Geometry
Mrs. Franks
10
th
Grade
Unit Plan Information
Properties of Triangles
Jessica Franks
10
th
Grade
Mathematics
Geometry
Learning Objectives
: See daily lessons
Essential Questions
: What are the properties of a triangle?
How can I identify congruent triangles?
What is an
altitude?
What are the different types of triangles?
What are corresponding parts?
What happens when the medians of a triangle meet?
What happens when the altitudes of a triangle meet?
When you connect the midpoints of a triangle what do yo
u get?
Enduring Understandings
:
Students are able to
geometric relationships are evident in
real

life
situations.
Students will be able to recognize math processes in the future and be able
to locate appropriate resource materials to assist
them.
Students will be able to recognize reasoning and proof as fundamental
aspects of mathematics.
Students will be able to see relationships that exist between the angles and
sides of geometric figures can be proven.
At the conclusion of thi
s unit the students should be able to use properties, theorems and
postulates to prove the congruency of triangles to one another.
Instructional Procedures
: See Daily Lesson Plans
Geometry
Mrs. Franks
10
th
Grade
Standards:
NY State
Geometry Standards
G.G.28
Determine the c
ongruence of
two triangles by using one of the five
congruence techniques (SSS, SAS,
ASA, AAS, HL), given sufficient
information about the sides and/or
angles of two congruent triangles
G.G.29
Identify corresponding parts of
congruent triangles
G.G.30
In
vestigate, justify, and apply
theorems about the sum of the
measures of the angles of a triangle
G.G.31
Investigate, justify, and apply
the isosceles triangle theorem and its
converse
G.G.32
Investigate, justify, and apply
theorems about geometric inequa
lities,
using the exterior angle theorem
G.G.33
Investigate, justify, and apply
the triangle inequality theorem
G.G.34
Determine either the longest
side of a triangle given the three angle
measures or the largest angle given the
lengths of three sides of
a triangle
G.G.43
Investigate, justify, and apply
theorems about the centroid of a
triangle, dividing each median into
segments whose lengths are in the ratio
2:1
G.G.44
Establish similarity of
triangles, using the following theorems:
ASA, SAS, and SSS
G.G.45
Investigate, justify, and apply
theorems about similar triangles
NY State
Technology Standards
1.a Students demonstrate a sound
understanding of the nature and
operation of technology systems
2.b Students practice responsible use of
technology
systems, information, and
software.
2.c Students develop positive attitudes
toward technology uses that support
lifelong learning, collaboration,
personal pursuits, and productivity.
3.a Students use technology tools to
enhance learning, increase produc
tivity,
and promote creativity.
5.b Students use technology tools to
process data and report results.
6.a Students use technology resources
for solving problems and making
informed decisions.
6.b Students employ technology in the
development of strategie
s for solving
problems in the real world.
Geometry
Mrs. Franks
10
th
Grade
DATE
OBJECTIVE:
DATE
OBJECTIVE:
12/05

Understand the key properties of
triangles using geometer’s
sketchpad
(GS)

Classify triangles by their sides
and angles
12/05

Identify congruent figures and
corre
sponding parts.

Prove that two triangles are
congruent.

Prove that triangles are congruent
using the SSS and SAS Congruence
Postulates.
CONTENT:
CONTENT:

Triangles

4.1: Triangles and Angles

4.2: Congruence and Triangles

4.3:
Proving Triangles are
Congruent: SSS and SAS
ACTIVITIES:
ACTIVITIES:

Class discussion on Triangles

What make a triangle a triangle?

Go to the computer lab

Introduce geometer’s sketchpad
to the students

Allow students to get the used
to
the new program by letting them
explore

Use geometer’s sketchpad to
explore basic properties of triangles
using geometer’s sketchpad

Go to computer lab

Bell Ringer

Go over homework

Using
GS
have class take notes,
practice, explore
and di
scuss
congruency of
triangles
MATERIALS NEEDED:
MATERIALS NEEDED:
Computers,
Geometer’s Sketchpad
,
Calculators
, Worksheet for GS from
http://sierra.nmsu.edu/morandi
/Cour
seMaterials/IntroToSketchpad.html
(In Notes)
Computers,
Geometer’s Sketchpad
,
Calculator,
Compass
ASSESSMENT:
ASSESSMENT:
Student responses
–
verbal and
written. Class participation
–
Sketch. Homework assignment.
Student responses
–
verbal
and
written. Class participation
–
Sketch. Homework assignment.
PRACTICE:
PRACTICE:
In class

sketches
Homework
–
Triangle Worksheet
In class

see written examples from
notes
Homework
–
Explore applet at
http://illuminations.nctm.org/tools/t
ool_detail.aspx?id=4
.
Geometry
Mrs. Franks
10
th
Grade
DATE
OBJECTIVE:
DATE
OBJECTIVE:
12/05

Prove that triangles are congruent
using the ASA Congruence
Postulate and the AAS Congruence
Theorem.

Use propertie
s of medians of a
triangle.

Use properties of altitudes of a
triangle.
12/05

Identify the mid

segments of a
triangle.

Use properties of mid

segments of a
triangle.

Use triangle measurement to decide
which side is longest or which angle is
l
argest.

Use the triangle Inequality.
CONTENT:
CONTENT:

4.4: Proving Triangles are
Congruent: ASA and AAS

5.3: Medians and Altitudes of a
Triangle

5.4: Mid

segment Theorem

5.5: Inequalities in One Triangle
ACTIVITIES:
ACTIVIT
IES:

Go to computer lab

Bell Ringer

Go over homework

Using Geometer’s sketchpad have
the
class take notes, practice
,
explore
and discuss congruency,
medians and altitudes of triangles

Go to computer lab

Bell Ringer

Go over homework

Using Geometer’s sketchpad
have
the
class take notes, practice
and discuss
Mid

segment and
inequalities in one
triangle
.
MATERIALS NEEDED:
MATERIALS NEEDED:
Computers,
Geometer’s Sketchpad
,
Calculator
,
Worksheet for GS
from
http://sierra.nmsu.edu/morandi/Cour
seMaterials/sketchpadFiles.html
(in
Notes)
Computers,
Geometer’s Sketchpad
,
Calculator,
Sketch from
Key
Curriculum Press
on web page
ASSESSMENT:
ASSESSME
NT:
Student responses
–
verbal and
written. Class participation
–
Sketch. Homework assignment.
Student responses
–
verbal and
written. Class participation
–
Sketch. Homework assignment.
PRACTICE:
PRACTICE:
In class

sketches
Homework
–
Textbo
ok Problems
In class

see written examples from
notes
Homework

T
extbook problems.
Geometry
Mrs. Franks
10
th
Grade
DATE
OBJECTIVE:
DATE
OBJECTIVE:
12/05

Write the equation of a line given
a point on the line and the slope of
the line

Write the equation of a line given
two poi
nts on the line
12/05

Assess Knowledge of Students
CONTENT:
CONTENT:

5.3 & 5.5: Writing equations of
lines with two points and Point

Slope Form

Chapters 4 & 5
ACTIVITIES:
ACTIVITIES:

Bell Ringer

Go over homework

Using the
graphing calculator
have class take notes, practice and
discuss the equations of lines.

Complete Worksheet on the
writing equations of lines

Go to computer lab

Bell Ringer

Go over homework

Using Geometer’s sketchpad
assess triangles
MA
TERIALS NEEDED:
MATERIALS NEEDED:
Computers,
Calculators
, notes
Computers,
Geometer’s Sketchpad
,
Calculators,
Teacher created e
xam
ASSESSMENT:
ASSESSMENT:
Student responses
–
verbal and
written. Class participation
–
Sketch. Homework assignment.
Student responses
–
verbal and
written. Class participation
–
Sketch.
Teacher created exam
PRACTICE:
PRACTICE:
In class

see written examples from
notes
Homework
–
T
extbook problems
In class

Teacher created exam
Individually

Teacher creat
ed
exam
Geometry
Mrs. Franks
10
th
Grade
Chapter
s
4 & 5
Course 2R
Mrs. Franks
Geometry
Mrs. Franks
10
th
Grade
Geometry
Mrs. Franks
10
th
Grade
Triangles
What do you remember about triangles?
Geometry
Mrs. Franks
10
th
Grade
Introduction to Geometer's Sketchpad
In this assignment we will learn how to use the program Geometer's Sketchpad. This program i
s
very useful for learning about geometry. We will discover several geometric facts this semester
through its use.
Here are several tasks to perform in Geometer's Sketchpad. You should use the
program enough to be able to do these tasks with ease. When yo
u open the
program, you will see six icons on the left side of the screen. They are, from top to
bottom, the arrow tool, the point tool, the compass (or circle) tool, the
straightedge tool, the text tool, and the custom tool. The arrow tool is used to
sele
ct objects. The next three are used to draw points, circles, and lines.
One important thing to know about is how to highlight objects. By clicking on an
object it will be highlighted, and then can be used in further constructions. The
order in which you h
ighlight objects can affect the resulting construction.
Draw a point
: Click on the point tool, then click where you want a point.
Draw a line segment
: Click on the line tool. The icon should show two points and a segment
connecting them. To draw a line s
egment click the mouse where you want the segment to
begin, and holding the mouse, drag it until you get to where you want the line to end, then
release the mouse.
Draw a ray and line
: Click and hold the mouse on the line tool until you see three icons.
T
hese, from left to right, are the line segment, ray, and line tools. Click on the appropriate
one, then click and hold the mouse somewhere on the screen, then drag to get the ray or
line.
Draw a circle
: Click on the circle tool, then click and hold the mo
use, move to size the
circle. Alternatively, if you want a circle centered at a given point, with the circle tool, place
the cursor over the point and then draw the circle. If you want the circle centered at a
certain point and passing through another poin
t, click on the center and then click on the
second point. Finally, click on construct, then circle by center and point. See what happens if
you highlight the points in reverse order and construct the circle by center and point.
Circles are determined by t
wo points, one being the center and the other being a point on
the circle.
Resize the circle
: Click on the arrow tool, then on the point on the circle. Drag this point to
resize the circle. Alternatively, click and drag the center.
Move the circle
: Click
on the arrow tool, then on the circle away from the point on the
circle. Drag to move the circle.
Draw a triangle
: using the line segment tool, draw a line segment. Then draw a second
segment starting where the first segment ended. Finally, draw a third
segment starting
where the second segment ended and ending where the first segment started.
Resize the triangle
: Click the mouse on the arrow tool. Then click on one of the vertices of
the triangle (i.e., one of the endpoints), then drag the mouse to resi
ze. Alternatively, click
and drag one of the sides.
Geometry
Mrs. Franks
10
th
Grade
Move the triangle
: Click the arrow tool. Then click on two of the sides (or the three
vertices). Then drag one of the sides.
Measure the angles of the triangle
:
Click the arrow tool. Then click three
of the vertices
in order. Then go to Measure, Angle.
Select more than one object
: Click on the arrow tool. Click on the objects you wish to
select. You should see which objects are selected.
Draw the interior of a triangle
: Click on the arrow tool. The
n click on all three vertices of
the triangle. You should see large dots over each of them. Click the mouse on the menu item
construct, then on polygon interior.
Draw a four

sided figure
: Once you have drawn it, resize it by moving one of the vertices.
No
tice that you can make many different shapes.
Draw the four

sided figure's interior
.
Draw an angle bisector
. Geometer's Sketchpad views an angle as three points selected in
order. The middle point is the vertex, or corner, of the angle. You can then draw
the angle
by drawing rays from the vertex through the other two points. Once you have drawn and
selected three points, click on construct, and then angle bisector. This line should cut the
angle into two equal pieces. If it does not appear to do so, look
carefully at the order in
which you selected your three points, since there are three different angles that can be
made from the three points (the three angles of the triangle formed by the three points).
Find the intersection of two lines, segments, or c
ircles
: Draw two line segments (or rays
or lines or circles) that cross. With the point tool, put the mouse over the intersection and
click. Move one of the line segments and watch what happens to the intersection point.
Alternatively, select both line seg
ments, then click on construct, then on intersection.
Draw perpendicular and parallel lines
: Draw a line. Select the line and a point on the line.
Then click construct, then perpendicular line. This constructs a line perpendicular to the
given line and pa
ssing through the given point.
Next, plot a point off of a given line. Select
the line and the point. Click construct, then parallel line. This produces a line through the
given point and parallel to the given line.
Label points or sides
: Click on the la
bel tool (the one that looks like a hand), then click on
whatever you want to label. If you want to change the label, double click on the label (after
selecting either the label tool or the arrow tool).
Open documents
: Open the file
Square.gsp
. It is on m
y web page
http://www.bataviacsd.org/webpages/JFranks/course__3r.cfm?subpage=6660
. Read the
instructions once you open it and play around with them accordingly.
Print
documents
: Click on file, then on print preview. Click on fit to page if it shows your
sketch printing on two pages . Finally, click print. If you click print directly, your document
may print on two pages.
Resource:
http://sierra.nmsu.edu/morandi/CourseMaterials/IntroToSketchpad.html
Geometry
Mrs. Franks
10
th
Grade
4.2 Congruence and Triangles
Two Geometric Figures are __________________________ if they have exactly the
same _____________
________ and ___________________________.
When two figures are ________________________, there is a correspondence between
their angles and sides such that, corresponding ____________________ are congruent
and corresponding ________________________ ar
e congruent.
For the triangles below you can write
Corresponding Angles
Corresponding Sides
Using Geometer’s Sketchpad
: Create Two Congruent Triangles
. S
how that Corresponding
Angles are Congruent and Corr
esponding Sides are Congruent (Using the Measure Tool).
Example 1
: Congruent Figures
In the diagram
a.
Find the value of x
b.
Find the value of y
B
C
P
Q
R
A
(2x
–
3) m
(7y + 9)º
110º
87º
72º
8 m
10m
H
G
F
E
M
L
P
N
Geometry
Mrs. Franks
10
th
Grade
Theorem 4.3 Third Angles Theorem
If two angles of one triangle ar
e congruent to two angles of another triangle, then the third angles
are also congruent.
If
and
then
Use
Geometer’s Sketchpad
: Create two triangles (NOT Congruent).
Meas
ure all of the angles
in each triangle. Now move your points around so that you have two sets of angles congruent.
Is the third set of angles congruent?
Example 2
: Find the value of x
if
:
B
D
A
(2x + 30)º
65º
55º
T
S
R
L
N
M
E
C
F
Geometry
Mrs. Franks
10
th
Grade
4.3
Proving Triangles are Congruent: SSS and SAS
Use Geometer’s Sketchpad
:
Construct two triangles (NOT Congruent). Measure the length of
the sides of the two triangles. Now move the triangles such that the sides of the first triangle are
congruent to th
e sides of the second triangle. Now without moving the triangles measure all the
angles of both triangles. What do you notice?
Postulate 19
Side
–
Side
–
Side (SSS) Congruence Postulate
If three sides of one triangle are congruent to three sides of
a second triangle, then the
two triangles are ___________________________.
If
Side
Side
Side
Then
Using a Compass
Construct a triangle that i
s congruent to the given triangle ABC.
Now that we’ve used the compass try using Geometer’s Sketchpad to construct congruent
triangles. Remember, you must show your arcs to have a valid construction. Hint use construct
a circle.
M
Q
N
R
P
S
Geometry
Mrs. Franks
10
th
Grade
Use Geomet
er’s Sketchpad
: Construct two triangles (NOT Congruent). Measure the length of
two sides and the angle between the two sides of the two triangles. Now move the triangles such
that these three measurements are congruent to each other. Now without moving
the triangles
measure the
rest
of the sides and angles of both triangles. What do you notice?
Postulate 20 Side
–
Angle
–
Side (SAS) Congruence Postulate
If two sides and the included angle of one triangle are congruent to two sides and the
includ
ed angle of a second triangle, then the two triangles are __________________.
If
Side
Angle
Side
Then
Example 3
: Use the SSS Congruence Postulate
to
Prove the two triangles congruent.
Homework
: Go to
http://illuminations.nctm.org/tools/tool_detail.aspx?id=4
and play around
with the applet. Answer the quest
ions at the bottom of the page and print out your explorations.
P
Q
S
W
X
Y
Geometry
Mrs. Franks
10
th
Grade
4.4 Proving Triangles are Congruent: ASA and AAS
Use Geometer’s Sketchpad
: Construct two triangles (NOT Congruent). Measure the length of
two angles and the side between the two them in b
oth triangles. Now move the triangles such
that these three measurements are congruent to each other. Now without moving the triangles
measure the rest of the sides and angles of both triangles. What do you notice?
Postulate 21
Angle
–
Side
–
Angle
(ASA) Congruence Postulate
If two ______________ and the included _______________ of one triangle are congruent to two
angles and the included side of a second triangle, then the two triangles are _________________.
If
A
ngle
S
ide
A
ngle
Then
Use Geometer’s Sketchpad
: Construct two triangles (NOT Congruent). Measure the length of
two angles and a side NOT between the two angles in both tria
ngles. Now move the triangles
such that these three measurements are congruent to each other. Now without moving the
triangles measure the rest of the sides and angles of both triangles. What do you notice?
Theorem 4.5
Angle
–
Angle
–
Side (AAS) C
ongruence Theorem
If two _________________ and a non

included ______________________ of one triangle are
congruent to two angles and the corresponding non

included side of a second triangle, then the
two triangles are ________________________.
If
A
ngle
A
ngle
S
ide
Then
C
B
A
D
E
F
A
B
C
F
E
D
Geometry
Mrs. Franks
10
th
Grade
This is Wonderful that Geometer’s Sketchpad is working to show us these
postulates and
theorems are true, but c
an anyone tell
us why, or show us another way using Geometer’s
Sketchpad to prove these postulates to us?

With a partner try to find another way to use geometer’s sketchpad to prove these to the class.
Example 1
: Is it possible to prove that the triangles are cong
ruent? If so, state the postulate or
theorem you would use. Explain your reasoning.
Example 2
: You want to describe the boundary lines of a triangular piece of proper
ty to a
friend. You fax the note and the sketch below to your friend. Have you provided enough
information to determine the boundary lines of the property?
Use Geometer’s Sketchpad to
e
xplain.
N
The southern border is a line running
cherry tree
east from the apple tree, and the
western border is the north
–
south
line running from the cherry tree to
250ft
the apple tree. The bearing from the
easternmost point to the northernmost
point is W 53.1º N. The distance
betw
een these points is 250 ft.
53.1º
Geometry
Mrs. Franks
10
th
Grade
5.3 Medians and Altitudes of a Triangle
Median of a Triangle
–
a segment whose endpoints are a ____________ of the triangle
and the ____________________ of the opposite side.
Use Geometer’s Sket
chpad
: Construct a Triangle. Find the midpoint of Each Side. Now
connect the vertex of each angle to the midpoint on the opposite side. What do you notice?
Drag one vertex of the triangle to see an acute, obtuse and right triangle. What do you notic
e
now?
The medians of a triangle are __________________________.
Concurrent Lines
–
Lines that intersect at ____________________________________.
The point of concurrency is called the ___________
______________ of the triangle.
Use Geometer’s Ske
tchpad
: Construct a point at the centroid. Now use the Measure Tool to
measure the distance from each vertex to the centroid. Use the Calculate Tool to find the ratio of
each Median. What do you notice?
Geometry
Mrs. Franks
10
th
Grade
Theorem
Theorem 5.7 Concurrency of Media
ns of a Triangle
The medians of a triangle intersect at a point that is two thirds of the distance from each
vertex to the midpoint of the opposite side.
If P is the centroid of ΔABC, then
Exampl
e 1
: P is the centroid of ΔQRS shown below and PT = 5, find RT and RP.
Example 2
: Find the coordinates of the centroid of ΔJKL.
Geometry
Mrs. Franks
10
th
Grade
Altitude of a Triangle
–
the ______________________ segment from a vertex to the opposite
side
or to the line that contains the opposite side.
Use Geometer’s Sketchpad
: Construct a triangle. Construct perpendicular segments from a
vertex to the opposite side of the triangle. Repeat for all three sides. Do these lines intersect? If
they do c
onstruct a point at the intersection. Drag one of the vertices of the triangle, What do
you notice about the point of intersection? Think about the following questions.
The altitude of a triangle can be
where?
How many altitudes does a triangle have?
Are the lines concurrent?
The point where they intersect is
called
the _______________________________________.
Example 3
: Where is the orthocenter located in each type of triangle?
Use Geometer’s
Sketchpad to see the sketch. Try to draw it.
a. Acu
te Triangle
b. Right Triangle
c. Obtuse Triangle
Theorem
Theorem 5.6 Concurrency of Altitudes of a Triangle
The lines containing the altitudes of a triangle are concurrent.
If
,
a
nd
are the altitudes of
ΔABC, then the lines
Ⱐ
a湤n
=
††=
楮ie牳rc琠慴潭e⁰潩=琠䠮
=
=
=
Geometry
Mrs. Franks
10
th
Grade
5.4 Mid

segment Theorem
A Mid

segment of a triangle is a segment that
__________________________________ of two
sides of a triangle.
Example 4
:
Using Geometer’s Sketchpad
Show that the mid

segment
is parallel to side
and is half as long.
Hint: How do we know lines are para
llel?
Draw in the missing pieces (segments and measurements) from Sketchpad.
Midsegment Theorem
Theorem 5.9 Mid

segment Theorem
The segment connecting the midpoints of
two sides of a triangle is parallel to the
third side and
is half as long.
Geometry
Mrs. Franks
10
th
Grade
Example 5
:
and
are mid

segments of ΔRST. Find UW and RT.
If
Geometry
Mrs. Franks
10
th
Grade
5.5 Inequalities in One Triangle
Theorems
Theorem 5
.10
If one side of a triangle is longer than
another side, then the angle opposite
the longer side is larger than the angle
opposite the shorter side.
Theorem 5.11
If one angle of a triangle is larger than
another angle, then the side opposite
t
he larger angle is longer than the side
opposite the smaller angle.
Largest Angle
Shortest
Side
Longest Side
Smallest Angle
Example 1
: Write the measurements of the triangles in order from lea
st to greatest.
a.
b.
3
B
A
40º
60º
5
C
D
E
F
Geometry
Mrs. Franks
10
th
Grade
Use Geometer’s Sketchpad
:
Construct a ray. Construct a point above the ray and a point on
the ray. Construct a triangle using the endpoint of the ray and the two new points that you have
created. Measure the
exterior
and interior angles.
Play around with the calculations. Do you
notice anything?
Theorem
Theorem 5.12 Exterior Angle Inequality
The measure of an exterior angle of a
triangle is greater than the measure of
either of the two nonadjacen
t interior
angles.
>
and
>
Use Geometer’s Sketchpad
:
Go to my webpage
http://
www.bataviacsd.org/webpages/JFranks/course__3r.cfm?subpage=6660
and open
Inequalities in One Triangle. Keep clicking random break and see if you can make a triangle.
What do you notice about the lengths of the sides when you can and cannot make a triang
le?
Theorem
Theorem 5.13 Triangle Inequality
The sum of the lengths of any two sides of a triangle
is greater than the length of the third side.
AB + BC > AC
AC + BC > AB
AB + AC > BC
Geometry
Mrs. Franks
10
th
Grade
Example 3
: A triangle has one side of 10 centime
ters and another of 14 centimeters.
Describe the possible lengths of the third side.
Geometry
Mrs. Franks
10
th
Grade
5.3 & 5.5 Writing equations of lines with two points and Point

Slope Form
What two pieces of informatio
n do you
need
to write the equation of a line?
The __________________________ and the _______________________________.
What is the
Slope
–
Intercept Form
of a line? ________________________________.
What is the
Slope Formula
? _______________________
___________.
Example 1
: Write the equation of the line that passes through the points (1, 6) and (3,

4).
What do we need to write the equation? _____________________ and ____________________
What can we find with two points? _______________________
_____________
Writing an equation of a line given two points
Step 1
Find the Slope
. Substitute the coordinates of the two given points into the formula for
slope,
.
Step 2
Find the y

intercept
. Substitute the slope m and the coordinates of one of the points
into the slope

intercept form,
y
=
mx
+
b
.
Step 3
Write an equation of the line
. Substitute the slope
m
and the y

intercept
b
into the
slope

intercept form,
y
=
mx
+
b
.
Geometry
Mrs. Franks
10
th
Grade
Another strategy for writing the equation of a line is __________________________________.
Point
–
Slope Form of the equation of a li
ne
The
point
–
slope form
of the equation of the nonvertical line that passes through
a given point
with a slope of
m
is
Example 2
: Write an equation of the line given the point
(2, 5) and a slope
m
of
.
Example 3
: Write an equation of a line given the points (

2, 3) and (

1, 1).
Geometry
Mrs. Franks
10
th
Grade
Another way to write the equation of line when given two points is to use your graphing
Calculator
. Let’s use the last example:
Write an equation of a line given the points (

2, 3) and (

1, 1).
1. First hit the STAT button and then Edit.
2. Enter your x

values into L
1
and your
y

values into L
2
3.
Now hit 2
nd
, Y = to get into STAT PLOT
and then ENTER
4. Turn on your STAT PLOT
5.
Then GRAPH it.
6. Now we want the equation of the line.
Go back to STAT, CALC
7. We want the equation of a line #4. Then
type
L
1
, L
2
, Y
1
(Under VARS).
8. Hit ENTER and your coefficients will
appear and you can look at the graph to see
your line.
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