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How to answer a Linear Graph Question

Linear Graphs GCSE

Secondary Maths| Help with maths
October 31, 2024•2 min read

Recently a few people have asked about drawing linear graphs.

You might be asked to draw the graph x=3.

In which case you would start your line at number 3 on the x axis and draw straight up/ down.

A graph that asks for y=2, would require you to go to the 2 on the y axis and draw your line straight across.

In both examples it doesn’t matter how long your line it, it just needs to be a ‘sensible length’

You might, for example, be asked to draw the line y= 3x+2 from -3 to 3

What I would now do is draw a table: (please be sure to use a ruler)

Create a table to help you to plot the linear graph

Now you take a value from the table (-3 would be the most logical) and insert it into the equation y=3x+2.

So now I have y= -3 x 3 + 2

-3x3=-9

-9+2 = -7

-7 now goes into the y column of the table under the -3.

 

You complete the whole table in the same way, so y = -2 x 3 + 2

-2 x 3 =-6

-6+2 = -4

Once the table is complete use your answers as the co-ordinates for the graph.

So the first point you’d plot is (-3, -7), the second point would be (-2, -4) and so on.

You may have to draw the axis, or they may have done it for you but either way, ensure that your graph is positioned so that it will hold all of your points. In this instance it will look like a cross rather than an L.

 

The other thing to be aware of is that the line must start at -3 and finish at 3 in this example because they have stated the length of the line. If it goes beyond that, they could knock marks off. (if it’s not stated it doesn't matter how long/ short your line is).

I hope this all makes sense but any questions, please do ask.

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I hope they help

Linear graphsGCSE mathsunderstanding mathshelp with mathsplotting linear graphs
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Dawn Strachan

For the past 20+ years I have been a firm believer that learning should be an enjoyable experience. I appreciate that traditionally education has revolved around worksheets, textbooks, listening to teachers. But a grounding in early years and working with children who had a variety of learning styles from I learned that it is an individual activity that is personal to all of us. We don’t all learn in the same way. Our influences, our experiences, our capabilities all influence how we retain information. But through it all, I believe that if we can make it enjoyable and engaging, they will want to participate. With participation comes practice which in turn boosts skill and confidence. With an increase in skill and confidence comes a willingness to have a go. This in turn leads to more practice which leads to a positive spiral of success. The moral, we need to make learning fun, engaging, use a range of techniques.

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Morning,

 

I hope the week is going well.

So many people seem to be doing D of E and work experience
at the moment, good luck if that’s you and if you’re at Marlow Camp next
fingers crossed for good weather!

 

I’ve just finished a lesson on division. It seems to be
something that messes with the brains of so many people.

I found it got easier when I stopped thinking about it as
division and instead thought about it as multiplication. So, if for example I
had the question 396 divided by 3, I would look at it as 3x what = 3. My answer
would be 1. How many times would I need to multiply 3 to get to 9, (my answer
would be 3). Then 3x something = 6. My answer would be 2. Giving me the overall
answer of 132.

I know that’s a really simple example but hopefully it explains
my point.

 

Thankfully in schools they don’t often seem to need to do
long division, but I’ve worked with a couple of adults (generally nurses for
some reason) who have needed it.

 

I think I’ll explain this one in a video, as it will be too
complicated to explain it with words as bits get put all over the place. I hope
this makes sense though:

https://youtu.be/cxkN_C5Ecwc  

Enjoy the rest of the week and speak soon,

 

Dawn