0.

2 Lines In The Plane Contemporary Calculus

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0.2 LINES IN THE PLANE

The first graphs and functions you encountered in algebra were straight lines and their equations. These lines
were easy to graph, and the equations were easy to evaluate and to solve. They described a variety of physical,
biological and business phenomena such as d = rt relating the distance d traveled to the rate r and time t of
5
travel, and C = 9 ( F – 32) for converting the temperature in Fahrenheit degrees (F) to Celsius (C).

The first part of calculus, differential calculus, will deal with the ideas and techniques and applications of
tangent lines to the graphs of functions, so it is important that you understand the graphs and properties and
equations of straight lines.

The Real Number Line

The real numbers (consisting of all integers, fractions, rational and irrational numbers) can be represented as a
line, called the real number line (Fig. 1). Once we have selected a starting location, called the origin, a
positive direction (usually up or to the right), and unit of length, then
every number can be located as a point on the number line. If we
move from a point x = a to point x = b on the line (Fig. 2), then we
will have moved an increment of b – a. This increment is denoted by
the symbol ∆x ( read "delta x" ).
The Greek capital letter delta, ∆, will appear often in the future and will represent the "change" in something.
If b is larger than a, then we will have moved in the positive direction, and ∆x = b – a will be positive.
If b is smaller than a, then ∆x = b – a will be negative and we will have moved in the
negative direction. Finally, if ∆x = b – a is zero, then a=b and we did not move at all.

We can also use the ∆ notation and absolute values to write the distance that we have
moved. On the number line, the distance from x = a to x = b is

dist(a,b) = { ba –– ba ifif bb <≥ aa or simply, dist(a,b) = | b – a | = | ∆x | = (∆x)2 .

a+b
The midpoint of the segment from x = a to x = b is the point M = 2 on the number line.

Example 1: Find the length and midpoint of the interval from x = –3 to x = 6.

(–3) + (6)
Solution: Dist(–3,6) = | 6 – (–3) | = | 9 | = 9. The midpoint is at 2 = 3/2 .

Practice 1: Find the length and midpoint of the interval from x = –7 to x = –2.

(Note: Solutions to Practice Problems are given at the end of each section, after the Problems.)
0.2 Lines In The Plane Contemporary Calculus
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The Cartesian Plane

A real number plane (Fig. 3) is determined by two perpendicular number lines, called the coordinate axes,
which intersect at a point, called the origin of the plane or simply the origin. Each point P in the plane can be
described by an ordered pair (x,y) of numbers which specify how far, and
in which directions, we must move from the origin to reach the point P. The
point P = (x,y) can then be located in the plane by starting at the origin and
moving x units horizontally and then y units vertically. Similarly, each point
in the plane can be labeled with the ordered
pair (x,y) which directs us how to reach that point from the origin. In this
book, a point in the plane will be labeled either with a name, say P, or with
an ordered pair (x,y), or with both P = (x,y). This coordinate system is
called the rectangular coordinate system or the Cartesian coordinate
system after Rene Descartes, and the resulting plane is called the Cartesian Plane.
The coordinate axes divide the plane into four quadrants which are labeled
quadrants I, II, III and IV as in Fig. 4 We will often call the horizontal axes the x-axis
and the vertical axis the y-axis and then refer to the plane as the xy-plane. This choice
of x and y as labels for the axes is simply a common choice, and we will sometimes
prefer to use different labels and even different units of measure on the two axes.

Increments and Distance Between Points In The Plane

If we move from a point P = (x1,y1) to a point Q = (x2,y2) in the plane, then

we will have two increments or changes to consider. The increment in the x

or horizontal direction is x2 – x1 which is denoted by ∆x = x2 – x1 . The
increment in the y or vertical direction is ∆y = y2 – y1 . These increments

are shown in Fig. 5 . ∆x does not represent ∆ times x, it represents the

difference in the x coordinates: ∆x = x2 – x1 .

The distance between the points P = (x1,y1) and Q = (x2,y2) is simply

an application of the Pythagorean formula for right triangles, and

dist(P,Q) = (∆x)2 + (∆y)2 = (x2–x1)2 + (y2–y1)2 .

x1 + x2 y1 + y2
The midpoint M of the line segment joining P and Q is M = ( 2 , 2 ).
0.2 Lines In The Plane Contemporary Calculus
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Example 2: Find an equation describing the points P = (x,y) which are equidistant from Q = (2,3) and
R = (5,–1). (Fig. 6)

Solution: The points P=(x,y) must satisfy dist(P,Q) = dist(P,R) so

(x–2)2+(y–3)2 = (x–5)2+(y–(–1))2 .

By squaring each side we get (x–2)2+(y–3)2 = (x–5)2+(y+1)2 .

Then x2 – 4x + 4 + y2 – 6y + 9 = x2 – 10x + 25 + y2 + 2y + 1

so –4x – 6y + 13 = –10x + 2y + 26 and y = .75x – 1.625, a straight line.

Every point on the line y = .75x – 1.625 is equally distant from Q and R.

Practice 2: Find an equation describing all points P = (x,y) equidistant from Q = (1,–4) and R = (0,–3).

A circle with radius r and center at the point C = (a,b) consists of all points P = (x,y) which are at a distance
of r from the center C: the points P which satisfy dist(P,C) = r .

Example 3: Find the equation of a circle with radius r = 4 and center C = (5,–3). (Fig. 7)

Solution: A circle is the set of points P=(x,y) which are at a fixed

distance r from the center point C, so this circle will be the
set of points P=(x,y) which are at a distance of 4 units from
the point C = (5,–3). P will be on this circle if dist(P,C) = 4.
Using the distance formula and simplifying,

(x–5)2 + (y+3)2 = 4 so (x–5)2 + (y+3)2=16 or

x2 – 10x + 25 + y2 + 6y + 9 = 16.

Practice 3: Find the equation of a circle with radius r = 5 and center C = (–2,6).

The Slope Between Points In The Plane

In one dimension on the number line, our only choice was to move in the positive direction (so the x–values
were increasing) or in the negative direction. In two dimensions in the plane, we can move in infinitely many
directions and a precise means of describing direction is needed. The slope of the line segment joining
P = (x1,y1) to Q = (x2,y2) , is

rise y2–y1 ∆y
m = { slope from P to Q } = run = x –x = ∆x .
2 1
0.2 Lines In The Plane Contemporary Calculus
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In Fig. 8, the slope of a line measures how fast we rise or fall as we move from left to right along the line. It
measures the rate of change of the y-coordinate with respect to changes in the x-coordinate. Most of our work
will occur in 2 dimensions, and slope will be a very useful concept which will appear often.

If P and Q have the same x coordinate, then x1 = x2 and

∆x = 0. The line from P to Q is vertical and the slope

m = ∆y/∆x is undefined because ∆x = 0. If P and Q
have the same y coordinate, then y1 = y2 and

∆y = 0, so the line is horizontal and the slope is

m = ∆y/∆x = 0/∆x = 0 (assuming ∆x ≠ 0).

Practice 4: For P = (–3,2) and Q = (5,–14), find ∆x, ∆y , and the slope of the line segment from P to Q.

If the coordinates of P or Q contain variables, then the slope m is still given by ∆y/∆x , but we will need to use
algebra to evaluate and simplify m.

Example 4: Find the slope of the line segment from P = (1,3) to

Q = (1+h, 3 + 2h). (Fig. 9)

Solution: y1 = 3 and y2 = 3 + 2h so ∆y = (3 + 2h) – (3) = 2h . x1 = 1 and

∆y 2h
x2 = 1 + h so ∆x = (1 + h) – (1) = h, and the slope is m = ∆x = h = 2.

In this example, the value of m is the constant 2 and does not depend on
the value of h.

Practice 5: Find the slope and midpoint of the line segment from
P = (2,–3) to Q = (2 + h, –3 + 5h).

Example 5: Find the slope between the points P = (x, x2 + x ) and

Q = (a, a2 + a ) for a ≠ x.

Solution: y1 = x2+x and y2 = a2+a so ∆y = (a2 + a) – (x2 + x). x1 = x and x2 = a so ∆x = a–x and

∆y (a2+a) – (x2+x) a2 – x2 + a – x
the slope is m = ∆x = a–x = a–x

(a–x) (a+x) + (a–x) (a–x) .{(a+x) + 1}

= a–x = a–x = (a + x) + 1.

In this example, the value of m depends on the values of both a and x.

0.2 Lines In The Plane Contemporary Calculus
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Practice 6: Find the slope between P = (x, 3x2 + 5x) Q = (a, 3a2 + 5a) for a ≠ x.

In application problems it is important to read the information and the questions very carefully. Including the
units of measurement of the variables can help you avoid "silly" answers.

Example 6: In 1970 the population of Houston was 1,233,535 and in 1980 it was 1,595,138. Find the
slope of the line through the points (1970, 1233535) and (1980, 1595138).

∆y 1595138 – 1233535 361603

Solution: m = ∆x = 1980 – 1970 = 10 = 36,160.3

But 36,160.3 is just a number which may or may not have any meaning to you. If we include the units of
measurement along with the numbers we will get a more meaningful result:

∆y 1595138 people – 1233535 people

m= ∆x = year 1980 – year 1970

361603 people
= 10 years = 36,160.3 people/year

which says that during the decade from 1970 to 1980 the population of Houston grew at an average rate of
36,160 people per year.

∆y kilometers
If the x–unit is time in hours and the y-unit is distance in kilometers, then m is ∆x hours , so the units for

m are kilometers/hour ("kilometers per hour"), a measure of velocity, the rate of change of distance with
respect to time. If the x-unit is the number of employees at a bicycle factory and the y-unit is the number of

∆y bicycles
bicycles manufactured, then m is ∆x employees , and the units for a are bicycles/employee ("bicycles per

employee"), a measure of the rate of production per employee.

EQUATIONS OF LINES

Every line has the property that the slope of the segment between any two points on the line is the same, and
this constant slope property of straight lines leads to ways of finding equations to represent nonvertical lines.

Point–Slope Equation

In calculus, we will usually know a point on the line and the slope
of the line so the point–slope form will be the easiest to apply, and
the other forms of equations for straight lines can be derived from
the point–slope form.

If L is a nonvertical line through a known point P = (x1,y1) with a

known slope m (Fig. 10), then the equation of the line L is

0.2 Lines In The Plane Contemporary Calculus
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Point-Slope: y – y1 = m(x – x1).

Example 7: Find the equation of the line through (2,–3) with slope 5.

Solution: The solution is simply a matter of knowing and using the point–slope
formula. m = 5, y1 = –3 and x1 = 2 so y – (–3) = 5(x – 2). This

equation simplifies to y = 5x –13 (Fig. 11).

The equation of a vertical line through a point P = (a,b) is x = a. The only

points Q = (x,y) on the vertical line through the point P have the same x–
coordinate as P.

Two–Point and Slope–Intercept Equations

If two points P = (x1,y1) and Q = (x2,y2) are on the line L, then we can calculate the slope between them and

use the first point and the point–slope equation to get the equation of L:

y2 – y1
Two Points: y – y1 = m(x – x1) where m = x2 – x1 .

Once we have the slope m, it does not matter whether we use P or Q as the point. Either choice will give the
same simplified equation for the line.

It is common practice to rewrite the equation of the line in the form y = mx + b, the slope-intercept form
of the line. The line y = mx + b has slope m and crosses the y-axis at the point ( 0, b ).

Practice 7: Use the ∆y/∆x definition of slope to calculate the slope of the line y = mx + b.

The point-slope and the two-point formulas are usually more useful for finding the equation of a line, but the
slope-intercept form is usually the most useful form for an answer because it allows us to easily picture the
graph of the line and to quickly calculate y-values.
0.2 Lines In The Plane Contemporary Calculus
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Angles Between Lines

The angle of inclination of a line with the x-axis is the smallest
angle θ which the line makes with the positive x-axis as measured
from the x-axis counterclockwise to the line (Fig. 12). Since the slope
m = ∆y/∆x and since tan(θ) = opposite/adjacent, we have that
m = tan(θ) .
The slope of the line is the tangent of the angle of inclination of the line.

Parallel and Perpendicular Lines

Two parallel lines L1 and L2 make equal angles with the

x-axis so their angles of inclination will be equal (Fig. 13) and

so will their slopes. Similarly, if their slopes m1 and m2 are equal,

then the equations of the lines will always differ by a constant:

y1 – y2 = {m1x+b1} – {m2x+b2}
= (m1–m2)x + (b1–b2)
= b1 – b2

which is a constant so the lines will be parallel. These two ideas

can be combined into a single statement:

Two nonvertical lines L1 and L2 with slopes m1 and m2 are parallel

if and only if m1 = m2 .

Practice 8: Find the equation of the line in Fig. 14 which contains

the point (–2,3) and is parallel to the line 3x + 5y = 17.

If two lines are perpendicular and neither line is vertical, the situation
is a bit more complicated (Fig. 15).

Assume L1 and L2 are two nonvertical lines that intersect at the

origin (for simplicity) and that P = (x1,y1) and Q = (x2,y2) are
points away from the origin on L1 and L2 , respectively. Then the
slopes of L1 and L2 will be m1 = y1/x1 and m2 = y2/x2 . The line

connecting P and Q forms the third side of the triangle OPQ , and this will
be a right triangle if and only if L1 and L2 are perpendicular. In particular,
L1 and L2 are perpendicular if and only if the triangle OPQ satisfies the

Pythagorean theorem:
0.2 Lines In The Plane Contemporary Calculus
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2 2 2
{dist(O,P) } + {dist(O,Q) } = {dist(P,Q) } or

2 2 2 2
( x1–0) + (y1–0) + ( x2–0) + (y2–0)

2 2
= ( x1 – x2) + (y1 – y2) .

By squaring and simplifying, this last equation reduces to

0 = –2x1x2 – 2y1y2 so y2/x2 = – x1/y1 and

1 1
m2 = y2/x2 = – x1/y1 = – (y /x ) = – m .
1 1 1

We have just proved the following result:

Two nonvertical lines L1 and L2 with slopes m1 and m2 are perpendicular if

1
and only if their slopes are negative reciprocals of each other: m2 = – m .
1

Practice 9: Find the line which goes through the point (2,–5) and is perpendicular to the line 3y – 7x = 2.

Example 8: Find the distance (the shortest distance) from the point (1,8) to the line L: 3y – x = 3.

Solution: This is a sophisticated problem which requires several steps to solve.

First we need a picture of the problem (Fig. 16). We will find the line L*
through the point (1,8) and perpendicular to L. Then we will find the point
P where L and L* intersect, and, finally, we will find the distance from P
to (1,8).

1
(i) L has slope 1/3 so L* has slope m = – 1/3 = –3 , and

L* has the equation y – 8 = –3(x – 1) which simplifies

to y = –3x + 11.

(ii) We can find the point of intersection of L and L* by replacing the y

in the equation for L with the y from L* so
3(–3x + 11) – x = 3. Then x = 3 so y = –3x + 11 = –3(3) + 11 = 2 ,
so L and L* intersect at P = (3,2).

(iii) Finally, the distance from L to (1,8) is just the distance from the point (1,8) to the
point P = (3,2) which is (1 – 3)2 + (8 – 2)2 = 40 ≈ 6.325 .
0.2 Lines In The Plane Contemporary Calculus
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Angle Formed by Intersecting Lines

If two lines which are not perpendicular intersect at a point and

neither line is vertical, then we can use some geometry and
trigonometry to determine the angles formed by the intersection of
the lines (Fig. 17). Since θ2 is an exterior angle of the triangle
ABC, θ2 is equal to the sum of the two opposite interior angles so
θ2 = θ1 + θ and θ = θ2 – θ1. Then, from trigonometry,

tan (θ2) – tan (θ1) m2 – m1

tan(θ) = tan(θ2 – θ1) = 1 + tan (θ )tan (θ ) = 1+m m .
2 1 2 1

The inverse tangent of an angle is between –π/2 and π/2 ( –90o and 90o)

m –m
so θ = arctan ( 1 +2 m2m11 ) always gives the smaller of the angles.

The larger angle is π – θ or 180o – θo .

The smaller angle θ formed by two nonperpendicular

lines with slopes m1 and m2 is

m2 – m1
(
θ = arctan 1 + m m
2 1
).

Example 9: Find the point of intersection and the angle between y = x + 3 and y = 2x + 1. (Fig. 18)

Solution: Solving the first equation for y and then substituting into the second equation, (x + 3) = 2x + 1 so
x = 2. Putting this back into either equation, we get y = 5. Each of the lines is in the slope–intercept
form so it is easy to see that m1 = 1 and m2 = 2 . Then

m2 – m1 2–1
tan(θ) = 1 + m m = 1 + (2)(1) = 1/3 and
2 1

θ = arctan(1/3) = .322 radians ≈ 18.435o .

0.2 Lines In The Plane Contemporary Calculus
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PROBLEMS
1. Estimate the slope of each line in Figure 19. 2. Estimate the slope of each line in Figure 20.

3. Calculate the slope of the line through each pair of points:

a) ( 2, 4 ) , ( 5, 8 ) b) ( –2, 4 ) , ( 3, –5 ) c) ( 2, 4 ) , ( x, x2 )
d) ( 2, 5 ) , ( 2+h, 1+ (2+h)2 ) e) ( x, x2+ 3 ) , ( a, a2 + 3 )

4. Calculate the slope of the line through each pair of points:

a) ( 5, –2 ) , ( 3, 8 ) b) ( –2, –4 ) , ( 5, –3 ) c) ( x, 3x+5 ), ( a, 3a+5 )
d) ( 4, 5 ), ( 4+h, 5–3h ) e) ( 1, 2 ) , ( x, 1+x2 ) f) ( 2, –3 ), ( 2+h, 1– (1+h)2 )
2 2
g) (x, x ), (x+h, x +2xh+h ) 2 2 2 2
h) ( x, x ), ( x–h, x –2xh+h )

5. A small airplane at an altitude of 5000 feet is flying East at 300 feet per second (a bit over 200 miles per
hour), and you are watching it with a small telescope as it passes directly overhead. (Fig. 21)
a) What is the slope of the telescope 5, 10 and 20 seconds
after the plane passes overhead?
b) What is the slope of the telescope t seconds after the
plane passes overhead?
c) After it passes overhead, is the slope of the telescope
increasing, decreasing, or staying the same?

6. You are at the origin (0,0) and are watching a small bug at the
point (t, 1+t2 ) at time t seconds.
a) What is the slope of your line of vision when t = 5, 10 and 15 seconds?
b) What is the slope of your line of vision at any time t?

7. The blocks in a city are all perfect squares. A friend gives you the following directions to a good restaurant;
"go north 3 blocks, turn east and go 5 blocks, turn south and go 7 blocks, turn west and go 3 blocks." How
far away (straight line distance) is the restaurant?

8. Suppose the directions in problem 7 had been "go north 5 blocks, turn right and go 6 blocks, turn right and
go 3 blocks, turn left and go 2 blocks." How far away is the restaurant?
0.2 Lines In The Plane Contemporary Calculus
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9. How far up a wall will a 20 foot long ladder reach if the bottom must be at least 4 feet from the bottom of
the wall? What will be the slope of the ladder if the bottom is 4 feet from the wall? What angle will the
ladder make with the ground?

10. Let P = (1, –2) and Q = (5, 4)

(a) Find the point midpoint R on the line segment from P to Q.
(b) Find the point T which is 1/3 of the way from P to Q: Dist(P,T) = (1/3).Dist(P,Q) .
(c) Find the point S which is 2/5 of the way from P to Q: Dist(P,S) = (2/5).Dist(P,Q) .

11. Let P = (2 , 3) and Q = (8 , 11) . Verify that if 0 ≤ a ≤ 1, then the point R = (x,y) with
x = 2a + 8(1–a) and y = 3a + 11(1–a) is on the line from P to Q and Dist(P,R) = (1–a).Dist(P,Q) .

12. What is the longest straight stick which fits into a rectangular box which is 24 inches long, 18 inches wide
and 12 inches high? What angle, in degrees, does the stick make with the base of the box?

C13. The lines y = x and y = 4 " x intersect at the point (2, 2).
a) Use slopes to show that the lines are perpendicular.
b) Graph them together on your calculator using the "window" "10 # x # 10, "10 # y # 10.
! do the !
Why lines not appear to be perpendicular on the calculator display?
c) Find a suitable window for the graphs so the lines so that they do appear perpendicular.
!
C14. a) Find equations for two lines that both go through the point (1, 2), one with slope 3 and one with slope -1/3.
b) Choose a suitable window so the lines will appear perpendicular, and graph them together on your calculator.

15. Sketch each line which has slope=m and which goes through the point P. Find the equation of each line.
a) m = 3, P = (2,5) b) m = –2, P = (3,2) c) m = –1/2, P=(1,4)

16. Sketch each line which has slope=m and which goes through the point P. Find the equation of each line.
a) m = 5, P = (2,1) b) m = – 2/3, P = (1,3) c) m = π, P = (1,–3)

17. Find the equation of each of the following lines.

a) L1 goes through the point (2, 5) and is parallel to 3x – 2y = 9.
b) L2 goes through the point (–1,2) and is perpendicular to 2x = 7–3y.
c) L3 goes through the point (3, –2) and is perpendicular to y = 1.

18. a) Find a value for A so that the line y = 2x + A goes through the point (3,10).
b) Find a value for B so that the line y = Bx + 2 goes through the point (3,10).
c) Find a value for D so that the line y = Dx + 7 crosses the y–axis at y = 4.
d) Find values for A and B so that the line Ay = Bx + 1 goes through the points (1,3) and (5,13).

19. Find the shortest distance between the circles with centers C1 = (1, 2) and C2 = (7, 10) and radii

a) r1 = 2 and r2 = 4 b) r1 = 2 and r2 = 7 c) r1 = 5 and r2 = 8

d) r1 = 3 and r2 = 15 e) r1 = 12 and r2 = 1
0.2 Lines In The Plane Contemporary Calculus
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20. Find the equation of the circle with center C and radius r when
a) C = (2,7) r = 4 b) C = (3,–2) r = 1 c) C = (–5,1) r = 7 d) C = (–3,–1) r = 4

21. Explain how you can determine, without graphing, whether a given point P = (x,y) is inside, on, or
outside the circle with center C = (h,k) and radius r.

22. A box with a height of 2 cm and a width of 8 cm is

definitely big enough to hold two semicircular rods with
radii of 2 cm (Fig. 22). Will these same two rods fit into
a box 2 cm high and 7.6 cm wide? Will they fit in a box
2 cm high and 7.2 cm wide? (Suggestion: turn one of
the rods over.)

2 2 2
23. Show that the equation of the circle with center C = (h,k) and radius r is (x – h) + (y – k) = r .

2 2
24. Find the equation of the line which is tangent to the circle x + y = 25 at the point P when
a) P = (3,4) b) P = (–4,3) c) P = (0,5) d) P = (–5,0)

25. Find the slope of the line which is tangent to the circle with center C = (3,1) at the point P when
a) P = (8,13) b) P = (–10,1) c) P = (–9,6) d) P = (3,14)

26. Find the center C = (h,k) and the radius r of the circle which goes through the three points
a) (0,1) , (1,0) , and (0,5) b) (1,4) , (2,2) , and (8,2) c) (1,3) , (4,12) , and (8,4)

27. a) How close does the line 3x – 2y = 4 come to the point (2,5)?
b) How close does the line y =5 – 2x come to the point (1,–2)?
c) How close does the circle with radius 3 and center at (2,3) come to the point (8,3)?

28. a) How close does the line 2x – 5y = 4 come to the point (1,5)?
b) How close does the line y = 3 – 2x come to the point (5,–2)?
c) How close does the circle with radius 4 and center at (4,3) come to the point (10,3)?
0.2 Lines In The Plane Contemporary Calculus
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29. a) Show that the line L given by Ax + By = C has slope m = –A/B. (Fig. 23)
b) Find the equation of the line L* through (0,0) which is perpendicular to
line L in part (a).
c) Show that the lines L and L* intersect at the point

AC BC
(x, y) = ( , 2 ).
A2 + B2 A + B2
d) Show that the distance from the origin to the point (x,y) in
part (c) is

|C|
.
A2 + B2

Steps (a) – (d) show that the distance from the origin
|C|
to the line Ax + By = C is .
A2 + B2

| Ap + Bq – C |
30. Show that the distance from the point (p,q) to the line Ax + By = C is .
A2 + B2

(The steps will be similar to those in problem 29, but the algebra will be more complicated.)
0.2 Lines In The Plane Contemporary Calculus
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Section 0.2 PRACTICE Answers

Practice 1: Length = Dist( –7, –2 ) = | (–7) – (–2) | = | –5 | = 5.

(–7) + (–2) –9
The midpoint is at 2 = 2 = – 4.5 .

2 2 2 2
Practice 2: Dist(P,Q) = Dist(P,r) so (x – 1) + (y + 4) = (x – 0) + (y + 3) .
Squaring each side and simplifying, we eventually have y = x – 4 .

Practice 3: The point P = ( x , y) is on the circle when it is 5 units from the center C = ( –2, 6) so
Dist(P,C) = 5. Then Dist( (x,y) , (–2,6) ) = 5 so

2 2 2 2
(x + 2) + (y – 6) = 5 or (x + 2) + (y – 6) = 25 .

∆y –16
Practice 4: ∆x = 5 – (–3) = 8, ∆y = –14 – 2 = –16 , and slope = ∆x = 8 =–2.

∆y (–3 + 5h) – (–3) 5h

Practice 5: slope = ∆x = (2 + h) – 2 = h = 5.

(2) + (2 + h) (–3 + 5h) + (–3) h 5h

The midpoint is at ( 2 , 2 ) = ( 2 + 2 , –3 + 2 ).
2 2
∆y (3a + 5a) – (3x + 5x)
Practice 6: slope = ∆x = a–x

2 2
3(a – x ) + 5(a – x) 3(a + x)(a – x) + 5(a – x)
= a–x = a–x = 3(a + x) + 5 .

Practice 7: Let y1 = mx1 + b and y2 = mx2 + b . Then

∆y (mx2 + b) – (mx1 + b) m(x2 – x1)

slope = ∆x = x2 – x1 = x –x = m .
2 1

–3 –3
Practice 8: The line 3x + 5y = 17 has slope 5 so the slope of the parallel line is m = 5 .
–3
Using the form y = 5 x + b and the point ( –2, 3) on the line, we have
–3 9
3 = 5 (–2) + b so b = 5 and
–3 9
y = 5 x + 5 or 5y + 3x = 9 ..

7 –3
Practice 9: The line 3y – 7x = 2 has slope 3 so the slope of the perpendicular line is m = 7 .
–3
Using the form y = 7 x + b and the point ( 2, –5) on the line, we have
–3 –29
–5 = 7 (2) + b so b = 7 and
–3 –29
y= 7 x+ 7 or 7y + 3x = –29 .