Project Math Access DVD 03 - Graphing - Part 06 Transcript Start Audio Description: Part six, Graph-It; example three; inequalities, greater than. TEACHER: Let's try another one. Something important to know when you're moving into another equation is to reset your paper. Audio Description: The teacher resets the Blazer by using the paper advance button. TEACHER: Okay, paper's reset. The next equation we're going to do... Now, you have on there 1 equation as it is. How do we get rid of that equation? BRANDON: D chord, for "delete." TEACHER: D chord, that's right. Yes. BRANDON: And press Y. TEACHER: Okay, so you should be at entry 1 again. TEACHER: E chord to make sure. BRANDON: Entry 1! TEACHER: Okay, so our next equation is going to be Y>2x+3. BRAILLE LITE: (echos entries) BRANDON: Now, for a quick little reference here, greater than is grade 2 AR sign and less than is a grade 2 GH sign. TEACHER: Excellent. BRANDON: In computer braille notation. TEACHER: Okay, so you have that typed in? BRANDON: Yes. TEACHER: Do your E chord... BRANDON: E chord. TEACHER: And then to emboss? BRANDON: P chord. TEACHER: P chord. Good. BLAZER: (beeping, then buzzing sounds) BRANDON: Whoa! That startled me. TEACHER: Try not to be startled. BLAZER: (buzzing sounds) BRANDON: Seems like it makes more noise when it does the "less than" / "greater than". TEACHER: Well, because the Y is going to be greater than 2x+3. So it's everything greater than 2x+3, so you have to shade in that area. TEACHER: So it's shading in the area. BRANDON: l see. TEACHER: ...above the line. Audio Description: We skip forward to the end of the printing cycle. The area above the line is now filled with tactile dots. BLAZER: (buzzing sounds) TEACHER: Okay. Advance the paper. Looks good. Now, what I'm noticing here, remember again, your equation was y>2x+3. So, would that be a solid line, or a dashed line? BRANDON: Whoa. TEACHER: We're including everything that's greater than... what's on the line. BRANDON: Remind me which one is what? TEACHER: You're not including the points on the line, you're including everything greater than... BRANDON: Yeah, but if you could remind me which one is solid and which one is dashed. TEACHER: I'm trying to do that. In print, it would be a dashed line because you're not including the points on the line. BRANDON: Okay. TEACHER: Okay? TEACHER: So, it doesn't look like it needed... we'll have to check because our next equation is going to be less than or equal to. So, we'll try and see if there's a difference. So check this out. Your origin is here. Okay? And your Y intercept... BRANDON: ...and this is all the shading in. TEACHER: Yep, all the solid dots. The Y intercept was 3. So count up and see if it starts at 3.... on the Y axis BRANDON: ...there. TEACHER: Okay. TEACHER: And your slope was 2. BRANDON: 2. TEACHER: Up 2, over 1. Does that look right? BRANDON: Yep. TEACHER: So again, this is a line that starts up in quadrant I, and it moves diagonally to the left, passing through... quadrant II, and then down to quadrant Ill. BRANDON: Yes. TEACHER: You have all the shading above to the left side, the upper left of the line showing that it's all the points showing that it's greater than 2x+3.