
7
y = 7 x 3
Equation is:
8.
mx
y = 25 x 22
Equation is:
7.
y = 4 x + 6
Equation is:
Equation is:
3.
-2
mx
(Achieved)
mx
-8
45
-16
45
-24
45
-32
45
-40
45
-8
-8
-8
-8
N = 8t + 45
(Achieved)
GRAPHING
GRAPHING LINEAR
EQUATIONS
SUMMARY
Method 1 ( y
e.g.
y=
= mx + c )
3
x+3
4
1. Plot the y-intercept (in this case it is +3)

2. Then plot the points according to the gradient (in this
case move up 3 and across 4)
Method 2 - Coverup method
e.g. 4 y 3 x = 12
1. To find the x-intercept make y = 0 and solve.
4 0 3 x = 12
3 x = 12
x = 4
2. To find the y-intercept make x = 0 and solve.
4 y 3 0 = 12
4 y = 12
y=3
3. Plot these two points and draw a line through them.
OLD NCEA QUESTIONS
1.
2.
Sketch graphs of the equations below on the grids given.
a. y = 6 2 x
b. 3 y 2 x + 6 = 0
Sketch graphs of the equations below on the grids given.
1
2
a. y = x + 2
b. 3x + 2 y = 18
There are more blank sets of axes on the next page.
PAGE 47
PRACTICE QUESTIONS
Draw the following graphs:
3. x = 5
6.
y = 7
9. 2 y + 3 x = 9
PAGE 48
4.
y = 2x 5
7.
y = 4x 2
10. 4 y 8 x = 8
1
x2
2
5
8. y = x 6
2
1
11. y = x + 5
3
5.
y=
GRAPHING
PAGE 49
ANSWERS
b. Not in the form y = mx + c therefore cover-up
NCEA
1.
method:
y = 0:
a. Rearranged: y = 2 x + 6
y-intercept = c = 6
gradient = m = -2
x = 0:

(Achieved)
b. Not in the form y = mx + c therefore cover-up
method:
y = 0:
3 0 2x + 6 = 0
x = 0:
2 x + 6 = 0
2 x = 6
x=3
3y 2 0 + 6 = 0
3y + 6 = 0
3 y = 6
y = 2
(Achieved)
3.
4.
2.
3 0 + 2 y = 18
2 y = 18
y=9
PRACTICE
3 x + 2 0 = 18
3 x = 18
x=6
(Achieved)
y-intercept = c = -5
gradient = m = 2
(Achieved)
a. y-intercept = c = 2
gradient = m = 1/2
PAGE 50
(Achieved)
(Achieved)
GRAPHING
5.
9.
gradient = m = 1/2
Not in the form y = mx + c therefore cover-up

method:
2 0 + 3x = 9
y = 0:
x = 0:
3x = 9
x=3
2 y + 3 0 = 9
2y = 9
y = 4.5
(Achieved)
6.
10.

7.
8.
x = 0:
8 x = 8
x =1
4 y 8 0 = 8
4 y = 8
y = 2
(Achieved)
gradient = m = -5/2
11.
Not in the form y = mx + c therefore cover-up

method:
y = 0:
4 0 8 x = 8
(Achieved)
gradient = m = 4
(Achieved)
(Achieved)
y-intercept = c = 5
gradient = m = 1/3
(Achieved)
(Achieved)
PAGE 51
WRITING LINEAR
EQUATIONS
SUMMARY
The general equation is: y = mx + c

c is the y-intercept
e.g. from graph y-intercept = 2
m is the gradient
rise
run
e.g. from any two points on the graph
m=
2 1
=
4 2
Combined together the equation for this

line is y =
1
x+2
2
For a complete tutorial on this topic visit

www.learncoach.co.nz
OLD NCEA QUESTIONS
1.
Jake is hiring a builder to help with some odd jobs

around his house.
Jake agrees to pay the builder for his travel costs
and an hourly rate for work on the job.
A graph is drawn that shows how much Jake pays
for the work.
Find the equation for the line on the graph that
shows the total cost for doing the work
2.
Write the equation of the graph shown below.
3.
Write the equations of the lines drawn on the grid to the right.
PAGE 52
GRAPHING
PRACTICE QUESTIONS
Write the equations of the lines drawn below.
4.
5.
6.
7.
Study Tip:
Follow the Steps

Think logically to increase your achievement level:
Learn the steps to achieving every type of question
Follow the steps EVERY time!
PAGE 53
ANSWERS
5.
NCEA
1.
2.
3.
y-intercept is at y = 40.
Another point in the line is (4, 140)
a. y-intercept is at y = -6.
Gradient is -2/3
2
y = x 6
3
rise 140 40 100

=
= 25
gradient =
=
run
40
4
therefore equation is C = 25h + 40 (Merit) h
b. No y-intercept as line is vertical.
It is a vertical line that crosses at x = -3 so the

equation is x = -3.
(Achieved)
c.
a. y-intercept is at y = 0.
another point in the line is (4, -3)
rise 3 0 3
=
=
run
40
4
3
x (Merit) h
therefore equation is y =
4
another point in the line is (-5, 0)
rise 0 4 4 4
gradient =
=
=
=
run 5 0 5 5
4
therefore equation is y = x + 4 (Merit) h
5
PRACTICE
4.
Gradient is -1
y = 4x + 8
(Merit) h
b. y-intercept is at y = 1.
c.
1
x + 1
2
y-intercept is at y = -5.
Gradient is 0
y = 5
PAGE 54
c.
Gradient is 3
y = 3 x (Merit)
No y-intercept as line is vertical.
Gradient is infinite
(Achieved)
x = 6
7. a. y-intercept is at y = 2.
Gradient is -4/3
(Merit) h
(Achieved)
(Merit)
b. y-intercept is at y = -8.
Gradient is 3
c.
Gradient is 1/2
y=
y = x + 2 (Merit)
4
y = x + 2
3
a. y-intercept is at y = 8.
Gradient is 4
Gradient is infinite.
(Achieved)
x = 6
Gradient is -1
y = x + 6 (Merit)
6. a. y-intercept is at y = 2.
gradient =
(Merit)
y = 3 x 8 (Merit)
Gradient is 1/5
1
y = x (Merit)
5
GRAPHING
INTERPRET LINEAR
GRAPHS
SUMMARY
Drawing a Graph
1. Plotting the points
2. Discrete or continuous
Interpreting a Graph
1. y-intercept
2. Gradient
3. Other interesting features
State the reasoning behind any answer giving actual values from the graph such as the
gradient(s), starting point(s), or value(s) at a specific point.
OLD NCEA QUESTIONS
1.
b. Kiri
Sarah starts making a pattern of houses using

toothpicks as shown in the diagram below.
decides to make a different pattern

involving separate houses. She begins with the
same design as Sarah, as shown in the diagram
to the near right. Each new shape adds one
more toothpick to each side of the previous
design, as shown in the diagram
to the far right. The
equation for the new
pattern is T = 5n .
Describe how the
graph for the number
of toothpicks Kiri used
for n houses relates
to Sarahs graph.
She writes a table for the number of toothpicks she

uses for the number of houses in the pattern and
works out an equation as: T = 4n + 1
Design (n)
1
2
3
4
5
6
Number of toothpicks
5
9
13
17
21
25
a. On the grid below, sketch a graph showing the

number of toothpicks required for up to the
10th design.
2.
The table below gives the adult single train fares for
travel from the centre of a city.
Number of
stations, n
13
46
79
10 12
Stage
number
1
2
3
4
Adult
single fare
$2.00
$3.25
$4.50
$5.75
a. On the grid below, sketch the graph of the adult
train fares against the number of stations from

the centre of the city.
PAGE 55
b. A childs fare is $1.50 for the first stage.
Each additional stage, for a child, increases the

fare by 75 cents.
If a graph was drawn for the childs fares,
describe the similarities and differences
between the graphs of the childs fare and the
adults fare.
3.
Blake receives a copy of his bank statement and

finds he is overdrawn (he has a negative amount
in the bank).
He starts a saving plan.
The graph below shows the amount of money Blake
hopes to have in his bank account, S, if he follows
his savings plan for n weeks.
a. How much does Blake plan to bank each week?

b. Give the equation for the graph of Blakes
c.
4.
saving plan in terms of S, the amount in Blakes

account, and n, the number of weeks after the
start of his saving plan.
Blakes grandmother thinks he should be saving
more.
At the end of 4 weeks she tells him that if the
amount in his bank account at the end of 9
weeks is $300, she will give him $50.
He increases the fixed amount he saves each
week from the end of week 4.
He reaches his grandmothers target of $300
in his account and banks the $50 from his
grandmother.
He continues saving at the increased rate after
banking the $50 from his grandmother.
Describe how the graph changes from week 4
onwards.
Hints: You can do this by giving equations for
some parts of the graph.
You may find it helpful to sketch the graph
using the grid above.
Emma is employing Ian to build a deck at her house.

She provides all the building material.
She pays Ian $P for the number of hours, h, that he
works.
She also pays for Ians travel to her home each day.
Ian works for 8 hours each day.
He knows the deck will take more than 4 hours to
build.
PAGE 56
To help Emma know how much she can expect to

pay, Ian provides the following table:
Number of hours
worked (h)
4
5
6
7
8
9
10
Payment (P)
$160
$185
$210
$235
$260
$345
$370
a. On the grid below, plot a graph showing the

payment required for the number of hours
worked.
b. How much does Ian charge for his travel each
day?
Explain why the graph rises more steeply after
8 hours.
d. What would Emma expect to pay if the work
took 30 hours?
Explain your calculation.
e. Zarko lives next door to Emma and says he
could build the deck for her.
He does not need to be paid for his travel, but
he charges $35 an hour.
How long would the work take if the payments
to Zarko and Ian were the same?
Explain how you calculated your answer.
Hint: there may be more than one solution.
f. Another builder gives Emma a graph, showing
the amount she would charge for 8 hours work.
c.
Give the rule for the payment that this builder

would receive for the first 8 hours that she
worked.
GRAPHING
5.
Brad and Zara were arranging hexagonal shaped

tables for their wedding.
They try different arrangements of tables to see
how many people they can fit when the tables are
put next to each other, as shown in the diagram.
They mark where each person could sit with an X.
6.
The graph below shows Mark and Katies journeys

from their homes to school.
They leave home at the same time.
Katie rides her bike and Mark walks.
Brad says the equation for the total number of

people, p, if there are n tables, is given by the
equation p = 4n + 2 .
Zara plots a graph of the number of people, p,
against the number of tables.
a. How much further does Katie live from school

than Mark?
b. Write a full detailed comparison of Mark and

Katies journeys from their homes to school.
Explain how the equation and graph relate to the

number of people at the tables.
PRACTICE QUESTIONS
7.
Sam needs to hire a car and he gets quotes from

two different companies. He uses the graph below
to work out the cost of a trip for either company.
8.
James is doing some home renovations and needs a

concrete mixer. Two companies hire them out: Hire
Co. and Garden Equipment. The cost for up to 30
days is shown.
a. For what distance would the cost of hiring be

the same?
out the equation for the Cams Cars
graph.
b. Write
James figures out that he will need the concrete

mixer for 27 days. Which hire place would be
cheaper? Explain your answer.
PAGE 57
9.
Jamie and Amanda both leave school at the same

time, Jamie rides a bike and Amanda skates. The
following graph shows their distances from home
and the time it takes them to get home.
11.
a. Find
the equation of the growth trend line,

where y = Sarahs height, in cm and x = the
number of years since 2003.
b. What does the gradient of the trend line show
about how Sarah is growing?
c. From this trend line, estimate Sarahs height in
the year 2000.
a. Write an equation for Amandas distance from

home, d, with respect to the time taken, t.
b. They both left school at 3.17 pm. At what time
would the both be the same distance away

from home?
10.
A dairy company is testing two different types of

pump for pumping milk from its tankers into the
factory tanks.
By attaching the pumps to the milk tankers and
measuring how long it takes to empty them it can
be determined how well they perform. The graph
below shows what happened with the first pump.
a. What is the equation of the graph shown?

b. The pump can be operated at a slower speed
c.
if necessary. Add a line to the graph above to

show this.
A similar test, with the other pump on a
different tanker was also performed. What
happened can be modelled by the equation:
y = 30000 3000 x
Sketch the graph of this equation
PAGE 58
Sarah has been measuring her height since 2003.

Below is a graph showing her height, a trend line
has also been added to the graph.
12.
Sam was a painter and noticed that the more tins of

pain he put in the back of his Ute the more it sagged.
He measured this for a few different quantities of
paint tins and measured the gap between the tyre
and the body of the Ute.
a. What is the equation of the line? Use y = gap

size, in cm and x = number of paint tins.
b. With how many paint tins would it take for the

c.
Ute to sag and hit the tyre?

Sam changed to using paint tins that are twice
the weight of the old ones. Draw the graph
of what you would expect to happen on the
above graph.
GRAPHING
13.
Will and Leah were travelling overseas. They

wanted to go online to confirm bookings and the
next stage of their travel. There were three internet
cafes near their hostel: Cyber Time, Gateway, and
Cafe Cyber. The graph below shows the connection
costs for Cyber Time and Gateway Cafes for up to
two hours (120 minutes).
Cafe Cyber costs 7 cents per minute plus an

initial connection fee of 50 cents. The cost to
use Cafe Cyber can be described by the equation
C = 7t + 50 where t = time the internet was
used (in minutes), and C = cost of the time on the
internet (in cents).
a. Draw the graph for Cafe Cyber from t = 0 to
t = 120 minutes.
14.
Brian and Lisa are at a mountain bike park where

there are various tracks, jumps and drop-offs. At
one point two different jumps are side by side: Hang
Time and Baby Steps. They can be seen below in the
graph where d = distance from the start (in meters)
and h = height above the ground (in meters).
a. What is the equation of the graph of the Hang

Time jump?
b. What is the equation of the graph of the Baby

Steps jump?
b.
i. How long would Will and Leah need to use
the internet for, for the cost to be the same

in Cyber Time and Gateway.
ii. How is this shown by the graphs?
c.
i. Use the graph to write the equation for the
Cyber Time cafe.
ii. Use the graph to write the equation for the

Gateway cafe.
Study Tip:
Motivation
Bored?
If you do feel bored, spend some time focusing on
what you want to achieve.
If a grade isnt enough, think of a reward that you will treat
yourself to if you reach your target grade.
PAGE 59
ANSWERS
NCEA
both increase as the stage number increases

(every three stations).
However, the adult single fare increases by
$1.25 per stage while the child single fare
increases by 75 c per stage. This results in
increasing vertical distances between the
points plotted as the stage number increases
(every three stations).
(Excellence)
1. a.
3. a. When n increases by one, S increases by $40,

i.e. Blake plans to bank $40 per week.
b. S-intercept= -200, gradient = 40 so equation is

c.
(Achieved: Correct graph as a line)
(Merit: Correct graph as a line, starting at
1 and finishing at 10)
(Excellence: Correct Graph as discrete
variables, starting at 1 and finishing at 10)
b. The graph for the number of toothpicks Kiri
uses for the nth house will differ from Sarahs
in the gradient. The gradient will be steeper,
having increased from 4 in Sarahs to 5 in Kiris
graph. Both graphs will still begin at the same
place (1,5).
(Excellence)
rise 300 (40)

=
run
94
340
=
= 68
5
New Gradient =
So Blake increases his savings to $68 each week

and the graph will have a steeper gradient from
n = 5.
Let S = 68n + c . When n = 9, we want
s = 68 9 + c = 300 .
i.e. c = 300 68 9 = 312 .
Therefore S = 68n 312 for n = 5, ..., 9
When n = 10, Blake banks the $50 from his
grandmother and continues to save at the
increased rate. This will result in a steeper rise
in the graph at n = 10, but the same gradient of
68 thereafter.
Therefore:
S = 68n 312 + 50 = 68n 262 for
n 10
(Achieved - a correct)

(Merit - b correct)

(Excellence - c correct)
2. a.
b.
(Achieved: Sloping line connecting steps)

(Merit: Show horizontal sets of points)
(Excellence: Correct Graph as discrete
variables)
The graphs of the adult and child single fares

are similar in that they remain constant for the
stations within each of the four stages and they
PAGE 60
S = 40n 200
At the end of four weeks, Blakes bank balance

is 40 4 200 = $40 .
At the end of 9 weeks, Blake wants his bank
balance to be $300. We calculate a new
gradient using the points (4,-40) and (9,300):
4. a.
(Achieved: 4 - 8 hrs plotted somehow)

(Merit: 4 - 8 and 8 - 12 plotted somehow)
(Excellence: Continuous line for 4 - 8 and 8
- 12, make sure 8 is $260 not $320)
GRAPHING
b. Between h = 4 and h = 8, the payments increase
by $25. Therefore Ian charges $25 per hour.

Let P = 25h + c be the equation of the line.
When h = 4 we want P = 25 4 + c = 160
Therefore c = 160 25 4 = 60
so P = 25h + 60
When h = 0, P = 60 i.e. Ians travel cost must
be $60.
Alternative Solution:
When h = 9, the payment increases by
345-260 = $85.
Since this includes one hours work ($25) and a
second days travel, the cost of the travel must
be: 85-25 = $60.
c. The steeper rise in the graph after 8 hours
reflects the cost of travel included for a second
days work.
d. 30 hrs = 3 8 hrs + 6 hrs , so Ian will make 4
trips to Emmas house.
Cost of 30 hours work at $25 per hour
5.
6.
Cost of 4 trips at $60 per trip = 4 60 = $240

Therefore total cost = 750 + 240 = $990
To model Zarkos payments at $35 per hour and
no charge for travel, let P = 35h .
To equate these payments solve:
35h = 25h + 60
35h 25h = 60
10h = 60
h=6
So Zarkos and Ians payments would be the

same if they worked 6 hours.
NB: There is more than one solution. As Ian
works for a lower hourly wage but charges a
travel allowance, the graph of his costs zigzags above and below Zarkos giving multiple
times where their costs are the same. See the
graph of Ians and Zarkos payments in the next
column.
This graph suggests that other solutions are
at 12 and 18 hours. This is because the graphs
coincide at these h values (and also at h = 6).
a. Katies y-intercept is y = 6
Marks y-intercept is y = 1.5.

Difference = 6 - 1.5 = 4.5 km.
(Achieved)
b. Mark and Katie both leave home at the same
time for school. Mark has only 1.5 km to travel
(y-intercept) while Katie has 6 km to travel
(y-intercept). As Katie is riding her bike she
travels faster than Mark. This can be seen in
the gradients of their respective journeys: Katie
has a gradient of -1/3 or a speed of 3 minutes
per kilometre while Mark has a gradient of
-1/12 or a speed of 12 minutes per kilometre.
Marks speed is a quarter of Katies. They both
arrive at school at the same time 18 minutes
after leaving home (x-intercept).

(Excellence)
= 30 25 = $750
e.
We can see in the diagram that for each

arrangement of tables, four people are seated at
the top and bottom sides of each table, and two
people are seated at the ends.
This gives the equation p = 4n + 2 , where 4
represents the increase of 4 people each time a
table is added, while the 2 represents the two
people on the ends of the row of tables.
This is also mirrored in the graph where n = 1,
p = 4 1 + 2 = 6 , and each time n increases by
1 the p value is increased by 4.
(Excellence)
PRACTICE
7. a. The charges would be the same for a journey of

60 km.
(Achieved)
b. It goes through the points (0,30) and (60,90).

rise 90 30 60
=
=1
=
run 60 0 60
therefore equation is C = d + 30
gradient =
(Merit)
8.
Hire Co. would be cheaper because their cost for 27

days is lower than Garden Equipments. The y value
for 27 days is lower for Hire Co. than for Garden
Equipment.
(Merit)
9. a. y-intercept = 1200.
rise 0 1200
=
run
80
1200
=
= 150
8
therefore the equation is d = 150t + 1200
gradient =
f.
The graph passes through (0,60) and (6,300)

y-intercept = 60.
rise 300 60 240

=
= 40
=
run
60
6
therefore P = 40h + 60
gradient =
b. The graphs cross at 4 minutes so 4 minutes

after they leave they are the same distance
from home. 3.17 pm + 4 minutes = 3.21 pm.

(Achieved - a or b correct)

(Merit - a and b correct)
(Achieved - b or c correct)
(Merit - d correct)
(Excellence - e and f correct)
PAGE 61
10. a. y-intercept = 25000.

b.
c.
c.
(Achieved - a or c correct)
(Merit - two of a, b or c correct)
(Excellence - all correct)
13. a.
(Achieved - b or c correct)
(Merit - two of a, b or c correct)
b. i. 50 minutes
(Achieved)
ii. It is shown by the intersection of the Cyber
11. a. y-intercept = 100 and another point on the line
Time and Gateway graphs.
is (4,140)
c. i. C-intercept is (0,0)
rise 140 100 40

=
= 10
=
run
40
4
Equation: y = 10 x + 100
gradient =
rise 1200 0
=
run 120 0
1200
=
= 10
120
Therefore C = 10t
(Merit)
cm per year.
The year 2000 would have a x value of -3 so
substituting that into the equation should give
Sarahs height in 2000.
ii. C-intercept is (0,100)
y = 10 3 + 100
= 70 cm
occurs at (30,5)
rise 5 20 15
1
gradient =
=
=
=
run 30 0 30
2
1
Equation of the line is y = x + 20
2
b. It would hit when y = 0

1
x + 20 = 0
2
1
x = 20
2
x = 40
40 paint tins would be required to make it hit

the wheel.
PAGE 62
rise 900 100

=
run
100 0
800
=
=8
100
Therefore C = 8t + 100 (Merit)
gradient =
(Achieved - a or b correct)


12. a. y-intercept occurs at (0,20) and another point
(Achieved)
gradient =
b. Sarah has average growth of approximately 10

c.
Gradient = -2500
Therefore M = 2500t + 25000
14.
a. h-intercept is at (0,0.5)
rise 2.5 1
=
=
run
5
2
1
Therefore h = d + 0.5 (Merit)
2
gradient
=
b. h-intercept = 1.
rise 1
=
run 5
1
Therefore h = d + 1
5
gradient
=
(Merit)
GRAPHING
QUADRATIC SEQUENCES
SUMMARY y = ax 2 + mx + c
When given a quadratic sequence, e.g. 3, 12, 25, 42, 63. We then draw a 9 columned table:
The x column is always 1, 2, 3, 4, ... or the identifier of your sequence.
The y column is the terms of your sequence x
y d1 d2 ax2 L m mx c
The d1 column is the difference between the 1
3
2
1
3
-2
9
3
y values
2
12
4
8
4
6
-2
13
3
The d2 column is the difference between the
3
25
4
18
7
9
-2
d1 values (they should all be the same).
17
3
4
42
4
32
10
12
-2
The a value is half d2 in this case a = 2.
21
3
5
63
50
13
15
-2
Therefore the ax2 column is half the second
2
2
difference multiplied by the x value squared. In this case 2 1 , 2 2 , ...
The L column is the difference between the y and ax2 values. This gives us a linear sequence.
The final three columns are solving a linear sequence.
2
The final step is to put the a, m and c values into the equation y = ax + mx + c
2
In this case giving: y = 2 x + 3 x 2 For a complete tutorial on this topic visit www.learncoach.co.nz
OLD NCEA QUESTIONS
1.
Sarah starts making a pattern of houses using

toothpicks as shown in the diagram below.
She made a table for the number of toothpicks she
uses for the number of houses in the pattern.
Give the rule for the total number of toothpicks that
Sarah would need if she was to continue following
the pattern and complete n designs.
PRACTICE QUESTIONS
The following patterns are quadratic in nature. Find the

quadratic equation that represent them.
2.
3.
4.
5.
6.
1, 3, 9, 19, 33
2, 18, 40, 68, 102
2, 6, 12, 20, 30
-13, -25, -45, -73, -109
Graeme was doing a running drill at hockey practice
where he had to run a 20 m distance a set number
of times in each set. Set 1: 22, Set 2: 20, Set 3: 16,
Set 4: 10, Set 5: 2. The number of times he has to
run can be modelled by a quadratic equation. Find
the equation from the information given, let s be
the set number and T be the times run.
Use this rule to find the total number of toothpicks

needed to complete the first 12 designs using
S a r a h s
of toothpicks
pattern.
Design (n) Number
7.
13
17
21
25
Lisa was plaing a game on the computer where

she had to level up. Each time she went up a level
it got harder, and she needed more experience
than the previous level to do it. Using the
information given work out the quadratic formula
for the experience needed for each level. Let l be
her level and E be the experience needed.
Level (l) Experience (E)

5
82
117
158
205
258
PAGE 63
ANSWERS
5.
NCEA
1.
y d1 d2 ax2
m mx c
14
27
18
44
32
12
12
65
50
15
15
9
13
17
21
3
3
3
3
Therefore the equation for the total number of

toothpicks can be written: T = 2n

+ 3n
-13
-25
-45
-73
-109
6.
25
-2
-16
26
-5
-8
18
-9
-12
19
32
-13
-16
33
50
-17
-20
7.
117
108
147
11
192
13
243
15
-1
-8
18
12
14
-8
258
40
27
13
21
-8
68
48
20
28
-8
102
35
-8
y d1 d2 ax2
12
20
16
30
4
6
8
10
25
5
2
m mx c
1
1
1
1
Equation is therefore: y = x + x
(Merit)
PAGE 64
0
0
0
0
-9
-9
-9
-9
-9
35
41
47
53
m mx c
1
1
1
1
22
22
22
22
22
(Excellence)
75
205
m mx c
+ s + 22
82
158
Equation is therefore: y = 3 x + 7 x 8
(Merit)
27
27
-25
-8
E d1 d2 ax2
m mx c
75
-6
-4
Equation is therefore: T = s

y d1 d2 ax2
34
-2
-9
-9
10
28
-100
-2
-9
24
22
-64
-4
-4
-8
-2
-1
16
-9
20
-4
-36
14
-8
23
-4
-9
-1
16
10
-16
22
-4
-36
-8
m mx c
-28
-9
-4
-20
-4
T d1 d2 ax2
y d1 d2 ax2
2
-12
Equation is therefore: y = 2 x 4 x + 3
(Merit)
4.
d1 d2 ax2
Equation is therefore: y = 4 x 9
(Merit)
(Excellence)
3.
PRACTICE
2.
m mx c
2
2
2
2
10
-3
12
-3
14
-3
16
-3
18
-3
Equation is therefore: E = 3l + 2l 3

(Excellence)
GRAPHING
GRAPHING PARABOLAS:
X-INTERCEPTS
SUMMARY
A parabola is a graph of a quadratic equation.

The general equation is: y = ( x + a )( x + b)
e.g. y = ( x + 3)( x + 1)
a and b are the two x-intercepts. They are the negative
of the numbers in the equation.
e.g. x-intercepts are -3 and -1
The vertex of the parabola is the turning point and is
half way between the x-intercepts.
e.g. The vertex will lay on the line x = -2
Substitute the x value of the vertex into the original
equation to find the y value of the vertex.
e.g. y = (2 + 3)(2 + 1)
= (1)(1) = 1
The vertex is at (-2,-1)
An equation written y = x( x + 2) is the same. The x-intercepts are just 0 and -2 this time.
Note: A negative sign at the front of the equation means the parabola is upside down.
OLD NCEA QUESTIONS
1.
3.
For the graph below give:
a. the intercepts
b. the function
Sketch the graph of the equation:
y = (4 x)( x + 2)
2.
4.
For the graph below, give:
a. the x and y intercepts

b. the equation of the graph.
On the grid below, sketch the graph of
y = ( x 2)( x + 4)
PAGE 65
PRACTICE QUESTIONS
For the following equations factorise (if necessary), write out the x-intercepts and vertex location, and plot the graphs.
There are blank graphs on the next page to draw on.
5.
y = ( x 1)( x + 3)
6.
y = x( x 3)
7.
y = x 2 10 x + 21
8.
y = 9 x2
9.
y = ( x + 5)( x + 7)
10. y = (3 x)( x 4)
11. y = x 2 + 6 x
12. y = ( x + 3)(2 x)
For the following graphs give the x-intercepts and write out the equation.
13.
14.
15.
16.
17.
18.
PAGE 66
GRAPHING
PAGE 67
ANSWERS
NCEA
1.
PRACTICE
a. x-intercepts are at x = 1 and x = -2

5.
(Achieved)
b. We know the intercepts so sub into equation
= 4
giving: y = ( x 1)( x + 2) . As the graph

is upside down it is necessary to add a
negative to the front of the equation.
The final equation is therefore:
y = ( x 1)( x + 2)
= x 2 x + 2
x-intercepts at x = 1 and x = -3
Vertex is midway between x-intercepts at x = -1.
The y value is: y = ( 1 1)( 1 + 3)
(Merit)
2. a. x-intercepts are at x = -3 and x = 3
y-intercept is at y = -9 (Achieved)
b. From the intercepts:
y = ( x 3)( x + 3) or y = x 2 9
3.
(Achieved)
It is a negative parabola with x-intercepts at x = -2

and x = 4 and a y-intercept at y = 8.
Vertex is midway between x-intercepts at x = 1.
The y value is: y = ( 4 1)(1 + 2)
6.
x-intercepts at x = 0 and x = 3
Vertex is midway between x-intercepts at x = 1.5.
The y value is: y = 1.5(1.5 3)
= 2.25
= (3)(3)
=9
4.
(Achieved)
It is a negative parabola with x-intercepts x = 2 and

x = -4 and y-intercept y = 8.
The y value is: y = ( 1 2)( 1 + 4)
= (3)(3)
=9
PAGE 68
(Achieved)
7.
(Achieved)
y = x 2 10 x + 21
= ( x 7)( x 3)
The y value is: y = (5 7)(5 3)
= 4
(Achieved)
(Achieved)
GRAPHING
8.
y = 9 x2
= ( x 2 9)
= ( x 3)( x + 3)
11. y = x 2 + 6 x
= x ( x + 6)
The y value is: y = 3( 3 + 6)
The y value is: y = (0 3)(0 + 3)
= 9
=9
9.
(Achieved)
12.
x-intercepts at x = -7 and x = -5
The y value is: y = ( 6 + 5)( 6 + 7)
(Achieved)
Vertex is midway between x-intercepts at x = -0.5.
The y value is: y = ( 0.5 + 3)( 2 ( 0.5))
= 6.25
= 1
10.
= 0.25
13.
Equation is therefore: y = ( x + 5)( x + 8)
(Merit)
14.
Equation is therefore: y = ( x 2)( x + 4)
(Merit)
15.
Upside down so negative in front.
Equation is therefore: y = ( x 3)( x 9)
(Merit)
16.
Equation is therefore: y = x ( x 3)
(Merit)
17.
Equation is therefore: y = x ( x + 4)
(Merit)
18.
x-intercepts at x = -1 and x = 4
Equation is therefore: y = ( x + 1)( x 4)
(Merit)
(Achieved)
Vertex is midway between x-intercepts at x = 3.5.
The y value is: y = (3 3.5)(3.5 4)
(Achieved)
(Achieved)
PAGE 69
Study Tip:
Make Sure You Understand

Understanding is important.
Wait until you have a clear understanding of the topic before
moving on to the next section.
When you get stuck, ask for clarification (see your teacher the
next day).
PAGE 70
GRAPHING
GRAPHING PARABOLAS:
VERTEX
SUMMARY
The general equation is y = ( x c) 2 + d
e.g. y = ( x 1) 2 + 2
c is how far the vertex has been horizontally
shifted from the origin.
e.g. it has been shifted 1 to the right
d is how far the vertex has been vertically shifted
from the origin.
e.g. it has been shifted 2 up
If given the equation, the vertex is located at the
point (c, d).
e.g. (1, 2)
Use this form if there are no x-intercepts or if you
are given a vertex and the x-intercepts are unclear.
Note: A negative sign at the front of the equation
means the parabola is upside down.
OLD NCEA QUESTIONS
1.
y = x2 9
2.
y = x2 1
PAGE 71
PRACTICE QUESTIONS
For the following equations write out the vertex locations, and plot the graphs.
There are blank graphs to draw on, on the next page.
3.
y = ( x + 7) 2 + 3
4.
y = x2 5
5.
y = ( x 3) 2 + 5
6.
y = ( x + 5) 2 6
7.
y = ( x 7) 2
8.
y = ( x 2) 2 2
For the following graphs give the vertex locations and write out the equation.
9.
10.
11.
12.
13.
14.
PAGE 72
GRAPHING
PAGE 73
ANSWERS
5.
NCEA
1.
Vertex is at (3, 5)
Looking at the equation it has no horizontal

movement and vertical movement of -9.
2.
(Achieved)
6.
(Achieved)
Vertex is at (-5, -6)
Looking at the equation it has no horizontal

movement and vertical movement of -1.
(Achieved)
7.
(Achieved)
Vertex is at (7, 0)
PRACTICE
3.
Vertex is at (-7, 3)
8.

4.
(Achieved)
Vertex is at (2, -2)
(Achieved)
PAGE 74
(Achieved)
(Achieved)
GRAPHING
9.
10.
11.
y = ( x + 5) 2 + 5 (Merit)
Vertex is at (0, 7)
y = ( x 2 ) + 7 (Merit)
Vertex is at (6, 3)
y = ( x 6) 2 + 3 (Merit)
12.
13.
14.
Vertex is at (-3, -8)

y = ( x + 3) 2 8 (Merit)
y = ( x + 4) 2 (Merit)
y = ( x 5) 2 1 (Merit)
Study Tip:
Make it Colourful
Colours help you remember!
Use highlighters to mark the important points.
Use different colours for different categories.
PAGE 75
Exam Tip:
Read the Test

Scanning the test before you start can help by:
Giving an overview
Is essential for time planning
Helps prevent basic errors (e.g. not staying on topic)
PAGE 76
GRAPHING
TRANSLATING PARABOLAS
SUMMARY
Translating a quadratic is moving it along and/or up a certain amount.

To translate an equation by (c,d) simply replace x with (x - c) and y with (y - d) and simplify.
e.g. Translate y = x 2 4 x + 3 by (4,3)
y 3 = ( x 4) 2 4( x 4) + 3
y 3 = x 2 8 x + 16 4 x + 16 + 3
y 3 = x 2 12 x + 35
y = x 2 12 x + 38

OLD NCEA QUESTIONS
1.
The parabola shown is moved 3 units to the right and 5 units up. It has an
equation of y = x 2 x + 2
Give the equation of the parabola in simplified form its new position AND
give the y-intercept.
2.
The parabola shown to the right is moved

1 unit to the right and 2 units up. It has an
2
equation of y = x 9
Give the equation of the parabola in
simplified form in its new position AND
give the y-intercept.
3.
The equation for the parabola drawn on the graph to the right can be written
as y = ( x + 3)( x 5)
If this parabola is moved 3 units to the left and 20 units up, give the equation
for the parabola in its new position AND give the coordinates of the y-intercept.
PRACTICE QUESTIONS
Translate the following equations by the given amounts, simplify, and also give the y-intercept.
4.
y = x 2 + 3 x 4 by 6 to the right and 4 down
5.
y = 2 x 2 5 x + 5 by 2 to the right and 10 up
6.
y = x 2 + 5 by 1 to the left and 3 down
7.
y = ( x 4)( x + 3) by 22 to the right and 1 down
8.
y = ( x + 6)( x 2) by 4 to the left
9.
y = 4 x 2 12 x + 20 by 6 to the right and 8 up
10. y = x 2 + 6 x
by 15 to the left and 1 up
11. y = 6 x 2 + x + 8
by 12 down
PAGE 77
ANSWERS
6.
NCEA
1.
The parabola is translated by a vector of (3, 5).

Replacing the values and simplifying the equation:
y = x2 x + 2
( y 5) = ( x 3) 2 ( x 3) + 2
y 5 = ( x 2 6 x + 9) x + 3 + 2
y 5 = x2 + 6x 9 x + 3 + 2
y 5 = x2 + 5x 4
y = x2 + 5x + 1
y-intercept when x = 0: y = 0
=1

2.
7.
+ 5 0 +1
(Excellence)
The parabola is translated by a vector of (1, 2).

y = x2 9
( y 2) = ( x 1) 2 9
y 2 = x2 2 x + 1 9
y = x2 2 x 6
8.
2
The parabola is translated by a vector of (-3, 20).

y = ( x + 3)( x 5)
( y 20) = (( x + 3) + 3)(( x + 3) 5)
y 20 = ( x + 6)( x 2)
y 20 = x 2 + 4 x 12
y = x2 + 4x + 8

=8
9.
+ 4 0 + 8
(Excellence)
Translated by (6, -4)

2
y = x + 3x 4
( y + 4) = ( x 6) 2 + 3( x 6) 4
y + 4 = x 2 12 x + 36 + 3 x 18 4
y + 4 = x 2 9 x + 14
y = x 2 9 x + 10
10.
y-intercept when x = 0: y = 0 9 0 + 10
= 10

(Excellence)
Translated by (2, 10)
y = 2 x2 5x + 5
( y 10) = 2( x 2) 2 5( x 2) + 5
y 10 = 2( x 2 4 x + 4) 5 x + 10 + 5
y 10 = 2 x 2 8 x + 8 5 x + 10 + 5
y 10 = 2 x 2 13 x + 23
y = 2 x 2 13 x + 33
y-intercept when x = 0: y = 2 0
= 33

PAGE 78
+ 2 0 + 3
(Excellence)
y = ( x 4)( x + 3)
( y + 1) = (( x 22) 4)(( x 22) + 3)
y + 1 = ( x 26)( x 19)
y + 1 = x 2 45 x + 494
y = x 2 45 x + 493
13 0 + 33
(Excellence)
y-intercept when x = 0: y = 0 45 0 + 493

= 493 (Excellence)
Translated by (-4, 0)
y = ( x + 6)( x 2)
y = (( x + 4) + 6)(( x + 4) 2)
y = ( x + 10)( x + 2)
y = x 2 + 12 x + 20
2
5.
=3

y-intercept when x = 0: y = 0 + 12 0 + 20
= 20

(Excellence)
PRACTICE
4.
y = x2 + 5
( y + 3) = ( x + 1) 2 + 5
y + 3 = x2 + 2 x + 1 + 5
y + 3 = x2 + 2 x + 6
y = x2 + 2x + 3
y-intercept when x = 0: y = 0 2 0 6
= 6

(Excellence)
3.
Translated by (-1, -3)
11.
Translated by (6, 8)
y = 4 x 2 12 x + 20
( y 8) = 4( x 6) 2 12( x 6) + 20
y 8 = 4( x 2 12 x + 36) 12 x + 72 + 20
y 8 = 4 x 2 48 x + 144 12 x + 72 + 20
y 8 = 4 x 2 60 x + 236
y = 4 x 2 60 x + 244

= 244
60 0 + 244
(Excellence)
Translated by (-15, 1)
y = x2 + 6x
( y 1) = ( x + 15) 2 + 6( x + 15)
y 1 = x 2 + 30 x + 225 + 6 x + 90
y 1 = x 2 + 36 x + 315
y = x 2 + 36 x + 316
y-intercept when x = 0: y = 02 + 36 0 + 316

= 316 (Excellence)
y = 6x2 + x + 8
( y + 12) = 6 x 2 + x + 8
y = 6x2 + x 4

= 4
+04
(Excellence)
GRAPHING
Exam Tip:
Use the Clues

Bullet points and key words are clues in a question. Use them!
If you are unsure about the answer, dont give up.
Find the clues and write about closely related word or ideas.
PAGE 79
SCALING PARABOLAS
SUMMARY
Parabolas can be made wider or narrower by putting a number in front of the equation.
y = 3( x 1) 2 + 2 has a 3 in front, making the parabola 3 times narrower
e.g.
1
1
1
Or
y = ( x + 3)( x 2) has a in front making it as narrow (4 times wider).
4
4
4
Steps:
y = k ( x 1) 2 + 2
1. Write equation using either vertex
or x-intercept method
2. Find a point not used to write the equation
and substitute it into the equation with k
5 = k (0 1) 2 + 2
5 = k (1) 2 + 2
3. Rearrange to find the value of k
5=k +2
k =3
y = 3( x 1) 2 + 2
4. Write out the final equation
Note: A negative sign at the front of the equation means the parabola is upside down.
OLD NCEA QUESTIONS
1.
the ball when it is x metres from the point from

where it is kicked.
If the maximum height of the ball is 2 m, what is
the value of k?
In a childrens play park, a ball is kicked so that

its flight path can be modelled by the equation
h = kx( x 6) where h metres is the height of
PRACTICE QUESTIONS
For the following equations find the scaling factor using the information given.
2.
Equation: y = k ( x + 3)( x 4)
Passes through the point (3, -12)
4.
6.
3.
Equation: y = k ( x 2) + 4
Passes through the point (0, 24)
Equation: y = k ( x + 4) 1
Passes through the point (-10, 11)
5.
Equation: y = k ( x 2)( x 5)
Passes through the point (6, 16)
Equation: y = k ( x + 1)( x + 4)
Passes through the point (-6, 2)
7.
Equation: y = k ( x + 2) + 1
Passes through the point (-4,3)
PAGE 80
GRAPHING
For the following graphs find the equations including the scaling factor.
8.
9.
10.
11.
12.
13.
14.
15.
PAGE 81
ANSWERS
8.
NCEA
1.
h is a negative parabola with x-intercepts at x = 0

and x = 6.
The maximum height of the ball is reached when
y = k ( x + 7)( x 1)
0+6
x=
=3
2
When x = 3, h = k (3)(3 6) = 9k
Solving for k (substitute in vertex):
8 = k (3 + 7)(3 1)
8 = k (4)(4)
8 = 16k
1
=k
2
1
Equation is therefore: y = ( x + 7)( x 1)
2
2
OR of the form y = k ( x c) + d :
y = k ( x + 3) 2 8
We want this height to be 2m

i.e.
9k = 2 k =
PRACTICE
2.
3.
4.
5.
6.
7.
2

9
(Merit)
Substituting (3, -12) into the equation:
k ( x + 3)( x 4) = y
k (3 + 3)(3 4) = 12
k (6)(1) = 12
6k = 12
k =2
(Merit)
solving for k (substitute in x intercept):
0 = k (1 + 3) 2 8
8 = 16k
1
=k
2
Substituting (0, 24) into the equation:
k ( x 2) 2 + 4 = y
k (0 2) 2 + 4 = 24
k (2) 2 + 4 = 24
4k = 20
k =5
(Merit)
Substituting (-10, 11) into the equation:
2
k ( x + 4) 1 = y
k (10 + 4) 2 1 = 11
k (6) 2 1 = 11
36k = 12
1
k=
3
(Merit)
1
( x + 3) 2 8
2
1 2
7
Both simplify to: y = x + 3 x
(Merit)
2
2
Equation is therefore: y
9.
8 = k (6 + 8)(6 + 4)
8 = k (2)(2)
8 = 4k
2 = k
Equation is therefore: y = 2( x + 8)( x + 4)
2
y = k ( x + 6) 2 + 8
solving for k (substitute in x intercept):
k ( x + 2) + 1 = y
k (4 + 2) 2 + 1 = 3
k (2) 2 + 1 = 3
4k = 2
1
k=
(Merit)
2
PAGE 82
Information from the graph:

Vertex at (-6, 8)
Equation can be of the form y = k ( x a )( x b) :
y = k ( x + 8)( x + 4)
k ( x 2)( x 5) = y
k (6 2)(6 5) = 16
k (4)(1) = 16
4k = 16
k =4
(Merit)
solving for k (substitute in vertex):
Substituting (6, 16) into the equation:
k ( x + 1)( x + 4) = y
k (6 + 1)(6 + 4) = 2
k (5)(2) = 2
10k = 2
1
k=
5
(Merit)

x-intercepts at x = -7 and x = 1
Vertex at (-3, -8)
0 = k (4 + 6) 2 + 8
8 = k (2) 2
8 = 4k
2 = k
Equation is therefore: y = 2( x + 6) + 8
2

Both
simplify to: y = 2 x 24 x 64
(Merit)
10.

y-intercept at y = 6
Vertex at (2, -10)
2
Equation is of the form y = k ( x c) + d :
y = k ( x 2) 2 10
Continued on next page....
GRAPHING
solving for k (substitute in y-intercept):
6 = k (0 2) 2 10
16 = k (2) 2
16 = 4k
4=k
13.
y = k ( x + 5) 2 8
2

Equation is therefore: y = 4( x 2) 10 (Merit)
11.
solving for k (substitute in x-intercept):
0 = k (3 + 5) 2 8
8 = k (8) 2
8 = 64k
1
=k
8

x-intercept at x = 5 and x = -11
Vertex at (-3, 8)
2
Equation can be of the form y = k ( x c) + d :
1
= ( x + 5) 2 8
8
OR of the form y = k ( x a )( x b) :
y = k ( x 3)( x + 13)
y = k ( x + 3) 2 + 8
0 = k (5 + 3) 2 + 8
8 = k (8) 2
8 = 64k
1
=k
8
1
= ( x + 3) 2 + 8
8
OR of the form y = k ( x a )( x b) :
y = k ( x 5)( x + 11)
8 = k ((-3) 5)((-3) + 11)

8 = k (8)(8)
8 = 64k
1
=k
8
1
8
1
3
55
2

Both simplify to: y = x x +
(Merit)
8
4
8
12.
14.
8 = k (0 + 1)(0 + 5)
8 = k (1)(5)
8 = 5k
8
=k
5
3
= ( x 3) 2 + 6
2
15
3
2

Both simplify to: y = x + 9 x
(Merit)
2
2
Equation is therefore: y = ( x + 1)( x + 5)

5

(Merit)
0 = k (1 3) 2 + 6
6 = k (2) 2
6 = 4k
3
=k
2

Equation is of the form y = k ( x a )( x b) :
y = k ( x + 1)( x + 5)
y = k ( x 1)( x 5)
8 = k ((-5) 3)((-5) + 13)

8 = k (8)(8)
8 = 64k
1
=k
8
1
8
1 2 5
39

Both
simplify to: y = x + x
(Merit)
8
4
8

Vertex at (3, 6)
6 = k (3 1)(3 5)
6 = k (2)(2)
6 = 4k
3
=k
2
3
Equation is therefore: y = ( x 1)( x 5)
2
2
y = k ( x 3) 2 + 6

x-intercept at x = 3 and x = -13
Vertex at (-5, -8)
2
Equation can be the form y = k ( x c) + d :
15.

vertex at (4, 7)
2
Equation is of the form y = k ( x c) + d :
y = k ( x 4) 2 + 7
2 = k ( 0 4) 2 + 7
5 = k (4) 2
5 = 16k
5
=k
16
5
Equation is therefore: y =
( x 4) 2 + 7
16

(Merit)
PAGE 83
QUADRATIC PROBLEMS
SUMMARY
These are almost always Excellence questions. These common themes often exist in the questions:
1. Write an equation (if there isnt one already)
2. Substitute in known values
3. Solve
4. Put in context
Note: There are often different ways of coming to the same answer.
OLD NCEA QUESTIONS
1.
A support for a childrens bungy jump is modelled

by the function y = x ( x 5 ) where y is the
height of the support in metres above the ground
and x is the distance from the left hand side of the
support.
a. Sketch the graph of the function for the support
on the grid below.
2.
A ball is kicked from

the ground and lands
at a point 10 m away on
the opposite side of a
goalpost. The crossbar of
the goalpost is 2 m above
the ground.
When the ball passes over the crossbar, it is at its
maximum height of 2.5 m.
Give the equation for the height, h metres, of the
ball above the ground at a distance, x metres,
from where it was kicked, if the path of the ball is
modelled by a parabola.
3.
Sam kicks a ball

horizontally along
a deck that is 5 m
above the ground.
The ball goes off
the edge of the
deck.
A model for the path of the ball once it leaves the
deck is a parabola.
2
The equation of the parabola is y = ax + bx + c
The ball hits the ground at a horizontal distance of
3.1 m from the edge of the deck.
Find the values of a, b and c.
4.
The cross-section of a ditch on a farm is modelled
b. What is the maximum height of the support?

c. A horizontal support beam is put across the
support at a height of 4 m above the ground.
How long is the support beam?
=
y 0.25(5 x 12 x + 3)
by the equation
where y is the depth of the ditch in metres and x
is the horizontal distance from a given point, P, in
metres.
At ground level, y = 0, and a pipe crosses the ditch
at y = 0.25 m.
What is the width of the ditch at the level of the

pipe?
PAGE 84
GRAPHING
5.
A level path has a flat cover over the top of a

parabola-shaped drain. The graph and function
show the distance, d metres, from the edge of the
path and the depth of the drain, h metres.
The cover on the drain is level with the path and

extends 0.7 m each side of the drain.
What is the width, w, of the cover?
6.
An animals jump can be modelled by a parabola,

as shown in the diagram below, where h is the
height of the jump in metres, and d is the horizontal
distance along the ground in metres.
7.
Huia grows lettuces in a tunnel house.

The cross section of the tunnel house can be
2
modelled by the parabola y = x + 1.69 as
shown on the diagram.
a. Find the width of the tunnel house, AB.

b. Huia grows tomatoes in a different tunnel
house with a cross section modelled by the

parabola, as shown below.
The tunnel house is 2 metres high and 4 metres
wide.
The tomato plants are tied up to a horizontal
rail, DC.
There are four rows of tomato plants across the
tunnel house.
The rows are 1 metre apart.
How high above the ground is the rail DC?
Find the equation for the parabola, which models

a jump that goes a horizontal distance of 9 metres
and reaches a maximum height of 2 metres.
PRACTICE QUESTIONS
8.
Jo threw a toy soldier off the top of the high rise

building. The height of the figurine can be modelled
2
by the equation: h = 180 3t where h is the

height of the figurine above Jos brother who is
waiting on a balcony below, in meters and t is the
time since the figurine was let go.
a. Draw the graph of h = 180 3t 2 for t = 0 to
13. Join the points by a smooth curve.
b. Jo had rigged it so that a parachute should have
opened 2 seconds after the figurine was let go.
This would have caused the figurine to fall at
a constant rate until it reached Jos brother 12
seconds after it was initially dropped. Add this
graph to the one above.
9.
Mary was competing at a national athletics

tournament in the Discus. Her coach recorded the
flight of the discus during one of her throws. It can
be modelled by a parabola and the information can
be seen on the graph below. The maximum height

it reaches is 28.125 m.
a. Write
the equation to model Marys Discus

throw.
b. Marys mother was watching up in a stand 22
m in the air. Calculate the two occasions where
the discus was level with her.
PAGE 85
10.
Jeremy and Jane join an alpine club and get to

spend the night in a snow cave they have made.
The temperature outside the snow cave from when
the sun goes down (6 pm) can be modelled by the
h
(h 16) + 5 , and inside by the
3
equation t = h ( h 16) + 5 , where t = the
5
equation
t=
11.
Sam was playing cricket. The following graph shows

the height of the cricket ball above the pitch after
he hit it. y is the height of the cricket ball above the
ground in meters, and x is the horizontal distance
that the ball has travelled.
temperature (C), and h = hours since darkness. The

temperature inside the snow cave is shown in the
graph below.
The graph has the equation:
y = 0.02(45 x)( x + 2)
a. What is the value of the y intercept and explain

what it means in this situation.
b. What is the greatest height of the cricket ball

c.
above the ground?

Another time when practicing in his back yard
Sam again hits a cricket ball in a parabolic
shape.
a. Using the following table add the graph of the

temperature outside,
the previous graph.
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
t=
h
(h 16) + 5 to
3
5
0
-4.33
-8
-11
-13.33
-15
-16
-16.33
-16
-15
-13.33
-11
-8
-4.33
b. At what time was the temperature the coldest

c.
if the sun went down at 6.00 pm?

What temperature difference was there at the
coldest time between the outside and where
the people were inside the snow cave? Be
exact.
PAGE 86
When it leaves the bat the ball has a height of

1.5 m.
The ball reaches its maximum height of 5.5 m
when it is 8 m away from him.
There is a wall 14 m away from Sam that is 2
m high.
Form an equation to model the path of the
cricket ball and use it to determine whether or
not the ball will go over the wall.
You must justify your answer with clear
mathematical reasoning, including showing
exactly how you used your equation to obtain
your answer.
GRAPHING
12.
Geoff is at a driving range practicing for a golf

tournament coming up. His coach is standing
off to the side part way down the fairway. He
watches Geoff hit a ball which follows this equation
h=
(70 d )(d + 90) , where d is the distance in

200
13.
Kahu was playing rugby on the wing. She attempted

a little chip kick over a defender 5 meters from the
centre line and it travelled as shown in the graph
below.
meters from the coach the ball is, and h is the

height in meters of the ball above the ground.
a. How far does Geoff hit the ball?

b. What is the highest height the ball gets to? Find
c.
this as accurately as possible.

What is the height of the ball when it passes in
front of the coach?
Jane is the defender and is standing 8 meters on

the other side of the centre line. She can reach 2.5
m into the air when she jumps. Will she be able to
catch hold of the ball or will it go over her head?
Exam Tip:
Answering Questions
A basic rule thats often broken:
DONT WASTE TIME ON DIFFICULT QUESTIONS.
By answering one question that you struggle with, you might be
missing out on five questions that you can do.
If its hard, move on and come back to it later if you have time.
PAGE 87
ANSWERS
There are often different way to get to the correct answer. These answers show one or two possible routes.
NCEA
OR
The graph is a parabola with x-intercepts at x = 0
and x = 10. Therefore the equation can be written
in the form h = s ( x 0)( x 10) = sx( x 10)
Since (5,2.5) lies on the graph substituting this into
the previous equation will give k.
1. a.
k (5 0)(5 10) = 2.5

25k = 2.5
k = 0.1
Therefore, h = 0.1x( x 10)
These two forms are the same as they both simplify

to
3.
b. Maximum
occurs at the vertex midway

between the x-intercepts at x = 2.5. Sub into
the equation: y = 2.5( 2.5 5)
= 6.25
c.
Therefore the support length is 4 - 1 = 3 m.

(Achieved - a, b or c correct)

(Merit - any two correct)

(Excellence)
Making the ground and the edge of the deck the

zero points of the graph. From the information given
the vertex is at (0,5) and one of the x-intercepts is
(3.1,0).
Substituting the vertex into the standard equation
2
gives: y = a ( x 0) + 5 = ax
using (3.1,0) to find a:
Max height is 6.25 m.

To get the distance, we need the two x values
that correspond to 4 m high. Solve for y = 4:
4 = x( x 5)
4 = x2 5x
x2 5x + 4 = 0
( x 1)( x 4) = 0
x = 1 and x = 4
h = 0.1x 2 + x
0 = a 3.12 + 5
9.61a = 5
a = 0.52
+5
Therefore the equation is y = 0.52 x + 0 x + 5

giving values of a = -0.52, b = 0, and c = 5.

(Excellence)
4.
Solve equation for y = -0.25 to get x values to

determine the width:
0.25(5 x 2 12 x + 3) = 0.25
5 x 2 12 x + 3 = 1
5 x 2 12 x + 4 = 0
(5 x 2)( x 2) = 0
2.
therefore x = 0.4 and x = 2.

Width of the ditch is therefore 2 - 0.4 = 1.6 m.
(Merit)
5.
The graph is a parabola with its vertex at (5,2.5)
Therefore, the equation can be written in the form
h = k ( x 5) 2 + 2.5
Since (0,0) lies on this graph:
k (0 + 5) 2 + 2.5 = 0
25k + 2.5 = 0
25k = 2.5
k = 0.1
2
therefore h = 0.1( x 5) + 2.5
PAGE 88
6.
The parabola has d-intercepts at d = 5.6 and d = 6.8.

So the drain cover width: = 6.8 5.6 + 2 0.7
(Merit)
= 2.6 m
The parabola has d-intercepts at d = 0 and d = 9, so
h = kd (d 9) with some value of k.
We know that the point (4.5,2) lies on the parabola
so by substituting that into the equation we can
solve for k.
99
k 9 = 2
22
81
k =2
4
8
k =
81
8
therefore h =

d ( d 9)
81
(Excellence)
GRAPHING
7. a. Solve for y = 0 to get width
b. Solve for h = 22
1
t (t 15) = 22
2
t 2 15t = 44
t 2 15t + 44 = 0
(t 4)(t 11) = 0
t = 4 and t = 11
x 2 + 1.69 = 0
need 1.69 = 1.3
x 2 1.69 = 0
( x 1.3)( x + 1.3) = 0
Therefore x = 1.3 and x = -1.3

The width is then 1.3 - (-1.3) = 2.6 m
b. The parabola has its apex at (0,2) and
substituting that into the standard equation
gives:
The discus was level with her when t = 4 and

when t = 11.
(Merit - a correct)

(Excellence - a and b correct)
y = k ( x 0) 2 + 2
The point (2,0) also lies along the parabola and

substituting that into the equation will find k:
2
k2 + 2 = 0
4k + 2 = 0
4k = 2
k = 0.5
10. a.
The equation for the parabola is therefore
y = 0.5 x 2 + 2
Point C occurs when x = 1.5 so:
y = 0.5 1.52 + 2
= 0.875
The rail DC is therefore 0.875 m above the

ground.
(Merit - a correct)

(Excellence - a and b correct)
b. Turning point for both graphs is at h = 8 so

6.00pm + 8 hours = 2.00am the next morning.
c. Temp inside at h = 8 is t = 8 (8 16) + 5 = 7.8
5
Temp outside at h = 8 is -16.33 (from table)
Therefore the difference is:
-16.33 (-7.8) = 8.53C


PRACTICE
8. a.

(Achieved)
b. Straight line from (2,168) to (12,0)

(Achieved)
9. a. The t-intercepts are at (0,0) and (15,0) so the
equation will have the form h = kt (t 15)

The turning point will occur midway between
the intercepts at t = 7.5, with a height of 28.125
m. Using this information to find k:
7.5k (7.5 15) = 28.125

56.25k = 28.125
1
k =
2
The equation is therefore
11.
a. y-intercept when x = 0 so :
y = 0.02(45 0)(0 + 2) = 1.8
This means in this situation the ball started at

this height (when ) so the ball must have been
at 1.8 m above the ground as Sam hit it.
b. The turning point is where the cricket ball is
at its highest. This is midway between the
x-intercepts which from the equation are at
x = -2 and x = 45. The midpoint is at x = 21.5.
Solving the equation will give the height:
y = 0.02(45 21.5)(21.5 + 2)
= 11.045 m
1
h = - t (t - 15)
2
PAGE 89
c.
As we are given the vertex location, let the

equation of the parabola be:
y = k ( x c) 2 + d
Let the highest point of the balls travel be the

location of the y-axis and the ground be the
x-axis, the origin is the point where they meet.
The vertex is then at the point (0,5.5) and so
c = 0 and d = 5.5 i.e. the equation is
y = kx 2 + 5.5
When the ball leaves Sams bat it is at the point

(-8,1.5) on the parabola we can use this point
to find k:
k (8) 2 + 5.5 = 1.5

64k = 4
4
1
k =
=
64
16
12. a. From the equation d-intercepts are at d = -90

and d = 70 so the distance hit is :
70 (90) = 160 m
c.
between
(70 (10))(10 + 90)

= 32 m
200
Solve for d = 0 :
h=
(70 0)(0 + 90)

= 31.5 m
200

(Achieved - one correct)
(Merit - all correct)
PAGE 90
k =
h=
The ball will be 3.25 m above the ground as it

passes over the 2 m high wall, so it will not be
stopped.
(Merit - b correct)

(Excellence - c correct)
h=
k (0 6)(0 + 10) = 6
60k = 6
1 2
6 + 5.5 = 3.25
16
point is midway
x-intercepts which is d = -10
h = k (d 6)(d + 10)
Since the h-intercept is (0,6), we can solve for k:
1
10
the equation: h =
(d
10
So when d = -8:
To get the height of the ball as it reaches the

wall we need to solve the equation for x = 6:
b. Highest
From the graph the vertex is at d = -2 therefore

x-intercepts are at d = 6 and d = -10 (equal distances
either side of the vertex).
As we have both x-intercepts the equation will be
of the form: h = k ( d a )( d b)
a = 6 and b = -10 so equation is:
The flight of the ball can therefore be modelled by
1 2
The equation is now y =
x + 5.5
16
y=
13.
the
6)(d + 10)
1
(8 6)(8 + 10) = 2.8 m
10
As Jane can only reach 2.5 m into the air the ball
will go over her head.
(Excellence)

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Study Tip:

THE SKILLS YOU NEED TO KNOW:

There are two features for any linear

1. Draw a 5 columned table

1. The general equation is: y = mx + c

INTERPRETING LINEAR GRAPHS

Note: Problems may rely on knowledge from earlier graphing sections

1. To translate an equation by (c,d)

Parabolas can be made taller or

2. a and b are the two x-intercepts.

2. c is how far the vertex has been

For a complete tutorial on this topic visit www.learncoach.co.nz

Sam needs to hire a car and he gets quotes from

a. How far is Amandas home from the school?

much does Robs Rides charge per

James is doing some home renovations and needs a

a. How much does Garden Equipment charge per

b. What is the initial fixed fee at Hire Co.?

Jamie and Amanda both leave school at the same

A dairy company is testing two different types of

a. How many litres of milk did the tanker hold

b. How many litres were emptied in one minute?

Will and Leah were travelling overseas. They

Cafe Cyber costs 7 cents per minute plus an

Brian and Lisa are at a mountain bike park where

a. What is the height of the Baby steps jump at

b. What is the increase in height of the Hang Time

a. It goes through the points (0,0) and (40,60)

b. $150 (from y-intercept)

a. 1200 m or 1.2 km (y-intercept)

Therefore there is a charge of $1.50 per

highest when time is zero.

For a complete tutorial on this topic visit www.learncoach.co.nz

OLD NCEA QUESTIONS

Kiri decides to make a different pattern involving separate houses. She

6, 15, 24, 33, 42

14, 16, 18, 20, 22

2, -2, -6, -10, -14

3, 28, 53, 78, 103

1. Plot the y-intercept (in this case it is +3)

2. To find the y-intercept make x = 0 and solve.

3. Plot these two points and draw a line through them.

For a complete tutorial on this topic visit www.learncoach.co.nz

OLD NCEA QUESTIONS

Sketch graphs of the equations below on the grids given.

Sketch graphs of the equations below on the grids given.

There are more blank sets of axes on the next page.

Draw the following graphs:

b. Not in the form y = mx + c therefore cover-up

Not in the form y = mx + c therefore cover-up

Not in the form y = mx + c therefore cover-up

The general equation is: y = mx + c

e.g. from any two points on the graph

Combined together the equation for this

For a complete tutorial on this topic visit

OLD NCEA QUESTIONS

Jake is hiring a builder to help with some odd jobs

Write the equation of the graph shown below.

Write the equations of the lines drawn below.

Follow the Steps

rise 140 40 100

b. No y-intercept as line is vertical.

It is a vertical line that crosses at x = -3 so the