Mathematics, 04.07.2019 08:40, coollid876

What is the slope of the line passing through the points (−1, 3) and (4, −7) ? a. −2 b. 3/4 c. − 4/3 d. 2

Answers: 2

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Answers

The slope of line passing through the points $\left( { - 1,3} \right)$ and $\left( {4, - 7} \right)$ is $\boxed{ - 2}$ . Option A is correct.

Further explanation:

The linear equation with slope m and intercept c is given as follows.

$\boxed{y = mx + c}$

The formula for slope of line with points $\left( {{x_1},{y_1}} \right)$ and $\left( {{x_2},{y_2}} \right)$ can be expressed as,

$\boxed{m = \frac{{{y_2} - {y_1}}}{{{x_2} - {x_1}}}}$

Given:

The passes through point is $\left( { - 2, 2} \right).$

Explanation:

The passes through points are $\left( { - 1, 3} \right)$ and $\left( {4, - 7} \right).$

The slope of the line can be obtained as follows,

$\begin{aligned}m &= \frac{{ - 7 - 3}}{{4 - \left( { - 1} \right)}}\\&= \frac{{ - 10}}{{4 + 1}}\\&= \frac{{ - 10}}{5}\\&=- 2\\\end{aligned}$

The slope of line passing through the points $\left( { - 1,3} \right)$ and $\left( {4, - 7} \right)$ is $\boxed{ - 2}.$ Option A is correct.

Option B is not correct.

Option C is not correct.

Option D is not correct.

Learn more:

What are the names of three collinear points link. Triangle abc is shown on the graph. what are the coordinates of the image of point b after the triangle is rotated 270° about the origin? (4, 2) (2, 4) (–4, –2) (–2, –4)link. What are the domain and range of the function f(x) = 3x + 5https://link.

Answer details:

Grade: High School

Subject: Mathematics

Chapter: Linear equation

Keywords: numbers, slope, passes (-1,3), (4,-7), slope intercept, inequality, equation, linear inequality, y-intercept, graph, representation, origin, parallel.

answered: Guest

12.5 feet

step-by-step explanation:

answered: Guest

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.

step-by-step explanation:

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.