1

Mathematics III
ITESM - VEM

Operations With Sets and Graph

Representation
By: Ing. Claudia Sabrina Durand M.
EXAMPLE 1.
Consider the sets
A = {Positive Integers less than 12}
B = {Integers between -7 & 15}
Find A B and A B.
A B; "remember; union means joining the elements of the two sets involved"
A B = {Integers between -7 & 15}
A B; remember; intersection includes the elements that are common to all the sets involved
A B = {Positive Integers 1 to 12}
EXAMPLE 2.
Consider the sets
A = {Positive Integers less than 12} = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11}
B = {Negative Integers greater than -7} = {-6, -5, -4, -3, -2, -1}
Find A B and A B.
A
A
A
A

B; "remember; union means joining the elements of the two sets involved"
B = { -6, -5, -4, -3, -2, -1, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11}
B; remember; intersection includes the elements that are common to all the sets involved
B={ }

EXAMPLE 3.
Consider the sets A and B that are represented by the following diagrams

B
A
-5

Find A B and A B.
Remember; union means joining the elements of the two sets involved and intersection includes the
elements that are common to all the sets involved

AB
AB
B

PRACTICE.

A
-5

Mathematics III
ITESM - VEM
Find A B y A B
1.

If, the sets are:

A = {Whole numbers less than 12}
B = {Intergers between -7 & 4}

2.

If, the sets are:

A = {Digits}
B = {Positive and even Integers less than 11}

B
A
-5

3.

4.

B
A
-5

5.

B
A
-5

Find A B y A B
1.
Consider the sets
A = {Integers between -10 & 10}
B = {Whole numbers equal or less than10}

3.

2.
Consider the sets
A = {Whole numbers less than 15}
B = {Even & positive integers less than 18}

B
A
-5

Mathematics III
ITESM - VEM

4.

B
A
-5

5.

A
-5

Mathematics III
ITESM - VEM

Forms to Represent an Interval

By: Claudia S. Durand M.
Complete the table.
Write each interval in the indicate form.

INEQUALITY

INTERVAL

- 3 < x < 10

[-10 , -1]

x>7

(-, 5]

x -11

12 x < 25

(-1, 5]

(3, )

[ 2 , 19)

12 x 50

-12 < x -6

[-8, )

NUMBER LINE

Mathematics III
ITESM - VEM

Linear Inequalities

Linear Inequality: Is a statement that two algebraic expressions are not equal in a particular way.
*** Dugopolski pg. 71 76 Examples1 7 Exercises 1-19, 29-37 odd numbers pg. 79
Inequality Signs

By: TAMU MathLab

Read left to right:

a < b a is less than b
a < b a is less than or equal to b
a>b
a>b

a is greater than b
a is greater than or equal to b

Addition/Subtraction Property for Inequalities

If a < b, then a + c < b + c
If a < b, then a - c < b - c
In other words, adding or subtracting the same expression to both sides of an inequality does not
change the inequality.
Example 1: Solve, write your answer in interval notation and graph the solution set:. x 10 < - 5

*Inv. of sub. 10 is add. 10

Interval notation:
Graph:

*Open interval indicating all values less

than 5
*Visual showing all numbers less than 5 on
the number line

Note that the inequality stayed the same throughout the problem. Adding or subtracting the same
value to both sides does not change the inequality.
The answer 'x is less than 5' means that if we put any number less than 5 back in the original problem,
it would be a solution (the left side would be less than the right side). As mentioned above, this means
that we have more than just one number for our solution, there are an infinite number of values that
would satisfy this inequality.

Mathematics III
ITESM - VEM

Interval notation:
We have an open interval since we are not including where it is equal to 5. x is less than 5, so 5 is
the largest value of the interval, so it goes on the right. Since there is no lower endpoint (it is ALL
values less than 5), we put the negative infinity symbol on the left side. The curved end on 5 indicates
an open interval. Negative infinity always has a curved end because there is not an endpoint on that
side.
Graph:
We use the same type of notation on the endpoint as we did in the interval notation, a curved end.
Since we needed to indicate all values less than 5, the part of the number line that was to the left of 5
was darkened.
Example 2: Solve, write your answer in interval notation and graph the solution
set:
.

*Inv. of add 4 is sub. 4

Interval notation: [-3,

Graph:

*Closed interval indicating all values

greater than or = -3
*Visual showing all numbers greater
than or = to -3 on the number line.

Note that the inequality stayed the same throughout the problem. Adding or
subtracting the same value to both sides does not change the inequality.
The answer 'x is greater than or equal to -3' means that if we put any number
greater than or equal to -3 back in the original problem, it would be a solution (the
left side would be greater than or equal to the right side). As mentioned above,
this means that we have more than just one number for our solution, there are an
infinite number of values that would satisfy this inequality.
Interval notation:
We have a closed interval since we are including where it is equal to -3. x is
greater than or equal to -3, so -3 is our smallest value of the interval, so it goes on
the left. Since there is no upper endpoint (it is ALL values greater than or equal to
-3), we put the infinity symbol on the right side. The boxed end on -3 indicates a
closed interval. Infinity always has a curved end because there is not an endpoint
on that side.
Graph:
We use the same type of notation on the endpoint as we did in the interval
notation, a boxed end. Since we needed to indicate all values greater than or
equal to -3, the part of the number line that was to the right of -3 was darkened.

Mathematics III
ITESM - VEM

Multiplication/Division Properties for Inequalities

when multiplying/dividing by a positive value
If a < b AND c is positive, then ac < bc
If a < b AND c is positive, then a/c < b/c
Multiplying or dividing the same POSITIVE number to both sides of an inequality does not change
the inequality.

Example 3: Solve, write your answer in interval notation and graph the solution set: 3x < -9 .

*Inv. of mult. by 3 is div. by 3

Interval notation: (-

, -3)

*Open interval indicating all values less

than -3

Graph:
*Visual showing all numbers less than -3 on
the number line

Note that the inequality sign stayed the same direction. Even though the right side
was a -9, the number we were dividing both sides by, was a positive 3. Multiplying
or dividing both sides by the same positive value does not change the
inequality.
Interval notation:
We have an open interval since there we are not including where it is equal to -3. x is
less than -3, so -3 is our largest value of the interval, so it goes on the right. Since
there is no lower endpoint (it is ALL values less than -3), we put the negative infinity
symbol on the left side. The curved end on -3 indicates an open interval. Negative
infinity always has a curved end because there is not an endpoint on that side.
Graph:
We use the same type of notation on the endpoint as we did in the interval notation, a
curved end. Since we needed to indicate all values less than -3, the part of the
number line that was to the left of -3 was darkened.

Multiplication/Division Properties for Inequalities

when multiplying/dividing by a negative value
If a < b AND c is negative, then ac > bc

Mathematics III
ITESM - VEM
If a < b AND c is negative, then a/c > b/c

Multiplying or dividing the same NEGATIVE number to both sides of an inequality reverses the sign
of the inequality.
Example 4: Solve, write your answer in interval notation and graph the solution set:

*Inv. of div. by -4 is mult. by -4,

so reverse inequality sign

Interval notation:
Graph:

*Open interval indicating all values less

than -20
*Visual showing all numbers less than -20
on the number line

I multiplied by a -4 to take care of both the negative and the division by 4 in one step.
In line 2, note that when I did show the step of multiplying both sides by a -4, I
reversed my inequality sign.
Interval notation:
We have an open interval since we are not including where it is equal to -20. x is less
than -20, so -20 is our largest value of the interval, so it goes on the right. Since
there is no lower endpoint (it is ALL values less than -20), we put the negative infinity
symbol on the left side. The curved end on -20 indicates an open interval. Negative
infinity always has a curved end because there is not an endpoint on that side.
Graph:
We use the same type of notation on the endpoint as we did in the interval notation, a
curved end. Since we needed to indicate all values less than -20, the part of the
number line that was to the left of -20 was darkened.

Solving a Linear Inequality

a) Simplify each side, remove ( ), remove fractions, add like terms, etc.
b) Use Add./Sub. Property to move the variables to one side and numbers to the other side.
c) Use Mult./Div. Property to remove any coefficients in front of the variable.

Example 6: Solve: -2x + 5 < 11.

Mathematics III
ITESM - VEM
-2x + 5 < 11.

-2x +5 -5 < 11 -5

* Subtract 5 from both sides of inequality

-2x < 6

2x
6

2 2

* Divide both sides by -2 to leave x alone, reverse inequality

x 3

Example 7: Solve, 3(x 1) < 2x + 5:

3(x 1) < 2x + 5

* Simplify

3x -3 < 2x + 5
3x -3 +3 < 2x+5 +3

* Move variables to one side, numbers to the other

3x < 2x + 8
3x 2x < 2x 2x +8

* Solve

x<8

Solving a Compound Inequality

A compound linear inequality is one that has two inequalities in one problem. For example,
5<x
+ 3 < 10 or -1 < 3x < 5. You solve them exactly the same way you solve the linear inequalities shown
above, except you do the steps to three "sides" (or parts) instead of only two.
Example 9: Solve,

4 x 2 10

4 x 2 10
4 2 x 2 2 10 2

6 x 8

*subtract 2 from all three parts as to leave x on its own

Mathematics III
ITESM - VEM

ITESM
PREPA TEC Campus Santa Catarina
Math III
Compound inequalities
Ing. Ziad Najjar

Name: ___________________________________ I.D. Number: __________________

Solve the following compound inequalities, and state solution in interval notaion and on
number line:

1)

3x 1 22 2 x 4

2) 5x 2 27 3x 9

3)

3x 2 7 or

4) x 2 3

5)

7)

2x 4

2 2x 4 14

4x 3 29 6x 18

9) 2x 3 27 2x 3 1

6) 2

3x 15

1
x45
3

8) 7 2x 1 1

10) 3 5x 12 and 10x 4 96

Mathematics III
ITESM - VEM

Solve the following inequalities algebraically and state solution in any notation you wish
Make sure you show full procedure:

1) 4x 6 2x

2)

3x 24
9
5

3) 5 x 3 2( x 4)

4)

3x 4
3x 4
5

5) 22( x 3) 8 7 x

6)

3x 24
9
5

7) 1.8x 1 5.5

8)

2
( x 2) 4
3

Mathematics III
ITESM - VEM

Mathematics III
ITESM - VEM

Quadratic Inequalities
By. Ing. Claudia S. Durand
Definition: Inequalities that involve quadratic polynomials.
***Dugopolski Examples 6 -7 pg. 179 Exercises 45-67 odd numbers pg. 181

In the previous classes you learned how solve a quadratic equation, now well make use of these learned
concepts and well apply them in the solution of quadratic inequalities.
In order to solve a quadratic inequality well make use of the zeros or solutions of the quadratic equation,
and well find them in the same way we solve the quadratic equations..
The zeros of the quadratic are called critical points.
These are the steps that you must follow to find the solution of a quadratic inequality.
1.
2.
3.
4.
5.

The inequalities should be always compared with zero, they should always be greater or less
than zero (greater than or equal; less than or equal)
Factor the expression and find the zeros or solutions, these solutions well be named critical
points.
Use the critical points to determine its test intervals (The critical numbers divide the number line
in 2 or more intervals, these intervals receive the name of test intervals)
Choose one representative x-value in each test interval and evaluate it.
The solution will be those test intervals that satisfy the inequalities.

EXAMPLE 1.
Solve the quadratic inequality. x x 6
2

Step 1
Do the necessary changes and compare the polynomial with 0

x2 x 6 0
Step 2
Factor the trinomial

x 3x 2 0

The zeros are 3 & -2

Step 3
The zeros are 3 & -2; and the number line is divided in 3 intervals (-, -2) ; (-2, 3) ; (3, )

-2

Mathematics III
ITESM - VEM
Step 4
Choose one representative x-value in each test interval and evaluate that value.
Interval
(-, -2)

Representative
value of the interval
-3

(-2, 3)

(3, )

Test

Conclusion

32 3 6

12> 6
Yes

93 6
0 0 6
00 6
42 4 6
16 4 6
2

Step 5
The solution are the intervals (-, -2) (3, )

0>6
No
12> 6
Yes

Inequality form X < 2 X > 3

Graph.

-2

EXAMPLE 2.

2x 2 6x 0

Solve the quadratic inequality.

Step 1

Do the necessary changes and compare the polynomial with 0

2x 2 6x 0
Step 2
Factor the trinomial

2 xx 3 0

The zeros are 0 & 3

Step 3
The zeros are 0 & 3; and the number line is divided in 3 intervals (-, 0); (0, 3); (3, )

-2

Mathematics III
ITESM - VEM
Step 4
Choose one representative x-value in each test interval and evaluate it.
Interval
(-, 0)

Representative
value of the interval
-1

(0, 3)

(3, )

Step 5
The solution are the intervals [0, 3]

2 1 6 1 0
21 6 1 0
26 0
2
21 61 0
21 61 0
26 0
2
24 64 0
216 64 0
32 24 0

Conclusion

Inequality form 0 X 3

Graph.

-2

Test

80
No

40
Yes

80
No

Mathematics III
ITESM - VEM

Exercises:
Name: ____________________________________ Id. Number:___________________
Solve the given inequalities and express your answer as an inequality, interval and on the Number Line.
1.

x 2 5x 0

2.

2 x 2 5 x 12

3.

3 x x 2 0

4.

x2 4x 5 0

5.

x2 2x 1 0

6.

x2 4

7.

16 x 2 0

8.

2 x 2 3x 20 0

9.

2 xx 3 0

Mathematics III
ITESM - VEM

Finding Mistakes:

By: Ing. Claudia S. Durand

Check each of the following exercises, some of them may have errors; mark them if you find them and
then solve the exercise in the correct way.
1.

x 2 3 x 10
x 2 3 x 10 0

x 5x 2 0
We get the critical points.

x 5 0

y x 2 0

x 5 y x 2

-2
The test intervals are:

,2; 2,5; 5,

Interval

,2

Test
value
-3

2,5

5,

test
2

(-3) +3(-3)10
9 -9 10
0 10
2
(0) +3(0)10
0 10
2

(6) +3(6)10
36 +18 10
54 10

Satisfies?
Yes

Yes

No

We test one value of each interval and we get the following solution (,5] .

2.

2x 2 6x 8
x 2 3x 4

x x 3 4
We get the critical points.

x 4 ; x 3 4
x 4 ; x 1

Mathematics III
ITESM - VEM

The test intervals are:

,1 ; 1,4 ; 4,

1
Interval

,1

Test
value
0

1,4

4,

Test
2

2(0) +6(0) >8

0+0>8
0>8
2
2(2) +6(2) >8
8+12 >8
20 >8
2
2(5) +6(5) >8
50 +30 >8
80 >8

Satisfies?
no

Yes

Yes

We test one value of each interval and we get the following solution

(1, )

3.

x 2 15x 50
x 2 15x 50 0

x 5x 10 0
We get the critical values

x 5 0

y x 10 0

x 5 y x 10

10

5
The test intervals are:

,5; 5,10 ; 10,

Interval

,5

Test
value
0

5,10

10,

11

Test
2

(0) -15(0) <-50

0 -15 <-50
-15 <-50
2
(6) -15(6) <-50
36 - 90 <-50
-54 < -50
2
(11) -15(11) <-50
121 -165 <-50
-44 <-50

Satisfies?
Yes

No

Yes

We test one value of each interval and we get the following solution (,5) 10 ,

Mathematics III
ITESM - VEM

The Line

Distance and Mid Point Formulas

Sometimes it is necessary to study line segments on the coordinate plane. A line segment, or a part of a
line, contains two endpoints. The coordinates of these endpoints can help us find the length and the
midpoint, or the point that is halfway between the two endpoints, of the line segment.We can calculate the
length of a line segment by using the Distance Formula, and we can calculate the midpoint of a line
segment by using the Midpoint Formula.
Distance Formula

To calculate the distance d of a line segment with

endpoints (x1, y1) and (x2, y2) use the formula:

d
Midpoint Formula

x2 x1 2 y2 y1 2

To calculate the midpoint of a line segment with

endpoints (x1, y1) and (x2, y2) use the formula:

x1 x2 y1 y 2
,

2
2

***Dugopolski pg. 25 - 26 Examples 2 ,3 Exercises 11-19 odd numbers pg. 33

Mathematics III
ITESM - VEM
ITESM
Mathematics Department
Campus Santa Catarina

Name:
ID:
CW #:

Distance and Midpoint Formulas

Solve the following problems showing a complete and ordered procedure. Simplify your answers using
radicals when necessary.
1. Find the distance between point A(2, 9) and the origin (0, 0). Determine the coordinates of the midpoint of
the segment.

2. Point P is in Quadrant I. The distance from the origin to point P(11,y ) is 12 .

Find the value of y.

3. Point P is in Quadrant I. The distance from the origin to point P(x,8 ) is 8.246 .
Determine the value of x.

4. Find the DISTANCE and MIDPOINT between (3, 6) and (10, 16).

5. Find the distance and midpoint between (5, -3) and (-5, 4).

Mathematics III
ITESM - VEM

6. The midpoint of segment AB is (88, 46). If point A has coordinates (103, 52), find the coordinates of point
B.

7. Find the DISTANCE and MIDPOINT between (-2, -2) and (-2, -10).

9. Determine the DISTANCE and MIDPOINT between (4, -5) and (15, -5).

Mathematics III
ITESM - VEM

Slopes of Lines
*** Dugopolski Pgs. 37-39 Examples 1-2 Exercises 1-9 odd numbers pg. 46

Definition of Slope
By: Math 10.com
Slope of a line:
Consider a particle moving along a non vertical line segment from a point p 1( x1,y1 ) to a point
p1( x1,y1 ). The vertical change y2 y1 is called the rise, and the horizontal change x2 x1 the
run.

DEFINITION 1.4.1
If P(x1, y1) and P(x2, y2) are points on a nonvertical line, then slope m of the line is defined
by:

It does not matter which point is called P1 and which one is called P2
Slope of P1P2
= (y2 - y1)/(x2 - x1)
= -(y1 - y2)/[-(x1 - x2)]
= (y1 - y2)/(x1 - x2) = Slope of P1P2

Any two distinct points on a nonvertical line can be used to calculate the slope of the line. To
measure the slope, we generally move from left to right when measuring the distance
travelling horizontally.
Because of this, sometimes the concept of fall replaces thar of rise!

Mathematics III
ITESM - VEM
Example
In each part find the slope of the line through
(A)
(6, 2) and (9, 8)
(B)
(2, 9) and (4, 3)
(C) (-2, 7) and (5, 7)

Solution:
We know that slope of line through two points P 1(x1, y1) and p1(x1, y1) , is given by
m= (y2 - y1)/ (x2 - x1)
So
a) m= (8 - 2)/(9 - 6) = 6/3 = 2
On coordinate plane xy

Similarly
b) m= (3 - 9)/(4 - 2) = -6/2 = -3
On coordinate plane xy

Also
c) m= (7 -7)/[5 - (-2)] = 0/7 = 0

Mathematics III
ITESM - VEM
On coordinate plane xy

Reference: Math 10.com (2007) Line and Definition of Slope

http://www.math10.com/en/geometry/line-slope/line-slope.html obtained from the WWW on
May 22, 2008.

Mathematics III
ITESM - VEM

ITESM
PREPA TEC Campus Santa Catarina
Slopes of lines
Ing. Ziad Najjar
Name: __________________________________________

I.D.Number: ____________

1) Find the slope of the line that passes through the following pair of points, and determine whether it is
increasing, decreasing or constant and state its angle of inclination
a) A(2,3) & B(3,9)
d) A(

1
5
,2) & B( ,6)
2
2

b) A(-2,2) & B(1,-7)

e) A(0.5,-3.5) & (0,2.5)

c) A(1,0) & B(4,4)

f) A(-1,-1) & (3,3)

3) Sketch with maximum accuracy, lines that have the given slope (There are infinite possibilities):
a)

Slope= 2

b) Slope = 1

c)

Slope= 0

d) Slope = -3

Mathematics III
ITESM - VEM

e)

g)

Slope=

Slope= 3

1
2

f) Slope = -1

h) Slope = -2

Mathematics III
ITESM - VEM

Parallel and Perpendicular Lines

By: TAMU MathLab

Parallel Lines and Their Slopes

In other words, the slopes of parallel lines are equal.
Note that two lines are parallel if their slopes are equal and they have different y-intercepts.

Perpendicular Lines and Their Slopes

In other words, perpendicular slopes are negative reciprocals of each other.

Slope/Intercept Equation of a Line

Mathematics III
ITESM - VEM
If your linear equation is written in this form, m represents the slope and b represents the y-intercept.
This form can be handy if you need to find the slope of a line given the equation.
Example 1:
line

Find the slope of any line that is a) parallel and b) perpendicular to the
.

Before we tackle finding the parallel and perpendicular slopes it really can help us out
if we find the slope of the given line.
Recall that when you are given the equation of a line that you can find the slope of it
by writing it in the slope/intercept form,
the y-intercept of the line.

, where m is the slope and b is

This equation is already written in the slope/intercept form:

*Written in slope/intercept form

Lining up the form with the equation we have been given, can you see what the slope is?
If you said -7, you are correct!!!

Slope of the parallel line:

Since parallel lines have the same slope what do you think the slope of any parallel line to
this line is going to be? Pat yourself on the back if you said -7.
Slope of the perpendicular line:
Since the slopes of perpendicular lines are negative reciprocals of each other, what do you
think the slope of any perpendicular line to this line is? Give yourself a high five if you said
1/7.
Remember that you take the reciprocal which is -1/7 and then you negate it to get the 1/7
for your perpendicular slope.

The slope of any parallel line to the line

is -7 and the slope of any

perpendicular line to the line

is 1/7.
Example 2: Find the slope of the line that is a) parallel and b) perpendicular to the
line

Before we tackle finding the parallel and perpendicular slopes it really can help us out
if we find the slope of the given line.

Mathematics III
ITESM - VEM

Recall that when you are given the equation of a line that you can find the slope of it
by writing it in the slope/intercept form,
the y-intercept of the line.

, where m is the slope and b is

Rewriting this equation in the slope/intercept form we get:

*Inverse of sub. 2/3x is add. 2/3x

*Written in slope/intercept form

Lining up the form with the equation we got, can you see what the slope is?
If you said 2/3, you are correct!!!

Slope of the parallel line:

Since parallel lines have the same slope what do you think the slope of the parallel
line is going to be? Pat yourself on the back if you said 2/3.
Slope of the perpendicular line:
Since the slopes of perpendicular lines are negative reciprocals of each other, what
do you think the slope of the perpendicular line is? Give yourself a high five if you
said -3/2.
Remember that you take the reciprocal which is 3/2 and then you negate it to get the 3/2 for your perpendicular slope.

The slope of the parallel line is 2/3 and the slope of the perpendicular line is
3/2.

Point/Slope Form of an Equation

A line going through the point
and
having slope of m would have the equation

We can use this form to plug into when we need to come up with a linear equation.

Mathematics III
ITESM - VEM
When writing an equation of a line, keep in mind that you ALWAYS need two pieces of information
when you go to write an equation:
1. ANY point on the line
2. Slope

Once you have these two pieces of information, you plug the x and y values from your point and the
slope (m) value into the point/slope formula.
Example 5: Write an equation for the line in point/slope form and slope/intercept form that
passes through (-2, -5) and parallel to the line

What are the two things we need to write an equation of a line????

If you said any point on the line and the slope, you are correct.

We have a point, however what about the slope? Does this mean we cant work out
the problem? You are not going to get off that easily.
We need to do a little digging to get our slope.
As mentioned above, parallel lines have the same slope. So, if we know the slope
of the line parallel to our line, we have it made.

Lets find the slope of the given line:

*Slope/intercept form of the line

Now keep in mind that this is not the equation of our line but of a line parallel to our line. We needed to
write it this way so we could get the slope. And it looks like the slope is 4. Since our line is parallel to a line
that has a slope of 4, our line also has a slope of 4.
OK, now we have our slope, which is 4. Now we put he slope and one point into the point / slope equation.
Point/Slope Form:

*Point/slope form of the line

Mathematics III
ITESM - VEM

Make sure that you are careful when one of your values is negative and you have to subtract it
as we did in line 2. y - (-5) is not he same as y - 5 and x - (-2) is not the same as x - 2.

Next, we want to write it in the Slope/Intercept Form, which basically means we need to solve for y:

*Dist. the 4 through ( )

*Inverse of add. 5 is sub. 5
*Slope/intercept form of the line

The equation of the line that passes through (-2, -5) and is parallel to the line
4(x + 2) OR y = 4x + 3.

is y + 5 =

Example 6: Write an equation for the line in point/slope form and slope/intercept form that passes through
(3, 2) and perpendicular to the line

What are the two things we need to write an equation of a line????

If you said any point on the line and the slope, you are correct.
We have a point, however what about the slope? Does this mean we cant work out the problem? You are
not going to get off that easily.
We need to do a little digging to get our slope.
As mentioned above, the slopes of perpendicular lines are negative reciprocals of each other. So, if we
know the slope of a line perpendicular to our line, we have it made.

Lets find the slope of the given line:

Mathematics III
ITESM - VEM

*Inverse of add. 2x is sub. 2x

*Inverse of mult. by -5 is div. by -5

*Slope/intercept form of the line

Now keep in mind that this is not the equation of our line but of the line parallel to our line. We needed
to write it this way so we could get the slope. And it looks like the slope is 2/5. Since our line is
perpendicular to a line that has a slope of 2/5, our line has a slope of -5/2 (the negative reciprocal
of 2/5).
OK, now we have our slope, which is -5/2. Now we put the slope and one point into the point/slope
equation.

Point/Slope Form:
*Point/slope form of the line

Next, we want to write it in the Slope/Intercept Form, which basically means we need to
solve for y:

Mathematics III
ITESM - VEM

*Dist. the -5/2 through ( )

*Inverse of sub. 2 is add. 2

*Slope/intercept form of the line

The equation of the line that passes through (3, 2) and perpendicular to the
line

is y - 2 = -5/2(x - 3) OR y = -5/2x + 19/2.

*** Dugopolski pgs. 42-44 Examples 6-8 Exercises 57 61 odd numbers pg. 47

Mathematics III
ITESM - VEM

ITESM
PREPA TEC Campus Santa Catarina
Parallel/Perpendicular Lines
Ing. Ziad Najjar and Arq. Tere Cant
Name: ____________________________________

I.D.Number: __________

1) Find the slope of the following lines (if possible):

A) 2 x y 4

F) y 2.5

B) 2 y x 4 0

G) 2 x y 4

C) y 2 3( x 4)

H)

D) y 3x
E) 3x 6 y 4

1
2
x y 0
2
3
2
I)
y x 1 0
5
J) x 2

2) Find the angle of inclination of the line that passes through point (8,3) and is parallel to the y axis. Explain
why they are parallel.
3) Find the angle of inclination of the line passes through point (1,4) and is perpendicular to the y axis.
Explain why they are perpendicular.
4) Find the angle of inclination of the line that passes through points (-2,6) and (7,0) and the line that
passes through points (3,3) and (0,-2) and explain why they are parallel or perpendicular.
5) Find the angle of inclination of the line that passes through points (0,0) and (4,3) and the line that passes
through points (5,3) and (0,2) and explain why they are parallel or perpendicular.
6) Find the equation (in slope intercept form ) of the line that passes through A(2,3) and in parallel to the
line 2 x y 6 .
7) Find the equation of the line (in slope intercept form ), that passes through point B(-1,4) and is parallel to

3y x 3 0

8) Find the equation of the line (in standard form ), that passes through point B(0,4) and is parallel to

1
x3
2

9) Find the equation of the line (in slope intercept form) that passes through A(1,5) and is parallel to the line
y=2
10) Find the equation (in slope intercept form ) of the line that passes through A(3,-1) and in perpendicular
to the line

2
y x2
3

11) Find the equation (in slope intercept form ) of the line that passes through C(4,2) and is perpendicular to
the line 2 y x 2 0

Mathematics III
ITESM - VEM

DISTANCE BETWEEN A LINE AND A POINT

By: Ernesto Figueroa Orendain

Find the distance between point P (2,3) and line

Solution:
Write the equation of the line in general form:

Substitute the coordinates of P and the coefficients of the variables of the equation of the line into the
equation for d:

Ax1 By1 C
A2 B 2

Choose the positive (+) sign for the radical symbol to get a positive value for d.

Mathematics III
ITESM - VEM
Exercises:
Name: _________________________________________________

Id. #: _______________

1. A ship navigates on a trajectory represented by the equation: 7x-3y-1=0, knowing that a light house
is located at point (-9,-15); what is the closest distance between the light house and the ship?
2. A submarine that is located on point (-10,7) is waiting for a ship to pass as close by as possible.
Such ship would navigate using a trajectory represented by the equation: y = -3x + 2.

Find the distance between the given point and the given line.
1) Point P(10, 1) and Line

4
1
x
3
3

_________________________
2)Point P(-4,-2) and Line

4
25
x
3
3

_________________________

3) Point ( 2, 5) and Line x + y = 5

_________________________
4) Point ( 2, 4 ) and Line 4x +5y 3 = 0
_________________________
5) Point ( 1, 1 ) and Line 3x +4y 5 = 0

_________________________

6) Point ( 3, 3 ) and Line 2x 5y = 3

_________________________

7) Point ( 2, 4 ) and Line 3x +4 = 0

_________________________
8) Point ( 1, 3 ) and Line 2x 4y + 2 = 0
_________________________
9) Point ( 1, 2 ) and Line x 3y + 5 = 0

_________________________

10) Point ( 0, 2 ) and Line 5x + 12y + 13 = 0

_________________________

Mathematics III
ITESM - VEM