This document discusses finding distances between lines and points. It begins by defining key terms like equidistant and the distance between a point and line. It then provides steps to find the distance between a point and line, which include finding the equations of the original line and a perpendicular line through the point, solving the system of equations, and using the distance formula. An example problem demonstrates finding the distance between a point and line. It also provides steps to find the distance between parallel lines by finding the equation of a perpendicular line and the intersection using a system of equations.
This document discusses using systems of linear equations and matrices to represent and find the intersection of planes in three-dimensional space. It provides examples of using the inverse matrix method and reduced row echelon form (RREF) method to solve systems of 2 and 3 planes. The RREF method can find lines of intersection even when planes do not intersect at a single point, and can reveal when planes share a common line of intersection.
An infinite sequence is a function whose domain is the set of natural numbers, while a finite sequence has a domain of natural numbers up to some limit. A sequence can be described by its general term, which gives a rule for calculating each term based on its position in the sequence. The sum of the terms of a sequence is called a series, which is finite if it includes a finite number of terms and infinite if it includes all terms.
This document discusses sequences and their limits. Some key points:
- A sequence is a list of numbers written in a definite order. It can be thought of as a function with domain the positive integers.
- The limit of a sequence is defined similar to the limit of a function. The limit of a sequence {an} as n approaches infinity is L if the terms can be made arbitrarily close to L by making n sufficiently large.
- A sequence is convergent if it approaches a finite limit. It is divergent if the terms approach infinity. Bounded monotonic sequences are always convergent due to the completeness of real numbers.
Chapter 3: Linear Systems and Matrices - Part 3/SlidesChaimae Baroudi
The document discusses determinants of matrices. Some key points:
- The determinant (det) of a square matrix is a single number that can be used to determine properties of the matrix, such as invertibility.
- Formulas are given for calculating the determinant of matrices based on their size, such as the cofactor expansion method.
- Certain types of matrices have simple determinant values, such as triangular and diagonal matrices. The determinant of a triangular matrix is the product of its diagonal entries, and the determinant of a diagonal matrix is the product of its diagonal entries.
The document discusses sequences and series, including arithmetic and geometric sequences and series. It provides examples and formulas to find terms of sequences and the sums of finite and infinite series. It also gives exercises with solutions to apply these concepts, such as finding specific terms, determining sums, and solving application problems involving sequences and series.
This document proposes a modified Newton's method for solving nonlinear equations that uses harmonic mean. It begins by reviewing Newton's method and some existing variants that use arithmetic mean or other integration rules to modify Newton's method and achieve cubic convergence without using second derivatives. It then presents the new Harmonic-Simpson-Newton method, which replaces the arithmetic mean in an existing Simpson Newton's method with harmonic mean. The method is proven to have cubic convergence. Numerical examples are provided to compare the efficiency of the new method to other cubic convergent methods.
This document discusses systems of linear equations and methods for solving them. It defines a linear system as a set of equations where all variables have an exponent of 1. There are three possibilities for a system: 1) a single solution, 2) no solution (inconsistent), or 3) infinitely many solutions. Four methods are presented for solving systems: substitution, elimination, graphing, and matrices. Examples are provided to illustrate substitution and elimination. The document also discusses how to determine if a system is inconsistent or has infinitely many solutions based on the outcome of solving the system.
This document discusses using systems of linear equations and matrices to represent and find the intersection of planes in three-dimensional space. It provides examples of using the inverse matrix method and reduced row echelon form (RREF) method to solve systems of 2 and 3 planes. The RREF method can find lines of intersection even when planes do not intersect at a single point, and can reveal when planes share a common line of intersection.
An infinite sequence is a function whose domain is the set of natural numbers, while a finite sequence has a domain of natural numbers up to some limit. A sequence can be described by its general term, which gives a rule for calculating each term based on its position in the sequence. The sum of the terms of a sequence is called a series, which is finite if it includes a finite number of terms and infinite if it includes all terms.
This document discusses sequences and their limits. Some key points:
- A sequence is a list of numbers written in a definite order. It can be thought of as a function with domain the positive integers.
- The limit of a sequence is defined similar to the limit of a function. The limit of a sequence {an} as n approaches infinity is L if the terms can be made arbitrarily close to L by making n sufficiently large.
- A sequence is convergent if it approaches a finite limit. It is divergent if the terms approach infinity. Bounded monotonic sequences are always convergent due to the completeness of real numbers.
Chapter 3: Linear Systems and Matrices - Part 3/SlidesChaimae Baroudi
The document discusses determinants of matrices. Some key points:
- The determinant (det) of a square matrix is a single number that can be used to determine properties of the matrix, such as invertibility.
- Formulas are given for calculating the determinant of matrices based on their size, such as the cofactor expansion method.
- Certain types of matrices have simple determinant values, such as triangular and diagonal matrices. The determinant of a triangular matrix is the product of its diagonal entries, and the determinant of a diagonal matrix is the product of its diagonal entries.
The document discusses sequences and series, including arithmetic and geometric sequences and series. It provides examples and formulas to find terms of sequences and the sums of finite and infinite series. It also gives exercises with solutions to apply these concepts, such as finding specific terms, determining sums, and solving application problems involving sequences and series.
This document proposes a modified Newton's method for solving nonlinear equations that uses harmonic mean. It begins by reviewing Newton's method and some existing variants that use arithmetic mean or other integration rules to modify Newton's method and achieve cubic convergence without using second derivatives. It then presents the new Harmonic-Simpson-Newton method, which replaces the arithmetic mean in an existing Simpson Newton's method with harmonic mean. The method is proven to have cubic convergence. Numerical examples are provided to compare the efficiency of the new method to other cubic convergent methods.
This document discusses systems of linear equations and methods for solving them. It defines a linear system as a set of equations where all variables have an exponent of 1. There are three possibilities for a system: 1) a single solution, 2) no solution (inconsistent), or 3) infinitely many solutions. Four methods are presented for solving systems: substitution, elimination, graphing, and matrices. Examples are provided to illustrate substitution and elimination. The document also discusses how to determine if a system is inconsistent or has infinitely many solutions based on the outcome of solving the system.
Chapter 3: Linear Systems and Matrices - Part 1/SlidesChaimae Baroudi
The document provides information about linear systems and matrices. It begins by defining linear and non-linear equations. It then discusses systems of linear equations, their graphical and geometric interpretations, and the three possible solutions: no solution, a unique solution, or infinitely many solutions. The document also covers matrix notation for representing linear systems, elementary row operations for transforming systems, and determining whether a system has a solution and whether that solution is unique.
Chapter 3: Linear Systems and Matrices - Part 2/SlidesChaimae Baroudi
This document provides an overview of linear systems and matrices. It discusses systems of linear equations, matrix notation, elementary row operations used to solve systems, echelon form, reduced row-echelon form, and examples of each. Key concepts covered include consistent and inconsistent systems, homogeneous systems, parametric solutions, and determining whether a matrix is in echelon/reduced echelon form. The document is organized into sections covering linear systems, matrices/Gaussian elimination, and reduced row-echelon matrices.
This document discusses systems of linear equations. It defines a system of linear equations as a set of two or more linear equations. It describes how systems can be analyzed graphically by plotting the lines defined by each equation on a graph and finding their point of intersection. This is the solution to the system. The document also covers the elimination method for solving systems algebraically by adding or subtracting equations to eliminate variables until one is left that can be solved directly. Finally, it introduces the Gaussian elimination method, which uses row operations to systematically transform the coefficients in a system into row echelon form to read the solution directly.
The document defines sequences and series. A sequence is an ordered list of elements where order matters. Sequences can be finite or infinite. A series is the sum of the terms of a sequence. Sigma notation is used to represent the sum of terms in a sequence from one index to another. Examples show how to write out the terms of a sequence given a general term formula and how to express a series without sigma notation.
This document discusses arithmetic and geometric sequences. It defines arithmetic sequences as having a constant difference between consecutive terms, called the common difference. Geometric sequences have a constant ratio between consecutive terms, called the common ratio. Formulas are provided for finding the nth term of an arithmetic sequence and a geometric sequence based on the initial term and common difference or ratio. Examples are given of identifying the type of sequence and calculating terms. The document also discusses notation, formal definitions, and graphing sequences.
This document outlines an instructional unit on number sequences. The unit contains 5 presentations that cover: 1) simple number patterns, 2) recognizing patterns, 3) geometric patterns, 4) linear sequences, and 5) general laws. Each presentation provides examples and problems for students to work through related to the particular type of number sequence. The goal is for students to learn how to identify patterns in sequences and determine rules or formulas to describe the relationships.
4 ESO Academics - UNIT 03 - POLYNOMIALS. ALGEBRAIC FRACTIONSGogely The Great
The document defines monomials as algebraic expressions with one term that may contain numbers and variables. Polynomials are the addition or subtraction of two or more monomials. The key steps for operations with monomials and polynomials are:
1) Adding monomials requires they have the same literal parts and coefficients are added.
2) Multiplying monomials multiplies coefficients and adds exponents of equal variables.
3) Evaluating a polynomial substitutes a value for the variable and calculates the numerical value.
This document defines and explains ordered pairs, rectangular coordinate systems, and formulas for distance and midpoint between points in a coordinate plane. It begins by defining ordered pairs and how they represent relationships between elements of two sets. It then introduces the rectangular coordinate system using perpendicular x and y axes intersecting at the origin, and how points are located using ordered pair coordinates. It provides the distance formula for finding the distance between any two points using their x and y coordinates. Examples are given to demonstrate using the formula and interpreting results. The midpoint formula is also defined for finding the midpoint of a line segment given the endpoints. Examples are worked through for both formulas.
System of linear equations and their solutionJoseph Nilo
1. The document presents examples of solving addition and subtraction problems with positive and negative numbers. It also gives examples of finding two numbers whose sum and difference satisfy given values.
2. It defines a system of linear equations as two equations in two variables of the form Ax + By = C and Dx + Ey = F. It explains that an ordered pair (x,y) is a solution if it satisfies both equations.
3. Examples are given of determining if an ordered pair is a solution to a given system of linear equations by substituting the values into each equation and checking if both equations are satisfied. An activity asks students to identify if ordered pairs are solutions to several systems.
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.
This document discusses sequences and series in calculus. It defines sequences as ordered lists generated by a function with domain of natural numbers. Sequences can be finite or infinite. A sequence converges if its terms get closer to a number, and diverges otherwise. A series is the sum of terms in a sequence. If the number of terms is finite, it is a finite series, and infinite otherwise. A series converges if the sum converges, and diverges otherwise. The document introduces tests for determining convergence of sequences and series, including the nth term test for divergence. It provides examples to illustrate these concepts.
The document discusses circles and their equations. It defines a circle as all points a given distance from a center point. It explains how to write the equation of a circle given its center and radius. The general form of a circle equation is presented along with examples of completing the square to determine the center and radius from the equation. Characteristics of the radius term in the equation are also covered.
This document discusses partial differential equations and provides examples of solving some common types of PDEs. It covers:
- The definition of a partial differential equation as a relationship between a dependent variable and two or more independent variables.
- Methods for forming and solving first order linear PDEs using Lagrange's method of grouping or multipliers.
- The one-dimensional wave equation and heat equation, and methods for solving them given initial conditions or boundary values.
- An example of solving the one-dimensional wave equation for an initial deflection of 0.01sinx.
Ppt materi spltv pembelajaran 1 kelas xMartiwiFarisa
The document discusses systems of linear equations with three variables (SPLTV). It provides examples of using substitution, elimination, and combination methods to solve SPLTV problems. It also discusses using determinants to solve 3x3 systems of linear equations. The goals are to understand the concept of SPLTV, form mathematical models from word problems involving SPLTV, and solve SPLTV problems using various methods.
The document describes patterns in sequences and how to identify the 10th term. It explains that the common difference is obtained by subtracting subsequent terms to find the constant difference between each term. Using the common difference, the 10th term can be calculated by adding the common difference to the 9th term.
Diploma_Semester-II_Advanced Mathematics_Complex numberRai University
This document provides information about complex numbers. It begins by introducing complex numbers and defining them as numbers of the form a + bi, where a and b are real numbers and i = √-1. It then discusses various representations of complex numbers including Cartesian (a + bi), polar (r(cosθ + i sinθ)), and Euler (re^iθ) forms. It also covers operations on complex numbers such as addition, subtraction, multiplication, division, and powers. De Moivre's theorem relating powers of complex numbers to trigonometric functions is presented. The document concludes by stating some basic algebraic laws for complex numbers.
This document proposes representing complex numbers using colors (chromatic numbers) and developing ternary algebra based on this. It defines chromatic numbers and shows how to perform calculations on them. It introduces the 3-RSS NP-complete problem and shows how to formulate it and 3-colorability using ternary algebra and ternary variables. It defines ternary resolution rules to operate on ternary-CNF formulas and proves soundness and completeness of the ternary resolution system.
Grade 10 Math Module 1 searching for patterns, sequence and seriesJocel Sagario
This module introduces sequences and their different types. It discusses finding patterns in sequences to determine the next term. Specific examples are provided to demonstrate writing the first few terms of a sequence given its general formula. The key concepts covered are defining sequences, finite vs infinite sequences, terms of a sequence, increasing vs decreasing sequences, and using the general formula to find specific terms. Students are expected to be able to list terms of sequences, derive the formula, generate terms recursively, and describe arithmetic sequences in different ways.
The document discusses lines and planes in 3D space. It defines lines as being determined by a point and direction vector, and gives parametric and symmetric equations to represent lines. Planes are defined by a point and normal vector, with standard and general forms for their equations. Methods are provided for finding the intersection of lines or planes, as well as the distance between a point and plane or line. Examples demonstrate finding equations of lines and planes, sketching planes, and determining relationships between lines or planes.
The document discusses formulas for calculating distance, midpoints, and slopes of lines on a coordinate plane. It defines key terms like x-axis, y-axis, origin, and introduces the distance, midpoint, and slope formulas. Examples are provided to demonstrate calculating distances and slopes between points and finding midpoints, and describing lines based on whether their slopes are positive, negative, undefined, or zero.
Chapter 3: Linear Systems and Matrices - Part 1/SlidesChaimae Baroudi
The document provides information about linear systems and matrices. It begins by defining linear and non-linear equations. It then discusses systems of linear equations, their graphical and geometric interpretations, and the three possible solutions: no solution, a unique solution, or infinitely many solutions. The document also covers matrix notation for representing linear systems, elementary row operations for transforming systems, and determining whether a system has a solution and whether that solution is unique.
Chapter 3: Linear Systems and Matrices - Part 2/SlidesChaimae Baroudi
This document provides an overview of linear systems and matrices. It discusses systems of linear equations, matrix notation, elementary row operations used to solve systems, echelon form, reduced row-echelon form, and examples of each. Key concepts covered include consistent and inconsistent systems, homogeneous systems, parametric solutions, and determining whether a matrix is in echelon/reduced echelon form. The document is organized into sections covering linear systems, matrices/Gaussian elimination, and reduced row-echelon matrices.
This document discusses systems of linear equations. It defines a system of linear equations as a set of two or more linear equations. It describes how systems can be analyzed graphically by plotting the lines defined by each equation on a graph and finding their point of intersection. This is the solution to the system. The document also covers the elimination method for solving systems algebraically by adding or subtracting equations to eliminate variables until one is left that can be solved directly. Finally, it introduces the Gaussian elimination method, which uses row operations to systematically transform the coefficients in a system into row echelon form to read the solution directly.
The document defines sequences and series. A sequence is an ordered list of elements where order matters. Sequences can be finite or infinite. A series is the sum of the terms of a sequence. Sigma notation is used to represent the sum of terms in a sequence from one index to another. Examples show how to write out the terms of a sequence given a general term formula and how to express a series without sigma notation.
This document discusses arithmetic and geometric sequences. It defines arithmetic sequences as having a constant difference between consecutive terms, called the common difference. Geometric sequences have a constant ratio between consecutive terms, called the common ratio. Formulas are provided for finding the nth term of an arithmetic sequence and a geometric sequence based on the initial term and common difference or ratio. Examples are given of identifying the type of sequence and calculating terms. The document also discusses notation, formal definitions, and graphing sequences.
This document outlines an instructional unit on number sequences. The unit contains 5 presentations that cover: 1) simple number patterns, 2) recognizing patterns, 3) geometric patterns, 4) linear sequences, and 5) general laws. Each presentation provides examples and problems for students to work through related to the particular type of number sequence. The goal is for students to learn how to identify patterns in sequences and determine rules or formulas to describe the relationships.
4 ESO Academics - UNIT 03 - POLYNOMIALS. ALGEBRAIC FRACTIONSGogely The Great
The document defines monomials as algebraic expressions with one term that may contain numbers and variables. Polynomials are the addition or subtraction of two or more monomials. The key steps for operations with monomials and polynomials are:
1) Adding monomials requires they have the same literal parts and coefficients are added.
2) Multiplying monomials multiplies coefficients and adds exponents of equal variables.
3) Evaluating a polynomial substitutes a value for the variable and calculates the numerical value.
This document defines and explains ordered pairs, rectangular coordinate systems, and formulas for distance and midpoint between points in a coordinate plane. It begins by defining ordered pairs and how they represent relationships between elements of two sets. It then introduces the rectangular coordinate system using perpendicular x and y axes intersecting at the origin, and how points are located using ordered pair coordinates. It provides the distance formula for finding the distance between any two points using their x and y coordinates. Examples are given to demonstrate using the formula and interpreting results. The midpoint formula is also defined for finding the midpoint of a line segment given the endpoints. Examples are worked through for both formulas.
System of linear equations and their solutionJoseph Nilo
1. The document presents examples of solving addition and subtraction problems with positive and negative numbers. It also gives examples of finding two numbers whose sum and difference satisfy given values.
2. It defines a system of linear equations as two equations in two variables of the form Ax + By = C and Dx + Ey = F. It explains that an ordered pair (x,y) is a solution if it satisfies both equations.
3. Examples are given of determining if an ordered pair is a solution to a given system of linear equations by substituting the values into each equation and checking if both equations are satisfied. An activity asks students to identify if ordered pairs are solutions to several systems.
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.
This document discusses sequences and series in calculus. It defines sequences as ordered lists generated by a function with domain of natural numbers. Sequences can be finite or infinite. A sequence converges if its terms get closer to a number, and diverges otherwise. A series is the sum of terms in a sequence. If the number of terms is finite, it is a finite series, and infinite otherwise. A series converges if the sum converges, and diverges otherwise. The document introduces tests for determining convergence of sequences and series, including the nth term test for divergence. It provides examples to illustrate these concepts.
The document discusses circles and their equations. It defines a circle as all points a given distance from a center point. It explains how to write the equation of a circle given its center and radius. The general form of a circle equation is presented along with examples of completing the square to determine the center and radius from the equation. Characteristics of the radius term in the equation are also covered.
This document discusses partial differential equations and provides examples of solving some common types of PDEs. It covers:
- The definition of a partial differential equation as a relationship between a dependent variable and two or more independent variables.
- Methods for forming and solving first order linear PDEs using Lagrange's method of grouping or multipliers.
- The one-dimensional wave equation and heat equation, and methods for solving them given initial conditions or boundary values.
- An example of solving the one-dimensional wave equation for an initial deflection of 0.01sinx.
Ppt materi spltv pembelajaran 1 kelas xMartiwiFarisa
The document discusses systems of linear equations with three variables (SPLTV). It provides examples of using substitution, elimination, and combination methods to solve SPLTV problems. It also discusses using determinants to solve 3x3 systems of linear equations. The goals are to understand the concept of SPLTV, form mathematical models from word problems involving SPLTV, and solve SPLTV problems using various methods.
The document describes patterns in sequences and how to identify the 10th term. It explains that the common difference is obtained by subtracting subsequent terms to find the constant difference between each term. Using the common difference, the 10th term can be calculated by adding the common difference to the 9th term.
Diploma_Semester-II_Advanced Mathematics_Complex numberRai University
This document provides information about complex numbers. It begins by introducing complex numbers and defining them as numbers of the form a + bi, where a and b are real numbers and i = √-1. It then discusses various representations of complex numbers including Cartesian (a + bi), polar (r(cosθ + i sinθ)), and Euler (re^iθ) forms. It also covers operations on complex numbers such as addition, subtraction, multiplication, division, and powers. De Moivre's theorem relating powers of complex numbers to trigonometric functions is presented. The document concludes by stating some basic algebraic laws for complex numbers.
This document proposes representing complex numbers using colors (chromatic numbers) and developing ternary algebra based on this. It defines chromatic numbers and shows how to perform calculations on them. It introduces the 3-RSS NP-complete problem and shows how to formulate it and 3-colorability using ternary algebra and ternary variables. It defines ternary resolution rules to operate on ternary-CNF formulas and proves soundness and completeness of the ternary resolution system.
Grade 10 Math Module 1 searching for patterns, sequence and seriesJocel Sagario
This module introduces sequences and their different types. It discusses finding patterns in sequences to determine the next term. Specific examples are provided to demonstrate writing the first few terms of a sequence given its general formula. The key concepts covered are defining sequences, finite vs infinite sequences, terms of a sequence, increasing vs decreasing sequences, and using the general formula to find specific terms. Students are expected to be able to list terms of sequences, derive the formula, generate terms recursively, and describe arithmetic sequences in different ways.
The document discusses lines and planes in 3D space. It defines lines as being determined by a point and direction vector, and gives parametric and symmetric equations to represent lines. Planes are defined by a point and normal vector, with standard and general forms for their equations. Methods are provided for finding the intersection of lines or planes, as well as the distance between a point and plane or line. Examples demonstrate finding equations of lines and planes, sketching planes, and determining relationships between lines or planes.
The document discusses formulas for calculating distance, midpoints, and slopes of lines on a coordinate plane. It defines key terms like x-axis, y-axis, origin, and introduces the distance, midpoint, and slope formulas. Examples are provided to demonstrate calculating distances and slopes between points and finding midpoints, and describing lines based on whether their slopes are positive, negative, undefined, or zero.
This document discusses finding distances between lines and points. It defines equidistant lines as lines where the distance between them is the same when measured along a perpendicular. It explains that the distance between a point and line is the length of the perpendicular segment from the point to the line, and the distance between parallel lines is the length of the perpendicular segment between the lines. The document provides an example problem that finds the distance between a line and point by first finding the equations of the given line and perpendicular line through the point, then solving the system of equations.
Here are the steps to find the line of intersection of the two planes:
1) Write the equations of the planes in standard form:
Plane 1: x + 2y - z = 4
Plane 2: 2x - y + z = 1
2) Set the equations equal to each other and solve as a system of equations:
x + 2y - z = 4
2x - y + z = 1
3) Eliminate one variable:
Subtract the second equation from the first:
(x + 2y - z) - (2x - y + z) = 4 - 1
-x + y = 3
4) Substitute back into one of the
This document provides examples of writing equations of linear functions in slope-intercept form. It demonstrates finding the slope from two points, using the slope and a point to write the equation in point-slope form, writing equations for horizontal and vertical lines, writing equations from tables of values, and solving linear equations for y.
This document contains information about straight lines and their various forms of equations. It discusses the slope-intercept form, intercept form, two-point form and general form of a straight line. It provides examples of finding the equation of a line given certain conditions like two points, slope and intercept, perpendicular or parallel lines etc. There are also examples of problems involving finding slope, intercepts, perpendicular or parallel lines to a given line. The document contains the necessary formulas and steps to solve such problems.
This document discusses different methods for finding the equation of a line, including:
1) Given the slope and y-intercept
2) Using a graph
3) Given a point and the slope
4) Given two points
It provides examples of how to write the line equation using each method.
The document provides information about module 1 on plane coordinate geometry. It will explain the relationship between lines on a plane, including intersecting, parallel and perpendicular lines. It will also cover determining the point of intersection between two lines algebraically and identifying if lines are parallel, perpendicular or neither based on their equations. Examples are provided to find the intersection of lines and to determine if lines are parallel, perpendicular or intersecting without graphing.
This document contains 22 multi-part questions regarding three-dimensional geometry concepts such as finding direction ratios of lines, determining whether lines are perpendicular or parallel, finding equations of planes, and calculating distances between lines and points. Specifically, it asks the reader to: 1) Find direction ratios and determine perpendicularity between lines; 2) Write equations of planes passing through given points; and 3) Calculate lengths and points of intersection between lines and planes.
This document contains 22 multi-part questions regarding three-dimensional geometry concepts such as finding direction ratios of lines, determining whether lines are perpendicular or parallel, finding equations of planes, and calculating distances between lines and points. It covers topics such as direction cosines, perpendicular lines and planes, intersections of lines and planes, and vector and Cartesian representations of geometric entities in three dimensions.
This document discusses the axioms, theorems, and definitions related to Euclidean geometry. It covers topics like incidence axioms, distance axioms, betweenness theorems, definitions of segments and triangles, congruence of segments theorems, separation in planes and space, angles and angular measure axioms. The key concepts covered are the axioms and properties that define points, lines, planes, distances, angles and their relationships in Euclidean geometry.
This document discusses key concepts related to linear equations in two variables including:
1. Linear equations can be written in the form ax + by = c and are graphed as lines.
2. The slope of a line measures its steepness and is calculated using the slope formula.
3. Linear equations can be written in slope-intercept form y = mx + b or point-slope form y - y1 = m(x - x1) to graph the line.
4. Parallel lines have the same slope while perpendicular lines have slopes that are negative reciprocals.
The document discusses key concepts for straight line equations in GCSE mathematics including:
- Understanding that equations of the form y=mx+c correspond to straight line graphs
- Plotting graphs from their equations and finding gradients and intercepts
- Relating gradients to parallel and perpendicular lines
- Generating equations for lines parallel or perpendicular to given lines
- Finding gradients and equations from two points on a line
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
The document discusses point-slope form and writing linear equations. It provides examples of writing equations for lines that are parallel and perpendicular to given lines. Specifically, it explains that parallel lines have the same slope and different y-intercepts, while perpendicular lines have slopes that are negative reciprocals of each other. Examples are given of writing equations for parallel and perpendicular lines using point-slope form based on a given point and the slope of another line.
11 X1 T05 06 Line Through Pt Of IntersectionNigel Simmons
The document discusses finding the equation of a line that passes through the intersection of two other lines, 2x + y + 1 = 0 and 3x + 5y - 9 = 0, and through the point (1,2).
The document discusses different topics in mathematics including conic sections, differential equations, and probability. Chapter 1 covers conic sections such as circles, parabolas, ellipses and hyperbolas. It defines a circle and discusses finding the equation of a circle given its center and radius. It also addresses finding the center and radius of a circle given its equation, finding the intersection points between two circles, and finding the equation of a circle passing through three given points.
MA 243 Calculus III Fall 2015 Dr. E. JacobsAssignmentsTh.docxinfantsuk
MA 243 Calculus III Fall 2015 Dr. E. Jacobs
Assignments
These assignments are keyed to Edition 7E of James Stewart’s “Calculus” (Early Transcendentals)
Assignment 1. Spheres and Other Surfaces
Read 12.1 - 12.2 and 12.6
You should be able to do the following problems:
Section 12.1/Problems 11 - 18, 20 - 22 Section 12.6/Problems 1 - 48
Hand in the following problems:
1. The following equation describes a sphere. Find the radius and the coordinates of the center.
x2 + y2 + z2 = 2(x + y + z) + 1
2. A particular sphere with center (−3, 2, 2) is tangent to both the xy-plane and the xz-plane.
It intersects the xy-plane at the point (−3, 2, 0). Find the equation of this sphere.
3. Suppose (0, 0, 0) and (0, 0, −4) are the endpoints of the diameter of a sphere. Find the
equation of this sphere.
4. Find the equation of the sphere centered around (0, 0, 4) if the sphere passes through the
origin.
5. Describe the graph of the given equation in geometric terms, using plain, clear language:
z =
√
1 − x2 − y2
Sketch each of the following surfaces
6. z = 2 − 2
√
x2 + y2
7. z = 1 − y2
8. z = 4 − x − y
9. z = 4 − x2 − y2
10. x2 + z2 = 16
Assignment 2. Dot and Cross Products
Read 12.3 and 12.4
You should be able to do the following problems:
Section 12.3/Problems 1 - 28 Section 12.4/Problems 1 - 32
Hand in the following problems:
1. Let u⃗ =
⟨
0, 1
2
,
√
3
2
⟩
and v⃗ =
⟨√
2,
√
3
2
, 1
2
⟩
a) Find the dot product b) Find the cross product
2. Let u⃗ = j⃗ + k⃗ and v⃗ = i⃗ +
√
2 j⃗.
a) Calculate the length of the projection of v⃗ in the u⃗ direction.
b) Calculate the cosine of the angle between u⃗ and v⃗
3. Consider the parallelogram with the following vertices:
(0, 0, 0) (0, 1, 1) (1, 0, 2) (1, 1, 3)
a) Find a vector perpendicular to this parallelogram.
b) Use vector methods to find the area of this parallelogram.
4. Use the dot product to find the cosine of the angle between the diagonal of a cube and one of
its edges.
5. Let L be the line that passes through the points (0, −
√
3 , −1) and (0,
√
3 , 1). Let θ be the
angle between L and the vector u⃗ = 1√
2
⟨0, 1, 1⟩. Calculate θ (to the nearest degree).
Assignment 3. Lines and Planes
Read 12.5
You should be able to do the following problems:
Section 12.5/Problems 1 - 58
Hand in the following problems:
1a. Find the equation of the line that passes through (0, 0, 1) and (1, 0, 2).
b. Find the equation of the plane that passes through (1, 0, 0) and is perpendicular to the line in
part (a).
2. The following equation describes a straight line:
r⃗(t) = ⟨1, 1, 0⟩ + t⟨0, 2, 1⟩
a. Find the angle between the given line and the vector u⃗ = ⟨1, −1, 2⟩.
b. Find the equation of the plane that passes through the point (0, 0, 4) and is perpendicular to
the given line.
3. The following two lines intersect at the point (1, 4, 4)
r⃗ = ⟨1, 4, 4⟩ + t⟨0, 1, 0⟩ r⃗ = ⟨1, 4, 4⟩ + t⟨3, 5, 4⟩
a. Find the angle between the two lines.
b. Find the equation of the plane that contains every point o ...
The document defines and provides examples of angle relationships including adjacent angles, linear pairs, vertical angles, complementary angles, and supplementary angles. It defines each term and provides examples of identifying angle pairs that satisfy each relationship. It also includes examples of using properties of these angle relationships to solve problems, such as finding missing angle measures.
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- Examples are provided to demonstrate calculating sums of interior/exterior angles and finding missing angle measures using angle sums.
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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.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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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.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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4. Vocabulary
1. Equidistant: The distance between any two lines as
measured along a perpendicular is the same; this
occurs with parallel lines
2. Distance Between a Point and a Line:
3. Distance Between Parallel Lines:
5. Vocabulary
1. Equidistant: The distance between any two lines as
measured along a perpendicular is the same; this
occurs with parallel lines
2. Distance Between a Point and a Line: The length
of the segment perpendicular to the line, with the
endpoints being that point and a point on the line
3. Distance Between Parallel Lines:
6. Vocabulary
1. Equidistant: The distance between any two lines as
measured along a perpendicular is the same; this
occurs with parallel lines
2. Distance Between a Point and a Line: The length
of the segment perpendicular to the line, with the
endpoints being that point and a point on the line
3. Distance Between Parallel Lines: The length of the
segment perpendicular to the two parallel lines with
the endpoints on either of the parallel lines
8. Postulates & Theorems
1. Perpendicular Postulate: If given a line and a point
not on the line, then there exists exactly one line
through the point that is perpendicular to the given
line
2. Two Lines Equidistant from a Third:
9. Postulates & Theorems
1. Perpendicular Postulate: If given a line and a point
not on the line, then there exists exactly one line
through the point that is perpendicular to the given
line
2. Two Lines Equidistant from a Third: In a plane, if
two lines are each equidistant from a third line,
then the two lines are parallel to each other
10. Steps to find the Distance
from a Point to a Line
11. Steps to find the Distance
from a Point to a Line
1. Find the equation of the original line
12. Steps to find the Distance
from a Point to a Line
1. Find the equation of the original line
2. Find the equation of the perpendicular line through the
other point
13. Steps to find the Distance
from a Point to a Line
1. Find the equation of the original line
2. Find the equation of the perpendicular line through the
other point
3. Solve the system of these two equations.
14. Steps to find the Distance
from a Point to a Line
1. Find the equation of the original line
2. Find the equation of the perpendicular line through the
other point
3. Solve the system of these two equations.
4. Use the distance formula utilizing this point on the line
and the point not on the line.
15. Example 1
The line a contains the points T(0, 0) and U(−5, 5).
Find the distance between line a and the point V(1, 5).
16. Example 1
The line a contains the points T(0, 0) and U(−5, 5).
Find the distance between line a and the point V(1, 5).
1. Find the equation of the original line
17. Example 1
The line a contains the points T(0, 0) and U(−5, 5).
Find the distance between line a and the point V(1, 5).
1. Find the equation of the original line
m =
0 − 5
0 + 5
18. Example 1
The line a contains the points T(0, 0) and U(−5, 5).
Find the distance between line a and the point V(1, 5).
1. Find the equation of the original line
m =
0 − 5
0 + 5
=
−5
5
19. Example 1
The line a contains the points T(0, 0) and U(−5, 5).
Find the distance between line a and the point V(1, 5).
1. Find the equation of the original line
m =
0 − 5
0 + 5
=
−5
5
= −1
20. Example 1
The line a contains the points T(0, 0) and U(−5, 5).
Find the distance between line a and the point V(1, 5).
1. Find the equation of the original line
m =
0 − 5
0 + 5
=
−5
5
= −1 T(0, 0)
21. Example 1
The line a contains the points T(0, 0) and U(−5, 5).
Find the distance between line a and the point V(1, 5).
1. Find the equation of the original line
m =
0 − 5
0 + 5
=
−5
5
= −1 T(0, 0)
y = mx + b
22. Example 1
The line a contains the points T(0, 0) and U(−5, 5).
Find the distance between line a and the point V(1, 5).
1. Find the equation of the original line
m =
0 − 5
0 + 5
=
−5
5
= −1 T(0, 0)
y = −x
y = mx + b
23. Example 1
The line a contains the points T(0, 0) and U(−5, 5).
Find the distance between line a and the point V(1, 5).
1. Find the equation of the original line
m =
0 − 5
0 + 5
=
−5
5
= −1 T(0, 0)
y = −x
2. Find the equation of the perpendicular line through the
other point
y = mx + b
24. Example 1
The line a contains the points T(0, 0) and U(−5, 5).
Find the distance between line a and the point V(1, 5).
1. Find the equation of the original line
m =
0 − 5
0 + 5
=
−5
5
= −1 T(0, 0)
y = −x
2. Find the equation of the perpendicular line through the
other point
m = 1
y = mx + b
25. Example 1
The line a contains the points T(0, 0) and U(−5, 5).
Find the distance between line a and the point V(1, 5).
1. Find the equation of the original line
m =
0 − 5
0 + 5
=
−5
5
= −1 T(0, 0)
y = −x
2. Find the equation of the perpendicular line through the
other point
m = 1
V(1, 5)
y = mx + b
26. Example 1
The line a contains the points T(0, 0) and U(−5, 5).
Find the distance between line a and the point V(1, 5).
1. Find the equation of the original line
m =
0 − 5
0 + 5
=
−5
5
= −1 T(0, 0)
y = −x
2. Find the equation of the perpendicular line through the
other point
m = 1
V(1, 5)
y − y1
= m(x − x1
)
y = mx + b
27. Example 1
The line a contains the points T(0, 0) and U(−5, 5).
Find the distance between line a and the point V(1, 5).
1. Find the equation of the original line
m =
0 − 5
0 + 5
=
−5
5
= −1 T(0, 0)
y = −x
2. Find the equation of the perpendicular line through the
other point
m = 1
V(1, 5)
y − y1
= m(x − x1
)
y = mx + b
y − 5 = 1(x −1)
28. Example 1
The line a contains the points T(0, 0) and U(−5, 5).
Find the distance between line a and the point V(1, 5).
1. Find the equation of the original line
m =
0 − 5
0 + 5
=
−5
5
= −1 T(0, 0)
y = −x
2. Find the equation of the perpendicular line through the
other point
m = 1
V(1, 5)
y − y1
= m(x − x1
)
y = mx + b
y − 5 = 1(x −1)
y − 5 = x −1
29. Example 1
The line a contains the points T(0, 0) and U(−5, 5).
Find the distance between line a and the point V(1, 5).
1. Find the equation of the original line
m =
0 − 5
0 + 5
=
−5
5
= −1 T(0, 0)
y = −x
2. Find the equation of the perpendicular line through the
other point
m = 1
V(1, 5)
y − y1
= m(x − x1
)
y = mx + b
y − 5 = 1(x −1)
y − 5 = x −1
y = x + 4
31. Example 1
3. Solve the system of these two equations.
y = −x
y = x + 4
⎧
⎨
⎩
32. Example 1
3. Solve the system of these two equations.
y = −x
y = x + 4
⎧
⎨
⎩
−x = x + 4
33. Example 1
3. Solve the system of these two equations.
y = −x
y = x + 4
⎧
⎨
⎩
−x = x + 4
−2x = 4
34. Example 1
3. Solve the system of these two equations.
y = −x
y = x + 4
⎧
⎨
⎩
−x = x + 4
−2x = 4
x = −2
35. Example 1
3. Solve the system of these two equations.
y = −x
y = x + 4
⎧
⎨
⎩
−x = x + 4
−2x = 4
x = −2
y = −(−2)
36. Example 1
3. Solve the system of these two equations.
y = −x
y = x + 4
⎧
⎨
⎩
−x = x + 4
−2x = 4
x = −2
y = −(−2) = 2
37. Example 1
3. Solve the system of these two equations.
y = −x
y = x + 4
⎧
⎨
⎩
−x = x + 4
−2x = 4
x = −2
y = −(−2) = 2
2 = −2+ 4
38. Example 1
3. Solve the system of these two equations.
y = −x
y = x + 4
⎧
⎨
⎩
−x = x + 4
−2x = 4
x = −2
y = −(−2) = 2
2 = −2+ 4
(−2,2)
39. Example 1
4. Use the distance formula utilizing this point on the line
and the point not on the line.
40. Example 1
4. Use the distance formula utilizing this point on the line
and the point not on the line.
(1, 5), (−2, 2)
41. Example 1
4. Use the distance formula utilizing this point on the line
and the point not on the line.
(1, 5), (−2, 2)
d = (x2
− x1
)2
+(y2
− y1
)2
42. Example 1
4. Use the distance formula utilizing this point on the line
and the point not on the line.
(1, 5), (−2, 2)
d = (x2
− x1
)2
+(y2
− y1
)2
= (−2−1)2
+(2− 5)2
43. Example 1
4. Use the distance formula utilizing this point on the line
and the point not on the line.
(1, 5), (−2, 2)
d = (x2
− x1
)2
+(y2
− y1
)2
= (−2−1)2
+(2− 5)2
= (−3)2
+(−3)2
44. Example 1
4. Use the distance formula utilizing this point on the line
and the point not on the line.
(1, 5), (−2, 2)
d = (x2
− x1
)2
+(y2
− y1
)2
= (−2−1)2
+(2− 5)2
= (−3)2
+(−3)2
= 9+ 9
45. Example 1
4. Use the distance formula utilizing this point on the line
and the point not on the line.
(1, 5), (−2, 2)
d = (x2
− x1
)2
+(y2
− y1
)2
= (−2−1)2
+(2− 5)2
= (−3)2
+(−3)2
= 9+ 9 = 18
46. Example 1
4. Use the distance formula utilizing this point on the line
and the point not on the line.
(1, 5), (−2, 2)
d = (x2
− x1
)2
+(y2
− y1
)2
= (−2−1)2
+(2− 5)2
= (−3)2
+(−3)2
= 9+ 9 = 18 ≈ 4.24
47. Example 1
4. Use the distance formula utilizing this point on the line
and the point not on the line.
(1, 5), (−2, 2)
d = (x2
− x1
)2
+(y2
− y1
)2
= (−2−1)2
+(2− 5)2
= (−3)2
+(−3)2
= 9+ 9 = 18 ≈ 4.24 units
48. Example 2
Find the distance between the parallel lines m and n with
the following equations.
y = 2x + 3 y = 2x −1
49. Example 2
Find the distance between the parallel lines m and n with
the following equations.
y = 2x + 3 y = 2x −1
1. Find the equation of the perpendicular line.
50. Example 2
Find the distance between the parallel lines m and n with
the following equations.
y = 2x + 3 y = 2x −1
1. Find the equation of the perpendicular line.
y = mx + b
51. Example 2
Find the distance between the parallel lines m and n with
the following equations.
y = 2x + 3 y = 2x −1
1. Find the equation of the perpendicular line.
y = mx + b
m = −
1
2
,(0,3)
52. Example 2
Find the distance between the parallel lines m and n with
the following equations.
y = 2x + 3 y = 2x −1
1. Find the equation of the perpendicular line.
y = mx + b
y = −
1
2
x + 3
m = −
1
2
,(0,3)
53. Example 2
2. Find the intersection of the perpendicular line and the
other parallel line using a system.
54. Example 2
2. Find the intersection of the perpendicular line and the
other parallel line using a system.
y = 2x −1
y = −
1
2
x + 3
⎧
⎨
⎪
⎩
⎪
55. Example 2
2. Find the intersection of the perpendicular line and the
other parallel line using a system.
y = 2x −1
y = −
1
2
x + 3
⎧
⎨
⎪
⎩
⎪
2x −1= −
1
2
x + 3
56. Example 2
2. Find the intersection of the perpendicular line and the
other parallel line using a system.
y = 2x −1
y = −
1
2
x + 3
⎧
⎨
⎪
⎩
⎪
2x −1= −
1
2
x + 3
5
2
x = 4
57. Example 2
2. Find the intersection of the perpendicular line and the
other parallel line using a system.
y = 2x −1
y = −
1
2
x + 3
⎧
⎨
⎪
⎩
⎪
2x −1= −
1
2
x + 3
5
2
x = 4 x = 1.6
58. Example 2
2. Find the intersection of the perpendicular line and the
other parallel line using a system.
y = 2x −1
y = −
1
2
x + 3
⎧
⎨
⎪
⎩
⎪
2x −1= −
1
2
x + 3
5
2
x = 4 x = 1.6
y = 2(1.6)−1
59. Example 2
2. Find the intersection of the perpendicular line and the
other parallel line using a system.
y = 2x −1
y = −
1
2
x + 3
⎧
⎨
⎪
⎩
⎪
2x −1= −
1
2
x + 3
5
2
x = 4 x = 1.6
y = 2(1.6)−1
y = 2.2
60. Example 2
2. Find the intersection of the perpendicular line and the
other parallel line using a system.
y = 2x −1
y = −
1
2
x + 3
⎧
⎨
⎪
⎩
⎪
2x −1= −
1
2
x + 3
5
2
x = 4 x = 1.6
y = 2(1.6)−1
y = 2.2
y = −
1
2
(1.6)−1
61. Example 2
2. Find the intersection of the perpendicular line and the
other parallel line using a system.
y = 2x −1
y = −
1
2
x + 3
⎧
⎨
⎪
⎩
⎪
2x −1= −
1
2
x + 3
5
2
x = 4 x = 1.6
y = 2(1.6)−1
y = 2.2
y = −
1
2
(1.6)−1
y = 2.2
62. Example 2
2. Find the intersection of the perpendicular line and the
other parallel line using a system.
y = 2x −1
y = −
1
2
x + 3
⎧
⎨
⎪
⎩
⎪
2x −1= −
1
2
x + 3
5
2
x = 4 x = 1.6
y = 2(1.6)−1
y = 2.2
y = −
1
2
(1.6)−1
y = 2.2
(1.6, 2.2)
63. Example 2
3. Use the new point and original y-intercept you chose in
step 2 in the distance formula.
64. Example 2
3. Use the new point and original y-intercept you chose in
step 2 in the distance formula.
(0, 3), (1.6, 2.2)
65. Example 2
3. Use the new point and original y-intercept you chose in
step 2 in the distance formula.
(0, 3), (1.6, 2.2)
d = (x2
− x1
)2
+(y2
− y1
)2
66. Example 2
3. Use the new point and original y-intercept you chose in
step 2 in the distance formula.
(0, 3), (1.6, 2.2)
d = (x2
− x1
)2
+(y2
− y1
)2
= (1.6 − 0)2
+(2.2− 3)2
67. Example 2
3. Use the new point and original y-intercept you chose in
step 2 in the distance formula.
(0, 3), (1.6, 2.2)
d = (x2
− x1
)2
+(y2
− y1
)2
= (1.6 − 0)2
+(2.2− 3)2
= (1.6)2
+(−0.8)2
68. Example 2
3. Use the new point and original y-intercept you chose in
step 2 in the distance formula.
(0, 3), (1.6, 2.2)
d = (x2
− x1
)2
+(y2
− y1
)2
= (1.6 − 0)2
+(2.2− 3)2
= (1.6)2
+(−0.8)2
= 2.56 +.64
69. Example 2
3. Use the new point and original y-intercept you chose in
step 2 in the distance formula.
(0, 3), (1.6, 2.2)
d = (x2
− x1
)2
+(y2
− y1
)2
= (1.6 − 0)2
+(2.2− 3)2
= (1.6)2
+(−0.8)2
= 2.56 +.64
= 3.2
70. Example 2
3. Use the new point and original y-intercept you chose in
step 2 in the distance formula.
(0, 3), (1.6, 2.2)
d = (x2
− x1
)2
+(y2
− y1
)2
= (1.6 − 0)2
+(2.2− 3)2
= (1.6)2
+(−0.8)2
= 2.56 +.64
= 3.2 ≈1.79
71. Example 2
3. Use the new point and original y-intercept you chose in
step 2 in the distance formula.
(0, 3), (1.6, 2.2)
d = (x2
− x1
)2
+(y2
− y1
)2
= (1.6 − 0)2
+(2.2− 3)2
= (1.6)2
+(−0.8)2
= 2.56 +.64
= 3.2 ≈1.79 units
72. Example 3
Line h contains the points E(2, 4) and F(5, 1). Find
the distance between line h and the point G(1, 1).
73. Example 3
Line h contains the points E(2, 4) and F(5, 1). Find
the distance between line h and the point G(1, 1).
Solution:
74. Example 3
Line h contains the points E(2, 4) and F(5, 1). Find
the distance between line h and the point G(1, 1).
Solution:
d = 8
75. Example 3
Line h contains the points E(2, 4) and F(5, 1). Find
the distance between line h and the point G(1, 1).
Solution:
d = 8 ≈ 2.83
76. Example 3
Line h contains the points E(2, 4) and F(5, 1). Find
the distance between line h and the point G(1, 1).
Solution:
d = 8 ≈ 2.83 units