/*! This file is auto-generated */ .wp-block-button__link{color:#fff;background-color:#32373c;border-radius:9999px;box-shadow:none;text-decoration:none;padding:calc(.667em + 2px) calc(1.333em + 2px);font-size:1.125em}.wp-block-file__button{background:#32373c;color:#fff;text-decoration:none} Problem 41 How do we know that the graphs o... [FREE SOLUTION] | 91Ó°ÊÓ

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How do we know that the graphs of \(2 x-3 y=6\) and \(-2 x+3 y=-6\) are the same line?

Short Answer

Expert verified
The graphs are the same line because both equations reduce to \(y = \frac{2}{3}x - 2\).

Step by step solution

01

Understand the Equations

We have two equations: the first is \(2x - 3y = 6\) and the second is \(-2x + 3y = -6\). These equations represent lines on the Cartesian plane.
02

Arrange the Equations

Our goal is to see if these two equations describe the same line. Let's rewrite both equations in slope-intercept form \(y = mx + b\) for comparison.
03

Convert the First Equation

Starting with the first equation: \(2x - 3y = 6\). Subtract \(2x\) from both sides to get \(-3y = -2x + 6\). Next, divide every term by \(-3\): \[y = \frac{2}{3}x - 2\].
04

Convert the Second Equation

Now with the second equation: \(-2x + 3y = -6\). Add \(2x\) to both sides yielding \(3y = 2x - 6\). Divide all terms by \(3\): \[y =\frac{2}{3}x - 2\].
05

Compare the Equations

Both equations after conversion to slope-intercept form are \(y = \frac{2}{3}x - 2\). This shows that both lines have the same slope and y-intercept, indicating they are indeed the same line.

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Slope-Intercept Form
When analyzing or comparing lines, the slope-intercept form is a powerful tool. It helps us understand a line's steepness and where it crosses the y-axis. The slope-intercept form of a linear equation is given by:\[y = mx + b\]Where:
  • \(m\) represents the slope of the line. Slope indicates the direction and steepness of the line.
  • \(b\) represents the y-intercept, which is the point where the line crosses the y-axis.
For instance, when converting the equation \(2x - 3y = 6\) to slope-intercept form, we perform algebraic operations to isolate \(y\). This gives us \(y = \frac{2}{3}x - 2\), indicating a slope of \(\frac{2}{3}\) and a y-intercept of \(-2\). Achieving this form allows analysts to quickly compare lines, understand their behavior, and graph them.
Graphing Linear Equations
Graphing linear equations offers a visual representation of mathematical relationships. It transforms algebraic expressions into lines on a coordinate plane. To graph a line from its equation, knowing the slope-intercept form is beneficial. Here's how you can graph an equation like \(y = \frac{2}{3}x - 2\):
  • Start by marking the y-intercept, which in this example is \(-2\). Locate this on the y-axis.
  • Use the slope \(\frac{2}{3}\) to determine the next point. Slope is typically seen as a fraction \(\frac{rise}{run}\). Move up 2 units and right 3 units from the y-intercept.
  • Draw a straight line through these points. Since it's linear, any further points will also form a line with consistent steepness.
Visualizing through graphs aids in comprehending the relationships between variables, making complex algebraic equations more understandable at a glance.
Coordinate Geometry
Coordinate Geometry, or analytic geometry, melds algebraic equations and geometric concepts using a coordinate plane. It allows one to investigate the properties of geometric figures using algebraic equations.In coordinate geometry, each point on the plane is described by an \((x, y)\) coordinate. For lines, key characteristics such as slopes and intercepts are vital. In comparing the equations \(2x - 3y = 6\) and \(-2x + 3y = -6\), this branch of math confirms that both lines share the same slope \(\frac{2}{3}\) and y-intercept \(-2\). Therefore, they coincide.Coordinate geometry is not just about equations; it's about understanding relationships within the space. By applying simultaneous equations or transformations, one can assess parallelism, perpendicularity and even solve for intersection points effectively.

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Most popular questions from this chapter

The problem of finding the perpendicular bisector of a line segment presents itself often in the study of analytic geometry. As with any problem of writing the equation of a line, you must determine the slope of the line and a point that the line passes through. A perpendicular bisector passes through the midpoint of the line segment and has a slope that is the negative reciprocal of the slope of the line segment. The problem can be solved as follows: Find the perpendicular bisector of the line segment between the points \((1,-2)\) and \((7,8)\). The midpoint of the line segment is \(\left(\frac{1+7}{2}, \frac{-2+8}{2}\right)\) \(=(4,3)\). \(=(4,3)\). The slope of the line segment is \(m=\frac{8-(-2)}{7-1}\) \(=\frac{10}{6}=\frac{5}{3}\) Hence the perpendicular bisector will pass through the point \((4,3)\) and have a slope of \(m=-\frac{3}{5}\). $$ \begin{aligned} y-3 &=-\frac{3}{5}(x-4) \\ 5(y-3) &=-3(x-4) \\ 5 y-15 &=-3 x+12 \\ 3 x+5 y &=27 \end{aligned} $$ Thus the equation of the perpendicular bisector of the line segment between the points \((1,-2)\) and \((7,8)\) is \(3 x+5 y=27 .\) Find the perpendicular bisector of the line segment between the points for the following. Write the equation in standard form. (a) \((-1,2)\) and \((3,0)\) (b) \((6,-10)\) and \((-4,2)\) (c) \((-7,-3)\) and \((5,9)\) (d) \((0,4)\) and \((12,-4)\)

Suppose that a highway rises a distance of 215 feet in a horizontal distance of 2640 feet. Express the grade of the highway to the nearest tenth of a percent.

(a) Digital Solutions charges for help-desk services according to the equation \(c=0.25 m+10\), where \(c\) represents the cost in dollars, and \(m\) represents the minutes of service. Complete the following table. \begin{tabular}{|l|l|l|l|l|l|l|} \hline\(m\) & 5 & 10 & 15 & 20 & 30 & 60 \\ \hline\(c\) & & & & & & \\ \hline \end{tabular} (b) Label the horizontal axis \(m\) and the vertical axis \(c\), and graph the equation \(c=0.25 m+10\) for nonnegative values of \(m\). (c) Use the graph from part (b) to approximate values for \(c\) when \(m=25,40\), and 45 . (d) Check the accuracy of your readings from the graph in part (c) by using the equation \(c=0.25 m+10\).

The cost (c) of playing an online computer game for a time \((t)\) in hours is given by the equation \(c=3 t+5\). Label the horizontal axis \(t\) and the vertical axis \(c\), and graph the equation for nonnegative values of \(t\).

How would you explain the concept of slope to someone who was absent from class the day it was discussed?

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