BNU1501
4/28/2023
Assignment
4 Semester
1 2023
[Document subtitle]
inotes
For any assignment help or exam packs,
Email:
, BNU1501 Assignment 4 Semester 1 2023
For any assignment help or exam packs,
Email:
Question 1
What is the gradient and the y-intercept for a straight line with the equation
𝑦𝑦 = 6𝑥𝑥 − 5?
The given equation is y = 6x - 5, which is in slope-intercept form, where the slope
is 6 and the y-intercept is -5. Therefore, the answer is [2] Slope = 6, y-intercept = -
5.
[1] Slope = 6, y-intercept = 5
[2] Slope = 6, y-intercept = -5
[3] Slope = 5, y-intercept = -6
[4] Slope = 5, y-intercept = 6
Question 2
A straight line crosses the x-axis at (3, 0) and the y-axis at (0, 2). What is the
y-intercept for this line?
The line crosses the y-axis at (0, 2), which means the y-intercept is 2. Therefore,
the answer is [4] y-intercept: 2.
[1] y-intercept = 3
[2] y-intercept = 0
[3] y-intercept = 6
[4] y-intercept: 2
Question 3
Calculate the gradient of a straight line which passes through points (4, 9)
and (8, 12).
4/28/2023
Assignment
4 Semester
1 2023
[Document subtitle]
inotes
For any assignment help or exam packs,
Email:
, BNU1501 Assignment 4 Semester 1 2023
For any assignment help or exam packs,
Email:
Question 1
What is the gradient and the y-intercept for a straight line with the equation
𝑦𝑦 = 6𝑥𝑥 − 5?
The given equation is y = 6x - 5, which is in slope-intercept form, where the slope
is 6 and the y-intercept is -5. Therefore, the answer is [2] Slope = 6, y-intercept = -
5.
[1] Slope = 6, y-intercept = 5
[2] Slope = 6, y-intercept = -5
[3] Slope = 5, y-intercept = -6
[4] Slope = 5, y-intercept = 6
Question 2
A straight line crosses the x-axis at (3, 0) and the y-axis at (0, 2). What is the
y-intercept for this line?
The line crosses the y-axis at (0, 2), which means the y-intercept is 2. Therefore,
the answer is [4] y-intercept: 2.
[1] y-intercept = 3
[2] y-intercept = 0
[3] y-intercept = 6
[4] y-intercept: 2
Question 3
Calculate the gradient of a straight line which passes through points (4, 9)
and (8, 12).
