▶ Practice this concept

🧱 See It

Suppose you start with $3 and save $2 every week. After week 1 you have $5, after week 2 you have $7, and so on. There's a rule connecting "which week" to "how much saved," and it works the exact same way every single week.

Week1234
Total Saved ($)57911

Each week adds exactly $2 — the same jump every time. That steady jump is what makes it linear.

✏️ Draw It

Plot "week" along the bottom and "total saved" up the side. Each week is one dot — there's no dot for "week 2.5" because that doesn't mean anything here, which is why this is called a discrete relation:

5 7 9 11 1 2 3 4

The dots line up in a perfectly straight path — that's what makes this a linear relation. The dashed line is just a guide for your eye; only the dots themselves are real data.

🔢 Write It

Using x for the week number and y for the total saved, the rule becomes an equation:

y = 2x + 3

Check it against week 3: y = 2(3) + 3 = 9 — matches the table.

Expression, table, and graph are three different pictures of the exact same rule.

💡 Worked Examples

Example 1 — Use the rule: y = 3x − 1, find y when x = 4

  1. Substitute: y = 3(4) − 1
  2. Multiply: y = 12 − 1
  3. Answer: y = 11

Example 2 — Does this table fit y = 2x + 1?

x123
y357
  1. Check x=1: 2(1)+1 = 3 — matches.
  2. Check x=2: 2(2)+1 = 5 — matches.
  3. Check x=3: 2(3)+1 = 7 — matches.
  4. Answer: Yes, every pair fits the rule.

🧠 Quick Reference

Find the JUMP between consecutive y-values first — that's the number multiplying x. Then check what needs adding to make x=1 come out right. Same two-pass method as Level 1 patterns, just now written as y = ___x + ___.
👪 For Parents & Tutors

BC Curriculum (Level 2 / Grade 7, Patterns & Relations): "Discrete linear relations using expressions, tables, and graphs."

Why "discrete" matters: the word means only whole, countable steps make sense in this context (you can't have "week 2.5" of savings) — contrast this with Level 4's continuous linear relations, where in-between values are meaningful (e.g. distance partway through an hour). Connecting the dots with a solid line as if every point in between is meaningful is the specific trap this level is designed to avoid; the dashed guide-line in the diagram is deliberately non-solid for this reason.

Comes up again: Level 4 (Grade 9) extends this to continuous linear relations, including interpolation and extrapolation between and beyond plotted points.