PrepShorts · Study sheet · Class 9 Mathematics · Chapter 2, Introduction to Linear Polynomials
Chapter 2 · Introduction to Linear Polynomials
What a and b do to the line: slope, y-intercept, and parallel families
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The two constants in y = ax + b do jobs that never interfere. The only way to prove that is to move one while pinning the other.
The idea
The two constants in y = ax + b control two things that do not interfere with each other — a sets the direction the line takes and b sets how high it sits — and the chapter establishes this the only way it can be established, by holding one fixed while the other moves. That method is what makes the conclusions trustworthy rather than asserted: Figs. 2.8 to 2.11 vary a with b pinned at zero, and Figs. 2.12 and 2.13 vary b with a pinned at 2. From that independence the parallel rule follows for free, because two lines can only fail to meet if they never differ in direction — same a, different b. And the chapter's finest connection is the quietest: a is the same number as the fixed gap between consecutive terms of a linear pattern, so the steepness you see on the page and the step you counted in a table are one quantity.
What you should be able to do
- Read
aandboff an equation written in the formy = ax + b - Predict how a line changes when
aalone is altered, and whenbalone is altered - Explain why every line of the form
y = axpasses through the origin - Compare the steepness of two lines through the origin from their coefficients, including negative coefficients
- Relate the sign of
ato linear growth and linear decay - Give, as a coordinate pair, where
y = ax + bmeets the vertical axis, and read they-intercept off an equation - Decide whether two given lines are parallel by comparing their coefficients
- Identify the odd line out in a set that shares no common coefficient
- Connect
ato the fixed gap of the corresponding numerical pattern
Words to know
| Term | Definition in one line | First introduced |
|---|---|---|
| slope | the coefficient a, which fixes the direction and steepness of the line | printed on p. 31 |
| y-intercept | the constant b, the height at which the line crosses the vertical axis | printed on p. 35 |
| origin | the point (0, 0) where the two axes cross | printed on p. 31; established in Chapter 1 |
| parallel | of two lines: of the same direction, so never meeting | printed on p. 36 |
| steeper | of a line: rising more sharply than another for the same step across | printed on p. 31 |
| linear growth | a pattern of fixed gains, shown here as a line of positive slope | printed on pp. 24, 25 and 31 |
| linear decay | a pattern of fixed losses, shown here as a line of negative slope | printed on pp. 25 and 31 |
| linear relationship | the pairing of two quantities written as y = ax + b | printed on pp. 22, 26 and 31 |
| equally inclined | of y = x: leaning the same amount towards each axis | printed on p. 31 |
| magnitude of the slope | the size of a with its sign set aside, used to compare steepness | an added phrasing; not printed in this chapter, which poses the negative case on p. 33 as a question |
| signed intercept | b understood as a position on the axis, which may be negative | an added phrasing; not printed in this chapter |
Standard Hindi vocabulary.
Where people slip up
- "A bigger
aalways means a steeper line." True for positive coefficients. For negative ones it is the size ofathat decides:y = –3xis steeper thany = –x, though –3 is the smaller number. The chapter poses this case and leaves it open. - "A negative slope means the line is below the axis." It means the line falls as you move right.
y = –3x + 1is above the axis for every negativex. Show it crossing. - "Changing
btilts the line." It slides it. Showy = 2x – 1up toy = 2x + 1andy = 2x + 5and keep the direction visibly locked — that is Fig. 2.13's whole content. - "Changing
amoves the crossing point." For lines written asy = ax + bit does not: atx = 0theaxterm is zero whateverais. The chapter states this on p. 36, and the Think and Reflect pairy = 3x + 1andy = –3x + 1on p. 33 demonstrates it. - "Parallel lines look parallel, so I can judge by eye." The test is arithmetic: equal
a. Fig. 2.14's three lines all lean the same general way and none of them are parallel. - "Every line goes through the origin." Only those with
b = 0. The chapter spends Figs. 2.8 to 2.11 on that family and then deliberately leaves it in Figs. 2.12 to 2.14. - "The
y-intercept is a distance, so it cannot be negative." It is a signed position on the axis. The chapter's own value of –2 fory = 3x – 2settles it, and the summary's looser wording on p. 40 should not be followed. - "
y = 2x + 3is parallel toy = –2x." It is not — one climbs and one falls. This is exactly the trap in Exercise Set 2.6 part (v), and a student who assumes every listed group is parallel will get it wrong. - "Slope and constant difference are different ideas that happen to agree." They are the same number. The chapter says so on p. 31 for the tile pattern, and it is worth building the whole of section 9 around.
- "
y = xis the standard against which all steepness is measured." It is the chapter's chosen reference because it leans equally towards both axes, which is a convenient landmark and not a law. Say why it was chosen.
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Worked answers to this chapter’s exercises · this video explains Exercise Set 2.6 Q1, End-of-Chapter Exercises Q7, End-of-Chapter Exercises Q13, End-of-Chapter Exercises Q14
Transcript1,329 words
Two constants in one rule, and each of them does exactly one job. y equals a x plus b. Change a and something happens to the line. Change b and something else happens. But change both at once and you learn nothing at all, because you cannot tell which of them caused what. So all of this is one method, run twice. Pin the constant at nothing and move the coefficient. Then pin the coefficient at two and move the constant.
One experiment at a time. That is what makes the conclusions trustworthy rather than merely announced. Start with the constant pinned at nothing, so the rule is just y equals a x. Three of those. y equals half of x. y equals x. y equals two x. Drawn on one grid they fan out, and every one of them passes through the same point. That point is the origin, where the two axes cross. And it is not luck that they all go through it.
Put nought in for x and watch. Whatever the coefficient happens to be, that coefficient times nought is nought, and with nothing added there is nothing else left. So the output is nought as well, and the pair nought nought satisfies every single rule of that shape. Which is a stronger statement than the drawing gave you. The drawing showed three lines. The substitution settles it for every coefficient nobody has drawn, the awkward ones included.
One line of work, and the whole family is accounted for. Now steepness — and let us measure it rather than squint at it. Take one step to the right and see how far the line has climbed. On y equals half of x it climbs a half. On y equals x it climbs one. On y equals two x it climbs two. The rise for one step across is the coefficient itself. Not roughly: exactly, and by the same amount wherever along the line you choose to measure.
So y equals x makes a natural landmark. It climbs one for one, leaning the same amount towards each axis. Above one is steeper than that; below one is gentler. The coefficient has a name. It is called the slope of the line. And the name earns its keep, because slope is now something you compute rather than an impression you form. Two lines, two coefficients, and the larger one is the steeper.
For positive coefficients, at any rate. Which is where it starts to get interesting. You read the slope straight off the equation — provided the equation is in that shape to begin with. Two y equals four x plus seven is not. Divide the whole thing by two and it becomes y equals two x plus three and a half, so its slope is two. Three y equals six x minus eleven becomes y equals two x minus eleven thirds. Slope two again — and there was no way to see that before dividing through.
Turn the sign over. y equals minus a third of x. y equals minus x. y equals minus three x. The same fan through the same origin, leaning the other way. Now a question. Which of those three is the steepest? Go by the number and minus three is the smallest of them, so minus three x ought to be the gentlest. Draw it, though, and it is plainly the sharpest of the three. So going by the number is simply wrong.
Set the sign aside and look at the size instead. A third, one, three. Three is the largest, and minus three x is indeed the steepest. A third is the smallest, and minus a third of x is the shallowest. Measured the same way as before: one step across, and minus three x drops three while minus a third of x drops only a third. So the size of the coefficient decides how sharply the line leans, and the sign decides which way it leans. Two jobs from one number, and neither interferes with the other.
Which means minus three x is exactly as steep as three x. Mirror images of each other. That sign carries a second reading, and it reaches back to something you have already met. A positive coefficient climbs. A negative one falls. And it is the coefficient that decides, never the constant. y equals two x minus fifty starts far below the axis and climbs the whole way regardless. Falling does not mean sitting below the axis either. y equals minus three x plus one falls steadily, and at every negative input it is above the axis.
It crosses. Falling is a direction, not a position. Here is the connection worth the most, and it is the quietest one. Tiles in a growing pattern: one, then three, then five, then seven. The gap between consecutive stages is two, every time. Now set stage number against tile count and recover the rule. Stage one gives one and stage two gives three, so the rule is y equals two x minus one.
Its coefficient is two. The gap was two. Those are not two facts that happen to agree. They are one number reached from opposite ends — counted down a table, and measured off a drawing. The steepness you see and the step you counted are the same quantity. Second experiment. Pin the coefficient at two and move the constant instead. y equals two x minus one. y equals two x plus one. y equals two x plus five.
Watch what the change does, and more importantly what it does not do. The line does not tilt. It slides, bodily, with its direction locked. Which has to happen, because the rise for one step across is still two on all three of them. Moving the constant cannot touch it. And three lines going the same direction at different heights never meet. Not somewhere off the edge of the page. Nowhere at all.
So where does a line meet the upright axis? That axis is exactly the points whose first coordinate is nought. So put nought in for x again. The coefficient's term vanishes, just as it did before, and what survives is the constant. The crossing sits at nought, b. y equals two x plus five crosses at nought, five. y equals x plus three crosses at nought, three. y equals three x minus two crosses at nought, minus two.
That last one is worth pausing on. Minus two is below the origin. So the constant is a signed position on the axis rather than a distance. No distance is ever minus two. And there is the other half of the independence, sitting right there. Changing the coefficient does not move that crossing at all. y equals three x plus one and y equals minus three x plus one both cross at nought, one. One climbs and one falls, they are equally steep, and they meet the axis at exactly the same height.
All of which gives you a test for parallel, and it is arithmetic rather than eyesight. Equal coefficients with different constants: parallel. Different coefficients: they cross somewhere, however alike they look. And they can look very alike. Three lines can lean the same general way, share no coefficient at all, and no two of them be parallel. Try a set. Three x minus one, three x, three x plus one. All three have coefficient three, so all three are parallel.
Now try another. Minus two x minus three, minus two x, and two x plus three. The first two are parallel. The third has coefficient plus two rather than minus two, which makes it the mirror image, and it crosses both of the others. Compare the coefficients. Never the picture. And those two disguised rules from earlier both turned out to have coefficient two, so they are parallel — which nothing about the way they were written would have told you.
Where this fits
Taken from the notes each video was made from, not from the reading order — these are the ideas this one rests on and the ones that later rest on it.
Builds on
- Why two points are enough to draw the lineClass 9 · Ch 2, Introduction to Linear Polynomials
- Recovering y = ax + b from two observationsClass 9 · Ch 2, Introduction to Linear Polynomials
- A constant difference is the signature of a linear patternClass 9 · Ch 2, Introduction to Linear Polynomials
- Linear growth and linear decayClass 9 · Ch 2, Introduction to Linear Polynomials
- The four quadrants, and reading a point's signs off its positionClass 9 · Ch 1, Orienting Yourself: The Use of Coordinates
Comes up again in
- An AP plots as points on a straight lineClass 9 · Ch 8, Predicting What Comes Next: Exploring Sequences and Progressions
Either side of this one
- One-to-one correspondence: counting without number wordsClass 9 · Ch 3, The World of Numbers