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This module is from Elementary Algebra by Denny Burzynski and Wade Ellis, Jr. In this chapter the student is shown how graphs provide information that is not always evident from the equation alone. The chapter begins by establishing the relationship between the variables in an equation, the number of coordinate axes necessary to construct its graph, and the spatial dimension of both the coordinate system and the graph. Interpretation of graphs is also emphasized throughout the chapter, beginning with the plotting of points. The slope formula is fully developed, progressing from verbal phrases to mathematical expressions. The expressions are then formed into an equation by explicitly stating that a ratio is a comparison of two quantities of the same type (e.g., distance, weight, or money). This approach benefits students who take future courses that use graphs to display information.The student is shown how to graph lines using the intercept method, the table method, and the slope-intercept method, as well as how to distinguish, by inspection, oblique and horizontal/vertical lines. Objectives of this module: be able to find the equation of a line using either the slope-intercept form or the point-slope form of a line.

Overview

  • The Slope-Intercept and Point-Slope Forms

The slope-intercept and point-slope forms

In the pervious sections we have been given an equation and have constructed the line to which it corresponds. Now, however, suppose we're given some geometric information about the line and we wish to construct the corresponding equation. We wish to find the equation of a line.

We know that the formula for the slope of a line is m = y 2 - y 1 x 2 - x 1 . We can find the equation of a line using the slope formula in either of two ways:

If we’re given the slope, m , and any point ( x , 1 y 1 ) on the line, we can substitute this information into the formula for slope.
Let ( x , 1 y 1 ) be the known point on the line and let ( x , y ) be any other point on the line. Then

m = y - y 1 x - x 1 Multiply  both  sides  by x - x 1 . m ( x - x 1 ) = ( x - x 1 ) · y - y 1 x - x 1 m ( x - x 1 ) = y - y 1 For  convenience,  we'll  rewrite  the  equation . y - y 1 = m ( x - x 1 )

Since this equation was derived using a point and the slope of a line, it is called the point-slope form of a line.

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If we are given the slope, m , y-intercept ,  ( 0 , b ) , we can substitute this information into the formula for slope.
Let ( 0 , b ) be the y-intercept  and  ( x , y ) be any other point on the line. Then,

m = y - b x - 0 m = y - b x Multiply  both  sides  by  x . m · x = x · y - b x m x = y - b Solve  for  y . m x + b = y For  convenience,   we'll  rewrite  this  equation . y = m x + b

Since this equation was derived using the slope and the intercept, it was called the slope-intercept form of a line.

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We summarize these two derivations as follows.

Forms of the equation of a line

We can find the equation of a line if we’re given either of the following sets of information:
  1. The slope, m , and the y -intercept,  ( 0 , b ) , by substituting these values into

    y = m x + b

    This is the slope-intercept form.

  2. The slope, m , and any point, ( x 1 , y 1 ) , by substituting these values into

    y - y 1 = m ( x - x 1 )

    This is the point-slope form.

Questions & Answers

how did you get 1640
Noor Reply
If auger is pair are the roots of equation x2+5x-3=0
Peter Reply
Wayne and Dennis like to ride the bike path from Riverside Park to the beach. Dennis’s speed is seven miles per hour faster than Wayne’s speed, so it takes Wayne 2 hours to ride to the beach while it takes Dennis 1.5 hours for the ride. Find the speed of both bikers.
MATTHEW Reply
420
Sharon
from theory: distance [miles] = speed [mph] × time [hours] info #1 speed_Dennis × 1.5 = speed_Wayne × 2 => speed_Wayne = 0.75 × speed_Dennis (i) info #2 speed_Dennis = speed_Wayne + 7 [mph] (ii) use (i) in (ii) => [...] speed_Dennis = 28 mph speed_Wayne = 21 mph
George
Let W be Wayne's speed in miles per hour and D be Dennis's speed in miles per hour. We know that W + 7 = D and W * 2 = D * 1.5. Substituting the first equation into the second: W * 2 = (W + 7) * 1.5 W * 2 = W * 1.5 + 7 * 1.5 0.5 * W = 7 * 1.5 W = 7 * 3 or 21 W is 21 D = W + 7 D = 21 + 7 D = 28
Salma
Devon is 32 32​​ years older than his son, Milan. The sum of both their ages is 54 54​. Using the variables d d​ and m m​ to represent the ages of Devon and Milan, respectively, write a system of equations to describe this situation. Enter the equations below, separated by a comma.
Aaron Reply
find product (-6m+6) ( 3m²+4m-3)
SIMRAN Reply
-42m²+60m-18
Salma
what is the solution
bill
how did you arrive at this answer?
bill
-24m+3+3mÁ^2
Susan
i really want to learn
Amira
I only got 42 the rest i don't know how to solve it. Please i need help from anyone to help me improve my solving mathematics please
Amira
Hw did u arrive to this answer.
Aphelele
hi
Bajemah
-6m(3mA²+4m-3)+6(3mA²+4m-3) =-18m²A²-24m²+18m+18mA²+24m-18 Rearrange like items -18m²A²-24m²+42m+18A²-18
Salma
complete the table of valuesfor each given equatio then graph. 1.x+2y=3
Jovelyn Reply
x=3-2y
Salma
y=x+3/2
Salma
Hi
Enock
given that (7x-5):(2+4x)=8:7find the value of x
Nandala
3x-12y=18
Kelvin
please why isn't that the 0is in ten thousand place
Grace Reply
please why is it that the 0is in the place of ten thousand
Grace
Send the example to me here and let me see
Stephen
A meditation garden is in the shape of a right triangle, with one leg 7 feet. The length of the hypotenuse is one more than the length of one of the other legs. Find the lengths of the hypotenuse and the other leg
Marry Reply
how far
Abubakar
cool u
Enock
state in which quadrant or on which axis each of the following angles given measure. in standard position would lie 89°
Abegail Reply
hello
BenJay
hi
Method
I am eliacin, I need your help in maths
Rood
how can I help
Sir
hmm can we speak here?
Amoon
however, may I ask you some questions about Algarba?
Amoon
hi
Enock
what the last part of the problem mean?
Roger
The Jones family took a 15 mile canoe ride down the Indian River in three hours. After lunch, the return trip back up the river took five hours. Find the rate, in mph, of the canoe in still water and the rate of the current.
cameron Reply
Shakir works at a computer store. His weekly pay will be either a fixed amount, $925, or $500 plus 12% of his total sales. How much should his total sales be for his variable pay option to exceed the fixed amount of $925.
mahnoor Reply
I'm guessing, but it's somewhere around $4335.00 I think
Lewis
12% of sales will need to exceed 925 - 500, or 425 to exceed fixed amount option. What amount of sales does that equal? 425 ÷ (12÷100) = 3541.67. So the answer is sales greater than 3541.67. Check: Sales = 3542 Commission 12%=425.04 Pay = 500 + 425.04 = 925.04. 925.04 > 925.00
Munster
difference between rational and irrational numbers
Arundhati Reply
When traveling to Great Britain, Bethany exchanged $602 US dollars into £515 British pounds. How many pounds did she receive for each US dollar?
Jakoiya Reply
how to reduced echelon form
Solomon Reply
Jazmine trained for 3 hours on Saturday. She ran 8 miles and then biked 24 miles. Her biking speed is 4 mph faster than her running speed. What is her running speed?
Zack Reply
d=r×t the equation would be 8/r+24/r+4=3 worked out
Sheirtina
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Source:  OpenStax, Elementary algebra. OpenStax CNX. May 08, 2009 Download for free at http://cnx.org/content/col10614/1.3
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