▶ Practice this concept

🧱 See It

Level 2's savings account went up by a fixed amount every week. A rule can just as easily go down by a fixed amount instead. Suppose a candle starts at 20 cm tall and burns down 3 cm every hour:

Hour1234
Height (cm)1714118

Each hour loses exactly 3 cm — the same jump every time, just a negative one. It's still linear.

✏️ Draw It

Plot "hour" along the bottom and "height" up the side. Watch the dots trend downward, left to right, instead of upward:

17 14 11 8 1 2 3 4

The dots still line up in a perfectly straight path — just sloping downward this time. The dashed line is only a guide for your eye; the dots are the real data.

🔢 Write It

Using x for the hour and y for the height, the rule has a negative coefficient on x, since the value shrinks each step:

y = −3x + 20

Check it against hour 2: y = −3(2) + 20 = −6 + 20 = 14 — matches the table.

A decreasing pattern isn't a different kind of rule — it's the same y = ___x + ___ shape, just with a negative number multiplying x.

💡 Worked Examples

Example 1 — Use the rule: y = −3x + 20, find y when x = 6

  1. Substitute: y = −3(6) + 20
  2. Multiply: y = −18 + 20
  3. Answer: y = 2

Example 2 — Find the rule for this table:

x123
y302520
  1. Find the jump: 25 − 30 = −5, and 20 − 25 = −5 — a steady jump of −5, so the rule is y = −5x + b.
  2. Find b using x=1: 30 = −5(1) + b30 = −5 + bb = 35.
  3. Rule: y = −5x + 35
  4. Check x=2: −5(2) + 35 = 25 — matches. Check x=3: −5(3) + 35 = 20 — matches.

🧠 Quick Reference

Find the jump first, exactly like before — but now it can be NEGATIVE if the pattern is decreasing. A negative jump means a negative coefficient on x in the rule. Same two-pass method: find the jump, then find what adjusts step 1 to match.
👪 For Parents & Tutors

BC Curriculum (Level 3 / Grade 8, Algebra & Patterning): "Represent discrete linear relations using expressions, tables, and graphs" — the same content line as Level 2, now genuinely extended to relations with a negative rate of change, which Level 2's all-positive example didn't cover.

Watch for: assuming a pattern must always increase, and getting thrown off when the "jump" comes out negative. Reinforce that a negative jump is just as valid a linear relation as a positive one — the same rule-finding method applies completely unchanged.

Comes up again: connects directly to this level's Two-Step Equations with Integers (both involve negative coefficients in an algebraic rule), and sets up Level 4 (Grade 9) continuous linear relations and graphing.