The document discusses the point slope formula and provides examples of its use. Specifically, it:
1) Defines the point slope formula as y - y1 = m(x - x1), where m is the slope and (x1, y1) is a known point.
2) Works through an example of finding the equation of the line passing through points (-3,4) and (2,-6).
3) Works through another example of finding the equation of the line passing through (2,-3) that is parallel to the line 3x + 4y - 5 = 0.
This document provides 10 practice problems for solving linear systems by graphing. The problems involve setting up systems of linear equations from given equations and points, then finding equations of lines parallel or perpendicular to given lines that pass through specified points.
1. The document discusses functions and relations through examples and questions.
2. It covers finding the value of functions, solving equations involving functions, and evaluating composite functions.
3. Key concepts covered include domain, codomain, range, one-to-one, many-to-one, one-to-many and many-to-many relations.
This module introduces linear functions of the form f(x) = mx + b. Learners will develop skills to determine the slope, trend, intercepts, and points of linear functions. The module is designed to help learners:
1) Determine slope, trend, intercepts, and points of a linear function given f(x) = mx + b
2) Determine f(x) = mx + b given various conditions like slope and intercepts, two points, etc.
The document provides lessons that explain how to find these properties of linear functions through examples. Practice problems are also included for learners to test their understanding.
This document provides derivatives of various functions. There are 100 problems presented without showing the step-by-step work to arrive at the solutions. The solutions are provided directly in simplified form.
This document provides 98 examples of functions and their derivatives. The functions include polynomials, trigonometric functions like sine, cosine, tangent, inverse trigonometric functions, exponential functions, logarithmic functions, and combinations of these functions.
The document discusses function graphs and the rules for transforming graphs of basic functions like f(x)=x^2 and f(x)=x^3. It explains how to sketch the graphs of transformed functions like f(x)+2, f(x-2), -f(x), and f(-x) based on shifting, reflecting, and stretching/squashing the original graph. Examples are provided to demonstrate applying these rules to sketch related function graphs like y=f(x-2)+1.
This module introduces linear functions. It defines a linear function as one that can be written in the form f(x) = mx + b, where m is the slope and b is the y-intercept. It explains how to graph linear functions given two points, the x- and y-intercepts, the slope and a point, or the slope and y-intercept. The document provides examples and practice problems for students to learn how to represent linear functions in different forms, rewrite them between standard and slope-intercept form, and graph them based on given information.
The document shows the step-by-step process of graphing two equations: y=x+4 and y=x-2. Points are plotted on the xy-plane for each equation and connected to show the linear graphs. The final graph shows the two lines y=x+4 and y=x-2 plotted on the same xy-coordinate plane.
This document provides 10 practice problems for solving linear systems by graphing. The problems involve setting up systems of linear equations from given equations and points, then finding equations of lines parallel or perpendicular to given lines that pass through specified points.
1. The document discusses functions and relations through examples and questions.
2. It covers finding the value of functions, solving equations involving functions, and evaluating composite functions.
3. Key concepts covered include domain, codomain, range, one-to-one, many-to-one, one-to-many and many-to-many relations.
This module introduces linear functions of the form f(x) = mx + b. Learners will develop skills to determine the slope, trend, intercepts, and points of linear functions. The module is designed to help learners:
1) Determine slope, trend, intercepts, and points of a linear function given f(x) = mx + b
2) Determine f(x) = mx + b given various conditions like slope and intercepts, two points, etc.
The document provides lessons that explain how to find these properties of linear functions through examples. Practice problems are also included for learners to test their understanding.
This document provides derivatives of various functions. There are 100 problems presented without showing the step-by-step work to arrive at the solutions. The solutions are provided directly in simplified form.
This document provides 98 examples of functions and their derivatives. The functions include polynomials, trigonometric functions like sine, cosine, tangent, inverse trigonometric functions, exponential functions, logarithmic functions, and combinations of these functions.
The document discusses function graphs and the rules for transforming graphs of basic functions like f(x)=x^2 and f(x)=x^3. It explains how to sketch the graphs of transformed functions like f(x)+2, f(x-2), -f(x), and f(-x) based on shifting, reflecting, and stretching/squashing the original graph. Examples are provided to demonstrate applying these rules to sketch related function graphs like y=f(x-2)+1.
This module introduces linear functions. It defines a linear function as one that can be written in the form f(x) = mx + b, where m is the slope and b is the y-intercept. It explains how to graph linear functions given two points, the x- and y-intercepts, the slope and a point, or the slope and y-intercept. The document provides examples and practice problems for students to learn how to represent linear functions in different forms, rewrite them between standard and slope-intercept form, and graph them based on given information.
The document shows the step-by-step process of graphing two equations: y=x+4 and y=x-2. Points are plotted on the xy-plane for each equation and connected to show the linear graphs. The final graph shows the two lines y=x+4 and y=x-2 plotted on the same xy-coordinate plane.
9-7 Graphing Points in Coordinate PlaneRudy Alfonso
The document explains how to graph points on a coordinate grid using ordered pairs. It defines the x-axis as the horizontal axis and y-axis as the vertical axis. The first number in an ordered pair represents the distance from the origin on the x-axis, while the second number represents the distance from the origin on the y-axis. Several examples are given of locating points from their ordered pair coordinates.
This document provides an overview of functions from chapter 1 of an additional mathematics module. It defines key terms like domain, codomain, range, and discusses different types of relations including one-to-one, many-to-one, and many-to-many. It also covers function notation, evaluating functions, composite functions, and provides examples of calculating images and objects of functions. The chapter aims to introduce students to the fundamental concepts of functions through definitions, diagrams, and practice exercises.
The question defines two quartic functions, f(x) and g(x), and states they both cross the x-axis at -2. It is asked to determine the values of a and b in the functions. By setting each function equal to 0 and solving the simultaneous equations, the values are found to be a = -3 and b = -28.
The document discusses finding patterns in tables of values to write equations. It shows a table where the y-values are found by adding 5 to the x-values. By rewriting the table vertically and using number lines, it is evident that the relationship is y = x + 5, as the y-values are always 5 greater than the corresponding x-values. The document demonstrates finding the rule by recognizing that each value moves left by 3 when switching between the x and y columns.
The document provides instructions for a mathematics test that is 1 1/2 hours long and consists of 75 questions worth a total of 225 marks. For each correct answer, 3 marks are awarded, and for each wrong answer, 1 mark is deducted. It then lists 34 math problems as sample questions on topics including relations, functions, complex numbers, matrices, series, and calculus.
This document discusses polynomial functions and the remainder theorem. It provides examples of using long division and the remainder theorem to find the remainder when dividing one polynomial by another. Specifically, it shows:
1) How to perform long division of polynomials by working from highest to lowest degree terms and subtracting appropriately. There may be a remainder left over.
2) The remainder theorem states that if a polynomial P(x) is divided by (x-c), the remainder is equal to P(c).
3) Examples of using long division and directly applying the remainder theorem to find the remainder of dividing one polynomial by another.
Mathematics (from Greek μάθημα máthēma, “knowledge, study, learning”) is the study of topics such as quantity (numbers), structure, space, and change. There is a range of views among mathematicians and philosophers as to the exact scope and definition of mathematics
1. The document discusses how to sketch logarithmic graphs of the form y = a logb(x + c) by using mini log rules to find two key points and then sketching the curve between them.
2. It provides examples of sketching graphs like y = 4 log5x, y = 6 log7x, and y = 2 log3(x - 1), explaining how to find the points where the logarithm equals 1 and is 0.
3. The document emphasizes that mini log rules are very helpful for finding the two points needed to sketch nasty log graphs.
This document contains two mathematics quizzes covering sequences and series. Quiz 1 has three problems: (1) expressing a fraction in partial fractions and finding the expansion and convergence of a series, (2) using the method of differences to find sums of series, (3) expressing a recurring decimal as a rational number. Quiz 2 has three problems: (1) finding terms in a binomial expansion, (2) expanding a binomial expression and stating the valid range, (3) proving an equality for small x and using it to evaluate an expression.
The document describes how to solve simultaneous equations using three steps: 1) eliminate a variable from the equations, 2) solve for the remaining variable, and 3) substitute back to find the eliminated variable. It provides an example showing these steps to solve two simultaneous equations for x and y. It then shows another example involving eliminating variables to create two new equations that can be solved simultaneously for y and z. The key points are eliminating variables to reduce the equations, then solving the reduced equations to find the values of the variables.
This document defines polynomials and discusses their key properties. A polynomial is an expression of the form anxn + an-1xn-1 + ... + a1x + a0, where the coefficients an, an-1, ..., a1, a0 are real numbers. The degree of a polynomial is the highest exponent in the expression, and the leading coefficient and term refer to the coefficient and term with the highest degree. Addition and multiplication of polynomials follow the distributive property, and the degree and leading term of a product are determined by the individual polynomials' degrees and leading terms.
This module discusses quadratic functions and their application to solving word problems. Students will learn to 1) recall steps to solve word problems, 2) translate problems to symbolic expressions, and 3) apply quadratic equations. Examples provided cover number, geometry, and motion problems. Students must first translate word problems into equations before solving. Key steps include identifying unknowns, writing the equation, solving, and checking solutions. Practice problems are provided to help students apply the concepts.
This PowerPoint covers about 90% of the material that will be on the Chapter 8 test. It includes steps to solve linear equations for y in terms of x, naming the slope (m) and y-intercept (b), identifying ordered pairs, determining if a relation is a function, writing rules for linear functions from tables of values, and finding the slope.
1. Indices involve rules for exponents like xa+b = xaxb and (xa)b = xab. Solving exponential equations uses these rules.
2. Graph transformations include translations, stretches, reflections, and asymptotes. Translations replace x with (x-a) and y with (y-b).
3. Sequences are functions with successive terms defined by a rule. Geometric sequences multiply successive terms by a constant ratio while arithmetic sequences add a constant.
This module introduces polynomial functions of degree greater than 2. It covers identifying polynomial functions from relations, determining the degree of a polynomial, finding quotients of polynomials using division algorithm and synthetic division, and applying the remainder and factor theorems. The document provides examples and practice problems for each topic. It aims to teach students how to work with higher degree polynomial functions.
1) The document discusses completing the square, which involves rewriting quadratic expressions in the form (x + a)2 + b to find maximum and minimum values.
2) Examples are provided of completing the square for expressions like x2 + 8x + 3 and 2x2 + 4x + 11.
3) The technique of setting the expression equal to 0 and solving for x is described as a way to find the minimum value and the corresponding x-value that produces it.
The document discusses the concept of the derivative and slope of a tangent line to a curve. It explains that the slope of a secant line PQ provides an estimate of the slope of the tangent line k at point P on the curve. As Q moves closer to P, the slope of PQ will better estimate the true slope of the tangent line. The limit of this expression as Q approaches P is defined as the derivative, which represents the instantaneous rate of change and slope of the tangent line. An example demonstrates calculating the derivative of a function by using the definition and limits.
The document provides information on sketching graphs of basic curves. It lists 8 types of basic curves: (1) straight lines, (2) parabolas, (3) cubics, (4) higher powers, (5) hyperbolas, (6) circles, (7) exponentials, and (8) roots. For each type it provides the standard form of the equation and notes on identifying features like intercepts, vertices, and behavior as powers increase. It emphasizes using standard forms, intercepts, and factoring to determine a curve's shape.
9-7 Graphing Points in Coordinate PlaneRudy Alfonso
The document explains how to graph points on a coordinate grid using ordered pairs. It defines the x-axis as the horizontal axis and y-axis as the vertical axis. The first number in an ordered pair represents the distance from the origin on the x-axis, while the second number represents the distance from the origin on the y-axis. Several examples are given of locating points from their ordered pair coordinates.
This document provides an overview of functions from chapter 1 of an additional mathematics module. It defines key terms like domain, codomain, range, and discusses different types of relations including one-to-one, many-to-one, and many-to-many. It also covers function notation, evaluating functions, composite functions, and provides examples of calculating images and objects of functions. The chapter aims to introduce students to the fundamental concepts of functions through definitions, diagrams, and practice exercises.
The question defines two quartic functions, f(x) and g(x), and states they both cross the x-axis at -2. It is asked to determine the values of a and b in the functions. By setting each function equal to 0 and solving the simultaneous equations, the values are found to be a = -3 and b = -28.
The document discusses finding patterns in tables of values to write equations. It shows a table where the y-values are found by adding 5 to the x-values. By rewriting the table vertically and using number lines, it is evident that the relationship is y = x + 5, as the y-values are always 5 greater than the corresponding x-values. The document demonstrates finding the rule by recognizing that each value moves left by 3 when switching between the x and y columns.
The document provides instructions for a mathematics test that is 1 1/2 hours long and consists of 75 questions worth a total of 225 marks. For each correct answer, 3 marks are awarded, and for each wrong answer, 1 mark is deducted. It then lists 34 math problems as sample questions on topics including relations, functions, complex numbers, matrices, series, and calculus.
This document discusses polynomial functions and the remainder theorem. It provides examples of using long division and the remainder theorem to find the remainder when dividing one polynomial by another. Specifically, it shows:
1) How to perform long division of polynomials by working from highest to lowest degree terms and subtracting appropriately. There may be a remainder left over.
2) The remainder theorem states that if a polynomial P(x) is divided by (x-c), the remainder is equal to P(c).
3) Examples of using long division and directly applying the remainder theorem to find the remainder of dividing one polynomial by another.
Mathematics (from Greek μάθημα máthēma, “knowledge, study, learning”) is the study of topics such as quantity (numbers), structure, space, and change. There is a range of views among mathematicians and philosophers as to the exact scope and definition of mathematics
1. The document discusses how to sketch logarithmic graphs of the form y = a logb(x + c) by using mini log rules to find two key points and then sketching the curve between them.
2. It provides examples of sketching graphs like y = 4 log5x, y = 6 log7x, and y = 2 log3(x - 1), explaining how to find the points where the logarithm equals 1 and is 0.
3. The document emphasizes that mini log rules are very helpful for finding the two points needed to sketch nasty log graphs.
This document contains two mathematics quizzes covering sequences and series. Quiz 1 has three problems: (1) expressing a fraction in partial fractions and finding the expansion and convergence of a series, (2) using the method of differences to find sums of series, (3) expressing a recurring decimal as a rational number. Quiz 2 has three problems: (1) finding terms in a binomial expansion, (2) expanding a binomial expression and stating the valid range, (3) proving an equality for small x and using it to evaluate an expression.
The document describes how to solve simultaneous equations using three steps: 1) eliminate a variable from the equations, 2) solve for the remaining variable, and 3) substitute back to find the eliminated variable. It provides an example showing these steps to solve two simultaneous equations for x and y. It then shows another example involving eliminating variables to create two new equations that can be solved simultaneously for y and z. The key points are eliminating variables to reduce the equations, then solving the reduced equations to find the values of the variables.
This document defines polynomials and discusses their key properties. A polynomial is an expression of the form anxn + an-1xn-1 + ... + a1x + a0, where the coefficients an, an-1, ..., a1, a0 are real numbers. The degree of a polynomial is the highest exponent in the expression, and the leading coefficient and term refer to the coefficient and term with the highest degree. Addition and multiplication of polynomials follow the distributive property, and the degree and leading term of a product are determined by the individual polynomials' degrees and leading terms.
This module discusses quadratic functions and their application to solving word problems. Students will learn to 1) recall steps to solve word problems, 2) translate problems to symbolic expressions, and 3) apply quadratic equations. Examples provided cover number, geometry, and motion problems. Students must first translate word problems into equations before solving. Key steps include identifying unknowns, writing the equation, solving, and checking solutions. Practice problems are provided to help students apply the concepts.
This PowerPoint covers about 90% of the material that will be on the Chapter 8 test. It includes steps to solve linear equations for y in terms of x, naming the slope (m) and y-intercept (b), identifying ordered pairs, determining if a relation is a function, writing rules for linear functions from tables of values, and finding the slope.
1. Indices involve rules for exponents like xa+b = xaxb and (xa)b = xab. Solving exponential equations uses these rules.
2. Graph transformations include translations, stretches, reflections, and asymptotes. Translations replace x with (x-a) and y with (y-b).
3. Sequences are functions with successive terms defined by a rule. Geometric sequences multiply successive terms by a constant ratio while arithmetic sequences add a constant.
This module introduces polynomial functions of degree greater than 2. It covers identifying polynomial functions from relations, determining the degree of a polynomial, finding quotients of polynomials using division algorithm and synthetic division, and applying the remainder and factor theorems. The document provides examples and practice problems for each topic. It aims to teach students how to work with higher degree polynomial functions.
1) The document discusses completing the square, which involves rewriting quadratic expressions in the form (x + a)2 + b to find maximum and minimum values.
2) Examples are provided of completing the square for expressions like x2 + 8x + 3 and 2x2 + 4x + 11.
3) The technique of setting the expression equal to 0 and solving for x is described as a way to find the minimum value and the corresponding x-value that produces it.
The document discusses the concept of the derivative and slope of a tangent line to a curve. It explains that the slope of a secant line PQ provides an estimate of the slope of the tangent line k at point P on the curve. As Q moves closer to P, the slope of PQ will better estimate the true slope of the tangent line. The limit of this expression as Q approaches P is defined as the derivative, which represents the instantaneous rate of change and slope of the tangent line. An example demonstrates calculating the derivative of a function by using the definition and limits.
The document provides information on sketching graphs of basic curves. It lists 8 types of basic curves: (1) straight lines, (2) parabolas, (3) cubics, (4) higher powers, (5) hyperbolas, (6) circles, (7) exponentials, and (8) roots. For each type it provides the standard form of the equation and notes on identifying features like intercepts, vertices, and behavior as powers increase. It emphasizes using standard forms, intercepts, and factoring to determine a curve's shape.
The document discusses solving inequalities involving quadratic and rational expressions. For quadratic inequalities, it explains how to factorize, set each factor equal to zero to find critical values, and use these to determine intervals where the parabola is above or below the x-axis. For rational inequalities, it outlines steps to find where the denominator is zero, solve the resulting equality, plot critical values on a number line, and test intervals to determine the solution set. The document provides examples demonstrating these techniques.
The document discusses simple harmonic motion (SHM). It defines SHM as motion where the acceleration of a particle is directly proportional to its distance from a fixed point. The document shows that for SHM, the particle's motion obeys the differential equation xnx2=-, where n is a constant. It also describes how the solutions to this equation allow determining the path, amplitude, frequency, and period of the particle's oscillatory motion.
The document describes methods for graphing functions involving addition, subtraction, multiplication, and division of other functions. Specifically:
- Addition and subtraction graphs can be made by graphing the added/subtracted functions separately and then combining their ordinates.
- Multiplication graphs are made by examining the sign of the product function and noting where factors are 0 or 1.
- Division graphs are made by first graphing the numerator and denominator, then finding vertical and horizontal asymptotes and shading regions to determine the curve.
The document discusses trigonometric functions and radian measure. It states that 360 degrees equals 2 pi radians. It then provides a table with common conversions between degrees and radians for angles from 30 to 360 degrees. Examples are also given of converting degrees to radians and radians to degrees.
The document defines and provides properties of a hyperbola with eccentricity e > 1. It gives the equation of a hyperbola and defines related terms like foci, directrices, and asymptotes. It provides an example of finding these values for the hyperbola (x^2)/9 - (y^2)/16 = 1.
The document discusses permutations and the basic counting principle. It provides examples of calculating the number of permutations when rolling dice or mice exiting a maze. Specifically, it explains that if one event can occur in m ways and another in n ways, the total number of outcomes is mn. It also calculates probabilities of events occurring for the dice and mice examples.
The document discusses the formula for calculating the perpendicular distance from a point to a line. It states that the perpendicular distance is the shortest distance. The formula is given as d = (Ax1 + By1 + C)/√(A2 + B2), where (x1, y1) are the coordinates of the point and Ax + By + C = 0 is the equation of the line. An example is worked through to find the equation of a circle given its tangent line and center point. It also discusses how the sign of (Ax1 + By1 + C) indicates which side of the line a point lies.
The document discusses calculus quotient and reciprocal rules. It provides the quotient rule formula and explains that to use it you should "square the bottom, write down the bottom and differentiate the top, minus write down the top and differentiate the bottom." Examples are provided to demonstrate applying the quotient rule. The reciprocal rule formula is also given, along with the explanation that you should "minus the derivative of the function squared." More examples demonstrate applying the reciprocal rule.
The document discusses mathematical induction and provides examples of using it to prove statements. Specifically, it shows how to prove that expressions like nn+1nn+2 and 33n+2n+2 are divisible by 3 and 5 for all positive integer values of n. The proof involves showing the base case is true, assuming the statement holds for an integer k, and then showing it also holds for k+1 based on the assumption for k.
The document discusses reduction formulae, which expresses a given integral as the sum of a function and a known integral. It provides an example of using integration by parts to derive the reduction formula for the integral of cos(nx)dx and evaluates the integral of cos(5x)dx. It also shows how to find the reduction formula for the integral of cot(nx)dx and states that this formula can be used to find the value of I6, the integral of cot(6x)dx.
Slope is defined as the ratio of the vertical change (rise) to the horizontal change (run) between two points on a line. It is calculated by taking the change in the y-values (rise) and dividing by the change in the x-values (run). Examples are provided to demonstrate calculating the slope between two points and interpreting what different values mean in terms of the line's orientation.
The document discusses using the point-slope formula to find the equation of lines given certain conditions. It provides examples of finding the equation of a line passing through two points, the equation of a line parallel to another line passing through a point, and the equation of a line perpendicular to another line passing through a point. It also briefly mentions using lines to prove concurrency.
This document provides notes on functions and quadratic equations from Additional Mathematics Form 4. It includes:
1) Definitions of functions, including function notation f(x) and the relationship between objects and images.
2) Methods for solving quadratic equations, including factorisation, completing the square, and the quadratic formula.
3) Properties of quadratic functions like finding the maximum/minimum value and sketching the graph.
4) Solving simultaneous equations involving one linear and one non-linear equation through substitution.
5) Conversions between index and logarithmic forms and basic logarithm laws.
This document provides notes on key concepts in additional mathematics including:
1) Functions such as f(x) = x + 3 and finding the object and image of a function.
2) Solving quadratic equations using factorisation and the quadratic formula. Types of roots are discussed.
3) Sketching quadratic functions by finding the y-intercept, maximum/minimum values, and a third point. Quadratic inequalities are also covered.
4) Methods for solving simultaneous equations including substitution when one equation is nonlinear.
5) Properties of exponents and logarithms, and how to solve exponential and logarithmic equations.
This document contains a 5 page exam for the course CS-60: Foundation Course in Mathematics in Computing. The exam contains 17 multiple choice and numerical problems covering topics like algebra, calculus, matrices, and complex numbers. Students have 3 hours to complete the exam which is worth a total of 75 marks. Question 1 is compulsory, and students must attempt any 3 questions from questions 2 through 6. The use of a calculator is permitted.
The document provides information about linear equations and their graphs. It defines linear equations and discusses how to write equations in slope-intercept form, point-slope form, and standard form. It also describes how to graph linear equations by plotting intercepts and using slope. Key topics covered include finding the slope between two points, determining if lines are parallel or perpendicular based on their slopes, and recognizing the intercepts on a graph of a linear equation in two variables.
Algebra i ccp quarter 3 benchmark review 2013 (2)MsKendall
This document provides a review packet for Algebra 1 with questions on finding equations of lines in slope-intercept form, graphing linear equations, finding x- and y-intercepts, writing equations of lines given slope and a point, solving systems of equations by graphing and substitution, writing equations of parallel and perpendicular lines, and rewriting equations between different forms. There are over 50 short problems covering various topics involving linear equations and systems of linear equations.
The document contains solutions to problems involving finding equations of lines. It provides step-by-step workings showing how to:
1) Find the equation of a line parallel to another line and passing through a given point.
2) Find the equation of a line passing through a point and parallel to the line joining two other points.
3) Find the equation of a line passing through a point and perpendicular to another line.
This document provides notes on additional mathematics for Form 4 students. It includes definitions and examples of functions, inverse functions, quadratic equations, and logarithms. Some key points summarized:
1. A function f maps objects to images. To find the inverse function f-1, change f(x) to y and solve for x in terms of y.
2. To find the roots of a quadratic equation, one can use factorisation, the quadratic formula, or complete the square. The nature of the roots depends on the sign of b2 - 4ac.
3. To solve a system of equations involving one linear and one non-linear equation, one can substitute one equation into the other and solve
The document describes how to solve simultaneous equations using three steps: 1) eliminate a variable from the equations, 2) solve for the remaining variable, and 3) substitute back to find the eliminated variable. It provides an example problem demonstrating these steps, eliminating variables through multiplication and addition of the equations until a single variable remains that can be solved for. The document notes that simultaneous equations with the same number of variables and equations can always be solved using this method.
The document describes how to solve simultaneous equations using three steps: 1) eliminate a variable from the equations, 2) solve for the remaining variable, and 3) substitute back to find the eliminated variable. It provides an example showing these steps to solve two simultaneous equations for x and y. It then shows another example involving eliminating variables to create two new equations that can be solved simultaneously for y and z. The key point is that simultaneous equations can be solved when there are as many equations as unknown variables.
The document describes how to solve simultaneous equations using three steps: 1) eliminate a variable from the equations, 2) solve for the remaining variable, and 3) substitute back to find the eliminated variable. It provides an example problem demonstrating these steps, showing the elimination of variables through multiplication and addition of the equations until a single variable remains that can be solved for. The document notes that simultaneous equations with the same number of equations as variables can always be solved to find the values of the variables.
The document discusses different methods to find the equation of a straight line. It provides examples of finding the equation when given:
1) Two points that the line passes through.
2) A point and the slope of the line.
3) The x-intercept and y-intercept.
4) When the x-intercept and y-intercept are equal.
5) When given the y-intercept and slope.
Worked examples are provided for each method.
The document discusses how to identify the slope and y-intercept of a line given in standard form. It shows working through examples of changing lines from standard form (Ax + By = C) to slope-intercept form (y = mx + b). Through solving the equations for y, the slope (m) and y-intercept (b) can be determined. Graphing lines on a coordinate plane is also demonstrated.
The document discusses key concepts about parallel and perpendicular lines including how to determine if two lines are parallel or perpendicular based on their slopes, and how to write equations of parallel and perpendicular lines. It provides examples of finding slopes of parallel and perpendicular lines and writing equations to represent lines given certain conditions. Formulas for slope-intercept and point-slope forms are also presented.
The document discusses parallel and perpendicular lines, explaining that parallel lines have the same slope while perpendicular lines have slopes that are negative reciprocals. It provides examples of finding the slope of parallel and perpendicular lines and writing equations of lines given properties like a point and slope. Formulas for slope-intercept and point-slope forms of linear equations are also presented.
The document provides steps to determine the equation of a line given certain information:
1) If the slope is -5 and y-intercept is 8, the equation is y = -5x + 8.
2) If the slope is 4 and the line passes through point (-2, -3), the equation is y = 4x + 5.
3) If a line passes through (3, -5) and is parallel to y = -2x + 9, the equation is y = -2x + 1.
Soalan kuiz matematik tambahan ting empat 2006zabidah awang
This document contains 30 multiple choice mathematics questions related to quadratic equations, functions, and their inverses. The questions cover topics such as finding the inverse of a function, determining the roots of a quadratic equation, finding the range of values for variables in equations, and relating the roots and coefficients of related quadratic equations.
This document provides derivatives of various functions. There are 100 problems given without showing the step-by-step work. The solutions are provided directly without simplification.
The document provides steps for finding the gradient of a curve at a given point by differentiating and substituting the x-value. It also outlines the process of finding the equation of a tangent line to a curve at a point, which involves determining the gradient, substituting the x and y coordinates to find the value of c, and writing the equation in y=mx+c form. Examples are worked through applying these steps to find gradients, tangent lines, and solving related problems.
Similar to 11X1 T06 04 point slope formula (2011) (20)
Slideshare is discontinuing its Slidecast feature as of February 28, 2014. Existing Slidecasts will be converted to static presentations without audio by April 30, 2014. The document informs users that new slidecasts can be found on myPlick.com or the author's blog starting in 2014. However, myPlick proved unreliable, so future slidecasts will instead be hosted on the author's YouTube channel.
The document discusses different methods for factorising expressions:
1) Looking for a common factor and dividing it out of all terms
2) Using the difference of two squares formula (a2 - b2 = (a - b)(a + b))
3) Factorising quadratic trinomials into two binomial factors by identifying the values that multiply to give the constant term and sum to give the coefficient of the linear term.
The document provides information on index laws and the meaning of indices in algebra:
- Index laws state that am × an = am+n, am ÷ an = am-n, and (am)n = amn. Exponents can be added or subtracted when multiplying or dividing terms with the same base.
- Positive exponents indicate a term is raised to a power. Negative exponents indicate a root is being taken. Terms with exponents are evaluated from left to right.
- Examples demonstrate how to simplify expressions using index laws and interpret different types of indices.
12 x1 t01 03 integrating derivative on function (2013)Nigel Simmons
The document discusses integrating derivatives of functions. It states that the integral of the derivative of a function f(x) is equal to the natural log of f(x) plus a constant. It then provides examples of integrating several derivatives: (i) ∫(1/(7-3x)) dx = -1/3 log(7-3x) + c, (ii) ∫(1/(8x+5)) dx = 1/8 log(8x+5) + c, and (iii) ∫(x5/(x-2)) dx = 1/6 log(x6-2) + c. It also discusses techniques for integrating fractions by polynomial long division and finds
The document discusses logarithms and their properties. Logarithms are defined as the inverse of exponentials. If y = ax, then x = loga y. The natural logarithm is log base e, written as ln. Properties of logarithms include: loga m + loga n = loga mn; loga m - loga n = loga(m/n); loga mn = n loga m; loga 1 = 0; loga a = 1. Examples of evaluating logarithmic expressions are provided.
The document discusses relationships between the coefficients and roots of polynomials. It states that for a polynomial P(x) = axn + bxn-1 + cxn-2 + ..., the sum of the roots equals -b/a, the sum of the roots taken two at a time equals c/a, and so on for higher order terms. It also provides examples of using these relationships to find the sums of roots for a given polynomial.
P
4
3
2
The document discusses properties of polynomials with multiple roots. It first proves that if a polynomial P(x) has a root x = a of multiplicity m, then the derivative of P(x), P'(x), will have a root x = a of multiplicity m-1. It then provides an example of solving a cubic equation given it has a double root. Finally, it examines a quartic polynomial and shows that its root α cannot be 0, 1, or -1, and that 1/
The document discusses factorizing complex expressions. The main points are:
- If a polynomial's coefficients are real, its roots will appear in complex conjugate pairs.
- Any polynomial of degree n can be factorized into a mixture of quadratic and linear factors over real numbers, or into n linear factors over complex numbers.
- Odd degree polynomials must have at least one real root.
- Examples of factorizing polynomials over both real and complex numbers are provided.
The document describes the Trapezoidal Rule for approximating the area under a curve between two points. It shows that the area A is estimated by dividing the region into trapezoids with height equal to the function values at the interval endpoints and bases equal to the intervals. In general, the area is approximated as the sum of the areas of each trapezoid, which is equal to the average of the endpoint function values multiplied by the interval length.
The document discusses methods for calculating the volumes of solids of revolution. It provides formulas for finding volumes when an area is revolved around either the x-axis or y-axis. Examples are given for finding volumes of common solids like cones, spheres, and others. Steps are shown for using the formulas to calculate volumes based on given functions and limits of revolution.
The document discusses different methods for calculating the area under a curve or between curves.
(1) The area below the x-axis is given by the integral of the function between the bounds, which can be positive or negative depending on whether the area is above or below the x-axis.
(2) To calculate the area on the y-axis, the function is solved for x in terms of y, then the bounds are substituted into the integral of this new function with respect to y.
(3) The area between two curves is calculated by taking the integral of the upper curve minus the integral of the lower curve, both between the same bounds on the x-axis.
The document discusses 8 properties of definite integrals:
1) Integrating polynomials results in a fraction.
2) Constants can be factored out of integrals.
3) Integrals of sums are equal to the sum of integrals.
4) Splitting an integral range results in the sum of the integrals.
5) Integrals of positive functions over a range are positive, and negative if the function is negative.
6) Integrals can be compared based on the relative values of the integrands.
7) Changing the limits of integration flips the sign of the integral.
8) Integrals of odd functions over a symmetric range are zero, and integrals of even functions are twice the integral over
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
3. Point Slope Formula
y y1 m x x1
e.g. (i) Find the equation of the line passing through (–3,4) and (2,–6)
4. Point Slope Formula
y y1 m x x1
e.g. (i) Find the equation of the line passing through (–3,4) and (2,–6)
46
m
3 2
10
5
2
5. Point Slope Formula
y y1 m x x1
e.g. (i) Find the equation of the line passing through (–3,4) and (2,–6)
46
m y 4 2 x 3
3 2
10
5
2
6. Point Slope Formula
y y1 m x x1
e.g. (i) Find the equation of the line passing through (–3,4) and (2,–6)
46
m y 4 2 x 3
3 2
y 4 2 x 6
10
2x y 2 0
5
2
7. Point Slope Formula
y y1 m x x1
e.g. (i) Find the equation of the line passing through (–3,4) and (2,–6)
46
m y 4 2 x 3
3 2
y 4 2 x 6
10
2x y 2 0
5
2
(ii) Find the equation of the line passing through (2,–3) and is parallel to
3x + 4y – 5 =0
8. Point Slope Formula
y y1 m x x1
e.g. (i) Find the equation of the line passing through (–3,4) and (2,–6)
46
m y 4 2 x 3
3 2
y 4 2 x 6
10
2x y 2 0
5
2
(ii) Find the equation of the line passing through (2,–3) and is parallel to
3x + 4y – 5 =0
3 5
y x
4 4
9. Point Slope Formula
y y1 m x x1
e.g. (i) Find the equation of the line passing through (–3,4) and (2,–6)
46
m y 4 2 x 3
3 2
y 4 2 x 6
10
2x y 2 0
5
2
(ii) Find the equation of the line passing through (2,–3) and is parallel to
3x + 4y – 5 =0
3 5
y x
4 4
3
required m
4
10. Point Slope Formula
y y1 m x x1
e.g. (i) Find the equation of the line passing through (–3,4) and (2,–6)
46
m y 4 2 x 3
3 2
y 4 2 x 6
10
2x y 2 0
5
2
(ii) Find the equation of the line passing through (2,–3) and is parallel to
3x + 4y – 5 =0 3
y 3 x 2
3 5 4
y x
4 4
3
required m
4
11. Point Slope Formula
y y1 m x x1
e.g. (i) Find the equation of the line passing through (–3,4) and (2,–6)
46
m y 4 2 x 3
3 2
y 4 2 x 6
10
2x y 2 0
5
2
(ii) Find the equation of the line passing through (2,–3) and is parallel to
3x + 4y – 5 =0 3
y 3 x 2
3 5 4
y x 4 y 12 3 x 6
4 4
3 3x 4 y 6 0
required m
4
12. Point Slope Formula
y y1 m x x1
e.g. (i) Find the equation of the line passing through (–3,4) and (2,–6)
46
m y 4 2 x 3
3 2
y 4 2 x 6
10
2x y 2 0
5
2
(ii) Find the equation of the line passing through (2,–3) and is parallel to
3x + 4y – 5 =0 3 OR
y 3 x 2
3 5 4
y x 4 y 12 3 x 6
4 4
3 3x 4 y 6 0
required m
4
13. Point Slope Formula
y y1 m x x1
e.g. (i) Find the equation of the line passing through (–3,4) and (2,–6)
46
m y 4 2 x 3
3 2
y 4 2 x 6
10
2x y 2 0
5
2
(ii) Find the equation of the line passing through (2,–3) and is parallel to
3x + 4y – 5 =0 3 OR 3x 4 y k 0
y 3 x 2
3 5 4
y x 4 y 12 3 x 6
4 4
3 3x 4 y 6 0
required m
4
14. Point Slope Formula
y y1 m x x1
e.g. (i) Find the equation of the line passing through (–3,4) and (2,–6)
46
m y 4 2 x 3
3 2
y 4 2 x 6
10
2x y 2 0
5
2
(ii) Find the equation of the line passing through (2,–3) and is parallel to
3x + 4y – 5 =0 3 OR 3x 4 y k 0
y 3 x 2
3
y x
5 4 2, 3 : 3 2 4 3 k 0
4 4 4 y 12 3 x 6
3 3x 4 y 6 0
required m
4
15. Point Slope Formula
y y1 m x x1
e.g. (i) Find the equation of the line passing through (–3,4) and (2,–6)
46
m y 4 2 x 3
3 2
y 4 2 x 6
10
2x y 2 0
5
2
(ii) Find the equation of the line passing through (2,–3) and is parallel to
3x + 4y – 5 =0 3 OR 3x 4 y k 0
y 3 x 2
3
y x
5 4 2, 3 : 3 2 4 3 k 0
4 y 12 3 x 6
4 4 6 k 0
3x 4 y 6 0
required m
3 k 6
4
16. Point Slope Formula
y y1 m x x1
e.g. (i) Find the equation of the line passing through (–3,4) and (2,–6)
46
m y 4 2 x 3
3 2
y 4 2 x 6
10
2x y 2 0
5
2
(ii) Find the equation of the line passing through (2,–3) and is parallel to
3x + 4y – 5 =0 3 OR 3x 4 y k 0
y 3 x 2
3
y x
5 4 2, 3 : 3 2 4 3 k 0
4 y 12 3 x 6
4 4 6 k 0
3x 4 y 6 0
required m
3 k 6
4 3x 4 y 6 0
17. (ii) Find the equation of the line passing through (6,4) and is
perpendicular to 9x – 4y + 6 =0
18. (ii) Find the equation of the line passing through (6,4) and is
perpendicular to 9x – 4y + 6 =0
9 6
y x
4 4
19. (ii) Find the equation of the line passing through (6,4) and is
perpendicular to 9x – 4y + 6 =0
9 6
y x
4 4
4
required m
9
20. (ii) Find the equation of the line passing through (6,4) and is
perpendicular to 9x – 4y + 6 =0
4
9 6 y 4 x 6
y x 9
4 4
4
required m
9
21. (ii) Find the equation of the line passing through (6,4) and is
perpendicular to 9x – 4y + 6 =0
4
9 6 y 4 x 6
y x 9
4 4 9 y 36 4 x 24
4
required m 4 x 9 y 60 0
9
22. (ii) Find the equation of the line passing through (6,4) and is
perpendicular to 9x – 4y + 6 =0
OR
4
9 6 y 4 x 6
y x 9
4 4 9 y 36 4 x 24
4
required m 4 x 9 y 60 0
9
23. (ii) Find the equation of the line passing through (6,4) and is
perpendicular to 9x – 4y + 6 =0
OR 4x 9 y k 0
4
9 6 y 4 x 6
y x 9
4 4 9 y 36 4 x 24
4
required m 4 x 9 y 60 0
9
24. (ii) Find the equation of the line passing through (6,4) and is
perpendicular to 9x – 4y + 6 =0
OR 4x 9 y k 0
4
9
y x
6 y 4 x 6 6, 4 : 4 6 9 4 k 0
9
4 4 9 y 36 4 x 24
4
required m 4 x 9 y 60 0
9
25. (ii) Find the equation of the line passing through (6,4) and is
perpendicular to 9x – 4y + 6 =0
OR 4x 9 y k 0
4
9
y x
6 y 4 x 6 6, 4 : 4 6 9 4 k 0
9
4 4 9 y 36 4 x 24 60 k 0
4 k 60
required m 4 x 9 y 60 0
9
26. (ii) Find the equation of the line passing through (6,4) and is
perpendicular to 9x – 4y + 6 =0
OR 4x 9 y k 0
4
9
y x
6 y 4 x 6 6, 4 : 4 6 9 4 k 0
9
4 4 9 y 36 4 x 24 60 k 0
4 k 60
required m 4 x 9 y 60 0
9 4 x 9 y 60 0
27. (ii) Find the equation of the line passing through (6,4) and is
perpendicular to 9x – 4y + 6 =0
OR 4x 9 y k 0
4
9
y x
6 y 4 x 6 6, 4 : 4 6 9 4 k 0
9
4 4 9 y 36 4 x 24 60 k 0
4 k 60
required m 4 x 9 y 60 0
9 4 x 9 y 60 0
To prove three lines (l, m, n) are concurrent;
28. (ii) Find the equation of the line passing through (6,4) and is
perpendicular to 9x – 4y + 6 =0
OR 4x 9 y k 0
4
9
y x
6 y 4 x 6 6, 4 : 4 6 9 4 k 0
9
4 4 9 y 36 4 x 24 60 k 0
4 k 60
required m 4 x 9 y 60 0
9 4 x 9 y 60 0
To prove three lines (l, m, n) are concurrent;
(i ) solve l and m simultaneously
29. (ii) Find the equation of the line passing through (6,4) and is
perpendicular to 9x – 4y + 6 =0
OR 4x 9 y k 0
4
9
y x
6 y 4 x 6 6, 4 : 4 6 9 4 k 0
9
4 4 9 y 36 4 x 24 60 k 0
4 k 60
required m 4 x 9 y 60 0
9 4 x 9 y 60 0
To prove three lines (l, m, n) are concurrent;
(i ) solve l and m simultaneously
(ii ) substitute point of intersection into n
30. (ii) Find the equation of the line passing through (6,4) and is
perpendicular to 9x – 4y + 6 =0
OR 4x 9 y k 0
4
9
y x
6 y 4 x 6 6, 4 : 4 6 9 4 k 0
9
4 4 9 y 36 4 x 24 60 k 0
4 k 60
required m 4 x 9 y 60 0
9 4 x 9 y 60 0
To prove three lines (l, m, n) are concurrent;
(i ) solve l and m simultaneously
(ii ) substitute point of intersection into n
(iii ) if it satisfies the equation, then the lines are concurrent
31. (ii) Find the equation of the line passing through (6,4) and is
perpendicular to 9x – 4y + 6 =0
OR 4x 9 y k 0
4
9
y x
6 y 4 x 6 6, 4 : 4 6 9 4 k 0
9
4 4 9 y 36 4 x 24 60 k 0
4 k 60
required m 4 x 9 y 60 0
9 4 x 9 y 60 0
To prove three lines (l, m, n) are concurrent;
(i ) solve l and m simultaneously
(ii ) substitute point of intersection into n
(iii ) if it satisfies the equation, then the lines are concurrent
Exercise 5D; 1e, 2c, 4abc (i), 5b, 7d, 9, 11, 13, 15, 17ab (i),
18ab (ii), 19, 22, 23c, 26*