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.
To write the equation of a line in slope-intercept form (y=mx+b) given the slope (m) and y-intercept (b):
1) Identify the y-intercept as the y-value when x=0
2) Plug the slope (m) and y-intercept (b) into the slope-intercept equation
3) To write the equation when given two points, use the point-slope formula: y-y1=m(x-x1), where m is the slope calculated from the two points.
This document provides an overview of linear functions and equations. It defines linear equations as having the standard form Ax + By = C, with examples and how to identify linear vs. nonlinear equations. Linear functions are defined as having the form f(x) = mx + b. The document discusses slope, x-intercepts, y-intercepts, and how to graph linear equations from these components. It also covers representing linear functions in slope-intercept form as y = mx + b, and point-slope form as y - y1 = m(x - x1).
This document discusses finding the slope of a line from two points or an equation. It provides the slope formula and explains how to calculate slope given two points on a line. It also discusses horizontal and vertical lines, which have slopes of 0 and undefined, respectively. The document shows how to find the slope of a line from its equation by solving for y and taking the coefficient of x. It concludes by explaining how to determine if two lines are parallel, perpendicular, or neither based on the equality or product of their slopes. Examples are provided to demonstrate these concepts.
This document discusses writing linear equations in slope-intercept form and point-slope form by given information such as the slope, y-intercept, or two points on the line. It provides examples of finding the equation of a line given its slope and y-intercept, two points, or one point and the slope. The key methods covered are using the slope-intercept form y=mx+b and point-slope form y-y1=m(x-x1).
Here are the steps to solve each inequality and graph the solution:
1) m + 14 < 4
-14 -14
m < -10
Graph: m < -10
2) -7 > y-1
+1 +1
-6 > y
y < -6
Graph: y < -6
3) (-3)k < 10(-3)
-3
k > -30
Graph: k > -30
4) 2x + 5 ≤ x + 1
-x -x
x + 5 ≤ 1
-5 -5
x ≤ -4
Graph: x ≤ -4
This document discusses proportional relationships between variables. It defines direct and inverse proportionality, where two variables are directly proportional if changing one causes the other to change by the same factor. Variables are inversely proportional if one increases as the other decreases while their product remains constant. Examples are given like distance being directly proportional to time at a constant speed. Properties are described, like the graph of a direct proportional relationship being a straight line through the origin. Other concepts covered include proportionality constants, hyperbolic coordinates, and exponential/logarithmic proportionality.
To write the equation of a line in slope-intercept form (y=mx+b) given the slope (m) and y-intercept (b):
1) Identify the y-intercept as the y-value when x=0
2) Plug the slope (m) and y-intercept (b) into the slope-intercept equation
3) To write the equation when given two points, use the point-slope formula: y-y1=m(x-x1), where m is the slope calculated from the two points.
This document provides an overview of linear functions and equations. It defines linear equations as having the standard form Ax + By = C, with examples and how to identify linear vs. nonlinear equations. Linear functions are defined as having the form f(x) = mx + b. The document discusses slope, x-intercepts, y-intercepts, and how to graph linear equations from these components. It also covers representing linear functions in slope-intercept form as y = mx + b, and point-slope form as y - y1 = m(x - x1).
This document discusses finding the slope of a line from two points or an equation. It provides the slope formula and explains how to calculate slope given two points on a line. It also discusses horizontal and vertical lines, which have slopes of 0 and undefined, respectively. The document shows how to find the slope of a line from its equation by solving for y and taking the coefficient of x. It concludes by explaining how to determine if two lines are parallel, perpendicular, or neither based on the equality or product of their slopes. Examples are provided to demonstrate these concepts.
This document discusses writing linear equations in slope-intercept form and point-slope form by given information such as the slope, y-intercept, or two points on the line. It provides examples of finding the equation of a line given its slope and y-intercept, two points, or one point and the slope. The key methods covered are using the slope-intercept form y=mx+b and point-slope form y-y1=m(x-x1).
Here are the steps to solve each inequality and graph the solution:
1) m + 14 < 4
-14 -14
m < -10
Graph: m < -10
2) -7 > y-1
+1 +1
-6 > y
y < -6
Graph: y < -6
3) (-3)k < 10(-3)
-3
k > -30
Graph: k > -30
4) 2x + 5 ≤ x + 1
-x -x
x + 5 ≤ 1
-5 -5
x ≤ -4
Graph: x ≤ -4
This document discusses proportional relationships between variables. It defines direct and inverse proportionality, where two variables are directly proportional if changing one causes the other to change by the same factor. Variables are inversely proportional if one increases as the other decreases while their product remains constant. Examples are given like distance being directly proportional to time at a constant speed. Properties are described, like the graph of a direct proportional relationship being a straight line through the origin. Other concepts covered include proportionality constants, hyperbolic coordinates, and exponential/logarithmic proportionality.
The document discusses key concepts for graphing linear equations including slope, slope-intercept form, and steps for graphing equations. It defines slope as the ratio of rise over run, or the vertical change over the horizontal change along a line. Slope-intercept form is defined as y=mx+b, where m is the slope and b is the y-intercept. Examples are given for finding the slope and y-intercept and writing equations in slope-intercept form.
Okay, let's think through this with the new information:
* The equation modeling the height is: h = -16t^2 + vt + c
* The initial height (c) is still 2 feet
* The initial velocity (v) is now 20 feet/second
* The target height (h) is still 20 feet
So the equation is:
20 = -16t^2 + 20t + 2
0 = -16t^2 + 20t + 18 (subtract 20 from both sides)
Evaluating the discriminant:
(20)^2 - 4(-16)(-18) = 400 - 288 = 112
Since the discriminant is positive
The document discusses the rectangular coordinate system and plotting points on a Cartesian plane. It begins by stating the objectives of understanding the rectangular coordinate system, plotting points, and completing tasks cooperatively. Classroom policies for discussions are outlined. A motivation activity called the "Row-Column Game" is described to call on students by row and column to answer questions about a seating chart. Concepts of the rectangular coordinate system like quadrants, axes, and ordered pairs are analyzed. The history of the system developed by René Descartes is provided. Examples are given to illustrate plotting points and connecting the rectangular coordinate system to real-life and other subjects. An assignment requires students to plot locations on a Cartesian plane and connect the points to form an object
The document discusses linear equations in two variables. It defines a linear equation as one that can be written in the standard form Ax + By = C, where A, B, and C are real numbers and A and B cannot both be zero. Examples are provided of determining if equations are linear and identifying the A, B, and C components if they are linear. The document also discusses using ordered pairs as solutions to linear equations and finding multiple solutions to a given linear equation.
This document discusses graphing quadratic functions. It defines a quadratic function as having the form y = ax^2 + bx + c, where a is not equal to 0. The graph of a quadratic function is a U-shaped parabola. It discusses finding the vertex and axis of symmetry in standard form, vertex form, and intercept form. Examples are provided for graphing quadratic functions written in these three forms.
Solving Systems of Linear Equations in Two Variables by GraphingJoey Valdriz
This document discusses solving systems of linear equations in two variables by graphing. It begins by recalling the different types of systems and their properties. It then shows examples of writing linear equations in slope-intercept form and graphing individual equations. The main steps for solving a system by graphing are outlined: 1) write both equations in slope-intercept form, 2) graph them on the same plane, 3) find the point of intersection, and 4) check that the solution satisfies both equations. Several examples are worked through demonstrating how to graph systems, find the point of intersection, and verify the solution. The document concludes with an application problem asking students to solve systems, identify the solution location on a map, and describe the
Rational exponents are exponents that are ratios or fractions. There are three different ways to write a rational exponent: as a ratio of exponents, as a root of a root, and with a variable exponent. Rational exponents can be rewritten between exponential and radical forms. They follow the standard exponent rules when simplifying expressions, distributing exponents over division and applying negative exponent rules.
Solving Systems of Equations using Substitution
Step 1) Solve one equation for one variable.
Step 2) Substitute the expression from Step 1 into the other equation.
Step 3) Solve the resulting equation to find the value of the variable. Step 4) Plug this value back into either original equation to find the value of the other variable. Step 5) Check that the solution satisfies both original equations.
11.2 graphing linear equations in two variablesGlenSchlee
The document discusses how to graph linear equations and inequalities in two variables. It provides examples of graphing linear equations by plotting ordered pairs, finding intercepts, and using linear equations to model data. Specifically, it shows how to graph equations of the form y=mx+b, Ax+By=0, y=b, and x=a. It demonstrates finding intercepts and using them to graph equations. Finally, it gives an example of using a linear equation to model the monthly costs of a small business based on the number of products sold.
This document contains a lesson on slope of a line from a mathematics course. It includes examples of calculating slope given two points on a line, identifying whether graphs represent constant or variable rates of change, and word problems applying slope to real-world contexts like cost of fruit and gas. The key points are that slope is defined as the ratio of rise over run, or change in y over change in x, and represents the constant rate of change for linear equations and functions.
1) The document discusses various forms of equations for lines, including slope-intercept form, standard form, and point-slope form. It provides definitions and examples of writing equations of lines given the slope and y-intercept or given two points on the line.
2) Key concepts covered include writing the equation of a line given its slope m and y-intercept b using slope-intercept form y=mx+b, or given slope m and a point (x1,y1) using point-slope form y-y1=m(x-x1).
3) Examples are provided for writing equations of lines using slope-intercept form when given slope and y-intercept, and using point-
The document provides information about solving various types of inequalities, including:
- Linear inequalities can be expressed and solved using inequality notation, set notation, interval notation, and graphically. When multiplying or dividing by a negative number, the inequality sign must be reversed.
- Non-linear inequalities like quadratics, polynomials, and rationals can be solved by identifying intervals where the expression is positive or negative, based on its zeros. Rational inequalities also require excluding values that make the denominator equal to zero.
- The solution set of any inequality can be written as an interval using correct notation.
This document discusses four methods for graphing linear equations on a coordinate plane:
1. Using any two points on the line.
2. Using the x-intercept and y-intercept.
3. Using the slope and y-intercept.
4. Using the slope and one known point.
Examples are provided to illustrate each method. Graphing linear equations is important for visualizing relationships between variables in real-life situations.
This document provides a lesson on writing and graphing linear equations in slope-intercept form. It begins with examples of finding the slope and y-intercept of lines and writing the equation in the form y = mx + b. Then it shows how to graph lines from their equations in slope-intercept form. Applications include writing cost functions and finding values. A quiz reviews writing equations from slopes and points and graphing lines from their equations.
This document provides instruction on writing equations of lines using different forms: slope-intercept, point-slope, two-point, and intercept forms. Examples are given for writing equations of lines when given characteristics like slope, points, or intercepts. The last section presents an application example of using line equations to determine if two sets of bones found in an excavation site are parallel.
This document discusses linear functions and how to represent them using equations, graphs, and tables of values. 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. Examples are provided to illustrate determining the slope and y-intercept from an equation and representing a linear function using an equation, table of values, or graph. It is explained that a linear function will produce a straight line on a graph and have constant differences in x- and y-coordinates in its table of values.
The document discusses linear equations in two variables. It defines linear equations as equations containing two variables where each variable has an exponent of 1. It provides examples and discusses the general form of simultaneous linear equations as a1x + b1y = c1 and a2x + b2y = c2. The document also discusses framing linear equations from word problems, graphically representing solutions, criteria for consistent/inconsistent systems, and methods for algebraically solving simultaneous linear equations including elimination, substitution, and cross multiplication.
The document discusses binomial expansions and Pascal's triangle. It explains that when a binomial of the form a + b is raised to a power n, the resulting polynomial expansion will have n + 1 terms with the exponents of a decreasing from n to 0 and exponents of b increasing from 0 to n. Pascal's triangle provides the coefficients of the terms, with each row corresponding to the exponents in the expansion of a + b to the power of that row number. The document provides examples of expanding binomials like (2x + y)^4 and (z - 3)^5 using the patterns of exponents and Pascal's triangle.
There are three possible solutions to a system of linear equations in two variables:
One solution: the graphs intersect at a single point, giving the solution coordinates.
No solution: the graphs are parallel lines, making the system inconsistent.
Infinitely many solutions: the graphs are the same line, making the equations dependent.
The substitution method for solving systems involves: 1) solving one equation for a variable, 2) substituting into the other equation, 3) solving the new equation, and 4) back-substituting to find the remaining variable.
This document provides information about various landmarks and their locations: Rizal Park in Manila, New York City in the USA, the Eiffel Tower in Paris, the Merlion in Singapore, and the Basilica of Saint Peter in Rome. It then instructs the reader to locate each of these places on a map according to their latitude and longitude. The document explains how Cartesian coordinates use a grid system with x and y axes to precisely locate points on a plane or map. It provides examples of plotting points in the Cartesian plane's four quadrants and identifying points' coordinates. The document distinguishes between points that lie within the quadrants versus along the axes. It concludes with an activity asking the reader to identify quadrant locations for
The document discusses graphing lines using slope-intercept form. It provides examples of finding the slope and y-intercept of lines given their equations or points on the line. It also gives examples of writing equations of lines given the slope and y-intercept or a graph of the line. Finally, it discusses parallel lines and how they have the same slope.
The document provides instructions for writing and graphing linear equations in slope-intercept form (y = mx + b). It defines key terms like slope (m), y-intercept (b), and parallel lines. Examples are given for writing equations from slope and y-intercept, graphing lines on a coordinate plane, and determining if two lines are parallel based on having the same slope. Key steps are outlined for graphing a line passing through a given point with a given slope.
The document discusses key concepts for graphing linear equations including slope, slope-intercept form, and steps for graphing equations. It defines slope as the ratio of rise over run, or the vertical change over the horizontal change along a line. Slope-intercept form is defined as y=mx+b, where m is the slope and b is the y-intercept. Examples are given for finding the slope and y-intercept and writing equations in slope-intercept form.
Okay, let's think through this with the new information:
* The equation modeling the height is: h = -16t^2 + vt + c
* The initial height (c) is still 2 feet
* The initial velocity (v) is now 20 feet/second
* The target height (h) is still 20 feet
So the equation is:
20 = -16t^2 + 20t + 2
0 = -16t^2 + 20t + 18 (subtract 20 from both sides)
Evaluating the discriminant:
(20)^2 - 4(-16)(-18) = 400 - 288 = 112
Since the discriminant is positive
The document discusses the rectangular coordinate system and plotting points on a Cartesian plane. It begins by stating the objectives of understanding the rectangular coordinate system, plotting points, and completing tasks cooperatively. Classroom policies for discussions are outlined. A motivation activity called the "Row-Column Game" is described to call on students by row and column to answer questions about a seating chart. Concepts of the rectangular coordinate system like quadrants, axes, and ordered pairs are analyzed. The history of the system developed by René Descartes is provided. Examples are given to illustrate plotting points and connecting the rectangular coordinate system to real-life and other subjects. An assignment requires students to plot locations on a Cartesian plane and connect the points to form an object
The document discusses linear equations in two variables. It defines a linear equation as one that can be written in the standard form Ax + By = C, where A, B, and C are real numbers and A and B cannot both be zero. Examples are provided of determining if equations are linear and identifying the A, B, and C components if they are linear. The document also discusses using ordered pairs as solutions to linear equations and finding multiple solutions to a given linear equation.
This document discusses graphing quadratic functions. It defines a quadratic function as having the form y = ax^2 + bx + c, where a is not equal to 0. The graph of a quadratic function is a U-shaped parabola. It discusses finding the vertex and axis of symmetry in standard form, vertex form, and intercept form. Examples are provided for graphing quadratic functions written in these three forms.
Solving Systems of Linear Equations in Two Variables by GraphingJoey Valdriz
This document discusses solving systems of linear equations in two variables by graphing. It begins by recalling the different types of systems and their properties. It then shows examples of writing linear equations in slope-intercept form and graphing individual equations. The main steps for solving a system by graphing are outlined: 1) write both equations in slope-intercept form, 2) graph them on the same plane, 3) find the point of intersection, and 4) check that the solution satisfies both equations. Several examples are worked through demonstrating how to graph systems, find the point of intersection, and verify the solution. The document concludes with an application problem asking students to solve systems, identify the solution location on a map, and describe the
Rational exponents are exponents that are ratios or fractions. There are three different ways to write a rational exponent: as a ratio of exponents, as a root of a root, and with a variable exponent. Rational exponents can be rewritten between exponential and radical forms. They follow the standard exponent rules when simplifying expressions, distributing exponents over division and applying negative exponent rules.
Solving Systems of Equations using Substitution
Step 1) Solve one equation for one variable.
Step 2) Substitute the expression from Step 1 into the other equation.
Step 3) Solve the resulting equation to find the value of the variable. Step 4) Plug this value back into either original equation to find the value of the other variable. Step 5) Check that the solution satisfies both original equations.
11.2 graphing linear equations in two variablesGlenSchlee
The document discusses how to graph linear equations and inequalities in two variables. It provides examples of graphing linear equations by plotting ordered pairs, finding intercepts, and using linear equations to model data. Specifically, it shows how to graph equations of the form y=mx+b, Ax+By=0, y=b, and x=a. It demonstrates finding intercepts and using them to graph equations. Finally, it gives an example of using a linear equation to model the monthly costs of a small business based on the number of products sold.
This document contains a lesson on slope of a line from a mathematics course. It includes examples of calculating slope given two points on a line, identifying whether graphs represent constant or variable rates of change, and word problems applying slope to real-world contexts like cost of fruit and gas. The key points are that slope is defined as the ratio of rise over run, or change in y over change in x, and represents the constant rate of change for linear equations and functions.
1) The document discusses various forms of equations for lines, including slope-intercept form, standard form, and point-slope form. It provides definitions and examples of writing equations of lines given the slope and y-intercept or given two points on the line.
2) Key concepts covered include writing the equation of a line given its slope m and y-intercept b using slope-intercept form y=mx+b, or given slope m and a point (x1,y1) using point-slope form y-y1=m(x-x1).
3) Examples are provided for writing equations of lines using slope-intercept form when given slope and y-intercept, and using point-
The document provides information about solving various types of inequalities, including:
- Linear inequalities can be expressed and solved using inequality notation, set notation, interval notation, and graphically. When multiplying or dividing by a negative number, the inequality sign must be reversed.
- Non-linear inequalities like quadratics, polynomials, and rationals can be solved by identifying intervals where the expression is positive or negative, based on its zeros. Rational inequalities also require excluding values that make the denominator equal to zero.
- The solution set of any inequality can be written as an interval using correct notation.
This document discusses four methods for graphing linear equations on a coordinate plane:
1. Using any two points on the line.
2. Using the x-intercept and y-intercept.
3. Using the slope and y-intercept.
4. Using the slope and one known point.
Examples are provided to illustrate each method. Graphing linear equations is important for visualizing relationships between variables in real-life situations.
This document provides a lesson on writing and graphing linear equations in slope-intercept form. It begins with examples of finding the slope and y-intercept of lines and writing the equation in the form y = mx + b. Then it shows how to graph lines from their equations in slope-intercept form. Applications include writing cost functions and finding values. A quiz reviews writing equations from slopes and points and graphing lines from their equations.
This document provides instruction on writing equations of lines using different forms: slope-intercept, point-slope, two-point, and intercept forms. Examples are given for writing equations of lines when given characteristics like slope, points, or intercepts. The last section presents an application example of using line equations to determine if two sets of bones found in an excavation site are parallel.
This document discusses linear functions and how to represent them using equations, graphs, and tables of values. 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. Examples are provided to illustrate determining the slope and y-intercept from an equation and representing a linear function using an equation, table of values, or graph. It is explained that a linear function will produce a straight line on a graph and have constant differences in x- and y-coordinates in its table of values.
The document discusses linear equations in two variables. It defines linear equations as equations containing two variables where each variable has an exponent of 1. It provides examples and discusses the general form of simultaneous linear equations as a1x + b1y = c1 and a2x + b2y = c2. The document also discusses framing linear equations from word problems, graphically representing solutions, criteria for consistent/inconsistent systems, and methods for algebraically solving simultaneous linear equations including elimination, substitution, and cross multiplication.
The document discusses binomial expansions and Pascal's triangle. It explains that when a binomial of the form a + b is raised to a power n, the resulting polynomial expansion will have n + 1 terms with the exponents of a decreasing from n to 0 and exponents of b increasing from 0 to n. Pascal's triangle provides the coefficients of the terms, with each row corresponding to the exponents in the expansion of a + b to the power of that row number. The document provides examples of expanding binomials like (2x + y)^4 and (z - 3)^5 using the patterns of exponents and Pascal's triangle.
There are three possible solutions to a system of linear equations in two variables:
One solution: the graphs intersect at a single point, giving the solution coordinates.
No solution: the graphs are parallel lines, making the system inconsistent.
Infinitely many solutions: the graphs are the same line, making the equations dependent.
The substitution method for solving systems involves: 1) solving one equation for a variable, 2) substituting into the other equation, 3) solving the new equation, and 4) back-substituting to find the remaining variable.
This document provides information about various landmarks and their locations: Rizal Park in Manila, New York City in the USA, the Eiffel Tower in Paris, the Merlion in Singapore, and the Basilica of Saint Peter in Rome. It then instructs the reader to locate each of these places on a map according to their latitude and longitude. The document explains how Cartesian coordinates use a grid system with x and y axes to precisely locate points on a plane or map. It provides examples of plotting points in the Cartesian plane's four quadrants and identifying points' coordinates. The document distinguishes between points that lie within the quadrants versus along the axes. It concludes with an activity asking the reader to identify quadrant locations for
The document discusses graphing lines using slope-intercept form. It provides examples of finding the slope and y-intercept of lines given their equations or points on the line. It also gives examples of writing equations of lines given the slope and y-intercept or a graph of the line. Finally, it discusses parallel lines and how they have the same slope.
The document provides instructions for writing and graphing linear equations in slope-intercept form (y = mx + b). It defines key terms like slope (m), y-intercept (b), and parallel lines. Examples are given for writing equations from slope and y-intercept, graphing lines on a coordinate plane, and determining if two lines are parallel based on having the same slope. Key steps are outlined for graphing a line passing through a given point with a given slope.
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 discusses graphing horizontal and vertical lines. It defines horizontal lines as having an equation of the form y=k, and vertical lines as having an equation of the form x=k. Examples of graphing specific horizontal and vertical lines are provided, as well as finding the equations of lines given points and finding intercepts of lines.
This document provides a module on linear functions. It defines linear functions as those that can be written in the form f(x) = mx + b, where m is the slope and b is the y-intercept. The module teaches how to determine if a function is linear, rewrite linear equations in slope-intercept form, and graph linear functions given various inputs like two points, x- and y-intercepts, slope and a point, or slope and y-intercept. Examples and practice problems are provided to help students learn to identify, write, and graph different types of linear functions.
CST 504 Standard and Function Form of a LineNeil MacIntosh
The document discusses finding the rule or equation of a line. It explains that a straight line can be represented by the equation y=mx+b, where m is the slope and b is the y-intercept. It provides steps for determining the slope and y-intercept to write the rule of a line given two points on the line or its graph. Examples are included to demonstrate how to apply the steps to find the rule of lines.
This document discusses writing and working with linear equations in slope-intercept form (y=mx+b). It provides examples of:
1) Writing linear equations from the slope (m) and y-intercept (b)
2) Finding the slope and y-intercept of given linear equations
3) Writing linear equations given two points or given a slope and point.
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 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.
This document provides instruction on writing and graphing linear equations in slope-intercept and standard form. It includes examples of finding the slope and y-intercept from an equation in slope-intercept form, writing an equation given the slope and y-intercept, graphing lines from their equations, finding x- and y-intercepts to graph in standard form, and transforming between the two forms. Students are provided practice problems to complete for homework.
The document provides examples and explanations for sketching the graphs of various types of functions, including:
1) Linear functions, which produce straight lines. The slope and y-intercept determine the graph.
2) Quadratic functions, which produce parabolas. The direction of opening and intercepts are used to sketch the graph.
3) Cubic functions, which produce S-shaped curves. The direction of turning and intercepts are considered.
4) Reciprocal functions, which produce hyperbolas. The direction and intercepts are the key factors for the graph.
Step-by-step methods are outlined for accurately sketching graphs of each function type based on their defining characteristics.
This document provides instruction on writing linear equations in slope-intercept form, point-slope form, and finding equations of lines parallel or perpendicular to given lines. It defines key vocabulary like slope, parallel, and perpendicular. Examples are worked through, like writing the equation of a line given its slope and a point, or finding the equation of a line perpendicular to another line passing through a given point. The problem set provided practices writing various linear equations.
The document discusses using coordinate planes and axes to plot points and graphs. It explains that every point on a coordinate plane has an x-coordinate and y-coordinate. Various examples are given of plotting lines defined by equations on the same set of axes, such as lines where x + y = a constant or y = mx + b. A series of questions are also provided asking to plot multiple graphs defined by equations on the same set of axes.
This document provides information about graphing lines using slope-intercept form. It defines slope-intercept form as y=mx+b, where m is the slope and b is the y-intercept. It shows how to find the slope and y-intercept from linear equations in various forms and how to write equations in slope-intercept form. It also demonstrates how to graph lines by plotting points using the slope and y-intercept. Key steps for graphing include finding the slope and y-intercept, plotting the y-intercept, using the slope to determine other points, and drawing the line through the points. The document also discusses parallel lines as those with the same slope.
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.
The document discusses linear equations and graphs. It defines a linear equation as one where the variables each have an exponent of 1 and are only added or subtracted. It then identifies which of several example equations are linear based on this definition. The document explains that the graph of a linear equation is a straight line. It shows how to graph linear equations by making tables of values and plotting points. It also discusses how to graph vertical and horizontal lines when there is only one variable. Finally, it covers finding the equation of a line given its slope and y-intercept, or two points on the line.
The document provides examples and practice problems for writing equations of lines in slope-intercept form (y=mx+b) by given the slope and y-intercept or two points on the line. It demonstrates how to find the slope from two points, the y-intercept from the slope and a given point, and how to write the final equation. Multiple examples are worked through step-by-step for writing equations of lines from their graphs, slopes, y-intercepts and point pairs.
This document provides teaching materials on linear functions for a high school in the Philippines. It begins with an introduction to the least mastered skill of writing linear equations in slope-intercept form. It then provides definitions and examples of linear functions. Examples include determining if equations represent linear functions and rewriting equations between the standard and slope-intercept forms. Practice problems are provided for students to identify linear functions, write equations in slope-intercept form, and rewrite between the standard and slope-intercept forms. References for additional math resources are listed at the end.
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 summarizes how to graph linear equations. It discusses:
1) The standard form of a linear equation is Ax + By = C, where A and B are integers with greatest common factor of 1.
2) Linear equations can also be written in y-intercept form as y = mx + b, where y has a coefficient of +1.
3) Examples are given of converting between standard and y-intercept form.
4) The document shows how to graph linear equations by plotting points in a table using the equation to relate x and y values.
Alt. GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using ...James Anderson
Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
How to Get CNIC Information System with Paksim Ga.pptxdanishmna97
Pakdata Cf is a groundbreaking system designed to streamline and facilitate access to CNIC information. This innovative platform leverages advanced technology to provide users with efficient and secure access to their CNIC details.
For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/building-and-scaling-ai-applications-with-the-nx-ai-manager-a-presentation-from-network-optix/
Robin van Emden, Senior Director of Data Science at Network Optix, presents the “Building and Scaling AI Applications with the Nx AI Manager,” tutorial at the May 2024 Embedded Vision Summit.
In this presentation, van Emden covers the basics of scaling edge AI solutions using the Nx tool kit. He emphasizes the process of developing AI models and deploying them globally. He also showcases the conversion of AI models and the creation of effective edge AI pipelines, with a focus on pre-processing, model conversion, selecting the appropriate inference engine for the target hardware and post-processing.
van Emden shows how Nx can simplify the developer’s life and facilitate a rapid transition from concept to production-ready applications.He provides valuable insights into developing scalable and efficient edge AI solutions, with a strong focus on practical implementation.
Climate Impact of Software Testing at Nordic Testing DaysKari Kakkonen
My slides at Nordic Testing Days 6.6.2024
Climate impact / sustainability of software testing discussed on the talk. ICT and testing must carry their part of global responsibility to help with the climat warming. We can minimize the carbon footprint but we can also have a carbon handprint, a positive impact on the climate. Quality characteristics can be added with sustainability, and then measured continuously. Test environments can be used less, and in smaller scale and on demand. Test techniques can be used in optimizing or minimizing number of tests. Test automation can be used to speed up testing.
GraphSummit Singapore | The Future of Agility: Supercharging Digital Transfor...Neo4j
Leonard Jayamohan, Partner & Generative AI Lead, Deloitte
This keynote will reveal how Deloitte leverages Neo4j’s graph power for groundbreaking digital twin solutions, achieving a staggering 100x performance boost. Discover the essential role knowledge graphs play in successful generative AI implementations. Plus, get an exclusive look at an innovative Neo4j + Generative AI solution Deloitte is developing in-house.
Essentials of Automations: The Art of Triggers and Actions in FMESafe Software
In this second installment of our Essentials of Automations webinar series, we’ll explore the landscape of triggers and actions, guiding you through the nuances of authoring and adapting workspaces for seamless automations. Gain an understanding of the full spectrum of triggers and actions available in FME, empowering you to enhance your workspaces for efficient automation.
We’ll kick things off by showcasing the most commonly used event-based triggers, introducing you to various automation workflows like manual triggers, schedules, directory watchers, and more. Plus, see how these elements play out in real scenarios.
Whether you’re tweaking your current setup or building from the ground up, this session will arm you with the tools and insights needed to transform your FME usage into a powerhouse of productivity. Join us to discover effective strategies that simplify complex processes, enhancing your productivity and transforming your data management practices with FME. Let’s turn complexity into clarity and make your workspaces work wonders!
In his public lecture, Christian Timmerer provides insights into the fascinating history of video streaming, starting from its humble beginnings before YouTube to the groundbreaking technologies that now dominate platforms like Netflix and ORF ON. Timmerer also presents provocative contributions of his own that have significantly influenced the industry. He concludes by looking at future challenges and invites the audience to join in a discussion.
Securing your Kubernetes cluster_ a step-by-step guide to success !KatiaHIMEUR1
Today, after several years of existence, an extremely active community and an ultra-dynamic ecosystem, Kubernetes has established itself as the de facto standard in container orchestration. Thanks to a wide range of managed services, it has never been so easy to set up a ready-to-use Kubernetes cluster.
However, this ease of use means that the subject of security in Kubernetes is often left for later, or even neglected. This exposes companies to significant risks.
In this talk, I'll show you step-by-step how to secure your Kubernetes cluster for greater peace of mind and reliability.
Building RAG with self-deployed Milvus vector database and Snowpark Container...Zilliz
This talk will give hands-on advice on building RAG applications with an open-source Milvus database deployed as a docker container. We will also introduce the integration of Milvus with Snowpark Container Services.
Unlocking Productivity: Leveraging the Potential of Copilot in Microsoft 365, a presentation by Christoforos Vlachos, Senior Solutions Manager – Modern Workplace, Uni Systems
Pushing the limits of ePRTC: 100ns holdover for 100 daysAdtran
At WSTS 2024, Alon Stern explored the topic of parametric holdover and explained how recent research findings can be implemented in real-world PNT networks to achieve 100 nanoseconds of accuracy for up to 100 days.
Generative AI Deep Dive: Advancing from Proof of Concept to ProductionAggregage
Join Maher Hanafi, VP of Engineering at Betterworks, in this new session where he'll share a practical framework to transform Gen AI prototypes into impactful products! He'll delve into the complexities of data collection and management, model selection and optimization, and ensuring security, scalability, and responsible use.
GraphSummit Singapore | The Art of the Possible with Graph - Q2 2024Neo4j
Neha Bajwa, Vice President of Product Marketing, Neo4j
Join us as we explore breakthrough innovations enabled by interconnected data and AI. Discover firsthand how organizations use relationships in data to uncover contextual insights and solve our most pressing challenges – from optimizing supply chains, detecting fraud, and improving customer experiences to accelerating drug discoveries.
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdfMalak Abu Hammad
Discover how MongoDB Atlas and vector search technology can revolutionize your application's search capabilities. This comprehensive presentation covers:
* What is Vector Search?
* Importance and benefits of vector search
* Practical use cases across various industries
* Step-by-step implementation guide
* Live demos with code snippets
* Enhancing LLM capabilities with vector search
* Best practices and optimization strategies
Perfect for developers, AI enthusiasts, and tech leaders. Learn how to leverage MongoDB Atlas to deliver highly relevant, context-aware search results, transforming your data retrieval process. Stay ahead in tech innovation and maximize the potential of your applications.
#MongoDB #VectorSearch #AI #SemanticSearch #TechInnovation #DataScience #LLM #MachineLearning #SearchTechnology
2. Objective- To identify the slope and y-intercept
of a line in standard form.
Standard Form
3. Objective- To identify the slope and y-intercept
of a line in standard form.
Standard Form Slope-Intercept Form
4. Objective- To identify the slope and y-intercept
of a line in standard form.
Standard Form Slope-Intercept Form
Ax + By = C
5. Objective- To identify the slope and y-intercept
of a line in standard form.
Standard Form Slope-Intercept Form
Ax + By = C y = mx + b
6. Objective- To identify the slope and y-intercept
of a line in standard form.
Standard Form Slope-Intercept Form
Ax + By = C y = mx + b
3x + 2y = 8
7. Objective- To identify the slope and y-intercept
of a line in standard form.
Standard Form Slope-Intercept Form
Ax + By = C y = mx + b
3x + 2y = 8
-3x -3x
8. Objective- To identify the slope and y-intercept
of a line in standard form.
Standard Form Slope-Intercept Form
Ax + By = C y = mx + b
3x + 2y = 8
-3x -3x
2y = -3x + 8
9. Objective- To identify the slope and y-intercept
of a line in standard form.
Standard Form Slope-Intercept Form
Ax + By = C y = mx + b
3x + 2y = 8
-3x -3x
2y = -3x + 8
2 2
10. Objective- To identify the slope and y-intercept
of a line in standard form.
Standard Form Slope-Intercept Form
Ax + By = C y = mx + b
3x + 2y = 8
-3x -3x
2y = -3x + 8
2 2
y= -3 x + 8
2 2
11. Objective- To identify the slope and y-intercept
of a line in standard form.
Standard Form Slope-Intercept Form
Ax + By = C y = mx + b
3x + 2y = 8
-3x -3x
2y = -3x + 8
2 2
y= -3 x + 8
2 2
y = -3 x + 4
2
12. Objective- To identify the slope and y-intercept
of a line in standard form.
Standard Form Slope-Intercept Form
Ax + By = C y = mx + b
3x + 2y = 8
-3x -3x
2y = -3x + 8
2 2
y= -3 x + 8
2 2
y = -3 x + 4
2
13. Objective- To identify the slope and y-intercept
of a line in standard form.
Standard Form Slope-Intercept Form
Ax + By = C y = mx + b
3x + 2y = 8
-3x -3x
2y = -3x + 8
2 2
y= -3 x + 8
2 2
y = -3 x + 4
2
14. Objective- To identify the slope and y-intercept
of a line in standard form.
Standard Form Slope-Intercept Form
Ax + By = C y = mx + b
3x + 2y = 8 y = -3 x + 4
-3x -3x 2
2y = -3x + 8
2 2
y= -3 x + 8
2 2
y = -3 x + 4
2
15. Objective- To identify the slope and y-intercept
of a line in standard form.
Standard Form Slope-Intercept Form
Ax + By = C y = mx + b
3x + 2y = 8 y = -3 x + 4
-3x -3x 2
2y = -3x + 8 m= -3
2 2 2
y= -3 x + 8
2 2
y = -3 x + 4
2
16. Objective- To identify the slope and y-intercept
of a line in standard form.
Standard Form Slope-Intercept Form
Ax + By = C y = mx + b
3x + 2y = 8 y = -3 x + 4
-3x -3x 2
2y = -3x + 8 m= -3
2 2 2
y= -3 x + 8 b= 4
2 2
y = -3 x + 4
2
17. Objective- To identify the slope and y-intercept
of a line in standard form.
Standard Form Slope-Intercept Form
Ax + By = C y = mx + b
3x + 2y = 8 y = -3 x + 4
-3x -3x 2
2y = -3x + 8 m= -3
2 2 2
y= -3 x + 8 b= 4
2 2
y = -3 x + 4
2
To change Standard Form to Slope-Intercept Form
just solve the equation for y.
18. Objective- To identify the slope and y-intercept
of a line in standard form.
Standard Form Slope-Intercept Form
Ax + By = C y = mx + b
3x + 2y = 8 y = -3 x + 4
-3x -3x 2
2y = -3x + 8 m= -3
2 2 2
y= -3 x + 8 b= 4
2 2
y = -3 x + 4
2
To change Standard Form to Slope-Intercept Form
just solve the equation for y.
69. Write a linear equation to describe this situation and graph.
Ralph has $300 and is saving $25 a week.
70. Write a linear equation to describe this situation and graph.
Ralph has $300 and is saving $25 a week.
Let x = # of weeks
71. Write a linear equation to describe this situation and graph.
Ralph has $300 and is saving $25 a week.
Let x = # of weeks Let y = savings in dollars
72. Write a linear equation to describe this situation and graph.
Ralph has $300 and is saving $25 a week.
Let x = # of weeks Let y = savings in dollars
y = 300 + 25x
73. Write a linear equation to describe this situation and graph.
Ralph has $300 and is saving $25 a week.
Let x = # of weeks Let y = savings in dollars
Start value
y = 300 + 25x
74. Write a linear equation to describe this situation and graph.
Ralph has $300 and is saving $25 a week.
Let x = # of weeks Let y = savings in dollars
Start value change
y = 300 + 25x
75. Write a linear equation to describe this situation and graph.
Ralph has $300 and is saving $25 a week.
Let x = # of weeks Let y = savings in dollars
Start value change
y = 300 + 25x
y = mx + b
76. Write a linear equation to describe this situation and graph.
Ralph has $300 and is saving $25 a week.
Let x = # of weeks Let y = savings in dollars
Start value change
y = 300 + 25x
y = mx + b
Slope
77. Write a linear equation to describe this situation and graph.
Ralph has $300 and is saving $25 a week.
Let x = # of weeks Let y = savings in dollars
Start value change
y = 300 + 25x
y = mx + b
Slope Y-intercept
78. Write a linear equation to describe this situation and graph.
Ralph has $300 and is saving $25 a week.
Let x = # of weeks Let y = savings in dollars
Start value change
y = 300 + 25x
y = mx + b
Slope Y-intercept
79. Write a linear equation to describe this situation and graph.
Ralph has $300 and is saving $25 a week.
Let x = # of weeks Let y = savings in dollars
Start value change
y = 300 + 25x
y = mx + b
Slope Y-intercept
80. Write a linear equation to describe this situation and graph.
Ralph has $300 and is saving $25 a week.
Let x = # of weeks Let y = savings in dollars
Start value change
y = 300 + 25x
y = mx + b
Slope Y-intercept
m = $25 / week
81. Write a linear equation to describe this situation and graph.
Ralph has $300 and is saving $25 a week.
Let x = # of weeks Let y = savings in dollars
Start value change
y = 300 + 25x
y = mx + b
Slope Y-intercept
m = $25 / week
b = 300
82. Write a linear equation to describe this situation and graph.
Ralph has $300 and is saving $25 a week.
Let x = # of weeks Let y = savings in dollars
Start value change
y = 300 + 25x
y = mx + b
Slope Y-intercept
m = $25 / week
b = 300
83. Write a linear equation to describe this situation and graph.
Ralph has $300 and is saving $25 a week.
Let x = # of weeks Let y = savings in dollars
Start value change
y = 300 + 25x
y = mx + b
Savings
Slope Y-intercept
m = $25 / week
b = 300
84. Write a linear equation to describe this situation and graph.
Ralph has $300 and is saving $25 a week.
Let x = # of weeks Let y = savings in dollars
Start value change
y = 300 + 25x 500
400
y = mx + b
Savings
300
Slope Y-intercept
200
m = $25 / week 100
b = 300 0
85. Write a linear equation to describe this situation and graph.
Ralph has $300 and is saving $25 a week.
Let x = # of weeks Let y = savings in dollars
Start value change
y = 300 + 25x 500
400
y = mx + b
Savings
300
Slope Y-intercept
200
m = $25 / week 100
b = 300 0
Weeks
86. Write a linear equation to describe this situation and graph.
Ralph has $300 and is saving $25 a week.
Let x = # of weeks Let y = savings in dollars
Start value change
y = 300 + 25x 500
400
y = mx + b
Savings
300
Slope Y-intercept
200
m = $25 / week 100
b = 300 0
0 1 2 3 4 5
Weeks
87. Write a linear equation to describe this situation and graph.
Ralph has $300 and is saving $25 a week.
Let x = # of weeks Let y = savings in dollars
Start value change
y = 300 + 25x 500
400
y = mx + b
Savings
300
Slope Y-intercept
200
m = $25 / week 100
b = 300 0
0 1 2 3 4 5
Weeks
88. Write a linear equation to describe this situation and graph.
Ralph has $300 and is saving $25 a week.
Let x = # of weeks Let y = savings in dollars
Start value change
y = 300 + 25x 500
400
y = mx + b
Savings
300
Slope Y-intercept
200
m = $25 / week 100
b = 300 0
0 1 2 3 4 5
Weeks
89. Write a linear equation to describe this situation and graph.
Ralph has $300 and is saving $25 a week.
Let x = # of weeks Let y = savings in dollars
Start value change
y = 300 + 25x 500
400
y = mx + b
Savings
300
Slope Y-intercept
200
m = $25 / week 100
b = 300 0
0 1 2 3 4 5
Weeks
90. Write a linear equation to describe this situation and graph.
Ralph has $300 and is saving $25 a week.
Let x = # of weeks Let y = savings in dollars
Start value change
y = 300 + 25x 500
400
y = mx + b
Savings
300
Slope Y-intercept
200
m = $25 / week 100
b = 300 0
0 1 2 3 4 5
Weeks
91. Write a linear equation to describe this situation and graph.
Ralph has $300 and is saving $25 a week.
Let x = # of weeks Let y = savings in dollars
Start value change
y = 300 + 25x 500
400
y = mx + b
Savings
300
Slope Y-intercept
200
m = $25 / week 100
b = 300 0
0 1 2 3 4 5
Weeks
92. Write a linear equation to describe this situation and graph.
Ralph has $300 and is saving $25 a week.
Let x = # of weeks Let y = savings in dollars
Start value change
y = 300 + 25x 500
400
y = mx + b
Savings
300
Slope Y-intercept
200
m = $25 / week 100
b = 300 0
0 1 2 3 4 5
Weeks
93. Write a linear equation to describe this situation and graph.
Ralph has $300 and is saving $25 a week.
Let x = # of weeks Let y = savings in dollars
Start value change
y = 300 + 25x 500
400
y = mx + b
Savings
300
Slope Y-intercept
200
m = $25 / week 100
b = 300 0
0 1 2 3 4 5
Weeks
94. Write a linear equation to describe this situation and graph.
Ralph has $300 and is saving $25 a week.
Let x = # of weeks Let y = savings in dollars
Start value change
y = 300 + 25x 500
400
y = mx + b
Savings
300
Slope Y-intercept
200
m = $25 / week 100
b = 300 0
0 1 2 3 4 5
Weeks
96. Pam received $100 and spends $4 each week.
1) Write an equation for the money, y,
she has after x weeks.
2) What are the slope and y-intercept?
97. Pam received $100 and spends $4 each week.
1) Write an equation for the money, y,
she has after x weeks.
y = 100 - 4x
2) What are the slope and y-intercept?
98. Pam received $100 and spends $4 each week.
1) Write an equation for the money, y,
she has after x weeks.
y = 100 - 4x
2) What are the slope and y-intercept?
m = -4
99. Pam received $100 and spends $4 each week.
1) Write an equation for the money, y,
she has after x weeks.
y = 100 - 4x
2) What are the slope and y-intercept?
m = -4
b = 100
100. Pam received $100 and spends $4 each week.
1) Write an equation for the money, y,
she has after x weeks.
y = 100 - 4x
2) What are the slope and y-intercept?
m = -4
b = 100