/*! 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 75 Find a function whose graph is t... [FREE SOLUTION] | 91Ó°ÊÓ

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Find a function whose graph is the given curve. The line segment joining the points \((-2,1)\) and \((4,-6)\)

Short Answer

Expert verified
The function is \( y = -\frac{7}{6}x - \frac{4}{3} \).

Step by step solution

01

Identify the Type of Function

The problem requires finding the equation of the line segment between two points. This means we need the equation of a linear function that passes through both points.
02

Find the Slope of the Line

Use the slope formula: \[ m = \frac{y_2 - y_1}{x_2 - x_1} \] Plug in the given points \((-2,1)\) and \((4,-6)\): \[ m = \frac{-6 - 1}{4 - (-2)} = \frac{-7}{6} \] The slope of the line is \(-\frac{7}{6}\).
03

Write the Equation in Point-Slope Form

Use the point-slope form of a line equation: \[ y - y_1 = m(x - x_1) \] Choose one of the points, for example, \((4, -6)\). Substitute into the formula:\[ y - (-6) = -\frac{7}{6}(x - 4) \] This simplifies to: \[ y + 6 = -\frac{7}{6}x + \frac{28}{6} \].
04

Convert to Slope-Intercept Form

Continue simplifying the equation to get:\[ y = -\frac{7}{6}x + \frac{28}{6} - 6 \] Simplify further: \[ y = -\frac{7}{6}x + \frac{28}{6} - \frac{36}{6} \] This results in: \[ y = -\frac{7}{6}x - \frac{8}{6} \] Simplify the fraction:\[ y = -\frac{7}{6}x - \frac{4}{3} \] This is the equation of the line in slope-intercept form.

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Key Concepts

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

Slope Formula
The slope of a line is a measure of its steepness. It indicates how much the line rises or falls as you move from left to right. Calculating the slope between two points on a line involves using the slope formula, which is essential for understanding linear relationships in mathematics. By using the formula \( m = \frac{y_2 - y_1}{x_2 - x_1} \), the slope is determined as the ratio of the change in the vertical direction (\( y_2 - y_1 \)) to the change in the horizontal direction (\( x_2 - x_1 \)).

For the exercise, two points are given: \((-2,1)\) and \((4,-6)\). Plugging these into the slope formula gives us:
  • \( x_1 = -2 \), \( y_1 = 1 \)
  • \( x_2 = 4 \), \( y_2 = -6 \)
Thus, the slope \( m \) becomes \( m = \frac{-6 - 1}{4 - (-2)} = -\frac{7}{6} \). This tells us that for every 6 units the line moves horizontally, it drops by 7 units vertically.
Point-Slope Form
The Point-Slope Form formula is a useful tool when you have a point on a line and the line’s slope. It allows you to write the equation of a line quickly and is given by: \( y - y_1 = m(x - x_1) \).

To apply this formula, choose one of the given points. For our example, we use \((4, -6)\). Substituting this point and the slope \(-\frac{7}{6}\) calculated in the previous section, we write:
  • \( y - (-6) = -\frac{7}{6}(x - 4) \)
Simplifying this equation gives us \( y + 6 = -\frac{7}{6}x + \frac{28}{6} \). Most times, using the point closest to the origin is more intuitive, but any point on the line can be used.
Slope-Intercept Form
The Slope-Intercept Form is perhaps the most popular form to express a linear equation, as it provides clear information about the line's slope and where it crosses the y-axis. The formula is \( y = mx + b \), where \( m \) is the slope and \( b \) is the y-intercept.

Continuing from the Point-Slope Form \( y + 6 = -\frac{7}{6}x + \frac{28}{6} \), we aim to express \( y \) in terms of \( x \). Rearranging gives us:
  • \( y = -\frac{7}{6}x + \frac{28}{6} - 6 \)
  • \( y = -\frac{7}{6}x + \frac{28}{6} - \frac{36}{6} \)
  • \( y = -\frac{7}{6}x - \frac{8}{6} \)
  • \( y = -\frac{7}{6}x - \frac{4}{3} \)
This final form, \( y = -\frac{7}{6}x - \frac{4}{3} \), clearly shows the line's slope \(-\frac{7}{6}\) and that it intersects the y-axis at \(-\frac{4}{3}\).

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