methods 1 2 resources Maths Methods Questions

[shadows]

Although I agree with what everyone is saying about having the ability to use whatever method to use and get to that answer, a certain level of mastery and competence is required to obtain some mathematical intuition to have the freedom of choice to use a method that is efficient for a certain question.

I know that it can seem fairly straight forward to use another method, but it seems to me that these concepts are very new and unfamiliar to the OP. You can't just tell someone to use whatever method they want, if they are having trouble carrying out a specific method in the first place, and to avoid jumping to more difficult questions until the easier ones are mastered.

Although  I would always advise against rote learning and sticking to formulas. I think when you just learn something that is totally new, not tangible and therefore hard to initiate progress, it's ok to follow a formula and then get the right answers. After you are more competent with that skill, you naturally question the approach, and gain the understanding of theory; basically everything falls into place.

I can understand what you are all getting at, but I don't know about anyone else, but in my point of view ( although i just kinda skimmed this post...), you guys are barraging him... it's a little condescending.
I know that most of you guys on AN would not give it a second thought and that questions like this are so simple and everyone can pick them up quickly...., but not everyone is like that. I for one really struggled with all this linear stuff when I was introduced to it.

[Stevensmay]

Shadow I have to disagree. Brightsky and nliu have both written in depth explanations.

Op should have a text book that s/he can refer to for practice questions with respect to each different method.

A text medium such as this is not optimal for this learning, having someone with you is significantly more productive.

[methods 1 2 resources]

1. You just say m=4; no need for the x. Intercepts are correct

2. You need to say y=x, even though you know what you're doing.

3. OK, so you know how to do these questions. Just remember to put y= at the start, otherwise we don't know what the heck you're doing.


How about a more difficult one? A line passing through (1,1) and (4,4) is really easy to find as both coordinates are the same.
A straight line that passes through (1,2) and (5,7)?

m=5/4

In addition to the one nliu posted.

3y = 2x + 10

For a nice challenge.
Find the gradient of the line perpendicular to y=3x + 2
Don't worry too much if you can't do that.

so i'd get y by its self, and to do that id divide 3 with everything so. 3/3y-2x/3+10/3 so the equation is y=2/3+10/3.
m=2/3 and yintercept=10/3

Is the x-int 0.5 or did i just wake up and my brain is still waking up    ... thanks

whats this for ?

Although I agree with what everyone is saying about having the ability to use whatever method to use and get to that answer, a certain level of mastery and competence is required to obtain some mathematical intuition to have the freedom of choice to use a method that is efficient for a certain question.

I know that it can seem fairly straight forward to use another method, but it seems to me that these concepts are very new and unfamiliar to the OP. You can't just tell someone to use whatever method they want, if they are having trouble carrying out a specific method in the first place, and to avoid jumping to more difficult questions until the easier ones are mastered.

Although  I would always advise against rote learning and sticking to formulas. I think when you just learn something that is totally new, not tangible and therefore hard to initiate progress, it's ok to follow a formula and then get the right answers. After you are more competent with that skill, you naturally question the approach, and gain the understanding of theory; basically everything falls into place.

I can understand what you are all getting at, but I don't know about anyone else, but in my point of view ( although i just kinda skimmed this post...), you guys are barraging him... it's a little condescending.
I know that most of you guys on AN would not give it a second thought and that questions like this are so simple and everyone can pick them up quickly...., but not everyone is like that. I for one really struggled with all this linear stuff when I was introduced to it.

so exactly what are you getting at lol?

Shadow I have to disagree. Brightsky and nliu have both written in depth explanations.

Op should have a text book that s/he can refer to for practice questions with respect to each different method.

A text medium such as this is not optimal for this learning, having someone with you is significantly more productive.

i do have a textbook, and i think you have mis understood what I'm trying to say, when a questions asks me to use a certain method i know how to do it, but during a sac or exam it won't tell me what method to use, and I'm trying to say that when i use different methods my x and y axis are different numbers

Mod Edit: Merged your quintuple post

[grannysmith]

Well, it shouldn't be giving you different answers. Are you sure you're using them correctly?

[methods 1 2 resources]

Well, it shouldn't be giving you different answers. Are you sure you're using them correctly?

y=2x+3 if i use the gradient intercept method also known as rise/run.  if i sketched that id get a line going through (0,3) and (1,5) if i use the x and y intercept method.  i'm going to get a fraction and there different answers.

[b^3]

y=2x+3 if i use the gradient intercept method also known as rise/run.  if i sketched that id get a line going through (0,3) and (1,5) if i use the x and y intercept method.  i'm going to get a fraction and there different answers.

It's still the same line, just that in the case of the second point you've found a different point on that line. In the first case you've found the intercept and a point on the line which is not an intercept (neither or is equal to zero). In the second case both will be intercepts, then , . then , . Just because the points are different doesn't mean they don't lie on the straight line.
i.e. https://www.desmos.com/calculator/deiggi4luz All three points lie on that line.

[lArcdeTriomphe]

y=2x+3 if i use the gradient intercept method also known as rise/run.  if i sketched that id get a line going through (0,3) and (1,5) if i use the x and y intercept method.  i'm going to get a fraction and there different answers.

If you sketch y=2x+3, you will get (0,3) and (-3/2,0) as your intercepts. As b^3 pointed out, (1,5) is not an intercept, but still lies on the line (sub in x=1 and you will get y=5).

Note:
Method 1(gradient intercept): y=2x+3 --> read off, y-int is (0,3); sub in y=0 and x-int is (-3/2,0)
Method 2 (x-int, y-int): rearrange to make: y-2x=3 --> y-int is (0,3) and x-int is (-3/2,0)
Note that both methods reach the same solution.

[methods 1 2 resources]

If you sketch y=2x+3, you will get (0,3) and (-3/2,0) as your intercepts. As b^3 pointed out, (1,5) is not an intercept, but still lies on the line (sub in x=1 and you will get y=5).

Note:
Method 1(gradient intercept): y=2x+3 --> read off, y-int is (0,3); sub in y=0 and x-int is (-3/2,0)
Method 2 (x-int, y-int): rearrange to make: y-2x=3 --> y-int is (0,3) and x-int is (-3/2,0)
Note that both methods reach the same solution.

when i use rise/run i don't get -3/2 instead i get (0,3) and (1,5)?