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Notice that both forms rely on knowing the slope. If we are given two points on the line we may still find the equation of the line passing through them by first finding the slope of the line, then using the point-slope form.

It is customary to use either the slope-intercept form or the general form for the final form of the line. We will use the slope-intercept form as the final form.

Sample set a

Find the equation of the line using the given information.

m = 6     , y -intercept  ( 0 , 4 )

Since we’re given the slope and the y -intercept, we’ll use the slope-intercept form. m = 6 , b = 4.

y = m x + b y = 6 x + 4

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m = - 3 4 ,     y -intercept  ( 0 , 1 8 )

Since we’re given the slope and the y -intercept, we’ll use the slope-intercept form. m = - 3 4 ,

b = 1 8 . y = m x + b y = - 3 4 x + 1 8

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m = 2 , the  point ( 4 , 3 ) .
Write the equation in slope-intercept form.

Since we’re given the slope and some point, we’ll use the point-slope form.

y - y 1 = m ( x - x 1 ) Let  ( x 1 , y 1 )  be  (4,3) . y - 3 = 2 ( x - 4 ) Put  this  equation  in  slope-intercept  form  by  solving  for  y . y - 3 = 2 x - 8 y = 2 x - 5

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m = -5 , the  point ( -3 , 0 ) .
Write the equation in slope-intercept form.

Since we’re given the slope and some point, we’ll use the point-slope form.

y - y 1 = m ( x - x 1 ) Let  ( x 1 , y 1 )  be  (-3,0) . y - 0 = - 5 [ x - ( - 3 ) ] y = - 5 ( x + 3 ) Solve  for  y . y = - 5 x - 15

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m = -1 , the  point ( 0 , 7 ) .
Write the equation in slope-intercept form.

We’re given the slope and a point, but careful observation reveals that this point is actually the y -intercept . Thus, we’ll use the slope-intercept form. If we had not seen that this point was the y -intercept we would have proceeded with the point-slope form. This would create slightly more work, but still give the same result.

Slope-intercept  form ¯ Point-slope  form ¯ y = m x + b y = - 1 x + 7 y = - x + 7 y - y 1 = m ( x - x 1 ) y - 7 = - 1 ( x - 0 ) y - 7 = - x y = - x + 7

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The two points ( 4 , 1 ) and ( 3 , 5 ) .
Write the equation in slope-intercept form.

Since we’re given two points, we’ll find the slope first.

m = y 2 - y 1 x 2 - x 1 = 5 - 1 3 - 4 = 4 - 1 = - 4

Now, we have the slope and two points. We can use either point and the point-slope form.

Using ( 4 ,  1 ) Using ( 3 ,  5 )
y - y 1 = m ( x - x 1 ) y - 1 = - 4 ( x - 4 ) y - 1 = - 4 x + 16 y = - 4 x + 17 y - y 1 = m ( x - x 1 ) y - 5 = - 4 ( x - 3 ) y - 5 = - 4 x + 12 y = - 4 x + 17

We can see that the use of either point gives the same result.

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Practice set a

Find the equation of each line given the following information. Use the slope-intercept form as the final form of the equation.

m = 5 ,  y -intercept  ( 0 , 8 ) .

y = 5 x + 8

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m = - 8 ,  y -intercept  ( 0 , 3 ) .

y = - 8 x + 3

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m = 2 ,  y -intercept  ( 0 , - 7 ) .

y = 2 x - 7

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m = 1 ,  y -intercept  ( 0 , - 1 ) .

y = x - 1

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m = - 1 ,  y -intercept  ( 0 , - 10 ) .

y = - x - 10

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m = 4 , the point ( 5 , 2 ) .

y = 4 x - 18

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m = - 6 , the point ( - 1 , 0 ) .

y = - 6 x - 6

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m = - 1 , the point ( - 5 , - 5 ) .

y = - x - 10

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The two points ( 4 , 1 ) and ( 6 , 5 ) .

y = 2 x - 7

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The two points ( - 7 , - 1 ) and ( - 4 , 8 ) .

y = 3 x + 20

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Sample set b

Find the equation of the line passing through the point ( 4 , - 7 ) having slope 0.

We’re given the slope and some point, so we’ll use the point-slope form. With m = 0 and ( x 1 , y 1 ) as ( 4 , - 7 ) , we have

y - y 1 = m ( x - x 1 ) y - ( - 7 ) = 0 ( x - 4 ) y + 7 = 0 y = - 7

This is a horizontal line.

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Find the equation of the line passing through the point ( 1 , 3 ) given that the line is vertical.

Since the line is vertical, the slope does not exist. Thus, we cannot use either the slope-intercept form or the point-slope form. We must recall what we know about vertical lines. The equation of this line is simply x = 1.

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Practice set b

Find the equation of the line passing through the point ( - 2 , 9 ) having slope 0.

y = 9

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Find the equation of the line passing through the point ( - 1 , 6 ) given that the line is vertical.

x = - 1

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Sample set c

Reading only from the graph, determine the equation of the line.

The slope of the line is 2 3 , and the line crosses the y -axis at the point ( 0 , - 3 ) . Using the slope-intercept form we get

y = 2 3 x - 3

A graph of a line sloped up and to the right. The line is labelled 'm equals two thirds', with arrows illustrating an upward change of two units with a horizontal change of three units to the right.

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Practice set c

Reading only from the graph, determine the equation of the line.
A graph of a line sloped down and to the right. The line crosses the y-axis at y equals four, and appears to approach the x-axis at x equals six.

y = - 2 3 x + 4

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Exercises

For the following problems, write the equation of the line using the given information in slope-intercept form.

m = 3 ,  y -intercept  ( 0 , 4 )

y = 3 x + 4

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m = 2 ,  y -intercept  ( 0 , 5 )

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m = 8 ,  y -intercept  ( 0 , 1 )

y = 8 x + 1

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m = 5 ,  y -intercept  ( 0 , - 3 )

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m = - 6 ,  y -intercept  ( 0 , - 1 )

y = - 6 x - 1

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m = - 4 ,  y -intercept  ( 0 , 0 )

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m = - 3 2 ,  y -intercept  ( 0 , 0 )

y = - 3 2 x

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m = 1 ,  ( 3 , 8 )

y = x + 5

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m = 8 ,  ( 4 , 0 )

y = 8 x - 32

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m = - 1 ,  ( 6 , 0 )

y = - x + 6

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m = - 2 ,  ( 0 , 1 )

y = - 2 x + 1

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( 0 , 0 ) ,  ( 3 , 2 )

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( 0 , 0 ) ,  ( 5 , 8 )

y = 8 5 x

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( 4 , 1 ) ,  ( 6 , 3 )

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( 2 , 5 ) ,  ( 1 , 4 )

y = x + 3

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( 5 , - 3 ) ,  ( 6 , 2 )

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( 2 , 3 ) ,  ( 5 , 3 )

y = 3  ( horizontal  line )

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( - 1 , 5 ) ,  ( 4 , 5 )

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( 4 , 1 ) ,  ( 4 , 2 )

x = 4  ( vertical  line )

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( 2 , 7 ) ,  ( 2 , 8 )

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( 3 , 3 ) ,  ( 5 , 5 )

y = x

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( 0 , 0 ) ,  ( 1 , 1 )

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( - 2 , 4 ) ,  ( 3 , - 5 )

y = - 9 5 x + 2 5

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( 1 , 6 ) ,  ( - 1 , - 6 )

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( 14 , 12 ) ,  ( - 9 , - 11 )

y = x - 2

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( 0 , - 4 ) ,  ( 5 , 0 )

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For the following problems, read only from the graph and determine the equation of the lines.

Exercises for review

( [link] ) Graph the equation x - 3 = 0.
A horizontal line with arrows on both ends.

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( [link] ) Supply the missing word. The point at which a line crosses the y -axis is called the .

y -intercept

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( [link] ) Supply the missing word. The of a line is a measure of the steepness of the line.

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( [link] ) Find the slope of the line that passes through the points ( 4 , 0 ) and ( - 2 , - 6 ) .

m = 1

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( [link] ) Graph the equation 3 y = 2 x + 3.
An xy coordinate plane with gridlines, labeled negative five and five on the both axes.

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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
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bill
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bill
-24m+3+3mÁ^2
Susan
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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
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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
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Enock
state in which quadrant or on which axis each of the following angles given measure. in standard position would lie 89°
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Method
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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?
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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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