Remember I said "lets get that x all by itself"?


yea


How could we get x all by itself this time?


ummm


we could divide both sides by something


oh yea


what could we divide by?


both


sides


yes exactly


but what number could we divide each side by


ok lets try that


what do we get on the right side of the equal sign


divid???


maybe


yes what is 20 divided by 5?


great


now we need to get that x all by itself on the left side


so what is minus 5 divided by 5


divid


you got it


But that minus 1 in front of x is annoying


lets get it out of there


-1 times what is 1?


its actually minus 1.  A minus times a minus is a plus.  So -1 times -1 is 1.


oh my bad


I am running out of room so I will go back up top


ok


what is minus 1 times 4?


are you still there?


I am going to end the session.  You can submit a new request later when you are back.


kk


Hey Maya! How are you?


I am good.  How about you


Doing good as well! What do you need help with?


I need help with my homework. Would it be possible to speak?


Sure we can do that


How do I turn on my mic?


should be in the top right of this chat window


Hello


Are you able to hear me


Oh hey, yes, I'm able to hear him.


Oh, OK. Um


I have a question


about


a homework assignment we're doing right now because I don't understand the topic that well.


Mm, sure, yeah, let, let me know what that is, uh, if you want, you can attach like the salmon here.


like as a picture or write it down, whichever uh works for you.


Um, so like right now we're factoring polynomials and um


I just don't understand like how to do it. Here, I'll write down and


um


oh, this is a question I have the inclusion on it.


uh.


and there's like more questions like this on my statement.


OK, yeah, we can definitely go uh over this one. So, uh, did you already start it or uh this year just now starting with it.


Oh.


I already started it. I like pop the GCF. It's just, I don't understand um


and then I tried like doing the diamond method to like simplify any further, but then I don't understand what to do afterwards.


Mhm


OK, yeah. Um,


uh, write it down what you have after you


uh get the GCF. What, what would the equation be?


Um


when you factor out the GCF.


OK.


So, after this, I got confused because I didn't understand and like why I was like um


the researching or not researching but like cooking for the answer. Like it was a totally different thing than the original equation


thought it was


OK, yeah, that makes sense.


Uh, so for this one, you were, you got this part.


um, correct?


So it will be


uh, like this, like you factored out the GCF correctly.


Um, I believe, and then


uh what you can do


after that is


um


like


substitute, like, do you know


uh have you heard of, uh, have you done


like you substitution.


Yeah, we've done substitution.


Uh, so


uh, with you substitution, you're basically uh replace


uh x squared right here.


with uh the letter U


and that would later help you out with like factoring it.


Um, what's the point of


you?


Um


Uh, basically, the idea is that it's easier uh to like factor that way. I mean, I can explain it in more detail and it's gonna be like easier to understand.


Sure


So basically, you would have uh


you would just uh take this term that's inside the parentheses.


So then you'd have


2 you


squad


minus


U.


Mm


Uh-huh


Um, I have a question. Why do you change the two X, like 4 to 40


yeah,


what.


So the, uh, we, we figured out like we said, you equal to x 2.


So for this 1, 2x the 4th.


Oh, OK.


Yeah, yeah, it's like 2 times x squared times x^2. That's how, uh, that's like the logic there, that makes sense.


Uh, I have another question then.


What would you do for the 3 because like wouldn't you, like if you're gonna divide by you, like you like um.


wouldn't you also like change


the minus 3 people.


Yeah, so the three senses already like outside of the parentheses and it's like the GCF. We would just include in the final equation, but we don't really uh need to do anything else with it. If all you need to do is just like factor it.


Um, no, no, no. I'm not the 3 on the outside, like the 3 on the inside with the parabola.


Oh, the, oh, this one you mean, uh.


Yeah


yeah, so since that one doesn't have like an X squared.


Uh, we don't really do anything with it.


So we would just like transfer it over like right here.


OK, so we just like leave it alone.


Yeah, so what we do is just like take what's inside the parentheses and then for x squared we do the u. and now it's like in a simple quadratic.


uh way that it's written.


So now we can just uh factor it.


kind of like uh normal.


Um


Yeah.


cause then you, I can use the dime. One more question, sorry, I was a bit confused when you were speaking about the 3 x square. Well, why again would it not be included because like it's not like


in the like parabula, so it's like outside of it.


Yeah, it's, it's not in the parentheses and like it's a GCF so we just like factor it out and we uh don't really need it anymore for like this part.


Wouldn't you need to like re-multply it back in though.


Uh, not actually because your goal is to factor and to factor is like to break it down. But if you were to like multiply it, then


you'll just get back to this like original 4 on the equation.


Oh


But when it's asking you to factor, uh, you, it's asking you to like break it down into terms.


basically


So if you were to multiply all those factors, you get the same form as this one right here. Well, that's this whole thing.


OK


So that's kind of the idea behind it. So I mean, you can think of it, or you can think of this one.


uh, like the normal 2 x 2


m in 2x squared X minus 3


You don't have to think of like you, whichever is helpful, and then you can do like the diamond method from there.


Um, OK, if my little finger when you know, there's one thing that I don't, uh, doesn't make sense. So when in the parentheses what we're gonna do is like we're just dividing it by x squared to get.


it to a simpler


way.


Uh, not exactly dividing, but like we, we substitute you for x squared, basically.


Mm, and then afterwards you substitute mu, you change it back to a X and uh.


it's the same thing, it's just you tuned to the x squared


Yeah, yeah, we changed the you back to x squared.


And so you would get two fact uh you get like two factors from this. So you have like parentheses like this and parentheses like this.


And then you would add your 3 X, well, just


uh as the like the third factor, and that would be like your final answer.


OK. So


then we can do the diamond on this, so it'd be like -3.


everything


Uh-huh.


Yeah.


You're on the right track


So


negative


no


would I multiply the two times the negative?


Uh, yeah, yeah, it will be 2 times -3.


Oh


for your uh diamond. Yeah, yeah, exactly.


and then I would have like -3 and 2, so


um, but then after that, wouldn't I just write like


then I'm confused, what would I write as though because like


uh


I already


Yeah, no, no worries, no worries.


um, you already know that it's gonna be, like you said,


negative -3.


yeah,


and uh


positive 2


So


uh, you would basically just


uh use those things


to break down


uh, like the middle term.


the middle


what do you mean by middle?


uh, the middle term is like in, in this one.


Mm.


uh in 2U2 minusu minus 3. We have 3 terms, right? So the first term is 2U2. Second term is negative u and the third one is


-3. That's what I meant.


How would you


So the middle term would be the second one.


um, yeah, but how would you use like -3 and +2 to right length and middle term.


Uh-huh, yeah. So,


uh, we know that that what's the, what's the coefficient of negative u.


Um


one


Yeah, 1, but if it's negative u, it's going to be -1.


Oh yeah, I


So, and what, what does this add up to?


um, negative 1


Yeah, -1. So you see the align. So the way we would write it is we would uh break down negativeu into -3U.


plus 2U


and that would be equal to the negative u.


So that's how we split it down, like, uh, yeah.


like break it down kind of


So you would write like um


plus.


So, so it would be -3U plus 2U. But first, we need to uh write the other terms. So you would still write the two u squared.


from this equation, like the


the original


And now you can write a -3U.


plus


Uh


and then bring down the last term.


OK.


Yeah, minus 3, exactly


You got it.


Uh, um


uh, but like, how would you


I don't understand how to factor it, like, um,


After, after this form, you mean?


like, yeah, because, uh, since we can, we bring the two of you down and then we just have like the middle term in there we we substitute this, and then the minus 3, and then afterwards we


yeah, afterwards, what would we do, do we like divide it by 2 U.


Um, so we would factor


uh these groups separately, so it's splits


uh this into like group one, and then you split this into like group 2.


and we would find the GCF for each of them.


Oh


So what will be the GCF for the first one, for the first group.


-3 and 1 and


or 3 and -1 and um


3 and 91


Mhm


So then I would just write like


um, but don't I still need to have like the beginning number, like the 3 X from the uh well 3 squared from the left.


Yeah, we, we will bring it down all the way at the end.


So then I just have like 3


um


wait, when I'm like dividing or like when I'm factoring this out, I also want to make sure that they use like add up right? so that way like when you like multiply it like


it becomes like you square and then like you, so.


I.


Yeah, so basically you look uh like currently, just look at this first group.


right? Uh, and you have the terms 2 U square, and you have the term -3U.


So now think what do both of these divide by?


Oh no, you just you.


Yeah, just you, so that exactly, that would be a factor for the first group.


So I would just write


30 or you


minus


or


uh, close, but like you do, you do it similar how you do it with 3 X squared. So you'd have the u on the outside.


Um, so like this.


uh, or like on the outside of the parentheses, I mean.


and then


uh, now if you factor out the U from 2 U square, what would, what would you have remaining?


The 2 u minus 3.


Yeah, exactly


You got it.


And then I just write 2 you minus 3.


Yes


Oh, that's


but wouldn't I simplify this further or?


Uh, no, because that, that's like all the way you can uh break it down.


Mm, but doesn't like, um, if I do like designing method where I get like


uh negative 3 or.


3 times -1 was like.


like uh


since like


3 times like -1 would give me like -3, and if I add like 3 plus 1, it would give me 2. Can't I like doctor that even more.


Mhm.


We actually, uh, can you give me one second just to double check. I'll write it down on paper.


OK.


OK


All right, I wrote it down again. Are you there?


OK, so, um


what I, um


like back down even more where I would like.


since like um 3 times -1 -3 and 3 cosmeer1 equals 2.


Yeah, so like, I mean,


I guess you can do it, but I, I, I figured out the way to like uh get it


to do this one faster


Because like, if you look at this um


this whole thing to you square minus 3U.


plus 2 u minus 3, we can actually just like rearrange the terms so that we have like the ones with the coefficient of 2 in the beginning, and then with the 3 in the end and then we can just like get the GCF there a lot easier, rather than like doing it in this order.


uh


Do you know what, do you know what I mean? So we would have to you squared plus 2 U.


There you have the 3s uh


in the end there


wait, no, I don't understand.


OK, yeah, yeah, no worries. Uh,


I'll just write it down so it's, it makes more sense. So


if you look at this, uh,


this uh equation


uh, we can change the order of those terms, so we would just do


uh to you


plus 2 you


But um, you can't add them though, cause like they have a degree, so.


Yeah, we, we, we can't add them. Uh, I just wanted to rearrange them. That way we can like split this into group one.


Oh


and then uh the threes are going to be in group 2, and then we can get the GCF a lot easier.


E. OK, I feel


OK.


Yeah, yeah, that was kind of the idea. So what will be the next, uh, the second group.


It would just be uh


Yeah.


And then afterwards I just like simplify this so it won't be.


too


more.


over here.


uh, to do a plus


Um.


and then um


Well, actually, here, you can uh


um


do the GCF for both of them. So yeah, like you did to you.


uh you plus one


and


Yeah, that's right


And then it will be for the second one.


maybe


Can you say it again, please?


that negative um


what do you? Thank you. Uh, -3


Yes


5 U


uh


plus one, right?


Yup


because, uh, 3 times + 1 is gonna be -3. So yeah, you got it.


And then how would um I include the 3 X squared. And wait, would I still have the plus sign over here like in in between them both.


right?


Uh, because, uh,


we didn't have them as like mul multiplied. We had them written down with the plus here as well.


Mm


Yeah, so, so you would, uh, still have the plus sign.


And now, as you can see,


uh this parentheses and this parentheses have the same thing inside.


00 yeah, you're right. So then I would do 2 U.


+ 3 as one of the parentheses, and then the other one would be one.


Yes, exactly


And then I would have the 3 X.


uh square on the.


Yeah


But the the the other thing is that don't forget that here it's not a plus anymore because here you have -3.


Oh no, you're right


Yeah.


And then uh the last thing you'd have to do after that.


is uh plug in x squared back into U.


Oh yeah, cause I had to change it to.


Yep.


Oh, so then when I change it, it would um


since U equals x squared.


it would just be x squared for both of them, right? Yeah.


Yes


OK


Uh, this would be the final answer.


Yes, and uh that would be your final answer. 3 x squared plus times 2x2 minus 3 times x^2 + 1.


OK. Thank you


Yeah, you got it. Good job


Yeah, thank you so much. I was like that this really helped. I was so confused before I was like


I.


Yeah, and


Yeah, no worries. Hope hopefully it makes sense now how like you is helpful, uh, because if you had it as like x squared, it would be very uh.


challenging you.


yeah, very challenging


Exactly


because I was like looking in um like Google also recommended like you, but I didn't understand what like he was because you didn't like go over that well. I was like learning it. So like we just did it like a different way. I think we just did it with like David and I was like wait.


OK.


Yeah, I mean there are definitely other ways to do it. This is just like my preferred way and I think it, it kind of makes sense.


Yeah


Uh, that's why I've been, uh, kind of suggesting it.


Yeah, it does


But yeah, I mean, whichever way works for you, obviously.


Mhm.


Yeah, I, it really makes sense. Thank you. Yeah, this like this like a lot.


Thank you


Of course, yeah. Uh, let me know if you have any other questions or, uh, we can end the session


if that's, if that was it


Yeah, I think we can end the session. Thank you so much.


All right


See you


Have a good day


Bye.


You too


You too.


Hi Daniel I need help with a couple problems please


absolutely! Do you think you could screenshot them and put them on the whiteboard for me?


6, 10, and 11 please


sounds good. let's start with six


so the first thing we want to do is make sure we put all the info we have in this diagram


if angle ACB is a right angle can you mark what that means on the diagram?


close! can you mark specifically what it means that the angle is a right angle?


yes nice job. Ok so we know that it's an isosceles triangle also so now let's go through the answer choices and see which ones are right or wrong


can choice a be true?


no


what about b


yes?


it could be true, but we don't know for sure so in this case that means it can't be the answer


what about c?


the answer is actually c


The reason is because of something special about isosceles triangles


since AC makes a right angle with the base, it has a special name. Do you know what it's called?


im not sure


it's an altitude. The thing about isosceles triangles is that because the two sides are equal, there's only one line that can be an altitude, and that line is the perpendicular bisector. Not only does the perpendicular bisector make a right angle, it also splits the top angle (BAD in this case) in half and splits the base in half as well


so because AC is an altitude, C is also the midpoint of BD, meaning CB and DC have the same length


got it


ok then let's move onto 10


so again the first thing you want to do is mark the diagram with the information given


great. So for this problem, there's a property of rectangles that would be super helpful to remember


what do you think it might be?


mp=on


yes exactly


mhm


is this ok so far


Mhm! \


just one more thing to remember. What does the problem ask for?


yep! Nice job


yayy


for 11 I have no idea


ok so remember what our goal is with these. Mark up the diagram, then try to start eliminating answers


okayyyy


c?


yes but I'm not sure how you got that


for me that one didn't make sense


like it didn't look true


ok. good intuition but that's not always going to work. let's try this with process of elimination


you're right


okay


so D is true


ik that


mhm


what about a?


OM and OA are a special kind of line in the circle, what kind of line are they?


radii


yes! and what do we know about all radii


congruent


right. So then OAM is an isosceles triangle, and angle OAM and OMP are base angles of an isosceles triangle. What does that mean about them?


corresponding angles


they're base angles of an isosceles triangle. That means they''re congurent!


oh ok


that makes sense


why is b not the answer?


they are congruent


arcs


yes, so that leaves you with c as the final answer. Any other questions?


I have 3 more is that fine


sure


ok thanks one second


is this A


yes! can you explain why?


the line AB is in plane k and passes through D


BD is also in plane k


and passes through d


wait hold on


the answer is d


because a line is perpendicular to a plane if it’s perpendicular to two intersecting lines in that plane through the point of intersection


oh really


we already know ad and dc are perpendicular


so ADC is a right angle


and so if DAB and DAC are similar, then ADB and ADC are congruent. That means AD and BD are also congruent, and AD has to be perpendicular to k


does that make sense?


yes it does


nice


thanks


ok so with number 1 what does that weird notation mean


intersection of B and C


yeah so the answer is A nice job


great


so for 4 what are we trying to find here


the inequality


right, but like what specifically? What is the reason for there being an open dot and a closed dot


open circle x=-4


closed circle x=-2


right, what does that open circle represent?


and be careful is the closed circle x = -2?


cannot equal -4


mhm. What does it mean if the inequality can't have x = -4?


well what does it specifically mean that x cannot be -4? remember what happens if you divide by 0


undefined


mhm. so the inequality is undefined when x = -4, because of the closed circle. Which answers is that true for?


try plugging in x = 4 for a and b


ok


w'hat happens when you plug in x = -4


b


is the answer


yeah nice job today Chloe


good luck with your classes


thank you so much I really appreciate it


byee


Hey! How can I help you?


Hi I need some help with a couple of questions


For sure! Can you paste a picture of the problem/write it out onto the board? We can work through them together


Ok perfect! Do you want to start with 11?


Yes please


Alright! Ok, so just looking at the question - we're looking for the number of squares in the 5th step of the pattern. The first thing we can do is figure out what the pattern is. Can you try to describe it for me?


Also, if you have any questions about anything or are unsure of an answer, that's totally fine - no big deal and just let me know. it's just even if you give it a guess, we can work from that lol to make it make sense


So I think that it’s basically like 1 to the power of 2 and like 2 to the power of 2 and etc


Yes, exactly!


So using that, can you figure out how many squares are in the fifth step?


I think it’s 25 squares


yes, you got it!


any questions with that, or do you want to move onto the next one?


Umm I get it, could we maybe move onto number 13


yeah for sure.


ok, so we know we have to find FG and we're given a lot of information here about a line and some points on it. for a problem like this (and many geometry problems), it helps to draw a diagram using the info they give to figure out what to do next. can you draw one for this problem?


and if you're unsure, that's fine


Like that??


Yes, that's good! So you got the line segments labeled. is that all the info they gave, or is there anything else we can add here?


That good?


ok awesome, that's perfect. so they're asking us to find FG. any ideas on how we might be able to do that, given what we have by looking at this diagram?


Subtract 2 from 14


yes!


so FG would be 12


any questions there or did that all make sense and we can move on


That made sense


Could we do 14 now??


yup!


this one can def be tricky. i always like to start by looking at what I know and thinking about what I need to find, and then using all that to figure out what's missing to get to my answer.


so for this one, they're asking us to find the equation of a line and giving as a point and a slope.


what's the general form for the equation of a line?


Y-(-5)=-2 (x-(-4))


ok so usually they want this in the form y = mx + b, so assuming that's what we need to do, the second part is just rearranging what you wrote into that form


can you expand this so we have something like that?


Umm I don’t really know what you mean could you possibly walk me through step by step?


yes for sure!!


ok so let me write out on the whiteboard what you just told me so we can start there


alright, so what you have right now is totally fine in point slope form. but usually the equation of the line looks like y = mx + b, so we should probably rearrange this equation to match that.


the first step is just getting rid of the double negative to make it look a bit better, so i'll start with that and then you let me know if that makes sense so far


Ok


is that good? or any questions


I understand


alright perfect. so next, we see on the right we have -2(x+4). to do y = mx + b, we don't want to have the parentheses, so we need to distribute.


let's leave the left side alone for now though


ok, can you try expanding the right side?


perfect


ok and then the last step is we want y to be isolated on the left side.


can you do that and write it out?


perfect!! and that's your answer!


any questions on this one? if not did you want to solve any other problems?


I understand it thanks, could you help me with the number 6 question in the image I just attached?


yes! ok, so they're asking you to prove the lines are parallel. that's a pretty big statement. do you know/have a guess as to how you should prove this? like what property should be satisfied for these two lines that proves they're parallel?
hint: they've given you angle measurements for a reason. is there a property about angle measurements for parallel lines?


Do I need to add something maybe the 2 degrees??


not quite, but good guess. have you learned about corresponding angles/alternate interior angles/alternate exterior angles?


Yeah I have


ok. so with the setup you have here, there are lines that are being intersected by a third. there is a theorem that basically states that if those two lines have equal corresponding angles or equal alt interior/exterior angles, they are congruent.


does that make sense?


Yea


alr great. so maybe we can do the corresponding angles one, it'll be easiest. can you show me a set of corresponding angles on this diagram?


like i just drew an angle in red, can you do the corresponding angle for that


Like that


awesome!


so we know the black one is 45 degrees since they told us that already.


how can we calculate the red angle?


Maybe by subtracting 45 degrees 180 degrees


very close! so you're totally right about 180 degrees - we do need to subtract something from it. but if we're trying to calculate the red angle, and you know the whole line is 180 degrees, we should subtract 135 from it to figure out the red measure, right?


Ohhh yeah I understand it thanks for explaining


np!


ok so with that youd find that the red angle is 45 and with 2 congruent angles you have now proven a and b are parallel


i unfortunately do have to go now, but if you need more help please feel free to request another tutor! you're pretty spot on with your intuition, be confident in your work :) you got this


Ok bye thanks for the help!! :)


no problem!


have a great rest of your day!


Hello


Hello!


I need help with this concept


Could we use voice chat because it helps me understand better


Sure one second!


Let me read first!


Alright


Ah Ok I get it


do you have questions to work with this concept


Yes but first I want to understand


Ok sure I will explain let me turn on my mic one second


Uh hello, can you hear me?


Yeah, I can hear you.


Oh, wait, let me turn on speaker.


OK, OK, great. So, OK, this is just about slope. OK. So, OK, there are many everyday steps that have a special meaning in mathematics. I'm just gonna read it and then explain each sentence in a simpler way because this one is like um they overcomplicated it, so I'm just gonna simplify it, OK?


OK


OK. So let's see. Um, there are many everyday terms, blah, blah blah. OK, OK. So when they, you know, OK, I'm gonna draw a little mountain. When they say a mountain is steep, where there are really saying is like, do you know what the word steep is or not?


Like deep


like something that's


No


No.


going down or


No, not, not exactly, but OK, something that's steep is uh look, something that's steep is


so I drew a little marker. Imagine this is a hill. See how this is hard to climb like do if I were like if I'm, uh, let's say, um, I drew, there's a little guy down here trying to climb it. It'll be difficult to climb cause it's very steep, but something that's not steep would be this, like anybody could climb this, anybody could climb the mountain. So I'm just gonna draw something.


The mountain in pink is not steep. The mountain is green, uh, yeah, the mountain in green is steep, OK? Do you get it?


Yeah


So now


it says a person is a um.


OK, so they, they, um,


oh, and one last thing, a steep could go both ways. So look, I want you to tell me which one is more steep. This is, um, it's the same thing, except the hill is going down, but it's still the same thing. So let's say I draw a hill like this. This one is steep, uh, and then wait, OK. So yeah, out of these two, which one is more steep?


Um, the one that's going up.


this one.


Uh, wait, which one? Just like the left or the right?


this one, right


this


Yeah, mhm. It's, even though it's going down, it's still steep cause imagine I'm trying to climb in from the right. It'll still be steep. OK. So that's what they're saying. So here,


when they say, hey, consider the word steepness in the fourth line, that, that's all they're saying it because Sarah is kind of related to slope, OK.


So, now, a person is at either position A or position B. OK. But, OK, this is a lot of blur, but here they say, I position A, whoa, they say at position A, the climb is definitely steeper than the one at B.


Um, that's actually not the best example, but.


I mean, yeah, so I'm gonna show you something. Which one is more steep? From


G from going from G to uh going from


actually, yeah, which one is more steep? Going from B to C.


or from A to B. Which one is more steep?


OK.


I recommend you draw the lines out and see, but yeah, which one is.


Yeah


and like that


Oh wait, what do you got? One second.


Yeah.


It's A2B Max


Yeah. Well, which one, which one is more steep? The B to C, or A to B?


B


Very good. OK. So now you got


right


So that's uh, that's honestly, it's not very important, but your work or your like, um, I guess course wanted you to cover what it means to be steep. So I guess


um, OK, sure. Now


uh, uh, uh, I'm gonna keep reading on the other hand, the sweetness of the line is the same.


OK, so when they say the steepness of the line


it is this pretty much, it's the same thing as the slope of the line, OK? So look


OK, the slope of one, so, uh, I'm gonna draw something. OK.


Look at what I'm drawing in blue, so.


I'm gonna draw something in blue.


OK, this is the XY, this is just a simple XY plan. So, uh, when you're drawing a line, I'm gonna put in black enough. When you're drawing a line, sometimes you will see lines like these. This is, um, they call it, see how this is pretty steep. They, it's like steep with uh, they call it slope, OK, steep.


kind of equal slope according to your course. I'll just teach you as your courses. Uh, steepness equals a slope, right? So this is the entire idea of um steness, so when you see a line on the XY plane, it's Steveness, the number of Steveness is this low. So now I'm gonna teach you how to calculate it's um steepness, so look.


it says right here, in the adjacent diagram. So when they say adjacent, it means next to. So in the diagram, next to the test, next to the text that I circled in blue


So, uh I circled in black, OK.


So, and the adjacent diagram, meaning the diagram right next to.


Um, to move from A to B, which they plot out, so A to B, a horizontal displacement of two units in a verse.


OK, so this is they actually taught it like extremely


bad, but I, OK, I'll teach you how to do it. I'm gonna draw the exact line, give me


uh, give me one moment. Um, I'm gonna share a screen in just a second. So,


let me see. This is definitely Y equals to x + 1. OK


OK


Now, I'm gonna grab this. OK.


hope of the non-vertical line.


Uh, sorry, repeat that?


It says slope of a non-vertical line.


Oh, I, I'll put that in a second once, uh, I'm just pulling up a screenshot, but it said, well, where, it's a slope of a non-vertical line.


Yeah, what does that


Um


Yes


Yeah


slope of a non-vertical line. Oh, sorry. Oh, that all that means is, oh shoot. So what it means for something to be vertical, vertical is this, and when a line is directly up. Horizonts is when something's like this. When it says non-vertical, it's basically sent any time the line is not straight, uh, strictly up, right? So it could be like this, it could be like this, it could be like this. As long as it's


not directly up, OK?


OK. So that's what non-vertical. Vertical is directly up, non-vertical, anything but directly up. OK, so in the, in the diagram, when I was talking about A and B.


I drew the exact line. I have a program to draw the exact line. It's called desmos. So I drew the exact line just so I can make it bigger.


So here's how you would do it. Uh, you know what, I'm


um, maybe I can, I need you to think. How would I do this? OK.


I'm gonna do another screenshot.


OK. Now, I, I got it. I'm actually gonna put in a new screenshot that way you can best understand. OK, so I'm now I'm gonna teach you how to calculate a slope of a line, so


check the new image I uh checked the new image I just pasted. So


this


uh, see, the things in, I'm gonna put it in green. OK. So the thing I circled in green


and the fungi also circled in green are the exact same line, OK? There's the exact one, right?


So


with


how you would calculate the slope of the line. So first,


they overcomplicated it, but you would take 2 points on any line. So look.


see how in the graph I drew, so, uh, you see there's these little boxes, right? These little boxes and I circled in green, oh shoot


I, I boxed in green. So see these little boxes?


I'm kind of bad at tracing them, but you see these little boxes?


Oh


Yeah.


Yeah, yeah


Yeah, OK. So, you see the same boxes right here, right? So, whenever the line dropped, that whenever the line perfectly crosses the boxes. So let's say I'm gonna draw a point where it crosses a box perfectly. So see here, it, uh, I, I, I'll put it in black. OK. So see here, it perfectly crosses, crosses the line right here, right? The, the line crosses a box perfectly right here. You see that, right?


Yeah


It crosses the corner of the box perfectly as a cross the corner of the box perfectly. See how right here, it doesn't cross the corner of a box. It crosses the middle of the box. That doesn't count, OK? It has to cross the corner. So let's see how to calculate the slope of line, you take 2 points that cross the box of the, that cro, you take 2 points of a line that perfectly cross the corner of the box. So I'll draw


I'm, you know what, I'm gonna draw points. Tell me if they're perfectly crosses the corner of the box, OK?


OK


Uh, let's do this one. There's a cross perfectly.


Good.


No. No.


OK, good. Does this one crossed perfectly.


No


Does this one, well, this one crossed perfectly.


It does. Look, look, cause.


I can't really see cause it's I'm using my phone.


OK, but you know, you get the idea of if it crosses the core of the loss. OK, look, now.


Please


OK.


So you're gonna take 2 points that cross the corner of the box, so I chose this, uh, I, I'm gonna mark it in red, you know, I will mark it in red.


So this one


and this one, OK. These cross the box perfectly, right?


Yeah


OK. So now, you're gonna go from the one at the top, OK? You're gonna go from the one above and you have to climb down, so.


look, I take the one from above, the one that's higher, right? So see how this one is higher than this one. That means I'm gonna start from going above. So I'm starting from, I'm a market in green. I'm going to start, or I'm marking the right thing. I'm a.


The one that's like higher at top.


yeah, the one that


Yeah.


yeah, the ones that are good. So I'll mark it in green. So this one is higher, right? So it's, it's this, let me do this. OK. If this one is higher, no, you're gonna start here. Now, you're just gonna climb down. So I'm gonna, uh, you, you want, all you wanna do, you wanna get the other, you start from the dot, that's higher. And you wanna get to the other corner. So to get to the other corner, you have to go


down one


2, I have to go down 2, so I'm gonna write that in black.


I have to go down to


and then next step, I have to go.


I have to go


only one tile to the side. I have to only go one tile to the side. So the slope is 2/1.


AK just 2. So the slope of this line is 2. So go back to your worksheet as you can see, this method works. So, you have a scope of two. Now,


I'm gonna delete everything really quick. One second.


Do you get it? Uh, you, you'll get it. You'll get it. So one second, I need to delete literally everything. OK.


like dividing.


Yeah, the vibe. So, you first, uh, just to summarize, you get the higher point. After getting the higher point, you just go from the higher point to the lower point. You'll, you'll see. So, go back to your worksheet. So, graphs A and B, right? The graph A and B, right?


Yeah


Um, see how A and B are perfectly crossing the corners.


yeah


Great. So which is higher, A or B?


B.


Good. So you're gonna start from B. So, we're uh just a reminder, I want you to try to calculate the slope on your own. So just to remind you, here's how you do it. First, you start from B. You have to see how many tiles, how many boxes it takes to go down to A.


and then that's the top part of the fraction. Then, how many tiles to the side, you need to go to A. That's the bottom part of the fraction. So try it. How would you do? Just try it. I'll help you out.


Yeah, you go, it's first start at B and then go down 4 steps and then go to like last two steps and then the


will divide by 2, and that's 2.


Yeah, that's how you get the slope. So yeah, good job. So you said you go down 4, which is why 4 is on the top, then you go to the side too, and then you, uh, that'll be 4 divided by 2, which is 2, right? OK. So do you wanna try the questions now?


OK


Yeah, let me just skip through real quick.


OK. And I have to teach you one more concept after this, but yeah.


OK, so can I ask you the questions?


It's on the activity, right?


Uh, oh, the line drawn to.


Yeah.


that's, that's the question


Uh, 01. OK. Well, you know, wait, the activity is exactly like the one on the right.


Wait, OK


We could do that


too


Yeah, OK, we already did do, OK, sure. So, oh, and one more thing. I, I wanna teach you something. So, this method works. OK, first, you have to identify something.


Is the, so see, I, I drew a line right here. You see the line I just drew.


Yeah


This line will continue to go up, right? That means the slope is positive. But let's say the, the line, let's say this, OK? Is the slope gonna be negative or positive? It's going down.


Negative


Yes, it's very good. So look, for negative slopes, it's still the same thing like, oh, let's say down 3 tiles to the side two tiles, the slope is 3/2. The only difference is, you just add the minus sign. So I'm gonna give you um, you know what, I'm gonna give you, I'm gonna make my own questions, OK? So you're gonna fully understand. So look,


I'm gonna ask, I'm gonna draw a line. OK, I drew a line. So it's a slow pause on this positive or negative.


hotline, um, positive.


Good. I, uh, this a slow positive or negative?


um, negative.


Is this low positive or negative?


positive


All right, a few more. Is this one, I'm gonna do the 5 more. All right. Is this one's positive or negative?


negative


Is this one positive or negative?


All right, 2 more. Is this one positive or negative?


Oh, yes, because, because if I continue to go, it'll keep on going down, right? OK, good. So, uh,


You go up


for some of them and just go up.


if you


wait, what do you mean? Look, whenever, yeah.


make it


if you meet the positive, I mean, yeah, I'm just, uh, just to let, I'm just gonna look then, put tire point of that is to just for you to make sure.


um, which ones you have to put the mio on and which one you don't. For example, if the slope is negative, then you're gonna still do the tile trick like, 02 down, uh, 3 to the right, 2/3. But since the slope is negative, all you're doing is a minus sign. If the slope is positive, you just keep it as is. OK. So do you see the little boxes on UPG, the little tile boxes are actually, you know what, never mind, I'm gonna make my own bro, OK. So 4


I want you to try


I'm gonna give you a screenshot. Try to see if you can solve this, OK?


OK


If you can, yeah, OK.


Um, OK.


I just pieced something. How would you do this? How would you do this? Um, I'll put it right here. OK, how do you do this


You, first, I'll tell you what you should do. You have to mark two points on this slime.


Rachel points. So what two points would you mark? Remember, it has to be on the corner of the boxes, OK, mark 2 points on this line.


like any points


Yeah, any point, no, any point that crosses the corner of the box, yeah.


Oh, wait, it's kind of hard to do on my phone, but.


Can you see


Um


well, yeah, but that doesn't exactly cross a corner of the box.


oh


You have to do one that perfectly crosses the corner of the box.


it's kind of hard to do all my


phone, but


OK.


Wait, OK, you don't ask my deal. Can you see, uh, wait, uh, one second, one second. I'm gonna drop points and you tell me if you want to use them. AK, you have to tell me if they're on the corner of the boxes or not. OK. So


this let's do this one.


wait


um, wait, let me just zoom in. Oh.


vertical


Yeah, you can use that


OK, good. Can I use this one.


Uh, sorry, this one.


Yeah


No, no, remember, I can't


huh?


Wait, which one? Wait


No, you can't


Can I, I'm gonna mark it in pink. Can I use this one?


No


Can I use


uh, can I use


this one


Uh, this one


Right, let me make it more clear. It's in, it's in pink. So can I use um?


Good. Can I use this one. It's in the pink, well, yeah.


Yeah, you can use that.


Nice. Can I, this is a bit of a trick. Can I use this one?


or, uh, wait


How about this one


Yeah


OK, good. So now you understand. So I'm gonna use two corners of the boxes. I will pick


Yeah.


this one and this one, OK? These are both perfect corners of the boxes, right?


Now, calculate the slope. Now up it's up to you to calculate the slope.


04, so 4 steps down.


Yes


and then 1 step to like the left, so it's just 4.


Yup, the slope is 4. So, what I would do, I wouldn't try to, I wouldn't say 4 down and 1 left like be specific up, left down, because that could confuse you a little bit. Just, uh, you know, OK, that's fine, but all you have to, you don't have to say it was specifically left or right. You just have to be careful of whether it's plus or minus. So you got the slope is 4. It's this is the low, is a low positive for or negative 4?


it


ne


things. Very good.


Great.


It's going down


No, no, the line is going up. Look, I drew, it's this, it's basically this, the line of phone.


Oh, it's


yeah


OK


So I'm gonna, I'm gonna do a bit of a, uh, uh, weirder one. OK.


I want you to


repeat the activity cause um I also wanna learn like the slope formula.


that, that is a slow formula. Look, OK, OK. OK, look, I'll, I'll teach you. So you see the slope of a non-vertical line, right?


You, you see the part where it says slope of a non-vertical.


slope of a non or vertical line, right?


Yeah, but there's like a page it says uh.


Hmm


should I send the page, the other one?


Yeah, otherwise, I can't see. Yeah, OK, yeah, send it.


There's another way to do slope. There's a, oh, it says, try reuploading the image. It says as the student's image cannot be uploaded.


Oh.


Um, OK.


Yeah, I don't know. I keep saying the student's image cannot be uploaded. Does it allow you to share a screen?


Oh yeah, it does allow you to share a screen. Try, try sharing a screen.


wait, it showed


Uh, 00, it's finally loaded. OK.


Yeah.


Good. So, so slow formula. OK, look, so for the slope formula, um,


I first solved the activity.


uh, you mean the activity number one.


Yeah


We already did, but sure, OK.


Oh


We already did. So


um


so, OK, look, it says there, um, the line drawn at 2/3. So right here.


We already did solve it, but sure. This is David at -2/3 and all one. So these two points, right?


Right, yeah


Uh, yep


and


OK, let me just


OK


OK. Oh, yeah. So


look, you go, now try. Exactly, you Math 101, you go 4 down, then 2 to the side, even for activity number one, right? So, yeah, that's how you do.


Now, for the formula method. OK, so you got activity one, like we did the question, right?


Yeah, wait, let me Alg 201.


Wait, so


But


uh


for activity


uh for activity one,


it's just not true. Yeah, the slope is 2. The slope is, yeah, the slope is different.


Oh


OK.


Now, the formula way to do it, do you wanna learn the formula way?


Yeah


OK, look, so


uh, OK, so now the formal way to do it. Look, so you have to take 2 points, still on, still on the box, right? You have to make a sail on the box, but


for the formula, you take 2 points. Do you know how to find the cord in that of a point, the coordinate like.


wait


OK


OK, yeah, yeah, go, go. So, um, OK.


OK, so for the formula, right? Let's say you have 22 points. You have 2 points. Um, I'm gonna write them down here.


Um, I wrote, I'm writing it below the images, 02, wait, oh, I'm playing black, OK.


02 and


and they use, they use 24, so sure. 24. OK. Let's say you have these two points


Do you know which one is a Y coordinate and which one is the X-cornet?


Yeah, um, the X coordinates are 0 and 2


from like


So


that


oh


and


yeah, I


Y coordinates are 2 and 4.


OK, so, uh, the ones I'm circling are the X corner, right? Lisa


Yeah.


OK, good


So yeah, oh shoot, with the X cornice, all you're doing, so now you're subtracting the uh uh so I, what I do, I'd write it on top of each other like I just did.


So now what you should do,


you do


um, you're gonna add a minus right here. So now, first


you do the X coordinates go on the bar. So 0 minus 2


go on the bottom, and then


2 minus 4.


go on the top, right? So that's what I, that's how the slow formula. So, you first list the two points.


after listing the two points, subtract the X's and then subtract the wise. So now let's do it. So what is 2 minus 42 minus 4.


Very good. What is 0 minus 2?


ne


Or, yeah, what is this


math too. So what is -2 over -2?


2 divide by 2


Very good. OK. So now you have the slope of this land is one. But one thing, look, you have to write it in a very specific order. Look, I wrote the two points. After writing the two points, what goes on the bar? What goes on the bomb, the X or the Y?


for the former


we


the for the top


Sure, the top, yeah. What goes on the top?


Yeah.


the Y coordinates, 2 and 4 and 4.


Now, for this formula, let's say you do 2 minus 4, then you have to do 0 minus 2 and not 2 minus 0. Some people, they do 2 minus 0. Why you have to do 0 minus 2 because if you're choosing to subtract the top one buys a, if you're choosing to subtract the top Y coordinate minus a bottom white cornet, then you have to do the top X coordinate minus the bottom x coin. So, OK, I


' m gonna give you another example. You'll get it


Calculate the slope of 1 and 3 and 4 and um 4 in.


Calculate the slope of this.


OK, wait, let me just write it down.


Wait, sorry, what were the coordinates?


Oh, you know what, sorry, one second. So, 1 and 3 and then 4 and 91 and 34 and 9.


OK


4 and


uh


OK. 2 points. How are you doing?


so first


the Y coordinates, there, I could do 9.


minus 3.


OK, uh, on the top or on the bottom?


on the top


Very good. OK, next


4 minus 1.


and then


that's


over 3, and that's 1.


Close, but the answer is 2. So 9 minus 3. What is 9 minus 3? Let's see what you did wrong. What is 9 minus 3?


I know. Oh, wait, I timed it. Oh no, it's it.


so it's


Yes, yes, good. So the whole thing is 6/3, which gives you a slope of two. OK, very good.


should I solve the example on the um like the page.


What


Yeah, sure. Now you can try. So now you have the formula method and you have the little like, uh, 4 down, 4, you know what I mean. So now you have both.


like, why isn't it the same thing?


uh yeah, they both calculated the slope. It's just two different methods, but the point method, the little formula method, although it's longer, it's, I guess, more teachers would recommend using the formal method. So if you want, do the formula method. But


uh, one thing. So let's say you have a graph and you want to find the slope, you could do the which point is higher corner of the boxes, you know what I mean, but if you want to do the formula method even when you have a graph, you have to see when it crosses uh, when it crosses the corner of the boxes.


Take your two points and then do the formula. So, let's say, you know the activity one, you'd have to, you'd have to say, oh, B is located in coordinates 13, and A is located in in an x-coordinate, 1, and then be the former. So yeah, you could do both methods, they will give you the same thing most of the time. Uh, unless, but the problem with the uh up and down method


is in some special, special graphs. It won't give you this look. And some special graphs, it will give you the slope. So I guess if you want, even though it takes longer, you should do the slow form up. The, it'll never be wrong unless you mess something up. So yeah.


Wait so it could be wrong, like I do the other way.


it's, it's pretty rare, but they're in special and special um tables, it could, it's like, like I think 9 out of 10 times it'll work. You know when it won't work? OK. I'll show you one of, or when it won't work.


So, OK


I, I'll show you when it one work. You'll, you'll, you'll get why it won't work. So


I'm gonna show you a very special example.


OK


Let's say


uh, I'm, I'm uploading something right now, but you get both message. You get both methods, right?


Yeah


OK, perfect. So you learned actually a pretty Chem 300, so, OK, look, very good. So here is an example of where it wouldn't work. So, the problem with this is


uh, I mean, you know what, it, it, it actually might work here. I don't know, let me see.


Oh


uh, actually, I think we just still work here?


very


Oh, let me see. So,


it, it would work here, wow, huh, so that's surprising. Actually, OK, no, it works most of, most of the time. That's uh.


but some people might just like mix it up, right?


Right


yeah, they cook fish though.


Oh, no, actually, it actually works almost every time. So mine is 45.


Oh no, it works, it works, no, no, OK. Uh, you know, you know when the, when work, I forgot, I forgot. It actually works most of the time, but I had it one time, a teacher, she used a bad, um, you see how I'm using a program to generate graphs for for me, like these lines. I'm using a program. They use the bad program one time and the the graph was like off, like there was something wrong with the graph. I don't know how to explain it.


So when the graph is like slightly wrong or it could be demonstrated better, you have to use the points, but I mean, yeah. No, it works most of the time like


yeah, no, it works most of the time. You could have, what I'd suggest for you,


first, you do the, the graph method, and then you check using the formula method. Just double check. You could double check both ones. OK, so do you wanna do the activity number like tuna.


Yeah, I already solved it.


OK. Can you tell me how you solved it?


Yeah, so first,


um, the Y coordinates, um, I would, I did 5 minus 1.


which is what


done


and then 4 minus 2, which is 2, and then that equals to 3.


OK, you fully understand now. Very good. OK. So, I mean,


What about horizontal lines like the bottom what it says on the


oh


for um


I also have the, wait, examples


Yeah, so, look, OK, OK, OK. For horizontal lines, you know how you're like course was trying to teach you about steepness


What


Yeah


You know, your, how your entire course was trying to teach you about teness. Look, so in the horizontal line, how I drew exactly horizontal line. How steep do you think this is?


Yeah.


Uh, I'm just gonna spoil the answer. It's 0. It's not steep at all. Meaning the slope is zero, OK? I'm I'm just gonna spoil it. The slope is 0 because the horizontal line, it's not steep at all. Like a mile, m, like 3 year old, like a 3 year old could crawl over this. It's, it's, yeah, the steepness is zero, meaning the slope is zero, OK?


Yeah, yeah, that makes sense.


So any horizontal line will have a zero steepness, OK?


OK


All right. Good. So, is there anything else?


Uh


Yeah, could we um solve like the examples and activities that I sent about the horizontal lens.


Um, which one? Can you circle them?


uh here


Can you see it now, or


it's on the bottom.


Oh, so, uh, OK, OK, OK, sure.


Uh.


The, uh, example, uh, to an activity 3.


OK. Example 2. I'm gonna read it. In each case, to determine whether there's a line passing through the pair of points is horizontal. How, OK, I'm gonna teach you how you do this. You have to calculate the, uh, you look, OK, so


I'm gonna try, do you want me to explain to you how to do this or do you wanna try on your own?


I'll try on my own cause isn't it the same thing as the slope formula?


Yeah.


Yes, um, you know, I'm just gonna, I'm OK. Yeah, yeah. Tre try it completely on your own. Yeah, try it completely on your own.


And I'll tell you what I'm doing while I'm solving.


Sure.


So first, I rewrote the numbers, so it's like more clear to see.


and then


I labeled them, so why too, which is, uh, I did 3,


minus 3 and then I did 0 minus 6 and then I go to


it.


which is


Yup, good


and that


that's not horizontal because it's not equal to 0.


Yes, very good. Yes, yes.


Part B


Uh


OK. So now, calculate the slope of um uh auction B.


yeah


Um, it's 0


over 4. But like, and it's equal to 0, but um, every time it's like


if it's 0 and then something's under it, it's always 0, right?


Yeah, yes, good, but if it's 0 on the, OK, yeah, yeah. Basically, if it's 0 on the top


any number, uh, on the bottom, no matter what, it's gonna equal 0. Unless, unless if it's 0 divided by 0.


Oh


there's a special rule. There's many special rules. If it's anything divided by 0. When, when 0 is on the bottom part, it's called undefined, OK? That's what they call it. They say it's the fun, but you're, you might, you might not see that yet, so yeah, and 0 divided by anything is 0.


Yeah, um


Yeah.


OK


should I so 33.


Did you solve activity 3, in each case, yeah, OK, that it's the same thing, but sure, I mean, yeah, if you want, sure.


Do you still have like time


Yeah, I know, I have time, that's fine


Are you like a math teacher or?


Um, uh, I, I actually wanna be, I actually want to be, but yeah, I know, I, I want to be. I'm kind of studying to book homework, but yeah, I, I have, I have like up to, I have basically up to Calc 201, so yeah.


help.


OK. So, yeah, dissolve and, yeah, OK. Should be good.


I got um 04 and that's 0. So it is horizontal for part A.


So, uh do you use the 0s 24, and -24, is that one?


Oh yeah


OK.


Uh, double check. Can I, can I ask you what you did? Cause I didn't get, wait, let me, let me see, um, so, so why it's going on top? Oh yeah, no, you're right. Sorry, yeah, why is going top yeah. OK.


Mhm. Yeah, you're right, sorry.


OK, so, yeah, 24 and -24. The slope is 0. Yeah, you're right. OK.


Now for B, OK, so you got that right. Now for B, just let me know what you got.


right


OK um


OK, so I got -1 and that's not horizontal.


Uh yes, -1 is the right slow. Good job. OK. Yup.


OK. So now you're at example 3.


Yeah.


that's


Um


a binding the slope of an oblique line from the relation.


Oh, OK


Ah shoot, OK. So this is a, a new concept. OK. Right. OK, that's fine. So now I have to teach uh a new concept, so uh


they for see when the lines are straight, whenever a line is perfectly straight


like, um, you know, this is perfectly straight. Oh, like account from Ironing. I'm literally drawing on a finger, but you know what I mean? Like this is straight, this is straight, um, this is straight, like these are all straight lines, right?


They call that a linear line, like line, they spell like this, Linear. They pronounce it linear, but it's spelled line A R, which just means it's a straight line, OK? John straight line


but OK. So now they say the graph of a linear relation


of the form whoa, OK, they're overcomplicating it, but they, the formula to any line is written like this. So why?


which just means, uh, I don't know how to explain it, but like, why it just means the graph. So Y equals that you see how your courses end.


X


B, OK? Now, you seem, you see M right here?


Yeah


Whatever you see there is a slope. So if one, if 1/3 is right behind the X, that means 1/3 is the slope. In the course,


in the course, it says, Y equals 2 x + 10.


So she was


meaning what? Yes, very good. 2 is a slope. Now, you might be wondering what is the 10? I am actually gonna, I'm gonna share a screen right now. Hold on. Alex, I'm gonna show you also my program that I'm using. It's called.


then


Yeah, I'm gonna wait, hopefully I can share a screen, uh, I accept this. OK, sure.


OK, do you see my screen


yeah


Do you see uh what I'm typing right now.


Yeah.


OK, good. So Y equals MX + B. I will put 9. I will put Y equals 9 X. uh yep, y equals 9. What is my slope? What is my slope?


Good. Now, you, you might be wondering what is the B part? Like what is plus B? where is + B, right?


So you see how in your course it says the formula is Y equals mx + B, right?


So, N is the slope and uh let's say it's OK, in the courses they use 2. So we're gonna graph that. We're gonna put 2, but do you know what, what the why intercept is? You know what a Y intercept is or not? It's, it's OK, it's not, I will teach you in like 2 seconds.


Uh, that is


Yeah, OK, it's fine. So you see in um look at uh you upchi or whatever. So you see it, the, the XY plane, they call it the XY plane, this.


like,


or you can look at my screen, you see this little like plus side, this big cross basically. This, you see this big cross?


Uh


OK. In this big cross, you see which one is the Y axis, or which one is the Y? Is it the one going from left to right? or is it the one going up and down? Which one is the Y?


down


Yes, good. So when they say the Y intercept, you see this big bolded line when X is 0


uh, this, and you have, you, when X is 0, you have this big bolded line.


Wherever this bordered line crosses is a beat. So let's say B is 1, see how now not only, look, I'm gonna show you one thing. I have a slope of two, see? So I go down one.


uh, I go, uh, I have two points. I have 2 points perfectly crossing the boxes. I have to go down 1.


and then I have to go to the side one. So the slope is 2, and as you can see, see here how the slope is too. Like everything is matching together, right? You get it?


Yeah, she'll be wait.


Yeah, I, I, just, just gonna recap. So all I'm saying, all I'm saying is see how when I put Y equals 2 x + 1, I get a perfect line of where the slope is to. See, down one, down 2, so it's 2, divided by and then to the side one, so the slope is definitely too, so yeah, see, whenever I put uh whenever I say hey, hey, I'm gonna put M equals 2. I, I got a perfect relationship. So now


for the Y axis part, see how it crosses the Y-axis. I'm gonna show you something.


I crosses Y equals m x + B. Wherever my B is, so M is 2, wherever my beat is, it crosses the y axis there. So see how it crosses this big black line in the middle, right here, at one, at 0.1.


Yeah.


That means my B is one. So in your example, it says, uh, let me see what your example says. I'm gonna delete this.


Um.


OK. Consider the one whose equation is Y equals 2 x + 10. I wanna ask you something.


What um


Y equals 2 x + 10. OK. So what is the slope in that? Y equals 2 x + 1? What is the slope?


What is the Y intercept here.


And the equation Y equals 2 x + 10. What's the Yer set?


Yes, very good. So, the entire equation, when you have Y equals m x + B, it's just the slope is right behind the X


Yeah


and then the Y intercept is on its own. So, I want, I'm gonna ask you uh question. So if we, what is the Y intercept in this equation. Uh, I, in this equation I drew.


it


uh on my screen, in the screen share.


a careful


What


Oh


wait, oh, YCX 45, is that it get free?


That stay slow


Yeah, 3 is the slope. Now, what is a Y intercept?


Yes, good. Now, in this, um, OK, I'm gonna actually hide. I'm gonna put 1 2nd, 1 2nd.


So can I hide this somehow?


OK, good. One second, I'm gonna put this.


OK, now,


OK


let's see.


Can I


OK. What is the Y intercept in this equation. The, the Y intercept. You know what?


I, I have a, I'm giving you a line right here. OK. Now, what I want you to do.


I want you to fir, I want, you know what?


I want you


to completely tell me the equation of the line. So what I'm gonna recap one thing. The linear functions are defined. This is a linear function. It's a straight line, correct? So they call a straight line a linear function, correct?


Uh hello


Hello, yeah, I can hear you.


Yeah. So, yeah, they call a straight line, a linear function, correct?


Yeah.


So


y=Emily


and they say the formula of the linear function is Y equals mx + B, right?


Yeah


All right, great. Tell me the exact


formula. I'm gonna do, I'm gonna draw a line. I want you to tell me the form of it.


So let's see, um.


OK, I want you to tell me the formula of


this uh actually you know.


One second, you know, I want you to tell me the formula of this one, but I want you to tell me how you got it, OK? How you got it. So, you know what, I'll take a screenshot of it and I'll paste it in UP chief, so you can uh tell me how you would do it, OK?


OK.


OK. If you can do this, that means you fully mastered the topic, OK?


Um, uh, but, you know, mastering a topic is pretty difficult, but, OK.


Here, I will, uh, one second, I need to change a few settings. Uh, I'm actually gonna stop screeching, so bam I'm gone.


Oh


Now I have my graph here. I'm gonna post.


OK, move. How would you solve


for this one? First, let me see. Is this possible? Yes, it's possible. OK. How would you so for you, I want you to tell me the formal of the line. So I'll give you a hint. Y equals MX + B, OK? Yeah, uh, I want you to tell me the formula of the line. So, in my program, all I did, I entered the equation of Y equals x + B, but instead of NX + B, I give a specific numbers. I want you to basically guess the numbers I put, so yeah.


Y equals NX + B


All right, I'm gonna give you my only hint is obviously the formula since it's a straight line, it's Y equals x + B.


Go ahead and try to solve this, OK?


Oh.


Let me know um if you need help. Yeah, let me know if you need anything. If you want, I can give you small hints. So if


they have


do I find like well


the happy


coordinate


So, OK, how do you find the slope? Well, there's 2, well, there's two ways. One, the little drop down method like 12.


Yeah, but, um, where's like the coordinate, like the point.


OK, if you don't wanna do the dropdown methods, let's say you want to double check.


Sometimes, you're not exactly given corner. So you have to do, you will have to locate corners, OK, locate corners, so it's


I can use like my own points.


Yeah.


yeah, you can choose, you can literally choose any point on the graph, except it has to cross a corner, OK? It has to cross a corner, but yes, you can use your own points, OK?


So, you should definitely be getting the slope right, OK? Cause you have one, you have the dropdown method, and 2, you have the formula. So you choose your own points, you cho you, the most important thing, choose the correct corners and then you're fine, OK? You should definitely be getting the slow part right. So yeah, just do it really quick.


Let me know if you need more help


Yeah


Is it 2? The slope is 2.


Uh, can you tell me how you got, can you tell me how you got it? Uh, I wanna just see.


I located


and then 2


and then 0


OK. I, I, oh, very good. Wait, let me just write that down. -1 and 2, OK. Yes, you.


0 and 4.


0 and 4. So, the good news is


um, wait, yeah, you located


OK, very good. You located the right ones. Good.


So


now


oh, OK, yeah, so nice, you got it. OK, nice. You, you got it. That's great. So, yeah, OK, great. Now what, now what is a B? So you got a slope, sure, what is B? What is B in this one?


Um


OK.


That's kind of hard.


OK


Is it a


Wait, what did you say? Is it what?


I'm kind of confused.


OK, look, for finding B, all it is, you see this little big bold line, it's just 4. like it's just wherever it crosses a y-axis.


Wherever the line crosses the y axis, it's the Y intercept, OK? Do you get it?


What do you mean cross


Oh, OK, look, I'm gonna share the screen again and you're gonna get it. I'm gonna give you so many examples you're gonna get, all right? Look, I, I want you to see the pattern, OK? Olivia. I'm gonna open demos. OK, so I have, look at my screen share, Y equals 3 X + 4. So just a reminder, what is the slope in this one? What is the slope?


say?


3, yeah


What is the winner? Uh, I do use, I give you this time. It's right here. So where's the wire and stuff.


Yeah, but let's say, in the question I just gave you, for example, the one where you find the slope was too. I can give you, I, I didn't tell you what B was. I told you to find B yourself. See, it's right here. It crosses the Y-axis at 4. So let's say it's 5 now, let's say it's 5. See, it crosses the axis at 5. Now, let me put it out one, now we'll cross it at one. I'll.


uh


I'll put it online. That's how it works. Now you get it, right? 3. Now I put it at 2.


Oh wait, sorry, I'll put out tuna


Bam, there you go. So now, if I go back to this question, what is a winner?


wait, let me see, um, 4.


Very good. So now you have the formula was Y equals 2 x + 4, which is what I put. So now you have it. So now we could go back to the activity. But now the, the thing is you're, you're better than the activity like.


I don't know how to explain it, but you're, you're too Bio 101, like, you know, you already know what it's teaching, but sure, OK, try. You just yeah.


So it says consider the line whose equation is Y equals to x + 10, which means the slope is 2, and the line intercept is 10, finds 3 points that belong to them in the line and use them in pairs.


to find the slope 3 times.


OK. So 53 points that belong to the line and use them in the pairs to find the slope 3 times, ha.


Whoa, whoa, I don't know what that.


really means about, oh, I get it, OK.


find 3 points and use them in pairs to find the slope 3 times.


Right, OK.


So look, I'm gonna teach you one last thing, and then you fully mastered it. OK.


Wow, this is like teachers really usually save this for last.


but your course brought it in the middle, but OK. Uh, this is pretty much the last thing you need though. Do you still see my screen?


Yeah, I still see


Yeah, so


here, wherever it crosses the corner of the bus. So, it crosses a corner of the box right here.


or yeah, right here


So right here where it crosses the corner of the box. It says, What is my X cordate and what is my Y cordinate?


X corner. Wait


the X


Yeah, where's my S coordinate here? The, I, I highlighted the


The 0.4


4. Good. So you're saying X is -4.


And uh X equals -4. OK, yeah. So my ex cornea here is X equals -4. And my wife when has uh is, where's my wife y-coordinate and the point I just highlighted.


Why coney um 2.


So now we have the Cornet X equals -4 and Y equals 2. This


Now, this cornet is located, let's say you had a question like, oh, the line is Y equals 2 x + 10.


Is the coordinate minus 42, located on this line.


Is it?


Wait


why


Uh, I'm asking you, uh, it's actually a quite a simple question. Uh, I'm telling you, the line is 2 x + 10, which I drew, is a coronet-42 on this line.


let me just see.


Yeah.


Yeah


is it? Yeah


you were able to tell because you have the line. But now, what if I completely remove this slam. You might say, well, isn't that like impossible to tell. Well, look, here's how you would do it. You'd plug in


you'd have to do this. Let's say you have this line and you're given. It's -42 on this line. You'd have to rewrite. First, the Y coordinate here is 2, right?


OK. So you see how it says Y equals. I'm gonna replace the Y by 2. Now 2 equals 2 x + 10. Now, uh, uh, what do you think the next step is? Well, replaces.


I'm 94.


Yes, now we replace it by -4. Now, as we can see, 2 times 4 is -8. 8 + 10 is 2. So see how both sides equal each other. That means this point is on this line, OK?


Now, going back to your question,


what they wanted you to do for whose equation is Y equals 2 x + 10. They want you to find 3 points, OK, they gave you 3 points, but what I want you to do, find 3 points on this line. How I'd recommend for you to do that. Plug in a random number for X. Let's say you plug in one. Plug in 1 for X, see what the Y value gives you. And then when the Y value gives you, that's the point number one, OK? So find


3 points on the line of 2 x + 10, OK? Fi 3 points.


I'll give you


I'll give you 2, I'll give you 3 minutes, and once you find 3 points, tell me how you did it, OK?


OK


Um, they're all equal to 2, so the slope is like.


a block.


Yeah, the


yeah.


OK, yeah, but what points did you find that on the line? Do you know how to, how would, yeah, uh, what points did you?


So first I did 0 and 10 and 1 and 8.


-1 and 8


OK. Uh, OK, sure. Yeah, a third point. OK, get a 3rd.


I think 8 minus 10, which is -3, and then I did


um


negative 1 minus 0, which is -1 and then


divided by -1, not 2.


Yeah, OK, good, good. OK. Can you find me a point on this. Can you find me? A point on this one that's not shown on the example, OK? Find me a point on the line that's not shown in the example.


Wait, what


Um, find me a point that's located on this line of 2 x + 10


that isn't shown in the example, so you can't use these three points. Tell me, another point located on the line.


Oh, OK


Do I have to like guess?


Uh for this one, if I were you, I'd just plug in a random number for X, like let's say plugin 2 and then whatever Y value I get, so I plug in 2 for X, I will get, I, I just hope that I'll understand, OK? If I do that, then I know this is a point on the line, OK? But that's how you determine, uh, just a random one. So that's all this exercise wants you to do is find the point on the line, which you can do by plugging in


any, I'm not even exaggerating. You can plug in any number for X, solve for the Y, and that's the point on the line, OK? You can plug in literally any number pricks. So all I did, uh, all the exercise wanted you to do is plug in um a number for X, like they just wanted you to find 3 points. How do you find the 3 points? Plugging in 3 different numbers for X, solving for the wise, and then those are your three points. And then make sure


you have 3 correct points by finding the slope between each of the points.


OK, that's all they wanted you to do. So yeah, do you, do you get everything?


Yeah.


OK, good. So, do you have any more or is that a?


Um, I don't think they're really gonna ask like about that though, like guessing the slope.


Yeah


like guessing the equip like the points.


I mean, uh, now that you know how to do it, I mean, just better safe than sorry. I mean, look, this is what they just did is a fun, well, they just ask you to find 3 points. So like, look, if you didn't have a solution, and that I'm gonna cross out the solution. Read the example. It literally tells you to find 3 points that belong to the line. In that case, all you have to do is guess a question is guess a number per X, I mean, well, they did just quiz you


on, so yeah


So


That's


I could use like whatever number.


Yeah, you could use whatever number for X, and so for the Y. OK, say a random number. Say a random number.


OK, I can do that. I can find 3 points.


OK, that, yeah, try


That it makes sense to say uh 10, and I did -10 and 1 for x, and then I'll just plug that in, -2 + 10, which is


uh 8


and then


Yeah, can you plug in, can you plug in 3 fres? I see, can you plug in 3 racks?


3, OK


Wouldn't that be 16?


Yeah.


Could we take


Yes, you would get the 16. Phys 200 is a point on this line. Now, uh, yeah, that's it. That's all they want you to do, OK? Yeah, you can see any points. OK. All right.


activity?


so we do that the knee, yeah, sure. Uh, I don't see it, but yeah, just send the Ensure.


Wait, you still have time, right?


Yeah, yeah, so, uh, I still have, yeah, yeah, I still have time. Mhm.


Uh, it says that failed top. I don't know why. Oh, no, I see, I see, I see. OK. I see it


OK. Uh,


OK, yeah, they just do actively number 4. It's the same thing. All right, yup.


So I'll just do for X, I'll just like great.


on -10 and 1, cause that's really easy to.


Yeah, that's, those are the easiest ones, yeah, the drop.


And then that would be uh


so for -1, why would be 11?


Yeah, good job. Keep going.


And then for 0, it would be


Yup


and then for 10, uh for 1, it would be, wait.


Yeah.


Yeah, and then when they say find the slope 3 times, all they're asking, so you have 3 points, right? They want you to find the slope between two of the points, then two of the other points, and then you should get 10 every time between the slope, but if you want, yeah, OK, you don't have to do that because you know how, um, OK, consider the line whose equation is Y equals -2. OK.


OK


Oh, I get it. Uh, that's, OK.


OK. So you know the formula, Y equals mx + B.


Yeah, I remember that, yeah.


OK, so here you only have, you only have the B, look


uh, in example, an example, wow, they keep, they, the course is not the best, but you see it, they teach you, uh, they only give you the B, right? They only give you -2. Well, it's because the slope is zero. Let's say I put 0 for M. Well, 0 times X is just 0. So it cancels it out. Now, you only have Y minus 2. So that's why, so when you have Y minus 2, it's uh what type of one? It's a vertical or horizontal?


Wait, what


OK, look, so you see when you only have 1 minus 2 and there's no X. Well, there's no X.


Yeah


That means there's no slope. There's, that means that not, not there's no slope, but it means that the slope is zero. And do you know why it means that? I can tell you why


because it means that because, look, if I plug in 0 for M, it'll cancel out the X. So look, let's, I, I'm, I'm, I wrote something down. Y equals MX


minus 2. If I were a plug in 0 for m which happens here, 0 times X is just 0.


So yeah, 0 minus 2 is -2. Then you have Y equals -2. So whenever you see something like this, that means that the slope is 0, OK?


And if the slope is zero, meaning the steepness is 0 and that the steepness is 0, that means it's horizontal. It's flat, OK?


So I could like pick random numbers.


Uh, yeah, I mean, yeah. So just find 2 points that belong to this horizontal line.


um


Yeah.


Yeah, and just remember, the formula is Y equals m x + B, which is Y equals 0 x minus 2. So yeah, that's uh how you would do it. If you want, I can, you know what, should I solve this? I'm gonna solve this one for you because after the activity class is the same thing. So they will, OK, example 4, they want


2 points, and they won the slope. We already know the slope. Since there's no, if there's no X, that means the slope is zero, OK?


OK


So we already know, we have half of the problem done. Now they want 2 points, so we know the formula is Y equals 0 x minus 2, right?


So if it's that, well, I'm gonna plug in.


I'm gonna plug in one for X and 0 for X. I plug in 1 for X, 0 times 1 is 0. So Y is -2. So, one point is 1 minus 2. Now,


is


like


So sorry


why is why is like on the other side.


Yeah, but look, if I plug in one for X, if I plug in 1 for X, I get 1 times 0, which is 00 minus 2 is Y equals -2, which gives me 1 minus 2. I just found a point.


Oh.


OK. Now I plug in 0 for X, 0 times 00 minus 2. So now, another point is 0 minus 2.


So this is how you do it. And I'm gonna, you know, I'm gonna share a screen and show you my little program so you can see what I mean. So look, you basically have this. These are the, OK, do you see my screen?


You have Y is -2, and look, it's horizontal and it's the same thing as writing.


Y minus 2 and Y equals 0 x minus 2. See, they're the exact same thing. They're the exact same line.


0X minus 2, there's the exact same one, right? So


not only, so yeah, that's it. And I, I just said, oh, I have 2 points on this line, 0 minus 2, and


let's see


1 minus 2. See, these are all, uh, that's, these are two points on this line, OK?


Hmm, OK


Why, try the next one on your own. So, I'll give you a, do you want a tiny, tiny hint?


or do you want uh completely on your own?


Which question?


Yeah


After 55, at 55, it's the same thing as exemption.


I


You know what, yeah, that activity 5 on your own. It's a, it's the exact same thing as example for, OK? Yeah.


why is the


M X


uh


minus 3.


plus minus 5, and that's just why he put to explain is fine.


but then


the because it's like the slope is like not given, it's zero, so it's 0 x minus 5 Y is equal to and now I could just do one in -5.


and I could do 2 in -5.


Can I do, uh, 1 and -5.


Oh yes, that's, that's one solution. Good. OK.


OK, that's one point. Great. And now just find another point.


OK.


yeah.


Oh, you already did. You, you said 21-5 and 1 in 5, right? OK. Yeah, those are both two points on the line. See, I even drew it for you. So you have 1 -5.


and 25. Great. OK. And then they say find the slope, which is obviously zero. OK. So is there any more? Cause they, I think that's it.


Uh, no, that's it, but, um.


there's also like one example left, but I don't know if you have time.


You know, I have time. Yeah, that's fine. One more is fine, sure.


It's about likely, uh, oh, let me just share. Oh yeah, at the bottom part, and then there's like an example.


Oh.


here


wait, is that activity, 00 no, never mind, it's loading. One second.


Your image is low


The bottom part, there's like a mountain mountain and that's like explaining it. And then the examples are like on, I'm uploading them right now, so.


OK, sure


there.


Uh, oh, is it? OK, wait. Oh, it's lagging that. OK, I'll, I'll wait for it to low oh, example 5 and Activity 6.


Yeah.


OK


Sure


Well


Wait, what happened


Oh


Oh no.


this


my screen


so I'm lagging badly. OK. Uh, you know, I'm gonna put this, OK, I'm actually gonna save us the lag.


Wait, wait


Once I can he, I, I.


raise it


wait, sorry


May


I'll just raise every


Yeah, OK, yeah, and just reop, yeah, OK.


I wanted to learn this before school starts.


Yeah, no, it's fine. Yeah, just.


All right. Um, now you have a very good idea.


of how to do it


So let's see


where uh


The bottom part and then like that's the bottom part is like explaining like, you know, where it has like a mountain.


and that


yeah, yeah, I know.


the examples are uploading.


Mhm


Did you upload though


Well, I don't see it yet.


Oh, I, it's going on.


It's here


Oh, there's 2 of them


Um


OK


Uh, OK, yeah, I see the


All right, great. So,


in each case, we find the slope of the line given by the relation.


OK.


Oh man, this is rough. OK, what's the slope of the first one?


What's the slope of the second one


Uh


The


Uh, I'm gonna skip this one for now because this is a, a bit too difficult. Like, we're learning this all in one hour. Your teacher might, it's gonna take probably a week to cover it. But uh, uh, that's a good thing. So we're going ahead. Let's see, where is the slope of this one? Uh, below offices.


It


often see


I'll just make it like different like into like the Y form.


Oh yeah, good. Yes, very good, very good. That's how you do it. OK, nice. Yeah, you don't do that then, do that first. Oh shoot. Yeah, do that first.


I'm thinking you, OK, yeah, great. So you're smart. OK, yeah, do that. Mhm.


So it's, wait.


negative 5.


the slope


and we could just go on to the activities.


So.


it's the same thing


I'll just do that real quick


Wait, wait, wait, when you say alopas?


uh, neh is 2.5. Yes, I think that's right. Is that right?


So, uh, let me, OK, yeah, I, yeah, that's


wait, 2.4


sorry, I, I didn't even solving myself again. So I have those two points and then, OK.


I think that's yeah, 2.5, yeah, yeah, mhm.


And then for activity, the slope is 5, 10 for part A.


The slope for activity 5 when we saw it. So why was, ah, blah blah.


Yes, I think so.


Uh-huh, yeah


Good. Wait, 10? Yeah, 10. I got 10. OK, good.


then uh


for the part B, I think it's 0.


Very good. Yes, you fall for good.


Cause yeah, you get Y equals minus 6, which is still 0.


OK


and then


it's


Uh, this easy one


uh


It, yeah, 3, go.


yeah


Mm.


3. OK. Yup. So we're done.


Yeah, we're good. Good job.


I finished like the whole week and.


how many like one hour.


Yeah, yeah, good job


Yeah. Oh, it's gonna be easy when you get back to school. OK. Anything.


You're


' re actually such a good, like I actually understood.


Yes, I know. Thank you, man. Thank you, thank you.


Um, yeah


5 stars


OK, thank you. Yeah, I'll really appreciate that. And yeah, you're a good student too, you're very smart. Thank you, ma'am.


Oh, thank you so much for this session and I hope you have a good day. Bye.


Bye, you too


Hello


How can I help you


hi! i was wondering if you could help me with my geometry homework?


Sure


Ok sure, one second


can you see my screen?


Yes I will solve right now


okay


by the way have you used deltamath before?


Ahhhh"


yes yes i have used delta math


but not for this exercise


but lets see ok


ok so click compass


Under the question it says compass right?


So click that


Hello?


yes sorry


i was reading what you were typing


it says click and drag to draw a circle


huh ok now drag near the dot


wait what dot


Yes draw a circle


like you did before


this exercise is weird


here look one second


how big?


Look at the board this is what the answer is supposed ot be but idk how to draw the line


circle can be any size


delta mat is strange


but i think i know how so draw a circle


using the compass


and draw it on the dot


oh


ok drag the dot u put on the black like to the right


there??


nonono like as in dont pt it on the line


see on the board i drew a blacker line


a more bolded one


imagine that was there put it on tha tline basically


cuz this answer is the corrcet answer but delta is weird


look at the board do this


drag that dot somewher there


ok


there?


ok now click the line buttob


button


ahhh ok yes now draw a line that looks exactly like whats ont he boardrn


ok now draw a line


that looksjust like


the one on the board


wait how


Ok wait give me soemtime to understna dhow this delta works im gonig to pull up the exact assignment


because we have the answer we just dont know how to draw it on this program


oh


unfortunately I dont have access to this program but I can explain on hw you regularly do it manually with a real compass may be you can replicate


you take a point on the line


we call it A


we take another one


we cann it B


Step 1: you point the compass pointy end on A and open it so that the other end touches C so pening measure is a


Are you following or do you think it does not match the program feature


wait give me a sec


Ok I found a video here on how they specifically do it


wait i cant copy it


Ok I will explain if you cant copy it


Ok so step 1:


Click compass


Hello?


ok


wait


do u want me to do it all over again


So click compass and draw ont point on the line and one on the point


yesyes


okk


I cant see your screen


what do i do now


u can't see my screen??


yes reshare


do u see it now?


No shoot


ok it fine its fine


can u see it now??


So look at the board right


Still no


let me know if you see it


okay wait


ok so you have this right something like thsi


there?


Still dont see it


but look at the board u have this right


then thats on your end


on the program*


yes


but anyways see the baord


board


ok


look this is your problem right


ok click compass and click these


u should have something like this


u have something like this right?


yea


lemme take a screenshot


fix that point and put itthere


did you do that?


yes?


where do i put it?


look at the board


i drew arrows


like that???


yes good


ok now


with the pencil feature do this


draw this


ok


pencil feature?


theres no pencil feature in deltamath


there is like hover over that area


and


like read the red text


"you must draw arcs along the circle by clicking and dragging"


huh


how do i draw it again


you have to draw those arcs by hovering over that area anddragging


here


clicking and dragging over the area i put on the board


ok but like


what do i draw


im confused rn


ok look at the board \


all you do


i did


click and drag this aare


area


ok did you do it?


like thta?


Yes good now wait


ok


wait you know what make the circle a little smaller this program cant fit it


make it slightly smaller


sorry this program is so bad


there


slightly smaller


and then itll only take like aminute from there


theree


k draw an arc here


how did u do it


just click and drag


an arc


yes just click and drag over the area i put in the board


theree!


yes good


draw an arc there


scroll up in the program if you need to


cuz its blocked a little


to solve this question you need to draw the full arc there but i dont know if the program lets you


it doesnt let me


why is this program sooo bad ok make the circle smaller and make the same arcs


ugh what


bro..


nothing to do unfortunately i tried looking online if theres any solutions and there isnt really anything to do


man


so what do i do now


I will  share my screen of some guy  online doing it


ok


try replicating his but the only thing his point is located somewhere and he has more space


my point is his has more space and ours doesnt but here look imma share screen


for some reason he has space to draw this arc and we dont


are you sure you cant draw the arc try again


whats an arc


you see the little pencil thing where you click and drag


the segment u draw is called na arc


so the portion you draw is called an arc


okk


he is able to draw this arc somehow so try drawing this arc


draw an arc right thereeee


where


use adifferent color


right there


look at the green


were you able to draw it


no


good ok nice


ok now


may i use voice chat


yes


u dont have to ask me u can use it its okay :)


oh my microphone doesnt wor but anyways drag the point


you see the point on c


drag it to here


Uh, can you hear me?


So if you can hear me, just hold the, the point C and drag it to the point on the line.


just like what's displayed on the board. So hold point C, and then drag it to the arc we built, and the point on where it intersects the line.


ok wait


can i use voicechat too?


sure


ok my speaker is on i should be able to hear now


What hello


I.


yes i can hear


Hello? Can you hear me?


Yeah, I can hear you


OK, yeah, so I don't know how to like really do this. Can you see my screen?


Uh, for some reason, I can't see your.


Wait, I'm sharing it now. I just shared it.


OK


OK, now I can see it. So,


OK, that's good cause I would, uh, I just shared it.


Oh, OK, OK. Good. So you see the, see where it says see


Let's see, yeah


Yeah, yeah, you hold, hold the blue like circle.


Yeah


and drag it


This one or that one


Oh no, the one where it says C.


Drag it to the little like arc on the line. Uh, yeah, dragon, uh, no, below, below.


Which one? This one


uh below, yeah, there, right there. Oh.


yes.


right there. OK.


Oh my god, wait, and now, wait.


Now, OK, OK.


So now, OK, what you wanna do


click the um


wait.


How can I stop from getting like notifications from here because like I feel like every time you talk, like, I keep getting notifications, but how do I stop?


Oh


Yeah, like the little sound.


uh, I, I don't know how you, I don't know how to fix that. No, I'm, I'm sorry, I don't know how to fix that.


It's so good, it's OK


OK. So after that, the next step, OK, hopefully this program works.


Now, you draw uh an arc


right? OK, so, OK, drawn arc, so move your mouse a bit to the left, a bit to the left.


Mm.


You see how we, right, yes, right there, uh, till it crosses the line, till it crosses the line.


There


Do, yeah, should work.


More? Do I drive more or?


No, that's it, that's it, that's it


OK, now, draw, uh, hopefully this, well, hopefully this program works. So now you see the blue circle in the middle.


Uh, this one


Yeah, move it to the new arc you just drew.


Yes, yes, right there. Perfect. OK. Let go. So now,


It's like


uh let's see, what button do you click? OK. Draw, uh, hopefully this works. OK, she has a top of your new compass. There's the um at the top of, no, don't, no, don't click any of those buttons yet. Draw, you see the at the top of the little circle it has, there's your little gray lines from earlier, right?


that one?


Yeah, uh-huh. Draw in the arc passing it. Just draw an arc passing it. Yeah, yeah.


Like that


Uh-huh.


OK


Good. Now,


I think now, so click the line button.


so


uh OK. Now, I think you just, so after clicking the line button, you


click on click on C.


click on C


uh, and then do it, uh, you see on the top left where the two arcs intersect.


That one


uh and they keep going and keep going.


Oh.


No top complete move your mouse, oh, OK, uh, up, up.


OK, OK. You see the gray lines.


wait, more


no up go, yes, right there directly up, go directly up, move your mouse directly up.


Uh, no, OK, how can I, um,


Wait


OK.


Can you, do you still have, do you still have access to the board?


Yeah


I want to draw, OK, look, look at the board. I want your mouse to be somewhere in this area, right? Somewhere in this area.


Wait, where, wait.


Where?


Where the, where you have two arcs like in inside each other.


intersecting each other.


I can't see you're drawing the line though.


OK, I'll draw it in a, I'll draw in a different color


OK, where you see pink, where you see, uh, where you see pink is where your mouse should be.


Uh, like, oh, OK.


But that's where the line should be.


OK,


Yeah, so look, so click OK, go back to the delta, click line on C, and put the click on C.


Wait, there


and then you see, OK, yeah, right there, right there. Oh, you had it, you had it for like a split second. What was that, no, where the two arcs are, yes, right there.


OK.


OK


Why why does it say to click and drag another line.


I think we can just submit there.


Uh, yeah, try it. Hopefully it works.


Oh yeah, it was correct. Yeah.


Oh, OK, so now I figured out how this program works. OK. So next problem.


construct, uh, OK, let's see again, so, OK, now I got it. OK, so click compass.


There


uh on Y yeah, draw draw circle, like, uh, through the lines.


Sure, mhm


OK, now, oh wait. OK.


No, actually, make it slightly bigger, make it slightly bigger, like, put it to the left, uh, no, OK, to the left, to the left.


Make sure that blue circle is on the line, uh, is right on the line. Yes, like sure there, yeah, that works. OK.


Now, after you do that,


you're gonna


Thank you.


All right, now draw an arc, right, um, at the bottom right of the circle, at the bottom right of the circle, yes, yeah, 3 goes 2 lines. Good, good, good.


I have to go through these lines.


Yeah, good. OK.


OK


After that, draw um draw, I, I, hopefully I can annotate. OK, you know what, I'll just try to explain it. So, you see the complete left of the compass circle, the complete left of the compass circle.


This side?


Yes, this side, draw that side, draw an arc through uh a small arc through um through that, through the middle of it, not up.


Here?


Yes


There


Uh, a bit bigger


OK, good. And now me, yes, OK.


who that, yeah, that, that, that'll work. OK, that'll work. A little bit bigger.


More bigger, I can make it more bigger, I think.


Yeah, yeah, bigger.


Oh.


there.


I, I'll down, yeah, up and down, bigger both up and down.


OK, yes, good, that'll work


Yeah. Now, after that,


OK, now after that, you are gonna move the, you see the blue circle at the Y.


this one, yeah.


Yeah, move it.


Move it right to the arc intersecting the line.


Just wait


Yes, right, uh, right at the point. Yes, good, good, good. OK. So after that, you're gonna draw, you see at the left side, the compass circle is intersecting the line, right?


At the left side, the er.


Yes.


Well, wait, wait, this one or that.


Yes, Draw notes there. Yeah, draw an arc right there.


like intersecting this side.


Mhm, yeah


like that


OK, good


Now, uh, again, hold the blue circle in the middle to the arc you just drew.


Yeah


Oh, OK. Now, uh, I think, I, I think you just click the line, you click the line feature.


OK


and then you click from, oh wait, not yet, sorry, sorry, go back to Compass.


So, oh wait, let me remember, after what you do, so you drew the line there. Ah, and then I remember, OK, so go back to Compass. Oh yeah. Now, you see the, there's an arc in the middle of the black line.


This one.


Yes, yes, that one, yeah.


OK. Now,


OK, yeah, put a compass on that line.


Wait, like that


Yeah, no, not like that. Oh, OK, no, that'll work. Sure, that'll work.


Yeah.


Uh, wait, OK, hm.


Wait, uhm, we had, oh, just one second. Let me check something.


All right, so, OK, yeah, put the


compass


So put the, OK, put the this blue line as a middle uh


up


OK, put the bottom blue circle on the line.


We


wait, what'd you say?


OK, so you see the blue circle, not the yat, yeah, that one. Put it right as a complete right side, sorry, not the middle, the right, uh, that's left, that's left.


Oh wait, sorry


Yeah, and the right arc, at the right arc, not, yes, right there.


right there


Now, OK, now, uh, let go of the compass for a sec.


OK. Wait, like that


Yeah, like that


OK.


OK. Now, uh, double click, just click compass one more time.


Click Compass one more time. OK, good. Now click Compass again.


Now, uh, go back to the, not, not there, go back to the uh arc on the right.


Yeah, and now draw a compass. Yeah, hold it.


Draw, keep going, keep, uh, to the arc in the middle.


to the arc


Wait, oh wait, oh wait


Yeah.


wait


Yeah, put it to the.


I just do it online, how do I undo it?


No, it's fine. You don't need to do it. It it'll work, it'll work right as a right there. Yes, good, OK, OK.


Now, you see the blue circle in the middle.


Yeah


Drag it to the, drag it to the ark, drag it to the ark.


Yes, OK. Finally, now, draw an arc, see the top left, there's this big gray line at the top left.


Wait


Oh wait, this one


Top left, yes. Yeah, yeah, draw an arc there.


Here, like that.


Yeah, crossing it, crossing it.


like that.


Now


Yeah, I think, do you click line here? Yeah, I think you just click line here.


OK


Uh, yeah, from option Y or like do Y, yeah. 2.


2 to the intersection of the arcs at the top left, right there, uh, yeah, it should work.


Uh, OK, I don't know what it's talking about.


That's fine OK.


with words, we don't we don't.


Can you help me with this one


OK, yeah, the other ones should be easy, hopefully. Copy is.


Uh, sure, this should be, um, OK, yeah, sure, this should be easy. So what is that asking us? Um


there


gray or sigma. OK, so they want uh to use a compass to straight edge. OK, uh, I know how to do this one. So,


OK, finally, I understand the program. So what you're gonna do, I think first step


I, I mean, I think, let me, oh, I got a notification. um


where is that


All right.


So, let me mute something.


It's OK. It's OK


Let me mute something


OK


OK, put a compass


OK.


Oh, adrenaline, a primal thing.


Put a compass from uh point A, no, sorry, sorry, that, yeah, that, yeah, the A in the lungs, the A in the line.


to the B in the line.


OK. After that, uh, let me think. I think, yeah, just draw an arquette. Let's see, just draw an arquet B, hopefully. Yeah, just draw on an arc


like that


Yeah, good, very good. OK. Now, I, I mean, I guess you could, let me do it on paper really quick. Oh, OK.


Oh, no, I actually, it might be easier than I think. You see the middle circle at A.


Yeah


Wait, this one


Uh, no, the, the other one, the blue circlelae.


drag that to another spot.


Oh, right


OK, yup. Now draw an arc as the other blue line, the one that's not a a


excuse me.


Yes, yeah


after that


I think you just


draw a segment


I think you just draw a segment


to, yeah, draw a segment from A


to like is a tall, no, to that to the arc above it.


like that


it


uh, a bit to the right


a bit to, well no, uh, yeah, now put that, you put your cursor directly on the dark.


like, wait, is that?


But uh


uh, yeah, no, but on the arc, yours is above the arc. Yes, right there.


Yeah.


Oh, on the ark


Yeah


Oh, submit answer. Hopefully that works.


It worked


OK, great. Now, OK, oh my gosh, that was rough.


I'm sorry, like this.


Yeah, I know, I know. I


it's a lot like I couldn't understand it and


Yeah, it's, it's fine, it's fine. I've used, I, I had this exact program. It's not the best, but


yeah


I.


so now


let's see. Uh, what is this use a compass to


use a compass to conceal


OK


Uh, perpendicular. Do you have a, OK, OK, I get it, I get it. So how you would do this?


First, let me do on paper. Let me think.


I


OK, OK. Yeah, OK. So draw a compass from


from, I guess, uh W.


to like right below X


Wait, 00, like that.


to like right below, like no, yeah, but um, yeah, yeah, sure, that works. Then, oh, yeah, OK. Draw an arc


draw an arc like, let me think, like, OK, yeah. Draw an arc, so go to the top left of the circle.


Draw, OK, you see the middle, the blue circle on the top.


This one


Yeah, draw a big arc, uh, passing through it. That doesn't go through, yes, from there, uh-huh.


Like that


Yeah.


Sure. Uh, yeah, now make it bigger on both sides.


here too


No, no, no, just on the top, make it bigger on both sides. It should be a little bigger than that.


Oh, like uh more bigger.


Yeah


Oh my god, wait, I wait, I let it go away.


Like that.


It's one, it's one, this one. It is the same thing, yes.


Uh, yeah, on the other side too, on the other side too, it should be like symmetrical.


So on the left side, now on


Wait, this one too.


no, just on the right side, your arc is slightly bigger than the left, like, just make it a bit bigger on the left.


Yeah, yeah, yeah, a little bit there, good. OK, that, that, that will do. So now,


uh, I think, oh yeah, you take the one at W, you, you drag the blue thing at W.


This one, wait, this one.


Uh, the one on the bottom, no, the one at the bottom, the one that's on W and you drag it to X.


uh uh no, above that, above that, drag it to the one that's on X, yeah.


Oh, no


good


Now, draw an arc, or yeah, draw an arc at the bottom, you see it. You see, um, yeah, from there, yeah, from there.


Yeah, from there to there, yeah, good, good, good.


It has to intersect.


Yeah, it has to intersect, yes


All right. Oh, fun. OK, good. After that, after that, let me think, I do on paper.


Sarah


you


OK, yeah, so now you draw a click line


Oh, OK


OK.


So you do do you see where the two arcs are intersecting as you see there's like an, yes, yes, yes, yes, right there.


Do I make a line there?


Yeah, and you may go on there.


Like that


Yes


Uh, I, yeah, is that it? I, I think that's


Do you want me to submit or?


um, yeah, now it's ready, so just submit.


OK


It's correct


All right


Like


How many more? So it's probably like 33 questions.


yeah, we got this.


All right. Perpendicular line through a point, OK.


Mhm


Oh, OK, off online. hmm. OK. Oh, OK. I think this is a, isn't this, I think this is the exact same, right? Now, almost the exact same, OK.


Kind of