Write the equation of the line that passes through the points left parenthesis, minus, 8, comma, minus, 3, right parenthesis(−8,−3) and left parenthesis, minus, 7, comma, 0, right parenthesis(−7,0). Put your answer in fully simplified point-slope form, unless it is a vertical or horizontal line.

To find the equation of the line passing through the points \((-8, -3)\) and \((-7, 0)\), we'll first use the point-slope form of a line equation:

\[
y - y_1 = m(x - x_1)
\]

where \(m\) is the slope, and \((x_1, y_1)\) is a point on the line.

### Step 1: Find the slope (\(m\)) using the slope formula:
\[
m = \frac{y_2 - y_1}{x_2 - x_1}
\]
Substitute the points \((-8, -3)\) and \((-7, 0)\):

\[
m = \frac{0 - (-3)}{-7 - (-8)} = \frac{0 + 3}{-7 + 8} = \frac{3}{1} = 3
\]

### Step 2: Use the point-slope form.
We can now substitute \(m = 3\) and one of the points, say \((-8, -3)\), into the point-slope form:

\[
y - (-3) = 3(x - (-8))
\]

Simplify:

\[
y + 3 = 3(x + 8)
\]

This is the fully simplified point-slope form of the line equation.

Would you like more details, or do you have any other questions?

Here are 5 related questions for practice:
1. Write the equation of the line passing through the points \((2, 5)\) and \((4, 9)\).
2. Find the slope of the line passing through \((0, 0)\) and \((3, 7)\).
3. Convert the equation \(y + 1 = 2(x - 3)\) to slope-intercept form.
4. What is the equation of a horizontal line passing through \((4, 7)\)?
5. Determine if the points \((1, 2)\) and \((1, -3)\) form a vertical line.

**Tip:** The point-slope form is especially useful when you know the slope and one point on the line.

Write the equation of the line that passes through the points (−8,−3) and (−7,0). Put your answer in fully simplified point-slope form, unless it is a vertical or horizontal line.

Learn how to find the equation of a line passing through the points (-8,-3) and (-7,0) using the point-slope form. This problem involves calculating the slope and applying algebraic concepts suitable for students in Grades 8-10.

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