6 4 Point Slope Form
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The document discusses point-slope form for writing linear equations. It provides examples of writing equations of lines given a point and slope, graphing lines from their point-slope form equations, and writing equations to model data in a table using point-slope form. Key steps covered are finding the slope between two points and using one point and the slope to write the equation in point-slope form.
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The document discusses slopes and equations of lines. It defines slope as rise over run and provides formulas for calculating slope given two points on a line. It explains that the slope-intercept form is y=mx+b and point-slope form is y-y1=m(x-x1). Examples are given of writing equations of lines given slope and a point or y-intercept. Horizontal and vertical lines are also addressed.
2 3 Bzca5e
The document discusses linear functions and slopes. It provides examples of finding the slope of a line between two points, writing the equation of a line in point-slope and slope-intercept form, graphing linear equations, finding the x- and y-intercepts of a line, and applications of linear functions including using a graphing calculator.
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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
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This document discusses linear equations in two variables. It defines linear equations and explains how to find the slope of a line using the slope formula. It presents the slope-intercept form and point-slope forms of linear equations and how to graph lines using these forms. It also discusses parallel and perpendicular lines based on the slopes of the lines.
Linear functions
A linear function is an equation of the form y = mx + b, where m is the slope and b is the y-intercept. The slope is defined as the ratio of the rise over the run between any two points on the line. Lines with the same slope are parallel, while lines with slopes that are negative reciprocals of each other are perpendicular. There are also horizontal and vertical lines, where horizontal lines have a slope of 0 and vertical lines have an undefined slope. The point-slope form of a line is used to find the equation of a line given a point and the slope.
Linear equations part i
The document discusses linear equations and graphing lines. It covers plotting points, calculating slope, writing equations in slope-intercept form, and graphing lines by making a table or using the slope and y-intercept. Methods are presented for finding the equation of a line given two points, the slope and a point, or from a graph.
Writing linear equations KG Math Middle School
The document provides information about graphing and writing linear equations in slope-intercept form (y=mx+b). It defines slope and y-intercept, and explains how to graph lines by using the slope and y-intercept. It also demonstrates how to write an equation of a line when given the slope and y-intercept, a point and the slope, or two points. Key steps include finding the slope using the formula (m=(y2-y1)/(x2-x1)), setting up and solving equations to find the y-intercept, and plugging the slope and y-intercept into the slope-intercept form to write the equation.
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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.
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This document discusses finding the equation of a line given different information. It covers:
1) Finding the slope (m=4/3) and y-intercept (b=-3) of the line 6x - 3y = 7 using the slope-intercept form of a line (y=mx+b).
2) Writing the equation of a line containing the point (1,2) with slope -1/2 using the point-slope form (y-y1=m(x-x1)).
3) Writing the equation of a line containing the points (-2,2) and (3,7) by finding the slope between the points and using the point-slope form
identities1.2
The document discusses the concept of slope and how it is used to describe the steepness of a line. It defines slope as the ratio of the vertical change (rise) to the horizontal change (run) between two points on a line. Several forms of linear equations are presented, including point-slope form, slope-intercept form, and standard form. Relationships between parallel and perpendicular lines based on their slopes are also described. Examples are provided to demonstrate finding slopes, writing equations of lines, and determining if lines are parallel or perpendicular based on their slopes.
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chapter1_part2.pdf
1. This document discusses linear equations, slope, graphing lines, writing equations in slope-intercept form, and solving systems of linear equations.
2. Key concepts explained include slope as rise over run, the different forms of writing a linear equation, finding the x- and y-intercepts, and using two points to write the equation of a line in slope-intercept form.
3. Examples are provided to demonstrate how to graph lines based on their equations in different forms, find intercepts, write equations from two points, and solve systems of linear equations.
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1. The document discusses various forms of linear equations including general, two-point, intercept, point-slope, and slope-intercept forms.
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3. Guided practice problems are included for writing equations parallel or perpendicular to a given line.
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This document provides a lesson on lines in the coordinate plane. It includes examples of writing equations of lines in slope-intercept and point-slope form, graphing lines, and classifying pairs of lines as parallel, intersecting, or coinciding. It also contains a problem-solving application example involving writing equations to represent two car rental plans and finding where the lines intersect to determine the mileage where the plans' costs are equal.
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This document provides an agenda and resources for a teaching session. It includes:
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This document provides an agenda for an educational session covering various digital tools including Google Drive, Instagram, Wikis, Edmodo, Skype, ooVoo, copyright issues, and using stories and photos in the classroom. It lists features and resources for each tool, such as using Google docs for collaboration, keeping an Instagram account private for students and parents, embedding wikis for interactive learning, using Edmodo like Facebook or Ning with a calendar and gradebook, and holding video chats with Skype or ooVoo. Copyright guidelines and finding copyright-friendly images and media are also discussed.
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This document provides an agenda and instructions for a session on integrating technology. It discusses several tools including Remind, Feedly, Google Drive, Google Forms, Google Apps, and Twitter. Specific tips are provided on using these tools, such as sending private messages through Remind, subscribing to blogs on Feedly, creating and grading forms with Google Forms and Flubaroo, and ways to interact on Twitter like following accounts and using hashtags. Teachers are assigned a task to create a Google Form with questions and answers to grade with Flubaroo.
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This document provides an agenda and overview for the first session of the EDU614 and EDU630 courses taught by Kathy Favazza at Gordon College. The session will include introducing the syllabus and course, a presentation on the value of technology, setting up accounts on the class website Ning and Google, and introductions from students about their teaching experience and favorite technologies. Guidelines are also provided around computer issues, polling during class, email communication, and using the Diigo bookmarking tool.
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This document provides an agenda and overview of tools that can be used in the classroom. It discusses several interactive tools like Socrative, Glogster, QR codes, Symbaloo, and Pinterest. It also mentions flipped classroom approaches using videos on Vimeo. Other topics covered include word clouds, speech to text with Voki, the Technology Integration Matrix, and teacher resources from Education Week, ISTE, and Edutopia. Next week's session will focus on using iPads in the classroom.
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This document provides an agenda and resources for tools that can be used in the classroom. It includes:
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3) Information on using these tools in lessons and examples of how they have been used by teachers and students.
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This document provides an agenda and overview of tools that can be used in the classroom. It discusses several interactive tools for students like Socrative, Glogster, QR codes, Symbaloo and Pinterest. It also covers tools for creating and sharing videos, using word clouds, speech recognition software and ways to integrate technology into lessons. Resources for teachers are highlighted, including Education Week, the International Society for Technology in Education, TeacherTube and Edutopia.
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1. The lesson teaches first grade students about U.S. coins and their values using the storybook Monster Money. Students will explore coins, complete charts about coin attributes, and play a matching game to learn that a penny is worth 1 cent, a nickel is worth 5 cents, a dime is worth 10 cents, and a quarter is worth 25 cents.
2. An assessment includes students matching coins to their values on a worksheet. The lesson incorporates multiple representations like coins, charts, and a storybook to engage students in learning about money.
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This document provides an agenda and overview for a session on integrating technology tools for teaching. It discusses Smart Notebook, presentation tools like PowerPoint, Keynote and Prezi, as well as Google Docs presentations. It also covers uploading presentations to SlideShare and embedding them on Ning. Finally, it introduces Boardmaker software for creating visual supports and communication tools. Participants are instructed to create sample activities and presentations using several of these tools to share online.
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This document discusses various presentation tools including Smart Notebook, PowerPoint, Keynote, Prezi, Google Docs, and Boardmaker. It provides an agenda that includes investigating tutorials and resources for these tools. For Smart Notebook, it recommends exploring online tutorials, templates and activities. It also lists resources like Smart Exchange and The Notebook Gallery for finding Smart Notebook lessons. The document encourages practicing with the different tools by creating presentations and uploading them to SlideShare or Google Docs.
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This document provides an overview and instructions for using various educational technology tools, including Diigo for online bookmarking, ThingLink for creating interactive images, Voicethread for multimedia discussions, Scoop.it for curating topics, and Weebly for building websites. It discusses signing up and joining groups for Diigo, how to tag bookmarks, and video tutorials. For ThingLink, it mentions using interactive pictures in blogs and classrooms. Voicethread is described as allowing 50 voicethreads with a $60/year educator account. Weebly is presented as a way to create free student websites.
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This document provides an agenda for an education session covering various digital tools including Instagram, wikis, Edmodo, Skype, copyright, and using pictures to tell stories. It lists features and resources for each tool, such as ways to use Instagram in the classroom, free wiki sites, how to set up an Edmodo teacher account, and copyright-friendly image sources. Guidelines and videos about copyright and fair use are also referenced.
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Introduction to objective, scope and outcome the subject
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Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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- 1. Agenda Tuesday, Jan. 19 homework 1 p.307 # 4 - 8, 12 - 15, 20 - 25 Point Slope form 6-4 Ex. 1 - 3
- 2. Point-Slope Form of Linear Equations Suppose you know that a line passes through the point (3,4) with a slope of 2. You can quickly write an equation of the line using point-slope form. ( y - y 1 ) = m ( x - x 1 ) ( x 1 , y 1 ) is a point on the line and m is the slope. So the difference in y equals the slope times the difference in x. m = ( y - y 1 ) ( x - x 1 )
- 4. Write an equation in point-slope form of the line that passes through the point (2, 5) and has a slope of 3. ( y - y 1 ) = m ( x - x 1 ) Substitute the 5 in for y 1 , the 2 in for x 1 and the 3 in for m. ( y - 5 ) = 3 ( x - 2 )
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