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Understanding Slope of a Line - Examples and Applications

This lesson covers the concept of slope, including how to find the slope of a line, classifying slopes, using slope as rate of change, and determining line relationships. It also provides real-world examples and applications of slope.

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Understanding Slope of a Line - Examples and Applications

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  1. Splash Screen

  2. Five-Minute Check (over Lesson 3–2) CCSS Then/Now New Vocabulary Key Concept: Slope of a Line Example 1: Find the Slope of a Line Concept Summary: Classifying Slopes Example 2: Real-World Example: Use Slope as Rate of Change Postulates: Parallel and Perpendicular Lines Example 3: Determine Line Relationships Example 4: Use Slope to Graph a Line Lesson Menu

  3. In the figure, m4 = 146. Find the measure of 2. A. 24 B. 34 C. 146 D. 156 5-Minute Check 1

  4. In the figure, m4 = 146. Find the measure of 7. A. 24 B. 34 C. 146 D. 156 5-Minute Check 2

  5. In the figure, m4 = 146. Find the measure of 10. A. 160 B. 146 C. 56 D. 34 5-Minute Check 3

  6. In the figure, m4 = 146. Find the measure of 11. A. 180 B. 160 C. 52 D. 34 5-Minute Check 4

  7. Find m11 + m6. A. 180 B. 146 C. 68 D. 34 5-Minute Check 5

  8. In the map shown, 5th Street and 7th Street are parallel. At what acute angle do Strait Street and Oak Avenue meet? A. 76 B. 75 C. 53 D. 52 5-Minute Check 6

  9. Content Standards G.GPE.5 Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point). Mathematical Practices 4 Model with mathematics. 7 Look for and make use of structure. 8 Look for and express regularity in repeated reasoning. CCSS

  10. You used the properties of parallel lines to determine congruent angles. • Find slopes of lines. • Use slope to identify parallel and perpendicular lines. Then/Now

  11. slope • rate of change Vocabulary

  12. Concept

  13. A.Find the slope of the line. Find the Slope of a Line Substitute (–3, 7) for (x1, y1) and (–1, –1) for (x2, y2). Slope formula Substitution Simplify. Answer: –4 Example 1

  14. B. Find the slope of the line. Find the Slope of a Line Substitute (0, 4) for (x1, y1) and (0, –3) for (x2, y2). Slope formula Substitution Simplify. Answer: The slope is undefined. Example 1

  15. C. Find the slope of the line. Answer: Find the Slope of a Line Substitute (–2, –5) for (x1, y1) and (6, 2) for (x2, y2). Slope formula Substitution Simplify. Example 1

  16. D. Find the slope of the line. Find the Slope of a Line Substitute (–2, –1) for (x1, y1) and (6, –1) for (x2, y2). Slope formula Substitution Simplify. Answer: 0 Example 1

  17. A. B. C. D. A. Find the slope of the line. Example 1a

  18. A.0 B.undefined C.7 D. B. Find the slope of the line. Example 1b

  19. A. B. C. –2 D.2 C. Find the slope of the line. Example 1c

  20. A.0 B.undefined C.3 D. D. Find the slope of the line. Example 1d

  21. Concept

  22. RECREATION In 2000, the annual sales for one manufacturer of camping equipment was $48.9 million. In 2005, the annual sales were $85.9 million. If sales increase at the same rate, what will be the total sales in 2015? Use Slope as Rate of Change Understand Use the data given to graph the line that models the annual sales y as a function of the years x since 2000. The sales increase is constant. Plot the points (0, 48.9) and (5, 85.9) and draw a line through them. You want to find the sales in 2015. Example 2

  23. Use Slope as Rate of Change Plan Find the slope of the line. Use this rate of change to find the amount of sales in 2015. Solve Use the slope formula to find the slope of the line. The sales increased at an average of $7.4 million per year. Example 2

  24. Use Slope as Rate of Change Use the slope of the line and one known point on the line to calculate the sales y when the years x since 2000 is 15. Slope formula m = 7.4, x1 = 0, y1 = 48.9, x2 = 15 Simplify. Multiply each side by 15. Add 48.9 to each side. Example 2

  25. Use Slope as Rate of Change Answer: Thus, the sales in 2015 will be about $159.9 million. Check From the graph we can estimate that in 2015, the sales will be a little more than $150 million. Since 159.9 is close to 150, our answer is reasonable.  Example 2

  26. CELLULAR TELEPHONES Between 1994 and 2000, the number of cellular telephone subscribers increased by an average rate of 14.2 million per year. In 2000, the total subscribers were 109.5 million. If the number of subscribers increases at the same rate, how many subscribers will there be in 2010? A. about 251.5 million B. about 166.3 million C. about 180.5 million D. about 194.7 million Example 2

  27. Concept

  28. Determine whether and are parallel,perpendicular, or neither for F(1, –3), G(–2, –1), H(5, 0), and J(6, 3). Graph each line to verify your answer. Step 1 Find the slopes of and . Determine Line Relationships Example 3

  29. The slopes are not the same, so and are not parallel. The product of the slopes is So, and are not perpendicular. Determine Line Relationships Step 2 Determine the relationship, if any, between the lines. Example 3

  30. Determine Line Relationships Answer: The lines are neither parallel nor perpendicular. Check When graphed, you can see that the lines are not parallel and do not intersect in right angles. Example 3

  31. Determine whether AB and CD are parallel,perpendicular, or neither for A(–2, –1), B(4, 5), C(6, 1), and D(9, –2) A. parallel B. perpendicular C. neither Example 3

  32. Graph the line that contains Q(5, 1) and is parallel to MN with M(–2, 4) and N(2, 1). First, find the slope of . Use Slope to Graph a Line Slope formula Substitution Simplify. Example 4

  33. The slope of the line parallel to through Q(5, 1) is . Draw . Use Slope to Graph a Line The slopes of two parallel lines are the same. Answer: Graph the line. Start at (5, 1). Move up 3 units and then move left 4 units. Label the point R. Example 4

  34. Graph the line that contains R(2, –1) and is parallelto OP with O(1, 6) and P(–3, 1). A. B. C.D. none of these Example 4

  35. End of the Lesson

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