Stephen Houck Tuesday, June 20 At 6:01 A.m. Manage Discussio

Stephen Houcktuesdayjun 20 At 601ammanage Discussion Entryfor One Lin

Manage discussion entries involving the concepts of parallel and perpendicular lines in coordinate geometry. The task involves finding the equations of lines parallel or perpendicular to given lines, passing through specified points. This requires understanding slope, point-slope form, and converting equations into slope-intercept form for clarity. The core skills include calculating slopes, applying the point-slope formula, verifying the correctness of the equations through substituting points, and understanding the geometric implications such as parallelism and perpendicularity in a coordinate plane.

Paper For Above instruction

In coordinate geometry, understanding the relationships between lines—specifically parallelism and perpendicularity—is fundamental. Lines that are parallel share the same slope and will never intersect, while perpendicular lines have slopes that are negative reciprocals, intersecting at right angles. This paper explores these concepts through the process of deriving line equations based on given lines and points.

To find a line parallel to a given line, such as y=1/2x + 3, passing through a point like (4, -1), we start by recognizing that parallel lines have identical slopes. Thus, the slope m for the new line will also be 1/2. Using the point-slope form y - y₁ = m(x - x₁), substituting x₁=4, y₁=-1, and m=1/2, we get y - (-1) = 1/2(x - 4). Simplifying this, y + 1 = 1/2 x - 2. Subtracting 1 from both sides yields y = 1/2 x - 3. This is the slope-intercept form, clearly indicating the line's slope and y-intercept at -3, confirming it passes through (4,-1). Since both lines share the same slope, they are indeed parallel, maintaining equal distances apart and never crossing.

Conversely, to find a line perpendicular to y=1/2x + 3 that passes through the same point (4,-1), we take the negative reciprocal of the original slope. The slope 1/2 becomes -2. Using the point-slope form again: y - (-1) = -2(x - 4), simplifying to y + 1 = -2x + 8. Subtracting 1 from both sides yields y = -2x + 7. This line has a slope of -2, which is the negative reciprocal of 1/2, confirming perpendicularity. The line passes through (4,-1), and its slope indicates it intersects the original line at a right angle. These relationships exemplify how slope determination and algebraic manipulation enable precise geometric constructions on the coordinate plane.

Within the context of the third example involving y = x + 4, the goal was to find the equation of a line parallel through a different point, (8, -1). Recognizing that the original line's slope is 1, the parallel line must also have a slope of 1. Setting up y - y₁ = m(x - x₁) with m=1, x₁=8, y₁=-1 gives y + 1 = 1(x - 8). Simplifying, y + 1 = x - 8, and subtracting 1 yields y= x - 9. The equation of the parallel line passing through (8, -1) is thus y= x - 9, which shares the same slope as the original line y= x + 4, confirming their parallel relationship.

In demonstrating perpendicularity again, the slope of the original line is 1, so the perpendicular slope is -1. Using point-slope form: y - (-1) = -1(x - 8), which simplifies to y + 1 = -1x + 8. Then, y = -x + 7. This line passes through (8, -1) with a slope of -1, confirming it is perpendicular to the original line y= x + 4. Finding these equations underscores the importance of the negative reciprocal relationship for perpendicular lines and demonstrates consistent application of algebraic formulas to establish geometric properties in analytic geometry.

Understanding these fundamental concepts is essential for students of mathematics, especially in analyzing geometric figures, solving systems of equations graphically, and applying these principles in real-world contexts such as engineering and physics. The algebraic manipulation of line equations, verification through substitution, and comprehension of the geometric interpretation of slopes deepen the grasp of coordinate geometry and enhance mathematical reasoning skills.

References

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