due Dec 11

Module 3 Discussion: Interpreting Lines

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Module

3

Interpreting Lines

Discussion

Please read through all sections before proceeding to the next page and refer back whenever necessary.

Introduction

Study the following graph containing three lines labeled A, B, C. Consider what you learned about points, slopes, and lines in Module 2 and in the readings for this module week.

X and Y axis graph with lines labeled A, B, and C.

The first letter of your last name as it appears on the official roll determines which line you will use for your initial post. Each reply will be posted to initial posts made by peers on of the other lines.

Last name A – N: will make an initial post on the line labeled A.

Last name O – S: will make an initial post on the line labeled B.

Last name T – Z: will make an initial post on the line labeled C.

Please proceed to the Initial Post section.

Initial Post

For your initial post, respond to the following prompts.

State any two reasonable points as ordered pairs for your assigned line. Since there are numerous solutions, no two posts are likely to be the same.

Explain the slope of a line as a rate of change using points of the form (x, y).

State the general slope formula using the equation editor.

Use the formula showing all steps to compute the slope. Based on your computed result, explain your slope in words. Is this the answer you expected? Why or why not?

Write the equation of your line showing any necessary steps.

Submit your initial post to the discussion by the fourth day of the module week. You must make your initial post before you can see your classmates’ posts.

Please proceed to the Response Prompts section.

Response Prompts

Read a selection of your classmates’ postings and reply to two who wrote an initial post on different lines (A, B, C) than you. Your replies should address all parts of the prompt. Note that once are complete, you should have worked with all three lines (A, B, C) in your three separate posts. Your replies should address all parts of the prompt and be completed by the seventh day of the module week.

Reply 1

Respond to at least one classmate’s initial post by answering the following:

State their two points and equation.

In your own words, what does it mean for a point to be an x-intercept? How do you know this? Is either of your classmate’s points an x-intercept? If so, state it. If not, give an x-intercept (if possible) for their line as an ordered pair. Explain or use their equation to verify your answer(s).

In your own words, what does it mean for a point to be a y-intercept? How do you know this? Is either of your classmate’s points a y-intercept? If so, state it. If not, give a y-intercept (if possible) for their line as an ordered pair. Explain or use their equation to verify your answer(s).

Reply 2

Respond to a different classmate’s initial post by answering the following:

State their two points and equation.

In your own words, what does it mean for lines to be parallel? Use words and/or variables in your response. Write an equation of a different line that is parallel to their line.

State the slope (if possible) of a line perpendicular to their line. How did you find this slope? Note: You do not need to write an equation.

Review the Discussion Rubric for detailed grading information.

Please proceed to the Why? section.

Why?

General Education Competencies

CritThink icon.jpgCritical Thinking

The student will apply knowledge at the synthesis level to define and solve problems within professional and personal environments.

Quantitative ReasoningQuantitative Reasoning

The student will demonstrate the use of digitally enabled technology (including concepts, techniques, and tools of computing), mathematics proficiency and analysis techniques to interpret data for the purpose of drawing valid conclusions and solving associated problems.