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.