CHAPTER 5

The Straight
Line
 Learning Objectives
5.1 Understand the concept of gradient of a
straight line.
5.2 Understand the concept of gradient of a
straight line in Cartesian coordinates.
5.3 Understand the concept of intercept.
5.4 Understand and use equation of a straight
line.
5.5 Understand and use the concept of parallel
lines.
 y2  y1
m
x2  x1
y  mx  c
 5.1 GRADIENT OF A
STRAIGHT LINE
(A) Determine the vertical and horizontal distances
between two given points on a straight line
F

E G

Example of application: AN ESCALATOR.

EG - horizontal distance(how far a person goes)

GF - vertical distances(height changed)

 Example 1
State the horizontal and vertical
distances for the following case.

10 m

16 m

Solution:
The horizontal distance = 16 m
The vertical distance = 10 m
(B)Determine the ratio of the vertical
distance to the horizontal distance

10 m

16 m

Let us look at the ratio of the vertical distance

to the horizontal distances of the slope as
shown in figure.
Vertical distance = 10 m
Horizontal distance = 16 m

Therefore,
Solution:

vertical distance 16

horizontal distance 10
 1.6
5.2 GRADIENT OF THE STRAIGHT LINE IN
CARTESIAN COORDINATES
y • Coordinate T = (X2,Y1)
• horizontal distance
R(x2,y2)
= PT
= Difference in x-coordinates
y2 – y1
= x2 – x 1
x2 – x 1 • Vertical distance
P(x1,y1) T(x2,y1) = RT
x = Difference in y-coordinates
0
= y 2 – y1
Solution:
vertical distance
gradient of PR 
horizontal distance
RT

PT
y 2  y1

x2  x1

REMEMBER!!!
For a line passing through two points (x1,y1) and (x2,y2),
y2  y1
m
x2  x1
where m is the gradient of a straight line
 Example 2
• Determine the gradient of the straight line
passing through the following pairs of points
i) P(0,7) , Q(6,10)
ii)L(6,1) , N(9,7)
Solution:
10  7 7 1
Gradient PQ  Gradient LN 
60 96
3 units 6 units
 
6 units 3 units
1 2

2
(C) Determine the relationship between
the value of the gradient and the

(i)Steepness
(ii)Direction of inclination of a straight line

• What does gradient represents??

Steepness of a line with respect to the x-
axis.
 B

• a right-angled triangle. Line

AB is a slope, making an
angle  with the horizontal
line AC

A C

vertical distance
tan  
horizontal distance
 gradient of AB
 y y

B
B

 
x x
0 0 A
A

When gradient of AB is When gradient of AB is

positive: negative:

• inclined upwards • inclined downwards

• acute angle • obtuse angle.
• tan  is positive • tan  is negative
Activity:
Determine the gradient of the given lines in figure
and measure the angle between the line and the x-
axis (measured
y in anti-clocwise direction)

Line Gradient Sign 

V(1,4) N(3,3)
Q(-2,4)
MN
S(-3,1)

0
x PQ
M(-2,-2)
R(3,-1) RS
P(2,-4)
U(-1,-4) UV
 REMEMBER!!!
The value of the gradient of a line:

• Increases as the steepness increases

• Is positive if it makes an acute angle

• Is negative if it makes an obtuse angle

 Lines Gradient
y

AB 0
A B

0 x
 Lines Gradient
y

CD Undefined
C

0 x
 Lines Gradient
y

EF Positive
0 x
 Lines Gradient
y

0 x

GH Negative
 Lines Gradient
y

D
H
F
AB 0
A B

G
CD Undefined
E C
EF Positive
0 x

GH Negative
 5.3 Intercepts

y-intercept

x-intercept

• Another way finding m, the gradient:

y - intercept
m
x - intercept
 5.4 Equation of a straight line
• Slope intercept form
y = mx + c

• Point-slope form
given 1 point and gradient:
y  y1  m( x  x1 )
given 2 point:
y  y1 y 2  y1

x  x1 x2  x1
 5.5 Parallel lines
• When the gradient of two straight lines
are equal, it can be concluded that the
two straight lines are parallel.
Example:
Is the line 2x-y=6 parallel to line 2y=4x+3?
Solution:
2x-y=6yy=2x-6 gradient is 2.
3
2y=4x+3 y  2x  gradient is 2.
2
Since their gradient is same hence they are parallel.