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What does it mean if the slope of a line is 0 ?

Short Answer

Expert verified
A line with a slope of 0 is a horizontal line, meaning it has no 'rise' or vertical change. Regardless of what 'x' value we have, the 'y' value remains constant.

Step by step solution

01

Understanding Slope

A slope in a coordinate system is a measure of how much the 'y' (vertical) value changes for a unit change in the 'x' (horizontal) value. In simple terms, it is a measure of the 'steepness' of a line. It is calculated as the ratio of the vertical change (often called 'rise') to the horizontal change (often called 'run'). In mathematical terms, it is generally denoted by 'm' and calculated as \( m = \frac{rise}{run} = \frac{y2 - y1}{x2 - x1} \). Here, (x1,y1) and (x2,y2) are the coordinates of two different points on the line.
02

What does a Slope of 0 Mean?

When the slope of a line is 0, it means there is no vertical change as we move along the line. This is because, for the line to have a slope of 0, the 'rise' or vertical change must be 0. If the 'rise' is 0, it means the 'y' value remains constant, regardless of what 'x' value we have. In essence, a line with a slope of 0 is a horizontal line.

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Key Concepts

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

Coordinate System
A coordinate system is a framework used in mathematics and geometry to uniquely determine the position of a point or other geometric element in a multidimensional space. The most common coordinate system in two dimensions is the Cartesian coordinate system, which uses two perpendicular axes, commonly labeled as the 'x-axis' (horizontal) and the 'y-axis' (vertical).

In such a system, any point can be described by an ordered pair of numbers \( (x, y) \), known as coordinates. The 'x' coordinate indicates the point's horizontal position, while the 'y' coordinate indicates its vertical position. The intersection of these two axes is called the origin, usually denoted as \( (0, 0) \). Understanding this system is crucial because it allows us to visually interpret algebraic equations as geometric shapes such as lines, circles, or parabolas, and to communicate spatial information effectively.
Rate of Change
The rate of change is a fundamental concept in mathematics that describes how a quantity changes with respect to a change in another quantity. In the context of a coordinate system, the rate of change often refers to how the 'y' value of a function or line changes as the 'x' value changes.

It's essentially an expression of the relationship between variables and can be constant or variable. For a straight line, the rate of change is constant and is represented by the line's slope, denoted by 'm'. The formula for calculating the slope is given by \( m = \frac{rise}{run} = \frac{y2 - y1}{x2 - x1} \), where \( (x1, y1) \) and \( (x2, y2) \) are coordinates of two distinct points on the line. The slope tells us if the line is ascending, descending, or horizontal, which corresponds to a positive, negative, or zero rate of change, respectively. This understanding is vital to predicting and comprehending how changes in one variable affect another in a linear relationship.
Horizontal Line
A horizontal line in a coordinate system is a straight line where all points on the line have the same 'y' coordinate value but varying 'x' coordinates. This kind of line represents a situation where there is no vertical change between any two points on the line, indicating a zero slope, or a zero rate of change.

In terms of the slope-intercept form of a line \( y = mx + b \), a horizontal line has a slope \( m = 0 \) and can be described by the equation \( y = b \) where 'b' is the 'y' value at which the line intersects the y-axis. Such a line is important in many areas of mathematics and science because it represents a situation where the dependent variable (typically represented by 'y') does not change regardless of changes in the independent variable (typically represented by 'x').

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Most popular questions from this chapter

A ball is thrown upward and outward from a height of 6 feet. The table shows four measurements indicating the ball's height at various horizontal distances from where it was thrown. The graphing calculator screen displays a quadratic function that models the ball's height, \(y\), in feet, in terms of its horizontal distance, \(x\), in feet. $$ \begin{array}{|c|c|} \hline \begin{array}{c} \text { x, Ball's } \\ \text { Horizontal } \\ \text { Distance } \\ \text { (feet) } \end{array} & \begin{array}{c} \boldsymbol{y} \text {, Ball's } \\ \text { Height } \\ \text { (feet) } \end{array} \\ \hline 0 & 6 \\ \hline 1 & 7.6 \\ \hline 3 & 6 \\ \hline 4 & 2.8 \\ \hline \end{array} $$ QuadReg $$ \begin{aligned} &y=a x^{2}+b x+c \\ &a=-.8 \\ &b=2.4 \\ &c=6 \end{aligned} $$ a. Explain why a quadratic function was used to model the data. Why is the value of \(a\) negative? b. Use the graphing calculator screen to express the model in function notation. c. Use the model from part (b) to determine the \(x\)-coordinate of the quadratic function's vertex. Then complete this statement: The maximum height of the ball occurs feet from where it was thrown and the maximum height is feet.

Without graphing, in Exercises 64-67, determine if each system has no solution or infinitely many solutions. \(\left\\{\begin{array}{l}3 x+y<9 \\ 3 x+y>9\end{array}\right.\)

Make Sense? In Exercises 58-61, determine whether each statement makes sense or does not make sense, and explain your reasoning. When graphing a linear inequality, I should always use \((0,0)\) as a test point because it's easy to perform the calculations when 0 is substituted for each variable.

Group members should choose a particular field of interest. Research how linear programming is used to solve problems in that field. If possible, investigate the solution of a specific practical problem. Present a report on your findings, including the contributions of George Dantzig, Narendra Karmarkar, and L. G. Khachion to linear programming.

Make Sense? Determine whether each statement makes sense or does not make sense, and explain your reasoning. Systems of linear inequalities are appropriate for modeling healthy weight because guidelines give healthy weight ranges, rather than specific weights, for various heights.

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