# Mat 221 week 3 dq 1

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Ashford 4: – Week 3 – Discussion 1

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses.

Parallel   and Perpendicular

Read the following instructions in order to complete this discussion, and review the example of how to complete the math required for this assignment:

• Given an equation of a line, find equations for lines      parallel or perpendicular to it going through specified points. Find the      appropriate equations and points from the table below. Simplify your      equations into slope-intercept form.
• Use your assigned number to complete.

Write the equation of a line   parallel to the given line and passing through the given point.

Write the equation of a line perpendicular   to the given line and passing through the given point.

1

y = ½ x + 3; (-2, 1)

y = ½ x + 3; (-2, 1)

2

y = -2x – 4; (1, 3)

y = -2x – 4; (1, 3)

3

y = ¼ x – 2; (8, -1)

y = ¼ x – 2; (8, -1)

4

y = -x + 3; (-2, -2)

y = -x + 3; (-2, -2)

5

y = -⅓ x – 4; (-6, -3)

y = -⅓ x – 4; (-6, -3)

6

y = -½ x + 1; (4, 2)

y = -½ x + 1; (4, 2)

7

y = ¾ x – 1; (4, 0)

y = ¾ x – 1; (4, 0)

8

y = 3x + 3; (1, 1)

y = 3x + 3; (1, 1)

9

y = -4x – 5; (0, -1)

y = -4x – 5; (0, -1)

10

y = -⅔ x + 2; (9, -3)

y = -⅔ x + 2; (9, -3)

11

y = 2x – 1; (2, -2)

y = 2x – 1; (2, -2)

12

y = -3x – 6; (-1, 5)

y = -3x – 6; (-1, 5)

13

y = x + 4; (-7, 1)

y = x + 4; (-7, 1)

14

y = ¾ x – 1; (3, 1)

y = ¾ x – 1; (3, 1)

15

y = 3x + 3; (-1, -1)

y = 3x + 3; (-1, -1)

16

y = -4x – 5; (-1, 0)

y = -4x – 5; (-1, 0)

17

y = -⅔ x + 2; (6, 3)

y = -⅔ x + 2; (6, 3)

18

y = 2x – 1; (-2, 2)

y = 2x – 1; (-2, 2)

19

y = -3x – 6; (-3,2)

y = -3x – 6; (-3,2)

20

y = x + 4; (1, -7)

y = x + 4; (1, -7)

21

y = ½ x + 3; (4, -1)

y = ½ x + 3; (4, -1)

22

y = -2x – 4; (2, -3)

y = -2x – 4; (2, -3)

23

y = -¼ x – 2; (-8, 1)

y = -¼ x – 2; (-8, 1)

24

y = -x + 3; (2, 2)

y = -x + 3; (2, 2)

25

y = -⅓ x – 4; (3, 1)

y = -⅓ x – 4; (3, 1)

26

y = -½ x + 1; (-2, 3)

y = -½ x + 1; (-2, 3)

27

y = ¼ x + 1; (-4, 3)

y = ¼ x + 1; (-4, 3)

28

y = 5x – 1; (5,-8)

y = 5x – 1; (5,-8)

29

y = x + 7; (-7,1)

y = x + 7; (-7,1)

30

y = ½ x + 3; (-6, -7)

y = ½ x + 3; (-6, -7)

31

y = -2x + 5; (3,0)

y = -2x + 5; (3,0)

32

y = -⅓ x+ 3; (6, -4)

y = -⅓ x+ 3; (6, -4)

33

y = ⅔ x + 2; (6, -3)

y = ⅔ x + 2; (6, -3)

34

y = 2x; (-3,-3)

y = 2x; (-3,-3)

35

y = 5; (4,4)

y = 5; (4,4)

36

y = -x + 7; (-7,-1)

y = -x + 7; (-7,-1)

37

y = -5x – 1; (5,9)

y = -5x – 1; (5,9)

38

y = -¾ x – 1; (12, 5)

y = -¾ x – 1; (12, 5)

39

y = ⅔ x + 2; (-6, 3)

y = ⅔ x + 2; (-6, 3)

40

y = x; (0,0)

y = x; (0,0)

• Discuss the steps necessary to carry out each       activity. Describe briefly what each line looks like in relation to the       original given line.
• What does it mean for one line to be parallel to        another?
• What does it mean for one line to be perpendicular to        another?
• Incorporate the following five math vocabulary words      into your discussion. Use bold font to emphasize the words in your      writing (Do not write definitions for the words; use them appropriately      in sentences describing your math work.):
• Origin
• Ordered pair
• X- or y-intercept
• Slope
• Reciprocal

Your initial post should be 150-250 words in length. Respond to at least two of your classmates’ posts by Day 7 in at least a paragraph. Make sure you choose people who don’t have the same equations as you worked. Do you agree with how they used the vocabulary? Do their equations seem reasonable given what they started with?

Carefully review the Grading Rubric for the criteria that will be used to evaluate your discussion.