BEAMS - Unit 6 Coordinates and Graphs of Functions

Basic Essential
Additional Mathematics Skills
UNIT 6
COORDINATES
AND
Unit 1:
GRAPHS OF FUNCTIONS
Negative Numbers
Curriculum Development Division

Ministry of Education Malaysia
TABLE OF CONTENTS
Module Overview 1
Part A: Coordinates 2
Part A1: State the Coordinates of the Given Points 4
Activity A1 8
Part A2: Plot the Point on the Cartesian Plane Given Its Coordinates 9
Activity A2 13
Part B: Graphs of Functions 14
Part B1: Mark Numbers on the x-Axis and y-Axis Based on the Scales Given 16
Part B2: Draw Graph of a Function Given a Table for Values of x and y 20
Activity B1 23
Part B3: State the Values of x and y on the Axes 24
Part B4: State the Value of y Given the Value x from the Graph and Vice Versa 28
Activity B2 34
Answers 35
Basic Essential Additional Mathematics Skills (BEAMS) Module
Unit 6: Coordinates and Graphs of Functions
MODULE OVERVIEW
1. The aim of this module is to reinforce pupils’ understanding of the concept of

coordinates and graphs.
2. It is hoped that this module will provide a solid foundation for the studies of
Additional Mathematics topics such as:
 Coordinate Geometry
 Linear Law
 Linear Programming
 Trigonometric Functions
 Statistics
 Vectors
3. Basically, this module is designed to enhance the pupils’ skills in:

 stating coordinates of points plotted on a Cartesian plane;
 plotting points on a Cartesian plane given the coordinates of the points;
 drawing graphs of functions on a Cartesian plane; and
 stating the y-coordinate given the x-coordinate of a point on a graph and
vice versa.
4. This module consists of two parts. Part A deals with coordinates in two sections
whereas Part B covers graphs of functions in four sections. Each section deals
with one particular skill. This format provides the teacher with the freedom of
choosing any section that is relevant to the skills to be reinforced.
5. Activities are also included to make the reinforcement of basic essential skills
more enjoyable and meaningful.

Ministry of Education Malaysia 1
PART A:
COORDINATES
LEARNING OBJECTIVES
Upon completion of Part A, pupils will be able to:
1. state the coordinates of points plotted on a Cartesian plane; and
2. plot points on the Cartesian plane, given the coordinates of the points.
TEACHING AND LEARNING STRATEGIES
Some pupils may find difficulty in stating the coordinates of a point. The
concept of negative coordinates is even more difficult for them to grasp.
The reverse process of plotting a point given its coordinates is yet another
problem area for some pupils.
Strategy:
Pupils at Form 4 level know what translation is. Capitalizing on this, the
teacher can use the translation = , where O is the origin and P
is a point on the Cartesian plane, to state the coordinates of P as (h, k).
Likewise, given the coordinates of P as ( h , k ), the pupils can carry out
the translation = to determine the position of P on the Cartesian
plane.
This common approach will definitely make the reinforcement of both the
basic skills mentioned above much easier for the pupils. This approach
of integrating coordinates with vectors will also give the pupils a head start
in the topic of Vectors.

PART A:
COORDINATES
LESSON NOTES
1. y
●P
Start from the
origin.
k units
x
O h units
Coordinates of P = (h, k)
2. The translation must start from the origin O horizontally [left or right] and then vertically
[up or down] to reach the point P.
3. The appropriate sign must be given to the components of the translation, h and k, as shown in the
following table.
Component Movement Sign
left –
h
right +
up +
k
down –
4. If there is no horizontal movement, the x-coordinate is 0.
If there is no vertical movement, the y-coordinate is 0.
5. With this system, the coordinates of the Origin O are (0, 0).

PART A1: State the coordinates of the given points.
EXAMPLES TEST
EXAMPLES TESTYOURSELF
YOURSELF
1. 1.
y y
Start from 4 4
A
the origin, 3
• Next, move
3
A
•
move 2 units
2 3 units up. 2
to the right.
1 1
–4 –3 –2 –1 0 1 2 3 4 x –4 –3 –2 –1 0 1 2 3 4 x
–1 –1
–2 –2
–3 –3
–4 –4
Coordinates of A = (2, 3) Coordinates of A =
2. 2.
Start from the y y
origin, move 3 units 4 4
B
to the left. 3
2
• 3
2
B
• 1 1
–4 –3 –2 –1 0 1 2 3 4 x –4 –3 –2 –1 0 1 2 3 4 x
-1 –1
–2 Next, move –2
1 unit up.
–3 –3
–4 –4
Coordinates of B = (–3, 1) Coordinates of B =
3. 3.
y y
Start from 4 4
the origin, 3 3
move 2 units
2 2
to the left.
1 1
–4 –3 –2 –1 0 1 2 3 4 x –4 –3 –2 –1 0 1 2 3 4 x
–1 –1
•
C –2 –2
Next, move 2
units down.
–3
C• –3
–4 –4
Coordinates of C = (–2, –2) Coordinates of C =

TEST YOURSELF
EXAMPLES
4. 4.
y y
Start from 4 4
Next, move
the origin, 3 3
3 units
move 4 units
2 down. 2
to the right.
1 1
–4 –3 –2 –1 0 1 2 3 4 x –4 –3 –2 –1 0 1 2 3 4 x
–1 –1
–2 –2
–3 • –3
–4
D
–4 •D
Coordinates of D = (4, –3) Coordinates of D =
5. 5.
Start from the y y
to the right. 3 3
2 2
1 1
E
–4 –3 –2 –1 0 1 2 •3
E
4 x –4 –3 –2 –1 0 1 •
2 3 4 x
–1 –1
Do not move –2 –2
along the y-axis
–3 –3
since y = 0.
–4 –4
Coordinates of E = (3, 0) Coordinates of E =
6. 6.
y y
4 4
Start from
the origin,
•
3 F 3
move 3 units
up.
2
1
2
•F
1
–4 –3 –2 –1 0 1 2 3 4 x –4 –3 –2 –1 0 1 2 3 4 x
–1 –1
–2 –2
Do not move
–3 along the x-axis –3
–4 since x = 0.
–4
Coordinates of F = (0, 3) Coordinates of F =

EXAMPLES TEST
TESTYOURSELF
YOURSELF
EXAMPLES
7. 7.
y y
Start from 4 4
the origin, 3 3
move 2 units
2 2
to the left.
1 1
G
•
G
–4 –3 –2 –1 0 1 2 3 4 x •
–4 –3 –2 –1 0 1 2 3 4 x
–1 –1
–2 –2
–3 –3
–4 –4
Coordinates of G = (–2, 0) Coordinates of G =
8. 8.
Start from the y y
down. 3 3
2 2
1 1
–4 –3 –2 –1 0 1 2 3 4 x –4 –3 –2 –1 0 1 2 3 4 x
–1 –1
•H
–2 •H –2
–3 –3
–4 –4
Coordinates of H = (0, –2) Coordinates of H =
9. 9.
y y
J
Start from
8
• 8
J
the origin,
move 6 units
6
Next, move
6
•
4 4
to the right. 8units up.
2 2
–8 –6 –4 –2 0 2 4 6 8 x –8 –6 –4 –2 0 2 4 6 8 x
–2 –2
–4 –4
–6 –6
–8 –8
Coordinates of J = (6, 8) Coordinates of J =

EXAMPLES TEST YOURSELF

10. 10.
y y
K
8 Start from
K • 8
• 6
4
the origin,
move 6 units
6
4
to the left.
2 2
–8 –6 –4 –2 0 2 4 6 8 x –8 –6 –4 –2 0 2 4 6 8 x
–2 –2
Next, move –4 –4
6 units up. –6 –6
–8 –8
Coordinates of K = (– 6 , 6) Coordinates of K =
11. 11.
y y
Start from the 20 20
origin, move 15 units
to the left. 15 15
10 10
5 5
–20 –15 –10 –5 0 5 10 15 20 x –20 –15 –10 –5 0 5 10 15 20 x

–5 –5
Next, move –10 –10

20 units –15 •L –15
down.
L • –20 –20
Coordinates of L = (–15, –20) Coordinates of L =
12. 12.
Start from y y
the origin, 4 Next, move 4 4
move 3 units units down.
to the right.
2 2
–4 –2 0 2 4 x –4 –2 0 2 4 x
–2 –2
•M
–4 •M –4
Coordinates of M = (3, – 4) Coordinates of M =

ACTIVITY A1
Write the step by step directions involving integer coordinates that

will get the mouse through the maze to the cheese.
7
6
5
4
3
2
1
x
–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7
–1
–2
–3
–4
–5
–6

PART A2: Plot the point on the Cartesian plane given its coordinates.
EXAMPLES TEST
. EXAMPLES TESTYOURSELF
YOURSELF
1. Plot point A (3, 4) 1. Plot point A (2, 3)

y A y
4
3
• 4
3
2 2
1 1
–4 –3 –2 –1 0 1 2 3 4 x –4 –3 –2 –1 0 1 2 3 4 x
–1 –1
–2 –2
–3 –3
–4 –4
2. Plot point B (–2, 3) 2. Plot point B (–3, 4)

y y
4 4
B
• 3 3
2 2
1 1
–4 –3 –2 –1 0 1 2 3 4 x –4 –3 –2 -1 0 1 2 3 4 x
–1 –1
–2 –2
–3 –3
–4 –4
3. Plot point C (–1, –3) 3. Plot point C (–1, –2)

y y
4 4
3 3
2 2
1 1
–4 –3 –2 –1 0 1 2 3 4 x –4 –3 –2 –1 0 1 2 3 4 x
–1 –1
–2 –2
C • –3 –3
–4 –4

PART A2: Plot the point on the Cartesian plane given the coordinates.
. EXAMPLES TEST YOURSELF

4. Plot point D (2, – 4) 4. Plot point D (1, –3)

y y
4 4
3 3
2 2
1 1
–4 –3 –2 –1 0 1 2 3 4 x –4 –3 –2 –1 0 1 2 3 4 x
–1 –1
–2 –2
–3 –3
–4 •D –4
5. Plot point E (1, 0) 5. Plot point E (2, 0)

y y
4 4
3 3
2 2
1 1
E
–4 –3 –2 –1 0 • 1 2 3 4 x –4 –3 –2 –1 0 1 2 3 4 x
–1 –1
–2 –2
–3 –3
–4 –4
6. Plot point F (0, 4) 6. Plot point F (0, 3)

y y
•
4
F 4
3 3
2 2
1 1
–4 –3 –2 –1 0 1 2 3 4 x –4 –3 –2 –1 0 1 2 3 4 x
–1 –1
–2 –2
–3 –3
–4 –4

EXAMPLES TEST
YOURSELF
7. Plot point G (–2, 0) 7. Plot point G (– 4,0)

y y
4 4
3 3
2 2
1 1
G
•
–4 –3 –2 –1 0 1 2 3 4 x –4 –3 –2 –1 0 1 2 3 4 x
–1 –1
–2 –2
–3 –3
–4 –4
8. Plot point H (0, – 4) 8. Plot point H (0, –2)

y y
4 4
3 3
2 2
1 1
–4 –3 –2 –1 0 1 2 3 4 x –4 –3 –2 –1 0 1 2 3 4 x
–1 –1
–2 –2
–3 –3
–4 •H –4
9. Plot point J (6, 4) 9. Plot point J (8, 6)

y y
8 8
6 6
J
4
• 4
2 2
–8 –6 –4 –2 0 2 4 6 8 x –8 –6 –4 –2 0 2 4 6 8 x
–2 –2
–4 –4
–6 –6
–8 –8

EXAMPLES TEST
. EXAMPLES TESTYOURSELF
YOURSELF
10. Plot point K (– 4, 6) 10. Plot point K (– 6, 2)

y y
8 8
K
•
4 4
–8 –4 0 4 8 x -8 -4 0 4 8 x
–4 –4
–8 –8
11. Plot point L (–15, –10) 11. Plot point L (–20, –5)
y y
29 20
10 10
–20 –10 0 10 20 x –20 –10 0 10 20 x
•L –10 –10
–20 –20
12. Plot point M (30, –15) 12. Plot point M (10, –25)
y y
20 20
10 10
–40 –20 0 20 40 x –40 –20 0 20 40 x
–10 –10
•M
–20 –20

ACTIVITY A2
Exclusive News:
A group of robbers stole RM 1 million from a bank. They hid the money
somewhere near the Yakomi Islands. As an expert in treasure hunting, you
are required to locate the money! Carry out the following tasks to get the
clue to the location of the money.
Mark the location with the symbol.
1. Enjoy
Plot the following points on the Cartesian yourself !
plane.
P(3, 3) , Q(6, 3) , R(3, 1) , S(6, 1) , T(6, –2) , U(3, –2) ,
A(–3, 3) , B(–5, –1) , C(–2, –1) , D(–3, – 2) , E(1, 1) , F(2, 1).
2. Draw the following line segments:
AB, AD, BC, EF, PQ, PR, RS, UT, ST
YAKOMI ISLANDS
y
x
–4 –2 0 2 4
,
–2
–4

PART B:
GRAPHS OF FUNCTIONS
LEARNING OBJECTIVES
Upon completion of Part B, pupils will be able to:
1. understand and use the concept of scales for the coordinate axes;
2. draw graphs of functions; and
3. state the y-coordinate given the x-coordinate of a point on a graph and

vice versa.
TEACHING AND LEARNING STRATEGIES
Drawing a graph on the graph paper is a challenge to some pupils. The concept
of scales used on both the x-axis and y-axis is equally difficult. Stating the
coordinates of points lying on a particular graph drawn is yet another
problematic area.
Strategy:
Before a proper graph can be drawn, pupils need to know how to mark numbers
on the number line, specifically both the axes, given the scales to be used.
Practice makes perfect. Thus, basic skill practices in this area are given in Part
B1. Combining this basic skills with the knowledge of plotting points
on the Cartesian plane, the skill of drawing graphs of functions, given the
values of x and y, is then further enhanced in Part B2.
Using a similar strategy, Stating the values of numbers on the axes is

done in Part B3 followed by Stating coordinates of points on a graph in
Part B4.
For both the skills mentioned above, only the common scales used in the
drawing of graphs are considered.

PART B:
GRAPHS OF FUNCTIONS
LESSON NOTES
1. For a standard graph paper, 2 cm is represented by 10 small squares.
2 cm
2 cm
2. Some common scales used are as follows:
Scale Note
10 small squares represent 10 units

2 cm to 10 units
1 small square represents 1 unit

2 cm to 5 units
1 small square represents 0.5 unit

2 cm to 2 units
10 small squares represent 1 unit

2 cm to 1 unit
10 small squares represent 0.1 unit

2 cm to 0.1 unit

PART B1: Mark numbers on the x-axis and y-axis based on the scales given.
1. Mark – 4. 7, 16 and 27on the x-axis. 1. Mark – 6 4, 15 and 26 on the x-axis.

Scale: 2 cm to 10 units. Scale: 2 cm to 10 units.
[ 1 small square represents 1 unit ] [ 1 small square represents 1 unit ]
x x
–10 –4 0 7 10 16 20 27 30
2. Mark –7, –2, 3 and 8on the x-axis. 2. Mark –8, –3, 2 and 6, on the x-axis.
[ 1 small square represents 0.5 unit ] [ 1 small square represents 0.5 unit ]
x x
–10 –7 –5 –2 0 3 5 8 10
3. Mark –3.4, – 0.8, 1 and 2.6, on the x-axis. 3. Mark –3.2, –1, 1.2 and 2.8 on the x-axis.
x x
–4 –3.4 –2 –0.8 0 1 2 2.6 4
4. Mark –1.3, – 0.6, 0.5 and 1.6 on the x-axis. 4. Mark –1.7, – 0.7, 0.7 and 1.5 on the x-axis.
Scale: 2 cm to 1 unit. Scale: 2 cm to 1 unit.
x x
–2 –1.3 – 1 –0.6 0 0.5 1 1.6 2

5. Mark – 0.15, – 0.04, 0.03 and 0.17 on the 5. Mark – 0.17, – 0.06, 0.04 and 0.13 on the
x-axis. x-axis.
Scale: 2 cm to 0.1 unit Scale: 2 cm to 0.1 unit

x x
–0.2 –0.15 –0.1 –0.04 0 0.03 0.1 0.17 0.2
6. Mark –13, –8, 2 and 14 on the y-axis. 6. Mark –16, – 4, 5 and 15 on the y-axis.
Scale: 2 cm to 10 units Scale: 2 cm to 10 units

[ 1 small square represents 1 unit ] [ 1 small square represents 1 unit ]
y y
20
14
10
2
0
–8
–10
–13
–20

7. Mark –9, –3, 1 and 7 on the y-axis. 7. Mark –7, – 4, 2 and 6 on the y-axis.

y y
10
1
0
–3
–5
–9
–10
8. Mark –3.2, – 0.6, 1.4 and 2.4 on the y-axis. 8. Mark –3.4, –1.4, 0.8 and 2.8 on the y-axis.

y y
4
2.4
2
1.4
0
–0.6
–2
–3.2
–4

9. Mark –1.6, – 0.4, 0.4 and 1.5 on the y-axis. 9. Mark –1.5, – 0.8, 0.3 and 1.7 on the y-axis.
Scale: 2 cm to 1 unit. Scale: 2 cm to 1 unit.

y y
2
1.5
0.4
– 0.4
–1
–1.6
–2
10. Mark – 0.17, – 0.06, 0.08 and 0.16 on the 10. Mark – 0.18, – 0.03, 0.05 and 0.14 on the
y-axis. y-axis.
Scale: 2 cm to 0.1 unit. Scale: 2 cm to 0.1 units.

y y
0.2
0.16
0.1
0.08
– 0.06
–0.1
– 0.17
–0.2

PART B2: Draw graph of a function given a table for values of x and y.
1. The table shows some values of two variables, x and y, 1. The table shows some values of two variables, x and y,
of a function. of a function.
x –2 –1 0 1 2 x –3 –2 –1 0 1
y –2 0 2 4 6 y –2 0 2 4 6
By using a scale of 2 cm to 1 unit on the x-axis and By using a scale of 2 cm to 1 unit on the x-axis and
2 cm to 2 units on the y-axis, draw the graph of the 2 cm to 2 units on the y-axis, draw the graph of the
function. function.
y
6 
4 
2

–2 –1 0 1 2 x
 –2
x –2 –1 0 1 2 x –2 –1 0 1 2
y 5 3 1 –1 –3 y 7 5 3 1 –1
function. function.
y
6

4

2

–2 –1 x
0 
1 2
–2


x –4 –3 –2 –1 0 1 2 x –1 0 1 2 3 4 5
y 15 5 –1 –3 –1 5 15 y 19 4 –5 –8 –5 4 19
function. function.
y
 15 
10
 5 
–4 
–2 –1 0 x
–3  1 2
–5
x –2 –1 0 1 2 3 4 x –2 –1 0 1 2 3
y –7 –2 1 2 1 –2 –7 y –8 –4 –2 –2 –4 –8
function. function.
y
2 
 
–2 –1 0 1 2 3 4 x
 –2 
–4
–6
 

x –2 –1 0 1 2 x –2 –1 0 1 2
y –7 –1 1 3 11 y –6 2 4 6 16
function. function.
y
15

10
5


 x
–2 –1 1 2
0
–5

x –3 –2 –1 0 1 2 3 x –3 –2 –1 0 1 2 3
y 22 5 0 1 2 –3 –20 y 21 4 –1 0 1 –4 –21
function. function.
y

20
10

  
–3 –2 –1 0 1 
2 3 x
–10
–20 

ACTIVITY B1
Each table below shows the values of x and y for a certain function.
FUNCTION 1 FUNCTION 2
x –4 –3 –2 –1 0 x 0 1 2 3 4
y 16 17 18 19 20 y 20 19 18 17 16
FUNCTION 3
x –4 –3 –2 –1 0 1 2 3 4
y 16 9 4 1 0 1 4 9 16
FUNCTION 4
x –3 –2 –1 0 1 2 3
y 9 14 17 18 17 14 9
FUNCTION 5
x –3 –2 –1.5 –1 – 0.5 0
y 9 8 7.9 7 4.6 0
FUNCTION 6
x 0 0.5 1 1.5 2 3
y 0 4.6 7 7.9 8 9
The graphs of all these functions, when drawn on the same axes, form a beautiful logo. Draw the logo on
the graph paper provided by using a scale of 2 cm to 1 unit on the x-axis and 2 cm to 2 units on the y-axis.
y
x
0
PART B3: State the values of x and y on the axes.
1. State the values of a, b, c and d on the x-axis 1. State the values of a, b, c and d on the x-axis
below. below.
x x
–20 d –10 c 0 a 10 b 20 –20 d –10 c 0 a 10 b 20
Scale: 2 cm to 10 units.
[ 1 small square represents 1 unit ]
a = 7, b = 13, c = – 4, d = –14
below. below.
x x
–10 d –5 c 0 a 5 b 10 –10 d –5 c 0 a 5 b 10
[ 1 small square represents 0.5 unit ]
a = 2, b = 7.5, c = –3, d = –8.5
below. below.
x x
–4 d –2 c 0 a 2 b 4 – 4d –2 c 0 a 2 b 4
a = 0.6, b = 3.4, c = –1.2, d = –2.6

below. below.
x x
–2 d –1 c 0 a 1 b 2 –2 d –1 c 0 a 1 b 2
Scale: 2 cm to 1 unit.
a = 0.8, b = 1.4, c = – 0.3, d = –1.6
below. below.
x x
–0.2 d –0.1 c 0 a 0.1 b 0.2 – 0.2 d –0.1 c 0 a 0.1 b 0.2
Scale: 2 cm to 0.1 unit.
a = 0.04, b = 0.14, c = – 0.03, d = – 0.16
6. State the values of a, b, c and d on the y-axis 6. State the values of a, b, c and d on the y-axis
y y
below. below.
Scale: 2 cm to 10 units. 20 20
[ 1 small square b
b
represents 1 unit ]
10 10
a = 3, b = 17
c = – 6, d = –15 a
a
0 0
c
c
–10 –10
d
d
–20 –20

below. y below. y
10 10
Scale: 2 cm to 5 units. b
[ 1 small square b
represents 0.5 unit ]

5 5
a
a = 4, b = 9.5
a
c = –2, d = –7.5
0 0
c
c
–5 –5
d
d
–10 –10
below. y below. y
4 4
Scale: 2 cm to 2 units. b
[ 1 small square b
2 2
a = 0.8, b = 3.2 a
a
c = –1.2, d = –2.6
0 0
c
c
–2 –2
d
d
–4 –4

below. y below. y
2 2
Scale: 2 cm to 1 unit.
b
[ 1 small square
represents 0.1 unit ] b
1 1
a
a = 0.7, b = 1.2 a
c = – 0.6, d = –1.4 0 0
c
c
–1 –1
d
d
–2 –2
below. y below. y
0.2 0.2
Scale: 2 cm to 0.1 unit.
b
[ 1 small square b
0.1 0.1
a
a = 0.03, b = 0.07
a
c = – 0.04, d = – 0.18 0 0
c
c
–0.1 –0.1
d
d
–0.2 –0.2

PART B4: State the value of y given the value x from the graph and vice versa.
1. Based on the graph below, find the value of y 1. Based on the graph below, find the value of y
when (a) x = 1.5 when (a) x = 0.6
(b) x = –2.8 (b) x = –1.7
y y
7
6 6
4 4
2 2
– 2.8
–2 –1 0 1 1.5
2 x –2 –1 0 1 2 x
– 1.6
–2 –2
(a) 7 (b) –1.6 (a) (b)
when ( a ) x = 0.14 when ( a ) x = 0.07
( b ) x = – 0.26 ( b ) x = – 0.18
y y
11.5
10 10
5 5
1.5
– 0.26 0.14 x x
– 0. 2 –0.1 0 0.1 0.2 –0. 2 –0.1 0 0.1 0.2
–5 –5
–10 –10
(a) 1.5 (b) 11.5 (a) (b)

when ( a ) x = 0.6 when ( a ) x = 1.2
( b ) x = –2.7 ( b ) x = –1.8
y y
15 15
11
10 10
5 5
– 2.7
–4 –3 –2 –1 0 0.6
1 2 x –4 –3 –2 –1 0 1 2 x
– 3.5
–5 –5
(a) 11 (b) –3.5 (a) (b)
when (a) x = 1.4 when (a) x = 2.7
(b) x = –1.5 (b) x = –2.1
y y
3
2 2
– 1.5
–2 –1 0 1
1.4
2 3 4 x –2 –1 0 1 2 3 4 x
–2 –2
–4 –4
– 5.8
–6 –6
(a) 3 (b) –5.8 (a) (b)

when (a) x = 1.7 when (a) x = 1.2
(b) x = –1.3 (b) x = –1.9
y y
15 15
10 10
5.5
5 5
– 1.3
–2 –1 0 1 1.7
2 x –2 –1 0 1 2 x
– 3.5
–5 –5
(a) 5.5 (b) –3.5 (a) (b)
when (a) x = 1.6 when (a) x = 2.8
(b) x = –2.3 (b) x = –2.6
y y
25
20 20
10 10
1.6
–3 – 2.3
–2 –1 0 1 2 3 x –3 –2 –1 0 1 2 3 x
–9
–10 –10
–20 –20
(a) –9 (b) 25 (a) (b)

7. Based on the graph below, find the value of x 7. Based on the graph below, find the value of x
when (a) y = 5.4 when (a) y = 2.8
(b) y = –1.6 (b) y = –2.4
y y
6 6
5.4
4 4
2 2
– 2.8
–2 –1 0 1
1.4
2 x –2 –1 0 1 2 x
– 1.6
–2 –2
(a) 1.4 (b) –2.8 (a) (b)
when ( a ) y = 4 when ( a ) y = 6.5
( b ) y = –7.5 ( b ) y = –7
y y
10 10
5 5
4
0.08
– 0.07 x x
–0. 2 –0.1 0 0.1 0.2 –0. 2 –0.1 0 0.1 0.2
–5 –5
– 7.5
–10 –10
(a) – 0.07 (b) 0.08 (a) (b)

9. Based on the graph below, find the values of x 9. Based on the graph below, find the values of x
when (a) y = 8.5 when (a) y = 3.5
(b) y = 0 (b) y = 0
y y
15 15
10 10
8.5
5 5
– 3.1 0 2.1 x 0 x
–4 –3 –2 –1 1 2 –4 –3 –2 –1 1 2
–5 –5
(a) –3.1 , 2.1 (b) –2 , 1 (a) (b)
10. Based on the graph below, find the values of x 10. Based on the graph below, find the values of x
when (a) y = 2.6 when (a) y = 1.2
(b) y = – 4.8 (b) y = – 4.4
y y
2.6
2 2
– 1.2 3.9
0 0.6 2.1 x x
–2 –1 1 2 3 4 –2 –1 0 1 2 3 4
–2 –2
–4 –4
– 4.8
–6 –6
(a) 0.6 , 2.1 (b) –1.2 , 3.9 (a) (b)

when (a) y = 14 when (a) y = 11
(b) y = –17 (b) y = –23
y y
20 20
14
10 10
– 2.3
–3 –2 –1 0 1 2
2.6
3 x –3 –2 –1 0 1 2 3 x
–10 –10
– 17
–20 –20
(a) 2.6 (b) –2.3 (a) (b)
when (a) y = 6.5 when (a) y = 7.5
(b) y = 0 (b ) y = 0
(c) y = –6 (c) y = –9
y y
15 15
10 10
6.5
5 5
– 0.8 1.3 2.3
–2 –1 0 1 2 x –2 –1 0 1 2 x
–5 –5
–6
(a) – 0.8 (b) 1.3 (c) 2.3 (a) (b) (c)

ACTIVITY B2
There is smuggling at sea and you know two possible locations.
As a responsible citizen, you need to report to the marine police these two locations.
Task 1: Two points on the graph given are (6.5, k) and (h, 45).
Find the values of h and k.
Task 2: Smuggling takes place at the locations with coordinates (h, k).
State each location in terms of coordinates.
60
55
50
45
40
35
30
25
20
15
10
0 x
1 2 3 4 5 6 7 8 9

ANSWERS
PART A:
PART A1:
1. A (4, 2) 2. B (– 4, 3)
2.
3. C (–3, –3) 4. D (3, – 4)
5. E (2, 0) 6. F (0, 2)
7. G (–1, 0) 8. H (0, –1)
9. J (8, 6) 10. K (– 4, 8)
11. L (–10, –15) 12. M (4, –3)
ACTIVITY A1:
Start at (5, 3).
Then, move in order to (4, 3), (4, –3), (3, –3), (3, 2), (1, 2) , (1, –3) , (–3, –3) , (–3, 3),
(– 4, 3), (–
4, 5), (–3, 5) and (–3, 6).

PART A2:
1. 4.
y y
4 4
A
3
2
• 3
2
1 1
–4 –3 –2 –1 0 1 2 3 4 x –4 –3 –2 –1 0 1 2 3 4 x
–1 –1
–2 –2
D
–3 –3 •
–4 –4
2. 5.
B y y
• 4
3
4
3
2 2
1 1
E
–4 –3 –2 –1 0 1 2 3 4 x –4 –3 –2 –1 0 1 • 2 3 4 x
–1 –1
–2 –2
–3 –3
-–4 –4
3. 6.
y y
4 4
F
3
•
3
2 2
1 1
–4 –3 –2 –1 0 1 2 3 4 x –4 –3 –2 –1 0 1 2 3 4 x
–1 –1
•
C
–2 –2
–3 –3
–4 –4

7. 10.
y y
4 8
3
2 4
K
G
1
•
•
–4 –3 –2 –1 0 1 2 3 4 x –8 –4 0 4 8 x
–1
–2 –4
–3
–4 –8
8. 11.
y y
4 20
3
2 10
1
–4 –3 –2 –1 0 1 2 3 4 x –20 –10 0 10 20 x
–1
– H •L
-2 –10
–3 •
–4 –20
9. 12.
y y
8 20
J
6
4
• 10
2
–8 –6 –4 –2 0 2 4 6 8 x –40 –20 0 20 40 x
–2
–4 –10
–6
–8 –20
M
•

ACTIVITY A2:
YAKOMI ISLANDS
y
4
A P Q
2
R S
E F
x
–4 –2 O 2 4
B C ,
–2 U
D T
–4
 RM 1 million

PART B1:
1 2.
x x
–10 –6 0 4 10 15 20 26 30 –10 –8 –5 –3 0 2 5 6 10
3. 4.
x x
–4 –3.2 –2 –1 0 1.2 2 2.8 4 –2 –1.7 –1 –0.7 0 0.7 1 1.5 2
y
5. 6. 20
15
x
–0.2 –0.16 –0.1 –0.06 0 0.04 0.1 0.13 0.2 10
–4
–10
–16
–20
7. y 8. y 9. y 10. y
10 4 2 0.2
1.7
2.8 0.14
6
5 2 1 0.1
0.05
2 0.8
0.3
0 0 0 0
– 0.03
–1.4
–4 –0.8
–5 –2 –1 – 0.1
–7
–1.5
–3.4
– 0.18
–10 –4 –2 – 0.2

PART B2:
1. y 2. y

6  6

4 4

 2 2


–3 –2 –1 x –2 –1 x
0 1 0 1 2
 –2 –2
3.  y  4. y
15 0 x
–2 –1 1 2 3
10 –2  
5   –4 
–6
–1 0 1 2 3 4 5 x
–5    –8 

5. y 6. y
 
15 20
10 10
 
 
5  x
 –3 –2 –1 0 1 2 3
0 –10
–2 –1 1 2 x
 –5 –20 

ACTIVITY B1:
y
20
 
 18 
   
 16 
 14 
12
10
 
  8  
 
6
 
 4 
2
 
 x
–4 –3 –2 –1 0 1 2 3 4

PART B3:
1. a = 3, b = 16, c = – 3, d = – 18
2. a = 3.5, b = 7, c = – 2.5, d = – 8
3. a = 1.4, b = 2.4, c = – 1.6, d = – 3.8
4. a = 0.7, b = 1.8, c = – 0.5, d = – 1.4
5. a = 0.08, b = 0.16, c = – 0.02, d = – 0.17
6. a = 6, b = 15, c = – 3, d = – 17
7. a = 2, b = 8, c = – 0.5, d = – 8.5
8. a = 1.4, b = 3.6, c = – 0.8, d = – 3.4
9. a = 0.5, b = 1.7, c = – 0.4, d = – 1.6
10. a = 0.06, b = 0.16, c = – 0.07, d = – 0.15
PART B4:
1. (a) 6.4 (b) – 2.8
2. (a) – 12 (b) 13
3. (a) – 2.5 (b) 9
4. (a) 0.6 (b) – 5.4
5. (a) 8 (b) – 6.5
6. (a) – 16 (b) 22
7. (a) 0.7 (b) – 1.3
8. (a) – 0.08 (b) 0.12
9. (a) – 3.5, 1.5 (b) –3,1
10. (a) – 1.6, 0.6 (b) – 2.7, 1.7
11. (a) 2.2 (b) – 3.5
12. (a) – 2.3 (b) – 0.6 (c) 1.4
ACTIVITY B2:
k =15, h = 1.1, 8.9
Two possible locations: (1.1, 15), (8.9, 15)


BEAMS - Unit 6 Coordinates and Graphs of Functions

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BEAMS - Unit 6 Coordinates and Graphs of Functions

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Basic Essential

Additional Mathematics Skills

Curriculum Development Division

Part A1: State the Coordinates of the Given Points 4

Part B: Graphs of Functions 14

Part B3: State the Values of x and y on the Axes 24

1. The aim of this module is to reinforce pupils’ understanding of the concept of

3. Basically, this module is designed to enhance the pupils’ skills in:

Curriculum Development Division

Upon completion of Part A, pupils will be able to:

1. state the coordinates of points plotted on a Cartesian plane; and

TEACHING AND LEARNING STRATEGIES

Curriculum Development Division

4. If there is no horizontal movement, the x-coordinate is 0.

If there is no vertical movement, the y-coordinate is 0.

Curriculum Development Division

PART A1: State the coordinates of the given points.

Coordinates of A = (2, 3) Coordinates of A =

Coordinates of B = (–3, 1) Coordinates of B =

Coordinates of C = (–2, –2) Coordinates of C =

Curriculum Development Division

PART A1: State the coordinates of the given points.

Coordinates of E = (3, 0) Coordinates of E =

Coordinates of F = (0, 3) Coordinates of F =

Curriculum Development Division

PART A1: State the coordinates of the given points.

Coordinates of G = (–2, 0) Coordinates of G =

Coordinates of H = (0, –2) Coordinates of H =

Coordinates of J = (6, 8) Coordinates of J =

Curriculum Development Division

PART A1: State the coordinates of the given points.

EXAMPLES TEST YOURSELF

–20 –15 –10 –5 0 5 10 15 20 x –20 –15 –10 –5 0 5 10 15 20 x

Next, move –10 –10

Coordinates of L = (–15, –20) Coordinates of L =

Coordinates of M = (3, – 4) Coordinates of M =

Curriculum Development Division

Write the step by step directions involving integer coordinates that

Curriculum Development Division

1. Plot point A (3, 4) 1. Plot point A (2, 3)

2. Plot point B (–2, 3) 2. Plot point B (–3, 4)

3. Plot point C (–1, –3) 3. Plot point C (–1, –2)

Curriculum Development Division

. EXAMPLES TEST YOURSELF

4. Plot point D (2, – 4) 4. Plot point D (1, –3)

5. Plot point E (1, 0) 5. Plot point E (2, 0)

6. Plot point F (0, 4) 6. Plot point F (0, 3)

Curriculum Development Division

7. Plot point G (–2, 0) 7. Plot point G (– 4,0)

8. Plot point H (0, – 4) 8. Plot point H (0, –2)

9. Plot point J (6, 4) 9. Plot point J (8, 6)

Curriculum Development Division

10. Plot point K (– 4, 6) 10. Plot point K (– 6, 2)

–20 –10 0 10 20 x –20 –10 0 10 20 x

–40 –20 0 20 40 x –40 –20 0 20 40 x

Curriculum Development Division

Mark the location with the symbol.

P(3, 3) , Q(6, 3) , R(3, 1) , S(6, 1) , T(6, –2) , U(3, –2) ,

A(–3, 3) , B(–5, –1) , C(–2, –1) , D(–3, – 2) , E(1, 1) , F(2, 1).

2. Draw the following line segments:

AB, AD, BC, EF, PQ, PR, RS, UT, ST

Curriculum Development Division

Upon completion of Part B, pupils will be able to: