Which of the following represents a line segment?
400503
since each one gives you a *-----* i would say all of them are line segments.\n\nHowever since D. is the only one with an indefinite beginning and end and not a possible end or beginning, i would definately have to go with \n\nD.) -5 <= x <= 5\n\nThat is the only one that has a defined beginning and end and not a undefined end and/or beginning.
1047992
think about looking at the horizon, its a line that runs from side to side , sky line in the horizon(horizontal line)
1126423
Hmmm...\n\nCollinear points means they lie on the same line \n\nand \n\nCoplanar points means they lie on the same plane.\n\nWas that the question?
525139
That would be called a secant. By definition,\n\ntanget - making contact at a single point; touching but not intersecting\n\nradius - a line segment that joins the center of a circle with a point on its circumference\n\nA secant is a line that intersects the circle in exactly two points
520992
Both are horizontal lines and are parallel to each other. Tis means they have the same slope which is O.\n\ntosmith
494278
a trapezoid.\n   __\n  /__&#92;
274106
Vertex is junction of two or more lines or segments.  Point is any location on a line or segment (or arc), which may or may not also correspond to a vertex.
579155
The first one isn't, because it's undefined when x=4 (assuming the (x-4) is the denominator, not just the x)\n\nThe second one is; it's a horizontal line with no breaks or holes.
639268
a line with no slope..a straight line ----------
1107584
|\n  | \n  |  A\n  |\n  |_______\n......B\n\nThis is what "A" perpendicular to "B" looks like.  I hope this helps!
783069
Prove that if in an isosceles triangle a line segment does one of the following things it also does the other two.\n\n      A\n       ^\n    /  |  &#92;\n   -------\nB    D    C\n\nAD goes from the vertex to the midpoint of the base \nAD is perpendicular to BC \nAD bisects /A \n\n\nConverse: If the same line does any two of the previous three things, then the triangle is isosceles.
35062
line diagram ia a diagram using line. its like other diagram only its using line... unlike other diagram using bar,picture,data etc. it hard to explain..
444364
They are the values that make the equation true.  If the equation is true then the equation represents a straight line.
316654
The midpoint of that segment is (3, -2) - all you do is take the average of the x coordinates and the average of the y coordinates.\n\nThe slope of that segment is found by\n\nm = (y2 - y1)/(x2 - x1)\n= (1 - (-5))/(4 - 2)\n= 6/2\n= 3\n\nSince you're looking for a line perpendicular to this one, take the slope, invert it, and change the sign.  So the slope of the new line will be -1/3.\n\nNow you have a point and a slope for the new point: m = -1/3, and point (3, -2).  Use the point-slope formula to find the equation of the line:\n\ny - y1 = m(x - x1)\ny - (-2) = (-1/3)(x - 3)\ny + 2 = (-1/3)x + 1\ny = (-1/3)x - 1
662641
fraction line, quotient line, ratio line
876350
Sorry, but your question doesn't make sense.  Maybe you mean the midpoint of one of the sides of a right triangle.
390727
To understand what a line segment is, you have to first understand what a line is.\n\nA line is long and straight, like this:\n\n-------------------------------------------\n\nExcept that I could never actually draw real line here, just a piece of one. Why? Because real lines extend infinitely far in both directions - i.e. no matter how far you go, you'll never reach the end. So, instead, what I drew up is a line segment - a piece of a line!\n\nNow imagine that you have two line segments, and you attach one point on both of their edges together. Then, while keeping one line segments fixed (not moving) move the other line segment upwards. The resulting "thing" is an angle, and should look like: <\n\nAnother way to think about an angle is as a part of a circle. Imagine the same setup as above, only this time attach a piece of chalk to the line segment you move above (think of the line segments as sticks, or something tangle like that. The point of adding the chalk is to keep track of where the moving line goes to.) As you sweep the moving  line all the way around, the chalk will draw a circle. In fact, the way that we measure angles is based on this very idea. If you break up a circle in 360 pie shaped wedges, the angle given by each wedge is 1 degree. That's why there's 180 degrees in a straight line (half way around the circle or 360/2) and why a right triangle has a 90 degree angle (it's 1/4 of the way around the circle, or 360/4).\n\nIf you need a picture of an angle to help you imagine what I'm trying to say, here's some web sites you should check out:\n\nA picture of an angle: http://jpm-chabert.club.fr/maths/Lexique/angle_droit.gif\n\nA picture of a line segment: \nhttp://www.coe.tamu.edu/~strader/Mathematics/Geometry/PolygonLesson/Details/example1.gif\n\nA picture of how a circle is related to an angle:\nhttp://www.math2.org/math/graphs/unitcircle.gif\n\nIf you're confused about the last picture, the angle measurements that are in blue are written in a different way of measuring angles than degrees. This other way is called radians, and you'll find out more about those as you continue on in math (I first learned about them in high school.)