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The practice of constant rate of change answers homework is an easy way to develop your understanding of the concept, and help you keep track of it throughout the lesson. When solving this question type on your calculator, recognize that the x coordinates move at a constant speed, but the y coordinates don't. This is because they are moving across a flat plane where there is no friction, so it's easier for them to go up than down. The graph on your calculator measures feet per second. They are not moving down, up or across the Y coordinate axis. This same idea is used in the solution of other problem types, too. For instance, you could use constant rate of change charts to graph the velocity of a projectile. The graph above shows what this would look like if you were to solve the homework problems on the velocity of a projectile. Here's another example where constant comes into play: If you have a problem that asks for the acceleration of gravity, that means that your x coordinate is changing at a constant speed, so there is no friction involved. As you can see on this model of the earth, the rate at which the earth is falling down changes at a constant rate, so if you need to solve constant acceleration problems, that is where constant comes into play. There are 2 kinds of answers that could give you for this question type: The practice of putting answers in tables is also an easy way to do some additional practice with some entity changes. A table not only gives you another visual way to organize your answers, but it also gives you a lot more space than you actually will need for your answers. A table like the one below is not necessary for all problem types, but it does offer students somewhere to put their answers when they get stuck. In the table above, the student is solving a problem that asks for how many passengers were on a certain flight. The formula says that there were 300 passengers on a flight from Los Angeles to Sydney. To solve this problem, refer to how many passengers there were with 300 divided by 30. This tells you that there were 100 more people on the flight than what was needed. In order to solve this equation, you simply need to rearrange it as follows: 3/5 or 1/1 = 3/4 100 ÷ 30 = 3. 33 This tells you that there were 3.33 (= 33.3%) more people on the flight than necessary. One way to interpret this answer is that if there was 300, then it means that 1/1 = 15% more people than necessary, or it could be said 1/3 = 10% more people than necessary, which would mean 50% of 300 = 150 passengers were unnecessary for the flight. For this other example, let's say you need to solve a problem that asks for how many pounds of meat you should buy every week. The formula says that I need to buy 35 pounds of meat every week. cfa1e77820