When writing an equation for a perpendicular line, there are some things that you need to remember. First, remember that lines that are perpendicular have slopes that are negative reciprocals. Perpendicular lines should always form a right angle. So, if they don’t form a right angle you know something is incorrect.
When writing an equation for parallel lines, you need to know that the parallel lines have the same slope. Parallel lines have to have different y-intercepts in order to be parallel. Any two vertical lines are parallel.
When we learned Lesson 6–2, we found it helpful to know these vocabulary terms:
Linear Function- A function that graphs a line
Parent Function- The simplest equation of a function
Linear Parent Function- The equation y = x or f(x) = x
Linear Equation- An equation that models a linear function
y‐intercept- y‐coordinate of the point where a line crosses the y‐axis
Slope‐Intercept Form- y = mx + b
In Chapter 3-6, you have to remember a few things. A) you must always define variables prior to writing your equation and B) you should always start with some sort of formula. So, first of all, if you start by defining a variable, it will make the problem much easier. By doing so, you know exactly what you are looking for, plus it makes it easier when finding multiple numbers by using one variable. Second, it is helpful if you start with a formula. Even writing out the words of what you are looking for can be helpful. That way, you know you plug in the right numbers, to ensure that you get the right answer. Hope this helps!
When reviewing Section 3-2, I realized how important it is to remove all decimals and fractions. To remove decimals, you simply multiply the number by the amount of spaces that come after the decimal. To remove fractions, you multiply every term in the equation by the least common multiple. We also realized that fractions and decimals require careful work and attention.
When learning Chapter 2, I would recommend taking your time and reviewing your notes more than ever. Most people would think that probability is easy, but now it has a new spin. In this chapter, it asks you more in depth questions than just what happens when you spin a spinner. In fact, some of the critical thinking questions are very difficult. An example is number 45 on page 106. I found this problem to be difficult, but I got through it by taking my time and checking my work. My advice is to just take your time and remember to read the problem carefully and repeatedly to get all of the important information.
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