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Thepotemich [5.8K]
1 year ago
14

Need help finding 2 more points on the line for question # 12(3,8) and (-4,8)Slope:8-8/-4-3 = 0/-7

Mathematics
1 answer:
Bumek [7]1 year ago
3 0

ANSWER

The slope between the two points is 0

EXPLANATION

Given that;

<em>(3, 8) and (-4, 8)</em>

Slope is defined as the gradient of a line

The formula for determining slope is given below as

\text{ Slope = }\frac{\text{ rise}}{\text{ run}}

Where

rise = y2 - y1

run = x2 - x1

So, we have

\text{ Slope = }\frac{\text{ y}_2\text{ - y}_1}{\text{ x}_2\text{ - x}_1}

In the given point, let x1 = 3, y1 = 8, x2 = -4 and y2 = 8

\begin{gathered} \text{  slope = }\frac{\text{ 8 - 8}}{\text{ -4 - 3}} \\  \\ \text{ slope = }\frac{\text{ 0}}{\text{ -7 }} \\ \text{ slope = 0} \end{gathered}

Therefore, the slope between the two points is 0

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When you solve an equation, you use the rules of algebra. Before you begin solving equations, you learn the rules of algebra. Specifically, you learn about rules relating to addition, multiplication, equality, identity elements, order of operations, and inverse operations.

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A 2-column proof is a list of "statements" in one column, and associated "reasons" in the other column.

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Here's a brief example:

Suppose we have line segment RT with point S on the segment. Suppose the lengths are given: RS = 3, ST = 4. We are asked to prove that RT = 7. The proof might look like this:

<u>Statement</u> . . . . <u>Reason</u>

Point S lies on RT; RS = 3; ST = 4 . . . . Given

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So, creating or filling in 2-column proofs requires you have a good understanding of the theorems and postulates you are allowed (or expected) to choose from, and an understanding of logical deduction. Essentially, you cannot make a statement, even if you "know it is true", unless you can cite the reason why you know it is true. Your proof needs to proceed step-by-step from what you are given to what you want to prove.

It might be useful to keep a notebook or "cheat sheet" of the names and meanings of the various properties and theorems and postulates you run across. Some that seem "obvious" still need to be justified. X = X, for example, is true because of the <em>reflexive property of equality</em>.

It can be helpful to read and understand proofs that you see in your curriculum materials, or that you find online--not just skim over them. This can help you see what detailed logical steps are needed, and the sorts of theorems and postulates that are cited as reasons. It is definitely helpful to pay attention when new relationships among geometrical objects are being introduced. You may have to use those later in a proof.

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<em>Additional comment</em>

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