How was the first straight line made?
462082
The better question was how and when a stright line was understood to be straightline.
979310
To make straight lines, left click where you want to begin the line, immediatly (well you can take your time, but click the same location) right click so that your usual right click menu appears. Next left click where you would like your straight line to end. If your right click menu is in the way of where you would like to end the line, you can right click again in another location, but make sure to stay inside the flash window.\n\nAs for the boxes, it is just many lines stacked atop eachother, using the "up" side of the line as the direction.
28186
I don't know who "invented" (first derived) it, but\nit falls out from some reasonably straight forward math.\nSee the explanation at:\n\n    http://www.moneychimp.com/features/rule72_why.htm
385689
You want arc length or straight line?\n\n934.59 nm\n\naccording to the reference below.
1113346
Get a compass (not the navigation kind...the adjustable point-and-pencil kind), and set it at some length greater than 1/2 the segment's length.  Draw an arc through the segment, above and below the segment, from both endpoints of the segment.  There are two points of intersection for these arcs that you just drew: one above and one below the original segment.  When you connect these intersection points, you have bisected the segment with your new line, which is perpendicular to the original.
1023653
It is a straight line parallel to X-axis, at a distanceof 3 units frm the X-axis, ie passing through the point (0,3).\n\nThis is because y=3, no matter what the value of x ( _ve, +ve, integral, fractional)
824568
We can use trigonometry to determine the vertical and horizontal components of the stone's velocity.  This will let us determine how far it goes.\n\nImagine a right triangle with a hypotenuse of 14 units and one angle of 26 degrees.  The side opposite the 26 degree angle will be as long as the stone's vertical velocity.  The side adjacent to the 26 degree angle will be as long as the stone's horizontal velocity.\n\nSince:\n\nsinA = opposite / hypotenuse... \nsin26 = vertical velocity / 14...\nvertical velocity = 6.14m/s\n\ncosA = adjacent / hypotenuse;\ncos26 = horizontal velocity / 14...\nhorizontal velocity = 12.56m/s\n\nIf the object had an initial vertical velocity of 6.14m/s, we know how long it stayed in the air because:\nacceleration = change in velocity / time\nWhich is the same as saying:\ntime = change in velocity / acceleration\nThis applies in any situation where the acceleration is constant.\nSo, if we want to know how long it took for the stone to reach 0m/s vertical velocity (the point at which it stops rising and starts falling), the change in velocity will be 6.14m/s.  If we just divide this number by acceleration due to Earth's gravity (9.81m/s^2), we get 0.63 seconds.  The stone traveled upward for 0.63 seconds.  This means that it must have also traveled downward for 0.63 seconds before hitting the ground, for a total flight time of 1.26 seconds.\n\nNow, we have a simple velocity equation.  Since we know that:\ndistance = velocity * time \nSince we're only worried about how far the stone traveled horizontally, we use the stone's horizontal velocity: 12.56m/s.  Time will be the total time that the stone was moving: 1.26sec.\n\nSo...\ndistance = 12.56 * 1.26 = 15.83 meters.\n\nHope that helped!
972913
It's actually all explained for you right there in your "question". Maybe it would help you to draw the line on a piece of graph paper. Plot the point (3,5), then the point (-2,0) and draw a straight line through them. It tells you that the slope (m) is 1. So for every step to the right, the line goes up one step. The point (3,5) is the same as (x1,y1) and (-2,0) is  the same as (x2,y2). So you replace 3 for x1 in the point-slope form equation, and so on. It really helps to pay attention on class.
599765
When graphed, a linear equation will form a straight line while a non linear equation will not be a straight line
661921
On your number line, go one third of the way between 0 and 1 and put your point on the 0 side of one third.  If you are using graph paper, make three lines equal one unit so that each line it one third unit apart.  This way will make one third be the first line past the number 0.
662641
fraction line, quotient line, ratio line
823299
How about drawing a bunch of straight lines of differing length, from a fixed point, so that the tips create the image of an arc?
967418
yes there are straight lines. what you describe is according to the earth and the solar systems that appear round due to the force that acts from all directions creating a universal container (the sphere) which is round. But look at the BIGGER picture a straight line has to exist even if it is as small as an atom (universe - meter scale). also there are other geometrical forms. infact the only reason why round is soo common in all universal shapes (objects). well think of all forces acting on a body from all sides then reason the kind of shape it will produce when all forces level out the object.
919171
To answer this question, you need to know the shape that these points make.  Are they on a line? or are they some two-dimensional shape?
943665
this is impossible to answer, there are many shapes that could be made this way.  do you have any other information like right angles or angles at corners?
846631
Construct meaning with a compass and straightedge? And by "adjacent" they're already at right angles? Just measure each side with the compass, move it so one leg is at the other corner, and draw a small arc approximately where the other leg extends. Do this for both sides, then the point of intersection is your missing point, and you can draw out the rectangle with the straightedge.\n\nIf the sides are not at 90 degrees, just turn one of them (measure one with the compass, draw a circle based on it, then take the two points of intersection and construct the perpendicular bisector, then take the point where that intersects....)
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.)