## in the above diagram the vertical intercept and slope are

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in the above diagram the vertical intercept and slope are

The vertical line graphed above has an x intercept (3,0) and no y intercept. The movement from line A to line A ' represents a change in: A. the slope only. Show transcribed image text. See Figure \(\PageIndex{5}\). Plot the y-intercept. B. Slope. D) the slope would be -10. Equations #5 and #6 are written in slope–intercept form. Figure 6.9: The 45° Diagram and Equilibrium GDP The 45° line gives Y = AE the equilibrium condition. Its graph is a horizontal line crossing the \(y\)-axis at \(−6\). Perpendicular lines are lines in the same plane that form a right angle. 2. We substituted \(y=0\) to find the \(x\)-intercept and \(x=0\) to find the \(y\)-intercept, and then found a third point by choosing another value for \(x\) or \(y\). +2. The \(C\)-intercept means that even when Stella sells no pizzas, her costs for the week are \($25\). See Figure \(\PageIndex{1}\). The slope, \(4\), means that the cost increases by \($4\) for each pizza Stella sells. The lines have the same slope and different \(y\)-intercepts and so they are parallel. This means that the graph of the linear function crosses the horizontal axis at the point (0, 250). When we are given an equation in slope–intercept form, we can use the \(y\)-intercept as the point, and then count out the slope from there. Use slopes and \(y\)-intercepts to determine if the lines \(y=−\frac{1}{2}x−1\) and \(x+2y=2\) are parallel. \(y=\frac{2}{5}x−1\) B. is 50. If we multiply them, their product is \(−1\). A vertical line has an equation of the form x = a, where a is the x-intercept. Use slopes and \(y\)-intercepts to determine if the lines \(y=−4\) and \(y=3\) are parallel. I can write equations of lines using y=mx+b. Since a vertical line goes straight up and down, its slope is undefined. Identify the slope and y-intercept. Start at the \(F\)-intercept \((0,32)\) then count out the rise of \(9\) and the run of \(5\) to get a second point. … Now that we have seen several methods we can use to graph lines, how do we know which method to use for a given equation? For more information contact us at info@libretexts.org or check out our status page at https://status.libretexts.org. (Remember: \(\frac{a+b}{c} = \frac{a}{c} + \frac{b}{c}\)). & {y}&{=m x+b} &{y}&{=}&{m x+b} \\{} & {m_{1}} & {=-\frac{7}{2} }&{ m_{2}}&{=}&{-\frac{2}{7}}\end{array}\). Find Stella's cost for a week when she sells no pizzas. Since there is no \(y\), the equations cannot be put in slope–intercept form. Write the slope–intercept form of the equation of the line. If pervious layers are considerably below normal drain depth or deep artesian flow is present, water under pressure may saturate an area well downslope. The x-intercept, that's where the graph intersects the horizontal axis, which is often referred to as the x-axis. B) one. Identify the slope and \(y\)-intercept of both lines. This 45° line has a slope of 1. Refer to the above diagram. The slope and y-intercept calculator takes a linear equation and allows you to calculate the slope and y-intercept for the equation. In the above diagram variables x and y are: A. both dependent variables. The slope, \(0.5\), means that the weekly cost, \(C\), increases by \($0.50\) when the number of miles driven, \(n\), increases by \(1\). 4. The slope–intercept form of an equation of a line with slope and y-intercept, is, . Let’s look for some patterns to help determine the most convenient method to graph a line. On the basis of this information we can say that: Use the following to answer questions 149-151: Refer to the above diagram. &{y} &{=} &{-5 x-4} & {} &{y} &{=} &{\frac{1}{5} x-1} \\ {} &{y} &{=} &{m x+b} & {} &{y} &{=} &{m x+b}\\ {} &{m_{1}} &{=}&{-5} & {} &{m_{2}} &{=}&{\frac{1}{5}}\end{array}\). See the answer. Watch the recordings here on Youtube! \(\newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\) \( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\) \( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\) \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\) \( \newcommand{\Span}{\mathrm{span}}\), 3.5: Use the Slope–Intercept Form of an Equation of a Line, [ "article:topic", "slope-intercept form", "license:ccbyncsa", "transcluded:yes", "source[1]-math-15147" ], https://math.libretexts.org/@app/auth/2/login?returnto=https%3A%2F%2Fmath.libretexts.org%2FCourses%2FHighline_College%2FMath_084_%25E2%2580%2593_Intermediate_Algebra_Foundations_for_Soc_Sci%252C_Lib_Arts_and_GenEd%2F03%253A_Graphing_Lines_in_Two_Variables%2F3.05%253A_Use_the_SlopeIntercept_Form_of_an_Equation_of_a_Line, \( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \) \( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)\(\newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\) \( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\) \( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\) \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\) \( \newcommand{\Span}{\mathrm{span}}\) \(\newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\) \( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\) \( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\) \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\) \( \newcommand{\Span}{\mathrm{span}}\), Recognize the Relation Between the Graph and the Slope–Intercept Form of an Equation of a Line, Identify the Slope and \(y\)-Intercept From an Equation of a Line, Graph a Line Using its Slope and Intercept, Choose the Most Convenient Method to Graph a Line, Graph and Interpret Applications of Slope–Intercept, Use Slopes to Identify Perpendicular Lines, Explore the Relation Between a Graph and the Slope–Intercept Form of an Equation of a Line. Since the slope is negative, the final graph of the line should be decreasing when viewed from left to right. When an equation of a line is not given in slope–intercept form, our first step will be to solve the equation for \(y\). 5. Find Stella’s cost for a week when she sells no pizzas. \[\begin{array}{lll} {y} & {=m x+b} & {y=m x+b} \\ {y} & {=-2 x+3} & {y=-2 x-1} \\ {m} & {=-2} & {m=-2}\\ {b} & {=3,(0,3)} & {b=-1,(0,-1)}\end{array}\]. What about vertical lines? In order to compare it to the slope–intercept form we must first solve the equation for \(y\). Parallel lines have the same slope and different \(y\)-intercepts. C) infinite. 3 and -1 1 / 3 respectively. What is the \(y\)-intercept of each line? Estimate the temperature when there are no chirps. Equations #1 and #2 each have just one variable. Find the Fahrenheit temperature for a Celsius temperature of \(20\). The equation \(T=\frac{1}{4}n+40\) is used to estimate the temperature in degrees Fahrenheit, \(T\), based on the number of cricket chirps, \(n\), in one minute. Many students find this useful because of its simplicity. Have questions or comments? B. Parallel vertical lines have different \(x\)-intercepts. The \(y\)-intercept is where the line crosses the \(y\)-axis, so \(y\)-intercept is \((0,3)\). We will take a look at a few applications here so you can see how equations written in slope–intercept form relate to real-world situations. Once we see how an equation in slope–intercept form and its graph are related, we’ll have one more method we can use to graph lines. Compare these values to the equation \(y=mx+b\). The lines have the same slope and different \(y\)-intercepts and so they are parallel. We have graphed linear equations by plotting points, using intercepts, recognizing horizontal and vertical lines, and using the point–slope method. C. inversely related. The slope of a line parallel to the horizontal axis is: A) zero. So what's the slope here? Count out the rise and run to mark the second point. &{y=m x+b} &{} & {y=m x+b} \\ {} &{m=0} &{} & {m=0} \\{} & {y\text {-intercept is }(0,4)} &{} & {y \text {-intercept is }(0,3)}\end{array}\). As noted above, the b term is the y-intercept.The reason is that if x = 0, the b term will reveal where the line intercepts, or crosses, the y-axis.In this example, the line hits the vertical axis at 9. So I would rule that one out. I can explain where to find the slope and vertical intercept in both an equation and its graph. B. the intercept only. The slope of curve ZZ at point A is: Refer to the above diagram. Find the slope–intercept form of the equation. Identify the slope and \(y\)-intercept of the line \(3x+2y=12\). Let’s practice finding the values of the slope and \(y\)-intercept from the equation of a line. 4. B) is minus $10. In the above diagram the vertical intercept and slope are: A. The fixed cost is always the same regardless of how many units are produced. & {F=36+32} \\ {\text { Simplify. }} The 45° line labeled \(Y = \text{AE}\), illustrates the equilibrium condition. Horizontal & vertical lines Get 5 of 7 questions to level up! Use slopes and \(y\)-intercepts to determine if the lines \(y=2x−3\) and \(−6x+3y=−9\) are parallel. Learn about the slope-intercept form of two-variable linear equations, and how to interpret it to find the slope and y-intercept of their line. Refer to the above diagram. B. is 50. This means that the graph of the linear function crosses the horizontal axis at the point (0, 250). The car example above is a very simple one that should help you understand why the slope intercept form is important and more specifically, the meaning of the intercepts. E) positively related. C. is 60. Find the cost for a week when he drives \(250\) miles. Count out the rise and run to mark the second point. See Figure \(\PageIndex{3}\). has been eliminated in affluent societies such as the United States and Canada. This is the cost of rent, insurance, equipment, advertising, and other items that must be paid regularly. Graph the line of the equation \(y=0.5x+25\) using its slope and \(y\)-intercept. Use slopes to determine if the lines \(y=−3x+2\) and \(x−3y=4\) are perpendicular. So the slope is useful for the rate at which the loan is being paid back, but it's not the clearest way to figure out how long it took Flynn to pay back the loan. 159. Use the slope formula \(\frac{\text{rise}}{\text{run}}\) to identify the rise and the run. This 45° line has a slope of 1. What is the \(y\)-intercept of the line? We begin with a plot of the aggregate demand function with respect to real GNP (Y) in Figure 8.8.1 .Real GNP (Y) is plotted along the horizontal axis, and aggregate demand is measured along the vertical axis.The aggregate demand function is shown as the upward sloping line labeled AD(Y, …). We’ll use the points \((0,1)\) and \((1,3)\). The vertical intercept: A. is 40. For this we calculate the x mean, y mean, S xy, S xx as shown in the table. In the above diagram variables x and y are: A) both dependent variables. Use slopes to determine if the lines, \(7x+2y=3\) and \(2x+7y=5\) are perpendicular. The slopes are negative reciprocals of each other, so the lines are perpendicular. The first equation is already in slope–intercept form: \(\quad y=−5x−4\) 114.Refer to the above diagram. B) directly related. See Figure \(\PageIndex{2}\). 4 and -1 1/3 respectively. At 1 week they will have saved the same amount, $ 30. In the above diagram variables x and y are: A) both dependent variables. 4 and -1 1/3 respectively. Interpret the slope and \(F\)-intercept of the equation. &{y=-4} & {\text { and }} &{ y=3} \\ {\text{Since there is no }x\text{ term we write }0x.} Use slopes and \(y\)-intercepts to determine if the lines \(x=−2\) and \(x=−5\) are parallel. A vertical line has an infinite slope. After identifying the slope and \(y\)-intercept from the equation we used them to graph the line. The slope, \(\frac{9}{5}\), means that the temperature Fahrenheit (\(F\)) increases \(9\) degrees when the temperature Celsius (\(C\)) increases \(5\) degrees. If we look at the slope of the first line, \(m_{1}=14\), and the slope of the second line, \(m_{2}=−4\), we can see that they are negative reciprocals of each other. C. … We solve the second equation for \(y\): \[\begin{aligned} 2x+y &=-1 \\ y &=-2x-1 \end{aligned}\]. Notice the lines look parallel. & {F=\frac{9}{5}(20)+32} \\ {\text { Simplify. }} If you do not have the equations, see Equation of a line - slope/intercept form and Equation of a line - point/slope form (If one of the lines is vertical, see the section below). \(x=a\) is a vertical line passing through the \(x\)-axis at \(a\). In Graph Linear Equations in Two Variables, we graphed the line of the equation \(y=12x+3\) by plotting points. Find the slope-intercept form of the equation of the line. Remember, you want to do what's your change in y or change in x. The equation \(F=\frac{9}{5}C+32\) is used to convert temperatures, \(C\), on the Celsius scale to temperatures, \(F\), on the Fahrenheit scale. Answer: C 12. We have used a grid with \(x\) and \(y\) both going from about \(−10\) to \(10\) for all the equations we’ve graphed so far. The equation of this line is: When a linear equation is solved for \(y\), the coefficient of the \(x\)-term is the slope and the constant term is the \(y\)-coordinate of the \(y\)-intercept. \(5x−3y=15\) Exercise \(\PageIndex{10}\): How to Graph a Line Using its Slope and Intercept. \[\begin{array}{c}{m_{1} \cdot m_{2}} \\ {\frac{1}{4}(-4)} \\ {-1}\end{array}\]. In equations #3 and #4, both \(x\) and \(y\) are on the same side of the equation. C) it would graph as a downsloping line. 3. Graph the line of the equation \(y=2x−3\) using its slope and \(y\)-intercept. Stella's fixed cost is \($25\) when she sells no pizzas. You may want to graph the lines to confirm whether they are parallel. Use slopes and \(y\)-intercepts to determine if the lines \(2x+5y=5\) and \(y=−\frac{2}{5}x−4\) are parallel. Find the slope-intercept form of the equation of the line. Let’s look at the lines whose equations are \(y=\frac{1}{4}x−1\) and \(y=−4x+2\), shown in Figure \(\PageIndex{5}\). We can do the same thing for perpendicular lines. Therefore, whatever the x value is, is also the value of 'b'. In the above diagram the line crosses the y axis at y = 1. If \(m_1\) and \(m_2\) are the slopes of two parallel lines then \(m_1 = m_2\). Estimate the height of a child who wears women’s shoe size \(0\). The slope is the same as the coefficient of \(x\) and the \(y\)-coordinate of the \(y\)-intercept is the same as the constant term. Equations of this form have graphs that are vertical or horizontal lines. Expert Answer . There is only one variable, \(x\). If the equation is of the form \(Ax+By=C\), find the intercepts. \(y=−6\) They are not parallel; they are the same line. The \(T\)-intercept means that when the number of chirps is \(0\), the temperature is \(40°\). In the above diagram variables x and y are: A) both dependent variables. In the above diagram variables x and y are: In the above diagram the vertical intercept and slope are: In the above diagram the equation for this line is: Consumers want to buy pizza is given equation P = 15 - .02Q. Graphically, that means it would shift out (or up) from the old origin, parallel to … The second equation is now in slope–intercept form as well. persists because economic wants exceed available productive resources. We say that vertical lines that have different \(x\)-intercepts are parallel. C) both the slope and the intercept. The equation \(C=1.8n+35\) models the relation between her weekly cost, \(C\), in dollars and the number of wedding invitations, \(n\), that she writes. with the land slope, toward an outlet. Sam drives a delivery van. &{ 3 x-2 y} &{=} &{6}\\{} & {\frac{-2 y}{-2}} &{ =}&{-3 x+6 }\\ {} &{\frac{-2 y}{-2}}&{ =}&{\frac{-3 x+6}{-2}} \\ {} & {y }&{=}&{\frac{3}{2} x-3} \end{array}\). The equation \(h=2s+50\) is used to estimate a woman’s height in inches, \(h\), based on her shoe size, \(s\). Refer to the above diagram. C) inversely related. Graph the line of the equation \(y=−x−3\) using its slope and \(y\)-intercept. Not all linear equations can be graphed on this small grid. B. directly related. The line \(y=−4x+2\) drops from left to right, so it has a negative slope. To find the intersection of two straight lines: First we need the equations of the two lines. 31. \[\begin{array}{lll}{\text{#1}}&{\text {Equation }} & {\text { Method }} \\ {\text{#2}}&{x=2} & {\text { Vertical line }} \\ {\text{#3}}&{y=4} & {\text { Hortical line }} \\ {\text{#4}}&{-x+2 y=6} & {\text { Intercepts }} \\ {\text{#5}}&{4 x-3 y=12} & {\text { Intercepts }} \\ {\text{#6}}&{y=4 x-2} & {\text { Slope-intercept }} \\{\text{#7}}& {y=-x+4} & {\text { Slope-intercept }}\end{array}\]. Horizontal & vertical lines. We call these lines perpendicular. \(\begin{array}{lll}{y=\frac{3}{2} x+1} & {} & {y=\frac{3}{2} x-3} \\ {y=m x+b} & {} & {y=m x+b}\\ {m=\frac{3}{2}} & {} & {m=\frac{3}{2}} \\ {y\text{-intercept is }(0, 1)} & {} & {y\text{-intercept is }(0, −3)} \end{array}\). One can easily describe the characteristics of the straight line even without seeing its graph because the slope and y-intercept can easily be identified. \begin{array}{ll}{\text { Find the Fahrenheit temperature for a Celsius temperature of } 20 .} D. cannot be determined from the information given. This is always true for perpendicular lines and leads us to this definition. In the above diagram variables x and y are: A. both dependent variables. +2 1 / 2. Answer: B 11. A negative slope that is larger in absolute value (that is, more negative) means a steeper downward tilt to the line. C) inversely related. Graph the line of the equation \(y=4x+1\) using its slope and \(y\)-intercept. Find the cost for a week when she writes \(75\) invitations. The lines have the same slope and different \(y\)-intercepts and so they are parallel. The break-even level of disposable income: A) is zero. Parallel lines are lines in the same plane that do not intersect. The equation \(C=4p+25\) models the relation between her weekly cost, \(C\), in dollars and the number of pizzas, \(p\), that she sells. and P is its price. The slope, \(\frac{1}{4}\), means that the temperature Fahrenheit (\(F\)) increases \(1\) degree when the number of chirps, \(n\), increases by \(4\). Compare these values to the equation \(y=mx+b\). If \(m_1\) and \(m_2\) are the slopes of two perpendicular lines, then \(m_1\cdot m_2=−1\) and \(m_1=\frac{−1}{m_2}\). Suppose a line has a larger intercept. Stella has a home business selling gourmet pizzas. Use slopes and \(y\)-intercepts to determine if the lines \(y=8\) and \(y=−6\) are parallel. The graph is a vertical line crossing the \(x\)-axis at \(7\). The slope of curve ZZ at point C is: The slope of a line parallel to the vertical axis is: The slope of a line parallel to the horizontal axis is: Slopes of lines are especially important in economics because: The concept of economic efficiency is primarily concerned with: persists only because countries have failed to achieve continuous full employment. To find the slope of the line, we need to choose two points on the line. Recognize the relation between the graph and the slope–intercept form of an equation of a line, Identify the slope and y-intercept form of an equation of a line, Graph a line using its slope and intercept, Choose the most convenient method to graph a line, Graph and interpret applications of slope–intercept, Use slopes to identify perpendicular lines. Find Sam’s cost for a week when he drives \(0\) miles. The Keynesian cross diagram depicts the equilibrium level of national income in the G&S market model. Refer to the above diagram. You can only see part of the lines, but they actually continue forever in both directions. If you're seeing this message, it means we're having trouble loading external resources on our website. We say that the equation \(y=\frac{1}{2}x+3\) is in slope–intercept form. The equation of the second line is already in slope–intercept form. Since their \(x\)-intercepts are different, the vertical lines are parallel. Their \(x\)-intercepts are \(−2\) and \(−5\). B. is 50. In the above diagram the vertical intercept and slope are: A. B) the intercept only. Use slopes to determine if the lines \(2x−9y=3\) and \(9x−2y=1\) are perpendicular. Use the slope formula \(m = \dfrac{\text{rise}}{\text{run}}\) to identify the rise and the run. Remember, the slope is the rate of change. The slopes are reciprocals of each other, but they have the same sign. Use slopes and \(y\)-intercepts to determine if the lines \(x=1\) and \(x=−5\) are parallel. If \(y\) is isolated on one side of the equation, in the form \(y=mx+b\), graph by using the slope and \(y\)-intercept. The \(C\)-intercept means that when the number of invitations is \(0\), the weekly cost is \($35\). & {F=68}\end{array}. \[\begin{array}{lll}{y=2x-3} &{} & {y=2x-3} \\ {y=mx+b} &{} & {y=mx+b} \\ {m=2} &{} & {m=2} \\ {\text{The }y\text{-intercept is }(0 ,−3)} &{} & {\text{The }y\text{-intercept is }(0 ,−3)} \end{array} \nonumber\]. In the above diagram the vertical intercept and slope are: A) 4 and … The first equation is already in slope–intercept form: \(y=−2x+3\). Step 2: Click the blue arrow to submit and see the result! In the above diagram the vertical intercept and slope are: A) 4 and -1 1 / 3 respectively. Identify the rise and the run; count out the rise and run to mark the second point. We compare our equation to the slope–intercept form of the equation. Use slopes to determine if the lines, \(y=−5x−4\) and \(x−5y=5\) are perpendicular. To check your work, you can find another point on the line and make sure it is a solution of the equation. The red lines show us the rise is \(1\) and the run is \(2\). D) one-half. C C C C B C C B B B D C B B A D B C C D D C. C. both the slope and the intercept. &{y=0 x-4} & {} &{y=0 x+3} \\ {\text{Identify the slope and }y\text{-intercept of both lines.}} C) the vertical intercept would be negative, but consumption would increase as disposable income rises. Let’s find the slope of this line. 3 and … We were able to look at the slope–intercept form of linear equations and determine whether or not the lines were parallel. Use slopes to determine if the lines \(y=2x−5\) and \(x+2y=−6\) are perpendicular. Find the \(x\)- and \(y\)-intercepts, a third point, and then graph. B) 3 and -1 1 / 3 respectively. \(\begin{array} {llll} {\text { The first equation is already in slope-intercept form. }} We find the slope–intercept form of the equation, and then see if the slopes are negative reciprocals. For more on this see Slope of a vertical line. Level up on the above skills and collect up to 600 Mastery points Start quiz. Intercept = y mean – slope* x mean. Since f(0) = -7.2(0) + 250 = 250, the vertical intercept is 250. Use slopes and \(y\)-intercepts to determine if the lines \(4x−3y=6\) and \(y=\frac{4}{3}x−1\) are parallel. The slope-intercept form is the most "popular" form of a straight line. Its movement may reach the surface and return to the subsurface a number of times in its course to an outlet. slope \(m = \frac{2}{3}\) and \(y\)-intercept \((0,−1)\). The slope of a line indicates how steep the line is and whether it rises or falls as we read it from left to right. Identify the slope and \(y\)-intercept of the line \(y=\frac{2}{5}x−1\). O 3 And -11/3 Respectively O 4 And -11/3 Respectively. Compare these values to the equation \(y=mx+b\). Remember, in equations of this form the value of that one variable is constant; it does not depend on the value of the other variable. Determine the most convenient method to graph each line. C) is $100. As we read from left to right, the line \(y=14x−1\) rises, so its slope is positive. Graph the equation. Since the horizontal lines cross the \(y\)-axis at \(y=−4\) and at \(y=3\), we know the \(y\)-intercepts are \((0,−4)\) and \((0,3)\). C. 3 and + 3 / 4 respectively. The slope of curve ZZ at point A is approximately: A. D. … B. is 50. Use slopes and \(y\)-intercepts to determine if the lines \(y=\frac{3}{4}x−3\) and \(3x−4y=12\) are parallel. Graph the line of the equation \(y=−x+4\) using its slope and \(y\)-intercept. I know that the slope is m = {{ - 5} \over 3} and the y-intercept is b = 3 or \left( {0,3} \right). A) the slope only. & {y=2x-3}&{}&{} \\ \\ {\text { Solve the second equation for } y} & {-6x+3y} &{=}&{-9} \\{} & {3y}&{=}&{6x-9} \\ {}&{\frac{3y}{3} }&{=}&{\frac{6x-9}{3}} \\{} & {y}&{=}&{2x-3}\end{array}\). The cost of running some types business has two components—a fixed cost and a variable cost. 1. Since parallel lines have the same slope and different \(y\)-intercepts, we can now just look at the slope–intercept form of the equations of lines and decide if the lines are parallel. Change in y or change in x. The m in the equation is the slope … D)cannot be determined from the information given. Interpret the slope and \(F\)-intercept of the equation. Identify the slope and \(y\)-intercept of the line \(x+4y=8\). 3. Isolated seeps at elevations above the drain can be tapped with stub relief drains to avoid additional long lines across the slope. \(\begin{array}{lrlrl}{\text{Solve the equations for y.}} Also, the x value of every point on a vertical line is the same. 159. 6. Graph the line of the equation \(3x−2y=8\) using its slope and \(y\)-intercept. While we could plot points, use the slope–intercept form, or find the intercepts for any equation, if we recognize the most convenient way to graph a certain type of equation, our work will be easier. We’ll need to use a larger scale than our usual. Perpendicular lines may have the same \(y\)-intercepts. Step 1: Begin by plotting the y-intercept of the given equation which is \left( {0,3} \right). The slopes of the lines are the same and the \(y\)-intercept of each line is different. Missed the LibreFest? 8.1 Lines that Are Translations. Use the graph to find the slope and \(y\)-intercept of the line \(y=\frac{1}{2}x+3\). \(y=b\) is a horizontal line passing through the \(y\)-axis at \(b\). In this article, we will mostly talk about straight lines, but the intercept points can be calculated … At every point on the line, AE measured on the vertical axis equals current output, Y, measured on the horizontal axis. D) neither the slope nor the intercept. What do you notice about the slopes of these two lines? In the graph we see the line goes through \((4, 0)\). &{x-5y} &{=} &{5} \\{} &{-5 y} &{=} &{-x+5} \\ {} & {\frac{-5 y}{-5}} &{=} &{\frac{-x+5}{-5}} \\ {} &{y} &{=} &{\frac{1}{5} x-1} \end{array}\). if the equation of a straight line (when the equation is written as "y = mx + b"), the slope is the number "m" that is multiplied on the x, and "b" is the y-intercept (that is, the point where the line crosses the vertical y-axis). Usually when a linear equation models a real-world situation, different letters are used for the variables, instead of \(x\) and \(y\). Unless otherwise noted, LibreTexts content is licensed by CC BY-NC-SA 3.0. We'll need to use a larger scale than our usual. B) the slope would be -7.5. This equation has only one variable, \(y\). It is for the material and labor needed to produce each item. 1. 160. The m in the equation is the slope … & {F=\frac{9}{5} C+32} \\ {\text { Find } F \text { when } C=20 .} C. is 60. Identify the slope and \(y\)-intercept of the line with equation \(y=−3x+5\). Let us use these relations to determine the linear regression for the above dataset. D. cannot be determined from the information given. The \(y\)-intercept is the point \((0, 1)\). Estimate the temperature when the number of chirps in one minute is \(100\). Generally, plotting points is not the most efficient way to graph a line.
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