# 5.1. A Formula for Slope. Investigation: Points and Slope CONDENSED

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1 CONDENSED L E S S O N 5.1 A Formula for Slope In this lesson ou will learn how to calculate the slope of a line given two points on the line determine whether a point lies on the same line as two given points find a point on a line given a known point on the line and the slope In Chapter 4, ou saw that the rate of change of a line can be a numerical and graphical representation of a real-world change like a car s speed. Look at the lines and equation shown on page 51 of our book. Because the coefficient of represents the rate of change of the line, ou can match the equations to the lines b looking at the coefficients the greater the coefficient, the steeper the line. The rate of change of a line is often referred to as its slope. You can find the slope of a line if ou know the coordinates of two points on the line. Investigation: Points and Slope Hector pas a flat monthl charge plus an hourl rate for Internet service. The table on page 51 of our book shows Hector s total monthl fee for three months. Because the hourl rate is constant, this is a linear relationship. To find the rate in dollars per hour, divide the change in fee b the change in time for two months. For eample, using October and November, ou get So the rate is \$.95 per hour. Verif that ou get this same result if ou use the data for September and October or September and November. Here is a graph of the Internet data with a line drawn through the points. The arrows show how ou can move from (5, 19.7) to (8, 8.55) using one vertical move and one horizontal move. The length of the vertical arrow is or 8.85 units, which is the change in total fees from October to November. The length of the horizontal arrow is 8 5 or 3 units, which is the change in the number of hours from October to November. Notice that the lengths are the two quantities we divided to find the hourl rate. This hourl rate,.95, is the slope of the line. The right triangle created b drawing arrows to show vertical and horizontal change is called a slope triangle. Total fee (\$) 3 (5, 19.7) (4, 1.75) 5 Time (hrs) (8, 8.55) (continued) Ke Curriculum Press Discovering Algebra Condensed Lessons 1

2 Previous Lesson 5.1 A Formula for Slope (continued) At right is the same graph with arrows drawn between the points for September and October. Notice that the slope or the vertical change divided b the horizontal change is the same. An pair of points on a line will give the same slope. You can find the vertical change and the horizontal change b subtracting corresponding coordinates. If one of the points is ( 1, 1 ) and the other is (, ), then the slope is 1 or Total fee (\$) 3 (5, 19.7) (4, 1.75) (8, 8.55) vertical change horizontal change Time (hrs) In the investigation the slope of the line is positive. The eample in our book involves a line with a negative slope. Read this eample carefull. Here is another eample. EXAMPLE Consider the line through (, 3) and (4, 1). Solution a. Find the slope of the line. b. Without graphing, verif that (3, 1 ) 3 is on the line. c. Find the coordinates of another point on the line. 1 3 a. Slope 4 ( ) 4 3 b. The slope between an two points will be the same. So if the slope between (3, 1 3 ) and either of the original points is, 3 then the point is on the line. The slope between (3, 1 ) 3 and (4, 1) is So (3, 1 ) 3 is on the line. c. Start with one of the original points. Add the change in to the -coordinate and the change in to the -coordinate. Let s start with (, 3). ( change in, 3 change in ) (, 3 (4)) (4, 1) So (4, 1) is on the line. (, 3) 4 (4, 1) Read the rest of Lesson 5.1 in our book. Make sure ou understand how ou can tell b looking at a line whether the slope is positive, negative, zero, or undefined. Note that when the equation for a line is written in the form a b, the letter b represents the slope. Discovering Algebra Condensed Lessons Ke Curriculum Press

3 CONDENSED L E S S O N 5. Writing a Linear Equation to Fit Data Previous In this lesson ou will find a line of fit for a set of data use a linear model to make predictions learn about the slope-intercept form of an equation Real-world data rarel fall eactl on a line. However, if the data show a linear pattern, ou can find a line to model the data. Such a line is called a line of fit for the data. Read the information about lines of fit on page 1 of our book. Investigation: Beam Strength Steps 1 3 In this investigation, students make beams from different numbers of spaghetti strands. Then the test each beam to see how man pennies it can hold before breaking. Here is the data collected b one group of students. Steps 4 8 You can make a scatter plot of the data on a graphing calculator or on paper. [, 7, 1,, 5, 5] Pennies Strands Number Number of strands of pennies B moving a strand of spaghetti around on our sketch, find a line ou think fits the data. Make our line go through two points. Use the coordinates of the two points to find the slope of the line. In the eample below, the line goes through (1, ) and (5, 41). The slope is or Pennies Strands 5 (continued) Ke Curriculum Press Discovering Algebra Condensed Lessons 3

4 Previous Lesson 5. Writing a Linear Equation to Fit Data (continued) Use the slope, b, to graph the equation b on our calculator. For the line above, this is Notice that this line is a little too low to fit the data. Using the sketch above, ou can estimate that the -intercept, a, of the line of fit is about. So the equation of the line of fit in intercept form is about Graph this equation on our calculator. This line appears to be a good fit. In some cases ou ll need to adjust the intercept value several times until ou are happ with the fit. Note that the equation ou end up with depends on the two data points our line passes through and our estimate of the -intercept. Different people will find different equations. Steps 9 1 The line of fit found above, 7.75, is a model for the relationship between the number of strands in the beam,, and the number of pennies the beam supports,. The slope, 7.75, represents the increase in the number of pennies each time ou add one strand to the beam. You can use the line of fit to make predictions. To predict the number of strands needed to support \$5 worth of pennies (5 pennies), trace the graph to find the -value corresponding to a -value of 5, or solve It would take about 4 strands to support this much weight. The model predicts that a -strand beam can hold 7.75() or about 8 pennies. A 17-strand beam can hold 7.75(17) or about 134 pennies. Now, follow along with the eample in our book. It shows ou how to fit a line to a different data set. To find the line of fit in the investigation, we started with the slope and then found the -intercept. Because of the importance of slope, man people use the slope-intercept form of a linear equation, which shows the slope first. In this form, m represents the slope and b represents the -intercept. The slope-intercept form is m b. 4 Discovering Algebra Condensed Lessons Ke Curriculum Press

5 CONDENSED L E S S O N 5.3 Point-Slope Form of a Linear Equation Previous In this lesson ou will write equations in point-slope form find the equation of a line given one point on the line and the slope find the equation of a line given two points on the line If ou are given the slope and the -intercept of a line, it is eas to write an equation for the line. The eample in our book shows ou how to find an equation when ou know one point and the slope. Here is an additional eample. EXAMPLE When Rosi bought her computer, she made a down pament and then made paments of \$5 per month. After 5 months, she had paid \$45. After 18 months, her computer was paid for. What is the total amount Rosi paid for her computer? Solution Because the rate of change is constant (\$5 per month), ou can model this relationship with a linear equation. Let represent time in months, and let represent the amount paid. The problem gives the slope, 5, and one point, (5, 45). Let (, ) represent a second point on the line, and use the slope formula, b, to find a linear equation Substitute the coordinates of the points. ( 5) ( 5) Multipl both sides b ( 5). Amount paid (dollars) Slope 5 point 1 (5, 45) point (, ) Time (months) 45 5( 5) Reduce. 45 5( 5) Add 45 to both sides. The equation 45 5( 5) gives the total amount paid,, in months. To find the total amount Rosi paid in 18 months, substitute 18 for. 45 5( 5) 45 5(18 5) 45 5(13) Rosi paid a total of \$195 for her computer. The equation 45 5( 5) is in point-slope form. Read about point-slope form on page 71 of our book. (continued) Ke Curriculum Press Discovering Algebra Condensed Lessons 5

6 Previous Lesson 5.3 Point-Slope Form of a Linear Equation (continued) Investigation: The Point-Slope Form for Linear Equations Steps 1 5 Jenn is moving at a constant rate. The table on page 71 of our book shows her distances from a fied point after 3 seconds and after seconds. The slope of the line that represents this situation is If ou use the point (3, 4.), the equation for this situation in point-slope form is 4..( 3). If ou use (,.8), the equation is.8.( ). or.. Enter both equations into our calculator and graph them. You will see onl one line, which indicates that the equations are equivalent. [,, 1, 1,, 1] Now, look at the table for the two equations. Notice that for ever -value, the Y1- and Y-values are the same. This also indicates that the equations 4..( 3) and.8.( ) are equivalent. Steps 9 The table on page 7 of our book shows how the temperature of a pot of water changed over time as it was heated. If ou plot the data on our calculator, ou ll see a linear pattern. Choose a pair of data points. For this eample, we ll use (49, 35) and (, 4). The slope of the line through these points is Using (49, 35), the equation for the line in point-slope form is 35.38( 49). If ou graph this equation, ou ll see that the line fits the data ver closel. Now, pick a different pair of data points. Find an equation for the line through the points, and graph the equation on our calculator. Does one of the equations fit the data better than the other? [,,,,, ] Discovering Algebra Condensed Lessons Ke Curriculum Press

7 CONDENSED L E S S O N 5.4 Equivalent Algebraic Equations Previous In this lesson ou will determine whether equations are equivalent rewrite linear equations in intercept form use mathematical properties to rewrite and solve equations You have seen that the same line can be represented b more than one equation. In this lesson ou ll learn how to recognize equivalent equations b using mathematical properties and the rules for order of operations. Investigation: Equivalent Equations Page 7 of our book gives si equations. Although these equations look ver different, the are all equivalent. To see this, use the distributive propert to rewrite each equation in intercept form. a. 3 ( 1) b. 3 5 c. 9 ( ) d e. 7 ( 1) f ( 5) 5 5 (.5) ( 7) All the equations are equivalent to 5. To check that each original equation is equivalent to 5, enter both equations into our calculator and graph them. You will get the same line, which indicates that the same values satisf both equations. Now, look at the equations a o on page 77 of our book. These equations represent onl four different lines. To find the equivalent equations, write each equation in intercept form. You should get these results. Equations a, m, i, and l are equivalent to 5. Equations b, d, g, and k are equivalent to. Equations e, j, and n are equivalent to 3. Equations c, f, h, and o are equivalent to 4. (continued) Ke Curriculum Press Discovering Algebra Condensed Lessons 7

8 Previous Lesson 5.4 Equivalent Algebraic Equations (continued) In equations h and j, and are on the same side of the equation and the other side is a constant. These equations are in standard form. Here are the steps for rewriting equation j Original equation. Subtract 1 from both sides Divide both sides b. In the investigation ou saw that no matter what form a linear equation is given in, ou can rewrite it in intercept form. When equations are in intercept form, it is eas to see whether the are equivalent. Page 78 of our book reviews the properties that allow ou to rewrite (and solve) equations. Read these properties and the eamples that follow. Here are two more eamples. EXAMPLE C Is equivalent to 7( 1)? Solution Rewrite in intercept form Original equation. Subtract 1 from both sides The epression 1 1 is Divide both sides b Divide 1 b 3 and 1 b 3. Rewrite 7( 1) in intercept form. 7( 1) 7 7 Original equation. Distributive propert. 3 7 Add and 7. The equations are not equivalent. EXAMPLE D Solve 4( 3) 7 4. Identif the propert of equalit used in each step. 4( 3) 7 4 Original equation. 4( 3) 8 Multiplication propert (multipl both sides b 7). 3 7 Division propert (divide both sides b 4). Addition propert (add 3 to both sides). 5 Division propert (divide both sides b ). 8 Discovering Algebra Condensed Lessons Ke Curriculum Press

9 CONDENSED L E S S O N 5.5 Writing Point-Slope Equations to Fit Data Previous In this lesson ou will write point-slope equations to fit data use equations of lines of fit to make predictions compare two methods for fitting lines to data This lesson gives ou more practice using the point-slope form to model data. You ma find that using the point-slope form is more efficient than using the intercept form because ou don t have to first write a direct variation equation and then adjust it for the intercept. Investigation: Life Epectanc Steps 1 4 The table on page 84 of our book shows the relationship between the number of ears a person might be epected to live and the ear he or she was born. Plot the female life-epectanc data in the window [193,,, 55, 85, 5]. Look for two points on the graph so that the line through the points closel reflects the pattern of all the points. For this eample, we ll use (197, 74.7) and (199, 78.8). The slope of the line through these points is Using (197, 74.7), ou can write the equation ( 197). To predict the life epectanc of a female who will be born in, substitute for in the equation ( 197) ( 197) (5) The equation predicts that a female born in will have a life epectanc of 85.3 ears. (continued) Ke Curriculum Press Discovering Algebra Condensed Lessons 9

10 Previous Lesson 5.5 Writing Point-Slope Equations to Fit Data (continued) Steps 5 8 If we had chosen a different pair of points, we would have found a different equation and made a different life-epectanc prediction. For eample, if we had used (195, 71.1) and (1995, 78.9), we would have gotten the slope and the equation ( 195). This equation gives a life-epectanc prediction of about 83.5 ears for a female born in. Now, find equations of lines of fit for the male data and combined data. Here are equations for all three sets of data, using the points for 197 and 199. Female: ( 197) Male: ( 197) Combined: 7.8.3( 197) Notice that the slopes of all three lines are close to., indicating that life epectanc increases b about. ear for each age increase of 1 ear, regardless of gender. The graph below shows all three sets of data and all three lines graphed in the same window. The data for females is plotted with boes, the data for males is plotted with plus signs, and the combined data is plotted with dots. Notice that the line for the combined data is between the other two lines. This is reasonable because the combined life epectanc for both males and females should be between the life epectanc for females and the life epectanc for males. You have used two methods for finding the equation of a line of fit. One method uses the intercept form, and the other uses the point-slope form. For the interceptform method (which ou used in the spaghetti beam investigation), ou found a line parallel to the line of fit and then adjusted it up or down, using estimation, to fit the points. With the point-slope method, ou get an equation without making an adjustments, but ou ma find the line does not fit the data as well as ou would like. 7 Discovering Algebra Condensed Lessons Ke Curriculum Press

11 CONDENSED L E S S O N 5. More on Modeling Previous In this lesson ou will use Q-points to fit a line to a set of data use a line of fit to make predictions Several times in this chapter ou have found the equation of a line of fit for a data set. You probabl found that ou and our classmates often wrote different equations even though ou were working with the same data. In this investigation ou will learn a sstematic method for finding the equation of a line of fit. This method alwas gives the same equation for a given set of data. Investigation: FIRE!!!! Steps 1 3 In this investigation, students form a line and record the time it takes to pass a bucket from one end of the line to the other. After each trial, some students sit down and the remaining students repeat the eperiment. Here are the data one class collected and the graph of the data. Number of people, Passing time (sec), Passing time (sec) Number of people Steps 4 13 You can use the quartiles of the - and -values to fit a line to the data. First, find the five-number summaries. The five-number summar for the -values is 5, 11, 14, 18,. The five-number summar for the -values is 4, 8, 11.5, 14, 18. Use these values to add horizontal and vertical bo plots to the graph. (continued) Ke Curriculum Press Discovering Algebra Condensed Lessons 71

12 Previous Lesson 5. More on Modeling (continued), draw vertical lines from the Q1- and Q3-values on the -ais bo plot, and draw horizontal lines from the Q1- and Q3-values on the -ais bo plot. These lines form a rectangle. The vertices of this rectangle are called Q-points. Q-points ma or ma not be actual points in the data set. Note that anone who starts with this data will get the same Q-points. Passing time (sec) Q-point Q-point Q-point Q-point Number of people Finall, draw the diagonal of the rectangle that reflects the direction of the data. This is a line of fit for the data. Use the coordinates of the Q-points (11, 8) and (18, 14) to write an equation for this line. The slope 14 8 is or 7, so one equation is 8 ( 7 11). In intercept form, this is The slope represents the number of seconds it takes each person to pass the bucket. The -intercept represents the amount of time it takes people to pass the bucket. In this case, the -intercept is a negative number, which doesn t make sense in the real situation. This demonstrates that a model onl approimates what actuall happens. Now, use our calculator to plot the data points, draw vertical and horizontal lines through the quartile values, and find a line of fit. (See Calculator Note 5B for help on using the draw menu.) The eample in our book uses the Q-point method to fit a line to a different set of data. Read this eample and make sure ou understand it. Passing time (sec) Number of people 7 Discovering Algebra Condensed Lessons Ke Curriculum Press

13 CONDENSED L E S S O N 5.7 Applications of Modeling Previous In this lesson ou will use and compare three methods of finding a line of fit for a set of data use linear models to make predictions You now know several methods for fitting a line to data. In this lesson ou will practice and compare these methods. Investigation: What s M Line? The tables on page 9 of our book show how the diameter of a person s pupil changes with age. Table 1 shows dalight pupil diameters. Table shows nighttime pupil diameters. Here, we will work with data in Table. Steps 1 First, ou ll find a line of fit b eeballing the data. Plot the data on graph paper. Then, la a strand of spaghetti on the plot so that it crosses the -ais and follows the direction of the data. Here is an eample. Diameter (mm) Age (ears) This line crosses the -ais at about (, 9.8). The point (3, 7) is also on the line. The slope of the line through these points is or about.93. So the equation of this line in intercept form is Steps 3 4 Now, ou ll fit a line using representative data points. Use our calculator with the window [,,,,, 1] to make a scatter plot of the data. Choose two points ou think reflect the direction of the data. For eample, ou might use (3, 7.) and (, 4.1). The slope of the line through these points is or about.97. An equation for the line through these points in point-slope form is 7.97( 3). Rewriting this in intercept form gives (continued) Ke Curriculum Press Discovering Algebra Condensed Lessons 73

14 Previous Lesson 5.7 Applications of Modeling (continued) Steps 5, ou ll find a line of fit using Q-points. The five-number summar of the -values is, 3, 5, 7, 8, so Q1 and Q3 are 3 and 7. The five-number summar of the -values is.5, 3., 5., 7., 8., so Q1 and Q3 are 3. and 7.. Use these values to draw a rectangle on the plot. Then, draw the diagonal that reflects the direction of the data. The diagonal passes through (3, 7.) and (7, 3.). Diameter (mm) Age (ears). 7. The slope of this line is or.95. An equation for this line in point-slope form is 7.95( 3). Rewriting this in intercept form gives Steps 7 13 In the preceding linear models, the slope indicates the change in pupil diameter for each age increase of 1 ear. The three methods gave slightl different values for the slope (.93,.97, and.95). The -intercept of each model represents the pupil diameter at birth (age ). These values are also slightl different for the three models (9.8, 9.91, and 9.85.) You can use an of the models to predict the age when a person s nighttime pupil diameter is about 4.5 mm. For eample, to predict a person s age using the first model, , solve The solution is about 57, so a person s nighttime pupil diameter is 4.5 mm at about age 57. Changing the -intercept of an equation increases or decreases ever -coordinate b the same amount. For eample, changing the -intercept of the first model, , to 9.3 gives the equation The -coordinate of each point on this second line is.5 mm less than the -coordinate of that point on the original line. For a person of age 45, the first equation gives a pupil diameter of 5.15 mm and the second equation gives a pupil diameter of mm. A small change in slope has little effect on points near the data points, but the effect is magnified for points far out on the line, awa from the points. For this data, age values much greater than 8 don t make sense in the real world. However, ou might tr changing the slope value of one of the models slightl and then substituting age values of,, and so on to see the effect of the change. 74 Discovering Algebra Condensed Lessons Ke Curriculum Press

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