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A line is a slope and a point

FRAME

A car travels at a constant speed along a straight road. At time zero, it sits at one exact spot. After that, its position climbs at one exact rate.

Those two facts pin the car’s entire future position. The starting spot is a POINT. The rate of change is a SLOPE. Together, they fix everything about where the car is, at any later time.

A straight line works exactly the same way. Give a POINT the line passes through, and its SLOPE — how steeply it rises — and the line is completely fixed. No other information is needed.

Point-slope form writes this fact as an equation:

$y - y_1 = m(x - x_1) \cdot$

It is not one formula among several to memorise. It IS the definition of a line, written in algebra.

Every other equation for a line — slope-intercept, two-point, intercept — is this same equation, rearranged for whichever piece of information a problem happens to give you first.

A line is a slope and a point. Every other form just says so differently.

Cover the right panel and try to say which of the three lines on the left is the one meant. Nothing in the picture decides it, and that is the job the slope does.
Put a finger on t = 4 and slide it up to the line: only one height is there. Now try it at any other second — the two facts on the left already decided that height too.

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Slope and inclination

KEY-TERM

Every line makes some angle with the x-axis. That angle has a name: the INCLINATION, written $\theta$. Measure it anticlockwise from the positive x-axis. It always sits between 0 and 180 degrees.

The SLOPE of the line is $m = \tan(\theta)$. A small angle gives a small slope — a gentle line. An angle close to 90 degrees gives a huge slope — a steep, almost-vertical line.

Given two points on the line, $(x_1, y_1)$ and $(x_2, y_2)$ with $x_1 \neq x_2$, the slope is easier to compute directly: $m = (y_2 - y_1)/(x_2 - x_1)$. Rise over run.

Watch the slope grow as $\theta$ climbs. At $\theta = 45$ degrees, $m = \tan(45°) = 1$: rise equals run. At $\theta = 80$ degrees, $m \approx 5.7$: one unit of run now needs nearly six units of rise. Ten degrees further, at $\theta = 89$ degrees, $m \approx 57$. The growth is not gradual — it accelerates sharply the closer $\theta$ gets to 90 degrees.

One case breaks the pattern entirely. A VERTICAL line has $\theta = 90$ degrees, where the tangent function is undefined. A vertical line’s slope is UNDEFINED, not zero — the last step of that accelerating climb never actually lands on a number.

Slope is how steeply a line climbs. Inclination is the angle that produces it.

Cover the arithmetic under each panel and call the sign of the slope from the picture alone, then uncover it. The middle panel is the one worth pausing on.
Worked example

Find the slope of the line through $(3, -2)$ and $(7, 4)$

  1. $m = (4 - (-2))/(7 - 3)$
    substitute the two points into the two-point slope formula
  2. $m = 6/4$
    simplify the numerator and denominator
  3. $m = 3/2$
    reduce the fraction to lowest terms
Look at where the climb starts: below the axis. That is the only thing that makes this subtraction awkward, and it is also the thing the picture fixes — the climb has to get back to zero first, and only then does it start counting upwards. Two journeys, one after the other, so their lengths add. If both points had sat above the axis there would be one piece and nothing to discuss; the minus sign in front of the 2 is not a rule to memorise, it is the first piece of the climb.

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Parallel and perpendicular lines

CONCEPT

Two lines can relate to each other in two simple ways: they can run in the same direction, or they can cross at a right angle. Slope alone tells you which, without drawing anything.

Two non-vertical lines with slopes $m_1$ and $m_2$ are PARALLEL exactly when $m_1 = m_2$. Same steepness, same direction, never meeting.

They are PERPENDICULAR exactly when $m_1 m_2 = -1$. One slope is the negative reciprocal of the other.

Try it on two numbers. A line of slope $m_1 = 2$ and a line of slope $m_2 = -1/2$: multiply them, $2 \times (-1/2) = -1$. That single multiplication is the entire perpendicularity test — no protractor, no drawn angle, only the two slopes.

One case sits outside both tests. A vertical line has no slope to multiply with anything. Yet a vertical line and a horizontal line are always perpendicular — one runs straight up, the other runs flat across. That fact comes from direct geometry, not from the product formula, since the product formula needs both slopes to exist first.

_Same slope means parallel. Slopes multiplying to $-1$ means perpendicular. A vertical line needs geometry instead, not the formula._

Follow one triangle with a finger from the left panel into the right one. Both conditions are claims about what happens to its two legs, and nothing else in the picture moves.
Worked example

Are the lines through $(1, 2)$ and $(3, 6)$, and through $(0, 5)$ and $(2, 1)$, parallel, perpendicular, or neither?

  1. $m_1 = (6-2)/(3-1) = 4/2 = 2$
    compute the first line’s slope from its two points
  2. $m_2 = (1-5)/(2-0) = -4/2 = -2$
    compute the second line’s slope from its two points
  3. $2 \neq -2$, and $2 \times (-2) = -4 \neq -1$
    check both the parallel condition and the perpendicular condition
  4. neither parallel nor perpendicular
    neither condition holds
Judge the angle between the two solid lines by eye first, then find the dashed line the test actually names. This is the one place in the chapter where the picture and the arithmetic disagree, and the arithmetic is right.

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The angle between two lines

CONCEPT

Two lines that are neither parallel nor perpendicular still cross at some definite angle. There is a formula for that too.

For two lines with slopes $m_1$ and $m_2$ (neither vertical, and $1 + m_1 m_2 \neq 0$), the angle between them satisfies

$\tan(\theta) = |(m_2 - m_1)/(1 + m_1 m_2)| \cdot$

Two crossing lines actually form two angles, not one — an acute angle and its supplement, an obtuse angle. The absolute value in the formula picks out the acute one, every time.

Check the swap claim on numbers. Slopes $m_1 = 2$ and $m_2 = 3$ give $\tan(\theta) = |(3-2)/(1+6)| = 1/7$. Swap the labels — $m_1 = 3$, $m_2 = 2$ — and $\tan(\theta) = |(2-3)/(1+6)| = |-1/7| = 1/7$. Same answer — the absolute value erases the sign the swap introduces.

One formula, one absolute value, and the acute angle falls out — no matter which line you call first.

Two slopes go in and four angles come out of the crossing. Decide which of them you would call the angle between these lines before you read what the formula decides.
Worked example

Find the acute angle between lines of slope $m_1 = 1$ and $m_2 = 1/3$

  1. $\tan(\theta) = |(1/3 - 1)/(1 + 1 \times 1/3)|$
    substitute both slopes into the angle formula
  2. $\tan(\theta) = |(-2/3)/(4/3)|$
    simplify the numerator and denominator separately
  3. $\tan(\theta) = 1/2$
    divide the two fractions and drop the negative sign under the absolute value
Notice what both lines have in common before they have anything to do with each other: each one meets the same x-axis at its own angle. That shared reference is what makes a subtraction possible at all. The formula looks assembled — a difference on top, a stray one-plus-the-two-slopes-multiplied underneath — only until you see that it is the tangent of the first inclination minus the second, with the two tangents already handed to you as the two slopes. Nothing in it was invented for lines.

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Point-slope form

CONCEPT

Point-slope form needs exactly two pieces of information: one point on the line, and its slope. Given those, the equation is immediate:

$y - y_1 = m(x - x_1) \cdot$

Two special cases sit at the edges of this form.

A HORIZONTAL line has slope $m = 0$. Substitute that in, and the equation collapses to $y = y_1$ — every point on the line shares the same $y$-value.

A VERTICAL line has no slope at all. There is no $m$ to substitute, because none exists. A vertical line through $(x_1, y_1)$ must be written directly as $x = x_1$ instead — every point shares the same $x$-value.

Point-slope form covers every non-vertical line directly. A vertical line needs its own equation, because it has no slope to plug in.

Cover the headings and the three panels are indistinguishable, because the line in them is one line. That is the fact worth carrying out of this section: the forms are not competing descriptions to choose between on their merits, and none of them is more correct than another. The question picks for you, and it picks by what it happens to tell you. So the useful reading habit is not "which form do I like" but "what have I actually been handed" — and then the form is already decided.
Worked example

Find the equation of the line through $(2, -3)$ with slope $4$

  1. $y - (-3) = 4(x - 2)$
    substitute the point and slope directly into point-slope form
  2. $y + 3 = 4 x - 8$
    clear the double negative and distribute the $4$
  3. $y = 4 x - 11$
    move the constant to the right-hand side

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Two-point form

CONCEPT

Sometimes a problem hands you two points on a line, and nothing else — no slope given directly.

Compute the slope first, the same way as before: $m = (y_2 - y_1)/(x_2 - x_1)$. Then substitute that slope, and either point, straight into point-slope form:

$y - y_1 = ((y_2 - y_1)/(x_2 - x_1))(x - x_1) \cdot$

This is not a separate rule to memorise. It is point-slope form, with the slope computed from the two points first.

Does it matter which of the two points you call $(x_1, y_1)$ and which $(x_2, y_2)$? No — swap the labels, and the slope $(y_2-y_1)/(x_2-x_1)$ becomes $(y_1-y_2)/(x_1-x_2)$, the same fraction with both signs flipped, so the ratio is unchanged. Either point plugged into point-slope form afterward gives the identical line.

Two points, one slope computed between them, then point-slope form takes over.

Both walks are drawn on the same rectangle, one along its lower-right edges and one along its upper-left. Do each slope calculation yourself before reading the two results underneath.
Worked example

Find the equation of the line through $(1, 2)$ and $(4, 11)$

  1. $m = (11-2)/(4-1) = 9/3 = 3$
    compute the slope from the two given points
  2. $y - 2 = 3(x - 1)$
    substitute the slope and one point into point-slope form
  3. $y = 3 x - 1$
    distribute and simplify
Cover panel 3 and ask what is actually left to do once panel 2 has handed you m = 3. The answer is a form you already know — two-point form is not a fourth formula, it is one subtraction followed by point-slope.

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Slope-intercept form

CONCEPT

Point-slope form applied to one specific point gives a familiar shortcut. Pick the point where the line crosses the y-axis, $(0, c)$, and substitute:

$y = m x + c \cdot$

$c$ is the Y-INTERCEPT — where the line crosses the y-axis. $m$ is still the slope.

Substitute $(0, c)$ into point-slope form directly: $y - c = m(x - 0)$, which simplifies to $y = m x + c$ in one line. Nothing new is being assumed here — the y-axis crossing is just one particular point, substituted into the very same formula as any other point would be.

When the line passes through the origin, $c = 0$, and the equation reduces further: $y = m x$.

Slope-intercept form is point-slope form, applied once, to the one point every line crosses the y-axis at.

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Intercept form

CONCEPT

Some lines are easiest to describe by where they cross each axis, not by their slope.

A line with x-intercept $a$ (crossing the x-axis at $(a, 0)$, $a \neq 0$) and y-intercept $b$ (crossing the y-axis at $(0, b)$, $b \neq 0$) has equation:

$x/a + y/b = 1.$

Where does this equation actually come from? Feed the two points, $(a, 0)$ and $(0, b)$, into two-point form: slope $= (b-0)/(0-a) = -b/a$, so $y - 0 = (-b/a)(x-a)$. Multiply out and divide through by $a b$, and the equation settles into the symmetric form above — the same two-point machinery from before, now carrying two intercepts instead of two arbitrary points.

This form has a real limit. A line through the origin crosses both axes at the same point, so $a = b = 0$, and $x/a + y/b$ is undefined. Such a line needs slope-intercept form instead: $y = m x$.

Intercept form names a line by its two crossings. A line through the origin has no second crossing to name.

The right panel is the left one slid down the page, not a second line. The thing that breaks is in the equation underneath, not in the geometry above it.
Worked example

Find the equation of the line with x-intercept $5$ and y-intercept $-3$

  1. $x/5 + y/(-3) = 1$
    substitute the two given intercepts directly into intercept form
  2. $3 x - 5 y = 15$
    multiply through by $15$ and simplify to clear the fractions
Cover the right-hand column and read only the two crossings on the y-axis: one line is at −3, the other at +3. Now uncover the column and see how little the two finished equations differ — that is why the minus has to be written down at the substitution, not left to the picture.

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Normal form

CONCEPT

Every form so far can fail for some line. Slope-intercept needs a slope. Intercept form needs the line to cross both axes away from the origin. Is there a form that never fails?

Drop a perpendicular from the origin to the line. Its length is $p$ (always $p \geq 0$), and the angle that perpendicular makes with the positive x-axis is $\omega$. The NORMAL FORM writes the line as:

$x \cos(\omega) + y \sin(\omega) = p \cdot$

A perpendicular distance and a direction always exist, for any line not through the origin. So normal form never fails the way slope-intercept or intercept form can — every such line has exactly one $(p, \omega)$ pair.

Normal form measures a line by its closest approach to the origin, not by its slope or its crossings — and a closest approach always exists.

Put the point Q somewhere else along the line and redraw its two legs in your head. The two pieces on the perpendicular still finish exactly at the foot, which is what the equation records.

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The general equation of a line

CONCEPT

Every form covered so far handles most lines, but each has a gap: slope-intercept fails for vertical lines, intercept form fails for lines through the origin. One form covers every line, without exception.

$A x + B y + C = 0,$

for some constants $A$, $B$, $C$ with $A$ and $B$ not both zero. This is the GENERAL FORM. A vertical line has $B = 0$. A horizontal line has $A = 0$. Both are ordinary cases here, not exceptions.

Try the edge case directly. The vertical line $x = 3$ becomes $1 \cdot x + 0 \cdot y + (-3) = 0$ in general form — an ordinary case, with $B = 0$. Slope-intercept form has no way to write this line at all, since a vertical line has no slope to substitute. General form does not notice anything unusual; it just quietly sets $B$ to zero.

Every other quantity reads straight off the coefficients: slope $m = -A/B$ (when $B \neq 0$), x-intercept $= -C/A$ (when $A \neq 0$), y-intercept $= -C/B$ (when $B \neq 0$).

General form is the one equation shape no line can escape — every other form is a special case of it.

Converting the other way is next: worked-general-to-slope-intercept takes a general-form equation and reads off the same m, x-crossing and y-crossing this figure isolated one knob at a time — the identical three numbers, found now by rearranging one equation rather than watching three sliders move separately.
Worked example

Convert $3 x - 2 y + 8 = 0$ to slope-intercept form

  1. $-2 y = -3 x - 8$
    move the $x$-term and the constant to the right-hand side
  2. $y = (3/2) x + 4$
    divide through by $-2$
  3. slope $m = 3/2$, y-intercept $c = 4$
    read off the result, matching $-A/B = -3/(-2) = 3/2$ and $-C/B = -8/(-2) = 4$ from the general form directly
The step is the part to test for yourself: start at the crossing, go 2 right and 3 up, and check that you are back on the line. Then notice that 2 and 3 were not measured off the picture — they are the equation’s own B and A. Once that lands, minus A over B stops being a formula to remember and becomes a description of a step you can take, which is a much harder thing to forget under exam pressure.

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Distance from a point to a line

CONCEPT

How far does a point sit from a line? General form has an answer for that too.

The perpendicular distance from a point $(x_1, y_1)$ to the line $A x + B y + C = 0$ is:

$d = \left|A x_1 + B y_1 + C\right|/\sqrt{A^2 + B^2} \cdot$

The absolute value is essential. A point can sit on either side of the line, so the raw expression $A x_1 + B y_1 + C$ can come out positive or negative. A distance is never negative, so the formula takes the absolute value to fix that.

Sanity-check the formula on a point that sits ON the line. Take the line $x + y - 2 = 0$ and the point $(1,1)$, which satisfies the equation: $1 + 1 - 2 = 0$. Feed that into the distance formula: $d = \left|1 + 1 - 2\right|/\sqrt{1^2+1^2} = 0/\sqrt{2} = 0$. A point on the line sits zero distance from it — precisely what the formula should give, and precisely what it does.

Distance is always positive. The absolute value in the formula makes sure the answer is too, whichever side the point sits on.

Three points, three raw values of the same expression. Read the sign at each one before you look at the two labelled distances — the sign is answering a second question.
Worked example

Find the distance from $(4, 1)$ to the line $3 x - 4 y + 5 = 0$

  1. $d = \left|3(4) - 4(1) + 5\right|/\sqrt{3^2 + (-4)^2}$
    substitute the point and the line’s coefficients into the distance formula
  2. $d = \left|12 - 4 + 5\right|/\sqrt{9+16}$
    simplify inside the absolute value and under the square root
  3. $d = 13/5$
    $\sqrt{25} = 5$, so the fraction reduces directly
Two lengths from the same point, both real, only one of them the answer. Measure them against each other before reading which of the two the formula returned.

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Distance between parallel lines

CONCEPT

Two parallel lines never meet, but they do have a fixed distance between them, everywhere along their length.

Write both lines with matching coefficients — same $A$ and $B$, only the constant term different, since that is exactly what makes them parallel: $A x + B y + C_1 = 0$ and $A x + B y + C_2 = 0$.

The distance between them is:

$d = \left|C_1 - C_2\right|/\sqrt{A^2 + B^2} \cdot$

This is the point-to-line formula in disguise. Pick any point on the first line, and its distance to the second line always simplifies to this — because a point on the first line makes $A x_1 + B y_1 = -C_1$ automatically.

Check the formula’s edge behaviour. If $C_1 = C_2$, the two "parallel" lines are actually the same line, and the formula gives $d = \left|C_1 - C_2\right|/\sqrt{A^2+B^2} = 0$ — zero distance, exactly as it should be for one line measured against itself.

Parallel lines keep one fixed gap between them everywhere. This formula reads that gap straight off the two equations.

Compare the three drawn gaps against each other first. Then check the arithmetic underneath against the two equations, and notice which coefficients had to agree before it could run.
Worked example

Find the distance between the parallel lines $3 x + 4 y - 7 = 0$ and $3 x + 4 y + 8 = 0$

  1. $d = \left|-7 - 8\right|/\sqrt{3^2+4^2}$
    substitute the two constant terms and the shared coefficients into the parallel-line distance formula
  2. $d = 15/5$
    simplify inside the absolute value and under the square root
  3. $d = 3$
    divide
Try the test the picture is built around: multiply both equations through by 3 and see what happens. The lines do not move, but the top of the fraction jumps from 15 to 45 — so whatever 15 is, it is not the gap. It counts steps of the dashed triangle, and that triangle’s hypotenuse is 5 units long, which is the only reason 5 appears. Get this once and the point-to-line formula from the previous section stops looking like a second thing to memorise: it has the same denominator for the same reason.

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Every form, one question

RECAP

Every idea in this chapter answers one question: which line, exactly?

Slope and inclination measure how steeply a line climbs. The parallel and perpendicular tests, and the angle formula, compare two lines using nothing but their slopes.

Five equation forms each pin a line down, from whichever piece of information you are given: point-slope needs a point and a slope; two-point needs two points; slope-intercept needs a slope and where the line crosses the y-axis; intercept form needs both crossings; normal form needs the line’s closest approach to the origin.

The general form, $A x + B y + C = 0$, holds every line at once — including the vertical ones none of the other forms can reach directly.

Two distance formulas finish the picture: how far a point sits from a line, and how far two parallel lines sit from each other.

In practice, the choice is mechanical once you name what a problem hands you. Given a point and a slope, reach for point-slope form. Given two points, compute the slope first, then use that same form. Given a slope and where the line meets the y-axis, slope-intercept form is already built for exactly that. Given both axis crossings, intercept form reads them off directly. Given only the coefficients themselves, general form covers every case, vertical lines included.

The question never changes. Only the form you reach for does, depending on what a problem actually gives you.

Take each panel in turn and try to write its line in all five forms before reading the verdict underneath. The form that never runs out is the one to fall back on.

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Two traps this chapter sets

MISCONCEPTION

THE TRAP. A vertical line’s slope is $0$, and the perpendicular condition $m_1 m_2 = -1$ can be used to check whether a vertical line and a horizontal line are perpendicular.

THE REALITY. A vertical line’s slope is UNDEFINED, not $0$. Zero is a HORIZONTAL line’s slope, not a vertical one. The tangent function is undefined at 90 degrees, so there is no number to call the slope.

The product test $m_1 m_2 = -1$ needs both slopes to exist first. It cannot be applied to a vertical line at all. A vertical line and a horizontal line are perpendicular by direct geometric fact — one runs straight up, the other runs flat across — never by the product formula.

Undefined is not the same as zero. A vertical line has no slope to plug into any formula.

The two panels are drawn to be the same in every way but one. Both pairs of lines really do meet at a right angle, and the marker saying so is the same marker. What differs is whether the chapter’s test can be pointed at them — and on the right it cannot, because one of the two numbers it needs was never there. That is the shape of the trap: it is not a wrong answer, it is a correct tool used where it has no input. And 0 is not the spare number to reach for, because 0 is already the horizontal line’s slope.
MISCONCEPTION

THE TRAP. Every line has an intercept-form equation, $x/a + y/b = 1$. Just find the two intercepts and substitute.

THE REALITY. A line through the origin crosses both axes at the same point, $(0,0)$. Its x-intercept and its y-intercept are both $0$. Substitute that in, and $x/0 + y/0$ is undefined — there is no equation to write this way.

A line through the origin must be written in slope-intercept form instead, $y = m x$ (or as $x = 0$, if the line is vertical). Intercept form simply does not apply.

Two intercepts existing is not automatic. A line through the origin has none to name.

The two shaded triangles are what intercept form is for. Read it that way and the third line needs no rule at all: there is no triangle to describe, so there is nothing for the equation to say, and the two zeros underneath are simply reporting that. It is worth noticing what did NOT break. All three lines have the same slope, and the red one is a perfectly ordinary line — y equals minus three quarters x describes it in one step. The failure belongs to a particular way of describing lines, not to the line.

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Practice set

Exercise 9.1 — Slope and inclination
  1. practice Find the slope of the line through $(2, 5)$ and $(6, 13)$.
  2. practice Find the inclination of a line whose slope is $\sqrt{3}$.
  3. practice What is the slope of a line parallel to the x-axis?
    1. $0$
    2. $1$
    3. undefined
    4. $-1$
  4. practice Are the lines through $(1, 1)$ and $(3, 5)$, and through $(0, 2)$ and $(-4, 4)$, perpendicular?
  5. practice What is the slope of the line $x = 5$?
    1. $0$
    2. $1$
    3. undefined
    4. $-1$
Answers
  1. $2$
  2. $60°$
  3. $0$
  4. Yes — $m_1 m_2 = -1$.
  5. undefined
Exercise 9.1 asks whether these two lines are perpendicular. Compare the two triangles’ legs before doing any arithmetic, because the swap is visible and the calculation only confirms it.
Exercise 9.2 — Forms of the equation of a line
  1. practice Find the equation of the line with slope $-2$ through $(1, 4)$.
  2. practice Find the equation of the line through $(2, -1)$ and $(5, 8)$.
  3. practice Find the equation of the line with slope $4$ and y-intercept $-3$.
  4. practice A line has x-intercept $4$ and y-intercept $-2$. Which is its intercept-form equation?
    1. $x/4 + y/(-2) = 1$
    2. $x/(-2) + y/4 = 1$
    3. $x/4 + y/2 = 1$
    4. $x/(-4) + y/2 = 1$
  5. practice Find the equation of the line with x-intercept $3$ and y-intercept $4$.
  6. practice Find the equation of the line whose perpendicular distance from the origin is $4$ units, with the normal making an angle of $30°$ with the positive x-axis.
  7. practice Which of these equation forms cannot represent a line through the origin?
    1. slope-intercept form
    2. point-slope form
    3. intercept form
    4. general form
Answers
  1. $2x + y - 6 = 0$
  2. $3x - y - 7 = 0$
  3. $y = 4x - 3$
  4. $x/4 + y/(-2) = 1$
  5. $4x + 3y - 12 = 0$
  6. $\sqrt{3} x + y = 8$
  7. intercept form
The two panels differ by one swap in the equation and by a whole line on the page. Read the thickened axis pieces in each before choosing an option in Exercise 9.2.
Exercise 9.3 — General equation and distance formulas
  1. practice Convert $4x - 3y + 12 = 0$ to slope-intercept form, and state its slope and y-intercept.
  2. practice Read the x-intercept and y-intercept of $2x - 5y + 10 = 0$ directly from its coefficients.
  3. practice For the general form $A x + B y + C = 0$, when is the line vertical?
    1. $A = 0$
    2. $B = 0$
    3. $C = 0$
    4. $A = B$
  4. practice Find the distance from $(1, -1)$ to the line $3x - 4y - 6 = 0$.
  5. practice Find the distance between the parallel lines $5x + 12y - 3 = 0$ and $5x + 12y + 9 = 0$.
  6. practice Are the lines $2x + 3y - 5 = 0$ and $4x + 6y + 7 = 0$ parallel, perpendicular, or coincident?
    1. Parallel, distinct lines
    2. Perpendicular
    3. Coincident
    4. Intersecting, not perpendicular
Answers
  1. $y = (4/3)x + 4$; slope $4/3$, y-intercept $4$
  2. x-intercept $-5$, y-intercept $2$
  3. $B = 0$
  4. $1/5$
  5. $12/13$
  6. Parallel, distinct lines
Nothing here is rearranged: one constant is divided by each coefficient in turn. Check both crossings against the equation yourself before trusting the shortcut on the rest of Exercise 9.3.
Miscellaneous
  1. practice Find the equation of the line through $(2, 3)$ making an angle of $45°$ with the x-axis.
  2. practice Find the equation of the line through $(0, 2)$ perpendicular to $3x - 4y + 7 = 0$.
  3. practice Find $k$ so that the line $3x + k y - 2 = 0$ is parallel to $2x - 4y + 7 = 0$.
  4. practice A vertical line and a line of slope $0$ meet at a point. What angle do they make?
    1. $0°$
    2. $45°$
    3. $90°$
    4. undefined
  5. practice Find the distance from the origin to the line $3x - 4y - 10 = 0$.
  6. practice A ladder rests with its foot at $(6, 0)$ on the ground and its top at $(0, 8)$ on a wall. Find the equation of the line along the ladder.
  7. practice Which single equation form can represent every line, including vertical and horizontal ones?
    1. slope-intercept form
    2. intercept form
    3. normal form
    4. general form
Answers
  1. $x - y + 1 = 0$
  2. $4x + 3y - 6 = 0$
  3. $k = -6$
  4. $90°$
  5. $2$
  6. $4x + 3y - 24 = 0$
  7. general form
The same ladder read two ways, as two points and as two crossings. Work each route through on your own before comparing them at the bottom.
Read the two blue uprights first: they are the same height at the left edge and in the middle, and that is what parallel looks like here. Then find the red dot, and work out which pair of numbers a student would have had to compare to end up there.

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Chapter-end problems

Chapter-end problems — graded set
  1. board-easy Find the slope of the line through $(2, 3)$ and $(5, 9)$.
  2. board-easy Find the slope of a line with inclination $60°$.
  3. board-easy Find the inclination of a line with slope $1$.
  4. board-easy Are lines with slopes $5$ and $-1/5$ parallel, perpendicular, or neither?
  5. board-easy Find the equation of the line with slope $3$ through $(1, 2)$.
  6. board-easy Find the equation of the line through $(0, 4)$ and $(2, 10)$.
  7. board-easy Write the equation of the line with slope $-2$ and y-intercept $3$.
  8. board-easy Find the equation of the line with x-intercept $4$ and y-intercept $6$.
  9. board-easy Convert $2x - 3y + 6 = 0$ to slope-intercept form.
  10. board-easy Read the slope and y-intercept of $5x - 2y - 10 = 0$ directly from its coefficients.
  11. board-easy Find the distance from $(3, 4)$ to the line $3x + 4y - 10 = 0$.
  12. board-easy Find the distance between the parallel lines $3x + 4y - 7 = 0$ and $3x + 4y + 8 = 0$.
Answers
  1. $2$
  2. $\sqrt{3}$
  3. $45°$
  4. Perpendicular — $m_1 m_2 = -1$.
  5. $y = 3x - 1$
  6. $y = 3x + 4$
  7. $y = -2x + 3$
  8. $3x + 2y - 12 = 0$
  9. $y = (2/3)x + 2$
  10. slope $5/2$, y-intercept $-5$
  11. $3$
  12. $3$
Only the sign in front of the 1 differs between the two equations, and that sign is what decides which point the line actually goes through. Run the check on the red equation yourself before reading the last line.
Chapter-end problems — graded set (continued)
  1. board-easy Which of these is the slope of the line $3x - y + 5 = 0$?
    1. $3$
    2. $-3$
    3. $1/3$
    4. $-1/3$
  2. board-easy Which of these lines is parallel to $y = 2x + 1$?
    1. $2x - y + 5 = 0$
    2. $x + 2y - 4 = 0$
    3. $2x + y - 3 = 0$
    4. $y = -2x + 4$
  3. board-easy Find the inclination of a line with slope $-1$.
  4. board-standard Find the angle between lines with slopes $2$ and $3$.
  5. board-standard Find $k$ so that the line through $(2, 3)$ and $(k, 7)$ has slope $2$.
  6. board-standard Find the equation of the line through $(2, -3)$ parallel to $3x - 4y + 2 = 0$.
  7. board-standard Find the equation of the line through $(1, 2)$ perpendicular to $x + 2y - 5 = 0$.
  8. board-standard Find the equation of the line whose perpendicular distance from the origin is $4$, with the normal making an angle of $60°$ with the positive x-axis.
  9. board-standard Find the distance from $(1, 2)$ to the line $4x - 3y + 6 = 0$.
  10. board-standard Find the distance between the parallel lines $5x - 12y + 26 = 0$ and $5x - 12y - 26 = 0$.
  11. board-standard The lines $3x + 4y - 2 = 0$ and $6x + 8y - 9 = 0$ are parallel. Find the distance between them.
  12. board-standard For which value of $\theta$ is the slope $\tan(\theta)$ undefined?
    1. $0°$
    2. $45°$
    3. $90°$
    4. $180°$
  13. board-standard Find the equation of the line through $(3, -2)$ making equal, nonzero intercepts on both axes.
  14. board-standard Which value of $k$ makes the line $3x + k y - 7 = 0$ pass through $(2, 1)$?
    1. $1$
    2. $-1$
    3. $4$
    4. $-4$
  15. board-standard A line passes through $(0, -3)$ and $(4, 5)$. Find its slope and its slope-intercept equation.
  16. board-standard Find the angle between the lines $y = x + 1$ and $y = -x + 4$.
  17. board-standard Find the equation of the line through $(2, 2)$ with inclination $135°$.
  18. board-standard Find the equation of the line through $(5, -1)$ and $(-3, 3)$, and state its slope.
  19. board-standard Which value of $p$ makes $p x + 2y - 1 = 0$ perpendicular to $3x - 4y + 5 = 0$?
    1. $8/3$
    2. $-8/3$
    3. $3/8$
    4. $2/3$
  20. board-standard Convert the normal-form line $x \cos(30°) + y \sin(30°) = 5$ to general form.
  21. board-standard Which of these lines is vertical?
    1. $2x + 3y - 6 = 0$
    2. $5x - 10 = 0$
    3. $4y + 8 = 0$
    4. $x + y = 0$
  22. board-standard Find the equation of the line through $(-2, 3)$ whose slope equals the slope of the line joining $(4, -5)$ and $(0, 7)$.
  23. JEE Find the equations of the lines through $(2, 2)$ that cut off intercepts on the axes with sum $9$.
  24. JEE A line through $(1, 2)$ makes an angle of $45°$ with the line $x - 2y + 3 = 0$. Find its slope.
  25. JEE Find the equation of the line equidistant from the parallel lines $9x + 6y - 7 = 0$ and $3x + 2y + 6 = 0$.
  26. JEE The point $(a, 0)$, with $a > 0$, is equidistant from the lines $x/3 + y/4 = 1$ and $x/4 + y/3 = 1$. Find $a$.
  27. JEE Find the distance from $(3, 2)$ to the line joining $(1, 4)$ and $(5, -2)$.
  28. JEE The line through $(h, 3)$ and $(4, 1)$ is perpendicular to $7x - 9y - 19 = 0$. Find $h$.
  29. JEE The lines $2x + y - 3 = 0$, $5x + k y - 3 = 0$ and $3x - y - 2 = 0$ are concurrent. Find $k$.
    1. $-2$
    2. $2$
    3. $3$
    4. $-3$
  30. JEE Find the equations of the lines through $(3, -2)$ making an angle of $45°$ with $2x - 3y + 5 = 0$.
  31. JEE Lines $x - 7y + 5 = 0$ and $3x + y = 0$ meet at a point. Find the equation of the line through that point, parallel to the x-axis.
  32. JEE A line through the origin has slope $-2$. Explain why it cannot be written in intercept form, and give an equation that does.
  33. JEE Find the line through the intersection of $2x - 3y + 4 = 0$ and $x + y - 1 = 0$, perpendicular to $x - 3y + 2 = 0$.
Answers
  1. $3$
  2. $2x - y + 5 = 0$
  3. $135°$
  4. $\tan \theta = 1/7$
  5. $k = 4$
  6. $3x - 4y - 18 = 0$
  7. $y = 2x$
  8. $x + \sqrt{3} y = 8$
  9. $4/5$
  10. $4$
  11. $1/2$
  12. $90°$
  13. $x + y - 1 = 0$
  14. $1$
  15. $m = 2$; $y = 2x - 3$
  16. $90°$ — the lines are perpendicular.
  17. $x + y - 4 = 0$
  18. $x + 2y - 3 = 0$; slope $-1/2$
  19. $8/3$
  20. $\sqrt{3} x + y - 10 = 0$
  21. $5x - 10 = 0$
  22. $3x + y + 3 = 0$
  23. $2x+y-6=0$ or $x+2y-6=0$
  24. $m = 3$ or $m = -1/3$
  25. $18x+12y+11=0$
  26. $a = 24/7$
  27. $2/\sqrt{13}$
  28. $h = 22/9$
  29. $-2$
  30. $5x-y-17=0$ or $x+5y+7=0$
  31. $y = 15/22$
  32. cannot use intercept form; $y = -2x$
  33. $15x+5y-3=0$
Six equations, one line. That is the thing to carry into a mixed problem set, because a mixed set is exactly where the five forms stop being five sections with their own headings and start competing for the same question. The picture answers the competition: they are not competing. Whichever marks a problem hands you, the line it describes is this one, and the general form at the bottom is where any of them lands once you multiply out.
Read a row in either direction — from the angle across to its slope, or from a slope back to the angle that produces it. Then run a finger up the dashed run line and watch the crossing heights climb past 1 at 45 degrees, the one ray where the two thick bars, rise and run, are the same length.

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JEE-application problems

JEE-application problems — from the item bank
  1. Find the slope of the line through the points (2, 3) and (6, 11).
    1. 2
    2. 1/2
    3. 3
    4. -2
    Check your answer
    1. ✓ 2 — (A) slope = (11-3)/(6-2) = 8/4 = 2.
    2. 1/2 — 4/8 = 1/2 inverts rise and run — slope is (change in y) over (change in x), not the reverse.
    3. 3 — (11-2)/(6-3) = 9/3 = 3 pairs the first point’s y with the second point’s x — both coordinates must come from the SAME two points, matched consistently.
    4. -2 — (3-11)/(6-2) = -8/4 = -2 flips the y-order but not the x-order — flip both or neither.
  2. Find the slope of the line through the points (-1, 4) and (3, -8).
    1. 3
    2. -1/3
    3. -3
    4. -4
    Check your answer
    1. 3 — (4-(-8))/(3-(-1)) = 12/4 = 3 flips the y-order but not the x-order — flip both or neither.
    2. -1/3 — (3-(-1))/(-8-4) = 4/-12 = -1/3 inverts rise and run.
    3. ✓ -3 — (C) slope = (-8-4)/(3-(-1)) = -12/4 = -3.
    4. -4 — -12/3 = -4 miscounts the run as 3; from x=-1 to x=3 the run is 3-(-1) = 4, not 3.
  3. One line is inclined at 60 degrees to the x-axis, another at 30 degrees. Find the angle between the two lines.
    1. 90 degrees
    2. 30 degrees
    3. 60 degrees
    4. 15 degrees
    Check your answer
    1. 90 degrees — 60+30 = 90 degrees adds the inclinations — the angle BETWEEN two lines is the difference of their inclinations, not the sum.
    2. ✓ 30 degrees — (B) The angle between two lines equals the difference of their inclinations: 60-30 = 30 degrees.
    3. 60 degrees — 60 degrees is one line’s own inclination, not the gap between the two lines.
    4. 15 degrees — (60-30)/2 = 15 degrees halves the difference; the full difference is the angle.
  4. Two lines have slopes -1 and 1. Find the angle between them.
    1. 90 degrees
    2. 0 degrees
    3. 45 degrees
    4. 180 degrees
    Check your answer
    1. ✓ 90 degrees — (A) m1 m2 = (-1)(1) = -1, so the lines are perpendicular: the angle between them is 90 degrees.
    2. 0 degrees — Slopes -1 and 1 are opposite in sign but NOT equal, so the lines are not parallel — equal slopes make lines parallel, not opposite ones.
    3. 45 degrees — The angle formula $\tan(\theta)$ = |(m1-m2)/(1+m1 m2)| has denominator 1+(-1)(1) = 0 here — a zero denominator signals a 90 degree angle, not a routine formula answer.
    4. 180 degrees — Slope -1 and slope 1 are two DIFFERENT lines crossing at a point, not the same line.
Judge the two crossings by eye first, then find which one made the denominator vanish.
JEE-application problems — from the item bank (continued)
  1. For what value of k are the lines 2x + 3y = 5 and kx - 6y = 1 perpendicular?
    1. -9
    2. -4
    3. 9
    4. 1/2
    Check your answer
    1. -9 — (2/3)(k/6) = -1 drops the negative sign on the first slope (-2/3) — that gives -2k/18 = -1 flipped, so k = -9.
    2. -4 — -2/3 = k/6 sets the slopes EQUAL, which is the condition for parallel lines, not perpendicular ones — that gives k = -4.
    3. ✓ 9 — (C) Slope of line 1 is -2/3, slope of line 2 is k/6. Perpendicular: (-2/3)(k/6) = -1, so -2k/18 = -1, k = 9.
    4. 1/2 — -2k = -1 drops the denominator 18 from -2k/18 = -1, giving k = 1/2 instead of the full equation.
  2. For what value of k are the lines 3x - y + 5 = 0 and kx - 2y + 7 = 0 parallel?
    1. -2/3
    2. 6
    3. 3
    4. -6
    Check your answer
    1. -2/3 — 3(k/2) = -1 uses the PERPENDICULAR condition — parallel lines need equal slopes, not a product of -1.
    2. ✓ 6 — (B) Slope of line 1 is 3, slope of line 2 is k/2. Parallel: k/2 = 3, so k = 6.
    3. 3 — k = 3 forgets that the second line’s slope is k/2, not k — kx-2y+7=0 rearranges to slope k/2.
    4. -6 — -k/2 = 3 drops a negative sign; the second line’s slope is +k/2, so it should be set equal to +3.
  3. A line passes through (2, -3) with slope 4. Find its y-intercept.
    1. 5
    2. -13
    3. -8
    4. -11
    Check your answer
    1. 5 — y+3 = 4(x+2) flips the sign on both coordinates of the given point; y-(-3) = 4(x-2) is correct as written.
    2. -13 — y+3 = 4x-10 miscalculates 4 times 2 as 10 instead of 8, giving y = 4x-13 instead of 4x-11.
    3. -8 — y = 4x-8 treats the point as (2, 0), dropping the given y-value of -3 entirely.
    4. ✓ -11 — (D) y-(-3) = 4(x-2) gives y+3 = 4x-8, so y = 4x-11. The y-intercept is -11.
  4. A line passes through (1, 5) with slope -3. Find its x-intercept.
    1. 8/3
    2. 16/3
    3. 3
    4. -2/3
    Check your answer
    1. ✓ 8/3 — (A) y-5 = -3(x-1) gives y = -3x+3+5 = -3x+8. At y=0: 3x = 8, so x = 8/3.
    2. 16/3 — y-1 = -3(x-5) swaps x and y — the point-slope form is y-y1 = m(x-x1), with the GIVEN point’s coordinates in their own places: y-5 = -3(x-1).
    3. 3 — y = -3x+9 adds 3+5 as 9 instead of 8; -3(1) = -3, and -3-(-3)... recheck: y-5 = -3(x-1) gives y = -3x+3+5 = -3x+8, not -3x+9.
    4. -2/3 — y-5 = 3(x-1) drops the negative sign on the given slope -3.
  5. A line passes through (1, 2) and (4, 11). Find the value of y on this line when x = 6.
    1. 11/3
    2. 17
    3. 20
    4. 19
    Check your answer
    1. 11/3 — Using slope (4-1)/(11-2) = 1/3 inverts rise and run; the correct slope is (11-2)/(4-1) = 3.
    2. ✓ 17 — (B) slope = (11-2)/(4-1) = 3, so y = 3x-1. At x=6: y = 3(6)-1 = 17.
    3. 20 — 11+9 = 20 adds the same jump of 9 (from x=1 to x=4) again, but x=6 is only 2 further from x=4, not another 3.
    4. 19 — y = 3x+1 gets the intercept’s sign wrong; the correct equation is y = 3x-1.
Both lines have the same slope. Find which dot each one goes through, then look at how far apart the swap has pushed the two crossings on the x-axis.
Say which bar answers which question before you read the working beside it.
JEE-application problems — from the item bank (continued)
  1. A line passes through (2, 1) and (5, 7). Find its x-intercept.
    1. 5/2
    2. -3/2
    3. 3/2
    4. -3
    Check your answer
    1. 5/2 — Slope (1-7)/(5-2) = -2 flips the y-order only; the correct slope from (2,1) to (5,7) is (7-1)/(5-2) = 2.
    2. -3/2 — y = 2x+3 flips the sign of the intercept; the correct equation is y = 2x-3.
    3. ✓ 3/2 — (C) slope = (7-1)/(5-2) = 2, so y = 2x-3. At y=0: 2x = 3, so x = 3/2.
    4. -3 — -3 is the line’s y-intercept, not its x-intercept — the question asks where the line crosses the x-axis.
  2. A line has equation 4x + 2y = 10. Find its slope.
    1. 2
    2. -2
    3. 2/5
    4. -1/2
    Check your answer
    1. 2 — Slope 2 drops the negative sign — 2y = -4x+10 gives y = -2x+5, slope -2, not +2.
    2. ✓ -2 — (B) 4x+2y=10 rearranges to 2y = -4x+10, so y = -2x+5. The slope is -2.
    3. 2/5 — 4/10 = 2/5 divides the x-coefficient by the constant term, not by the y-coefficient.
    4. -1/2 — -2/4 = -1/2 inverts the ratio of the coefficients, using B/A instead of -A/B.
  3. A line has equation 3x - 6y + 12 = 0. Find its y-intercept.
    1. 2
    2. -2
    3. -12
    4. 12
    Check your answer
    1. ✓ 2 — (A) 3x-6y+12=0 rearranges to -6y = -3x-12, so y = x/2+2. The y-intercept is 2.
    2. -2 — y = -x/2-2 gets a sign wrong; -6y = -3x-12 gives y = x/2+2, a positive y-intercept.
    3. -12 — -12 reports the constant term straight from -6y = -3x-12 without dividing by -6.
    4. 12 — y = x/2+12 divides only the x-term by -6, leaving the constant -12 undivided.
  4. Write 2x + 3y = 12 in intercept form and find the sum of its x- and y-intercepts.
    1. 5
    2. 24
    3. -10
    4. 10
    Check your answer
    1. 5 — 2 and 3 are the original coefficients — the intercepts are 12/2=6 and 12/3=4, found by dividing the constant by each coefficient.
    2. 24 — 6 times 4 = 24 multiplies the two intercepts; the question asks for their sum.
    3. -10 — -6 and -4 come from flipping the constant’s sign; the equation is 2x+3y=12, constant +12.
    4. ✓ 10 — (D) x-intercept = 12/2 = 6, y-intercept = 12/3 = 4. Sum = 6+4 = 10.
  5. A line has x-intercept 5 and y-intercept -3. Find its slope.
    1. 5/3
    2. -3/5
    3. 3/5
    4. 2
    Check your answer
    1. 5/3 — -5/-3 = 5/3 computes -a/b; the slope of a line through (a,0) and (0,b) is -b/a, the inverted ratio.
    2. -3/5 — -3/5 drops the negative sign; the two intercept points give slope (-3-0)/(0-5) = -3/-5 = 3/5, positive.
    3. ✓ 3/5 — (C) Using the two points (5,0) and (0,-3): slope = (-3-0)/(0-5) = -3/-5 = 3/5.
    4. 2 — 5+(-3) = 2 adds the two intercepts; slope needs their ratio, not their sum.
  6. Reduce 3x + 4y - 10 = 0 to normal form and find the line’s perpendicular distance from the origin.
    1. 10
    2. 2
    3. 5
    4. 10/7
    Check your answer
    1. 10 — 10 is the constant term before normalizing — normal form needs the whole equation divided by $\sqrt{A^2+B^2}$.
    2. ✓ 2 — (B) $\sqrt{3^2+4^2}$ = 5. Dividing throughout by 5: (3/5)x+(4/5)y = 2. The distance from the origin is 2.
    3. 5 — 5 is $\sqrt{9+16}$, the normalizing denominator — the distance is 10 divided by 5, not 5 itself.
    4. 10/7 — 10/7 divides by 3+4=7, the sum of coefficients, instead of $\sqrt{3^2+4^2}=5$, the square root of the sum of their squares.
Measure the green side against the two red ones before you divide anything.
JEE-application problems — from the item bank (continued)
  1. A line has equation 3x - 4y + 12 = 0. Find its slope.
    1. 3/4
    2. -3/4
    3. 4/3
    4. -4/3
    Check your answer
    1. ✓ 3/4 — (A) slope = -A/B = -3/(-4) = 3/4.
    2. -3/4 — -3/4 misses that slope = -A/B = -3/(-4) = 3/4 — the two negatives cancel to a positive slope.
    3. 4/3 — 4/3 inverts the ratio, using B/A instead of -A/B.
    4. -4/3 — -4/3 both inverts the ratio and drops the sign cancellation.
  2. Find the distance from the point (1, 2) to the line 3x + 4y - 6 = 0.
    1. 5
    2. 11/5
    3. 4/5
    4. 1
    Check your answer
    1. 5 — 5 = |3(1)+4(2)-6| is the numerator alone; the distance formula still divides by $\sqrt{3^2+4^2}=5.$
    2. 11/5 — 3(1)-4(2)-6 = -11, giving 11/5, uses a minus sign on the By term that the equation does not have.
    3. 4/5 — 3(2)+4(1)-6 = 4, giving 4/5, substitutes x and y in the wrong order for the given point (1,2).
    4. ✓ 1 — (D) |3(1)+4(2)-6| / $\sqrt{3^2+4^2}$ = |3+8-6| / 5 = 5/5 = 1.
  3. Find the distance between the parallel lines 3x + 4y = 10 and 3x + 4y = 25.
    1. 15
    2. 7
    3. 3
    4. 15/7
    Check your answer
    1. 15 — 15 = |25-10| is the numerator alone; the distance still needs dividing by $\sqrt{3^2+4^2}=5.$
    2. 7 — (25+10)/5 = 7 uses the SUM of the two constants; the distance formula needs their difference.
    3. ✓ 3 — (C) distance = |25-10| / $\sqrt{3^2+4^2}$ = 15/5 = 3.
    4. 15/7 — 15/7 divides by 3+4=7 instead of $\sqrt{3^2+4^2}=5$, the correct normalizing denominator.
  4. Points (1, 1), (3, 5) and (6, k) are collinear. Find k.
    1. 11
    2. 9
    3. 17
    4. 14
    Check your answer
    1. ✓ 11 — (A) Slope between (1,1) and (3,5) is (5-1)/(3-1) = 2. For collinearity, (k-5)/(6-3) = 2, so k = 5+2(3) = 11.
    2. 9 — 5+4 = 9 reuses the rise of 4 from the first segment (run 2) without scaling it for the wider run of 3 between (3,5) and (6,k).
    3. 17 — 5+4(3) = 17 uses the RISE of 4 as if it were the slope, instead of dividing by the run of 2 first to get slope 2.
    4. 14 — 5+3(3) = 14 uses the run itself, 3, as the per-step increment instead of the actual slope, 2.
  5. For what value of k does the line kx + 3y - 9 = 0 pass through the point (3, 1)?
    1. 4
    2. 2
    3. 3
    4. 0
    Check your answer
    1. 4 — 3k-3-9=0 gives k=4, using a minus sign the equation does not have on the y-term.
    2. ✓ 2 — (B) Substituting x=3, y=1: 3k+3(1)-9=0, so 3k=6, k=2.
    3. 3 — 3k-9=0 gives k=3, dropping the y-term 3(1)=3 entirely from the substitution.
    4. 0 — k(1)+3(3)-9=0 gives k=0, substituting x and y in the wrong order for the point (3,1).
All four options are heights above x equals 6. Run your eye up the dashed guide and find the one the line actually reaches, then check it against the two-step arithmetic on the right.
Every option in this item names a real line; only one goes through the given point. Note where all four cross the y-axis, because that shared pivot is what makes them one family.

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