document.write( "Question 150985: This is a summer Assignment. I don't have a book.\r
\n" ); document.write( "\n" ); document.write( "\"Write the equation of the line perpendicular to the line y=1/2x + 2 that passes through the point (-4,5).\"
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Algebra.Com's Answer #110920 by jim_thompson5910(35256)\"\" \"About 
You can put this solution on YOUR website!
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\n" ); document.write( "\n" ); document.write( "We can see that the equation \"y=%281%2F2%29x%2B2\" has a slope \"m=1%2F2\" and a y-intercept \"b=2\".\r
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\n" ); document.write( "\n" ); document.write( "Now to find the slope of the perpendicular line, simply flip the slope \"m=1%2F2\" to get \"m=2%2F1\". Now change the sign to get \"m=-2\". So the perpendicular slope is \"m=-2\".\r
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\n" ); document.write( "\n" ); document.write( "Now let's use the point slope formula to find the equation of the perpendicular line by plugging in the slope \"m=1%2F2\" and the coordinates of the given point .\r
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\n" ); document.write( "\n" ); document.write( "\"y-y%5B1%5D=m%28x-x%5B1%5D%29\" Start with the point slope formula\r
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\n" ); document.write( "\n" ); document.write( "\"y-5=-2%28x--4%29\" Plug in \"m=-2\", \"x%5B1%5D=-4\", and \"y%5B1%5D=5\"\r
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\n" ); document.write( "\n" ); document.write( "\"y-5=-2%28x%2B4%29\" Rewrite \"x--4\" as \"x%2B4\"\r
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\n" ); document.write( "\n" ); document.write( "\"y-5=-2x%2B-2%284%29\" Distribute\r
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\n" ); document.write( "\n" ); document.write( "\"y-5=-2x-8\" Multiply\r
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\n" ); document.write( "\n" ); document.write( "\"y=-2x-8%2B5\" Add 5 to both sides. \r
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\n" ); document.write( "\n" ); document.write( "\"y=-2x-3\" Combine like terms. \r
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\n" ); document.write( "\n" ); document.write( "So the equation of the line perpendicular to \"y=%281%2F2%29x+%2B+2\" that goes through the point is \"y=-2x-3\".\r
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\n" ); document.write( "\n" ); document.write( "Here's a graph to visually verify our answer:\r
\n" ); document.write( "\n" ); document.write( "Graph of the original equation \"y=%281%2F2%29x%2B2\" (red) and the perpendicular line \"y=-2x-3\" (green) through the point .
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