/*! 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 25 Find the slope of the line that ... [FREE SOLUTION] | 91Ó°ÊÓ

91Ó°ÊÓ

Find the slope of the line that passes through the given points, if possible. See Example 2. $$ (0,0),(3,9) $$

Short Answer

Expert verified
The slope is 3.

Step by step solution

01

Identify the points

The given points are \((0,0)\) and \((3,9)\). We will use these points to determine the slope of the line that passes through them.
02

Recall the slope formula

The formula for the slope \(m\) of a line passing through two points \((x_1, y_1)\) and \((x_2, y_2)\) is given by:\[m = \frac{y_2 - y_1}{x_2 - x_1}\]
03

Substitute the values into the slope formula

Substitute \((x_1, y_1) = (0,0)\) and \((x_2, y_2) = (3,9)\) into the formula:\[m = \frac{9 - 0}{3 - 0} = \frac{9}{3}\]
04

Solve for the slope

Simplify \(\frac{9}{3}\) by dividing 9 by 3:\[m = 3\]

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Key Concepts

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

Coordinate Geometry
Coordinate geometry, also known as analytic geometry, is a powerful mathematical tool that combines algebra and geometry to study points, lines, and shapes in the Cartesian coordinate system. This system uses two perpendicular axes, the x-axis and the y-axis, to define the position of points. For instance, a point like \(3, 9\) represents a location 3 units along the x-axis and 9 units along the y-axis.

Coordinate geometry helps us understand the relationship between geometric figures and algebraic equations. For example, the equation of a line can be derived and manipulated using coordinates, making this method especially useful for solving problems involving lines, distances, and areas.

When determining the slope of a line through given points, we utilize this rich interaction between algebra and geometry to find unique properties of the line, such as its steepness or direction. This is fundamental for analyzing patterns and solving more complex mathematical problems.
Linear Equations
Linear equations describe straight lines in two-dimensional space and hold significant importance in mathematics. A linear equation can be represented in the form \(y = mx + c\), where \(m\) is the slope and \(c\) is the y-intercept, which is the point where the line crosses the y-axis.

Understanding linear equations involves recognizing how changes in the slope (m) alter the line's inclination and direction. For example, in the problem at hand, the slope calculated as 3 indicates a relatively steep line. This means that for every unit increase along the x-axis, the y value increases by 3 units.

The y-intercept is equally crucial as it dictates where the line starts on the y-axis. Solving linear equations is a foundational skill in math that opens doors to understanding more complex functions and equations. It's fascinating to see the direct connection between algebraic expressions and their geometric representation.
Mathematical Problem Solving
Mathematical problem solving is an essential skill that helps students not only in math classes but in real-world situations. It involves a logical approach to breaking down a problem into manageable steps, as demonstrated in finding the slope of a line.

First, we start by clearly identifying the given information, such as the coordinates \(0,0\) and \(3,9\) in this exercise. Next, we recall relevant formulas or principles, like the slope formula \(m = \frac{y_2 - y_1}{x_2 - x_1}\).

Then, substituting the known values into the formula provides a pathway to the solution. Finally, solving and simplifying the expression leads us to the answer, giving us not just a number but a meaningful insight into the problem.
  • Identify the given data or requirements.
  • Select the appropriate mathematical strategy or formula.
  • Plug in the values and perform calculations.
  • Interpret the results and extract meaningful conclusions.
Mastery over these problem-solving techniques equips anyone with the ability to tackle challenges effectively, whether in academics or daily life.

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Most popular questions from this chapter

When fitness instructors prescribe exercise workouts for elderly patients, they must take into account age-related loss of lung function. Studies show that the percent of remaining breathing capacity for someone over 30 years old can be modeled by a linear function. a. At 35 years of age, approximately \(90 \%\) of maximal breathing capacity remains and at 55 years of age, approximately \(66 \%\) of maximal breathing capacity remains. Let \(a\) be the age of a patient and \(L\) be the percent of her maximal breathing capacity that remains. Write a linear function \(L(a)\) to model this situation. b. Use your answer to part a to estimate the percent of maximal breathing capacity that remains in an 80-year-old.

A student was asked to determine the slope of the graph of the line \(y=6 x-4 .\) If his answer is \(m=6 x,\) explain his error.

Fire Protection. City growth and the number of fires for a certain city are related by a linear equation. Records show that 113 fires occurred in a year when the local population was \(150,000\) and that the rate of increase in the number of fires was 1 for every \(1,000\) new residents. a. Using the variables \(p\) for population and \(F\) for fires, write an equation (in slope-intercept form) that the fire department can use to predict future fire statistics. b. How many fires can be expected when the population reaches \(200,000 ?\)

Do the equations \(y-2=3(x-2)\) and \(y=3 x-4\) describe the same line? Explain.

Explain why we can think of a function as a machine.

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