A student has difficulty understanding why {(x, y) (x 3) + (y 1) =...

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A student has difficulty understanding why {(x, y) (x − 3)² + (y − 1)² = 16 where x, y = R¹} is an equation of a circle. You are encouraged to rewatch the Edpuzzle video 4d Khan: Circle-Equation (h, k) radius r. a. We can explain to the student that {(x, y)| (x − 3)² + (y − 1)² = 16 where x, y = R¹} is a set of coordinate [complete the sentence]. points (x, y) where the x-value and the y-value b. To help student understand why the graph of (x - 3)2 + (y - 1)² = 16 is a circle, we need to help student understand the various components in the equation. -7 T 5 3 2 1 0 T N On the graph above, i. ii. (3,1) 3 4 La Leo 6 La Draw a line segment to represent x - 3. Draw a line segment for x and a line segment for 3 to illustrate why the difference between x and 3 is equal to the line segment # - 3. Draw a line segment to represent y - 1. iv. Draw a right triangle to help students make sense of iii. (x-3)² + (y-1)² = 16 using the Pythagorean theorem. v. Draw another possible (x, y) point in the 3rd quadrant (i.e. x < 0, y <0) that satisfies (x - 3)² + (y-1)² = 16. Draw a right triangle that connects this (x, y) and the (3, 1) point. Show that this (x, y) point and the original (x, y) point lie on a circle with center (3, 1) and radius 4. [Paste your drawing with all 5 illustrations here] A student has difficulty understanding why {(x, y) (x − 3)² + (y − 1)² = 16 where x, y = R¹} is an equation of a circle. You are encouraged to rewatch the Edpuzzle video 4d Khan: Circle-Equation (h, k) radius r. a. We can explain to the student that {(x, y)| (x − 3)² + (y − 1)² = 16 where x, y = R¹} is a set of coordinate [complete the sentence]. points (x, y) where the x-value and the y-value b. To help student understand why the graph of (x - 3)2 + (y - 1)² = 16 is a circle, we need to help student understand the various components in the equation. -7 T 5 3 2 1 0 T N On the graph above, i. ii. (3,1) 3 4 La Leo 6 La Draw a line segment to represent x - 3. Draw a line segment for x and a line segment for 3 to illustrate why the difference between x and 3 is equal to the line segment # - 3. Draw a line segment to represent y - 1. iv. Draw a right triangle to help students make sense of iii. (x-3)² + (y-1)² = 16 using the Pythagorean theorem. v. Draw another possible (x, y) point in the 3rd quadrant (i.e. x < 0, y <0) that satisfies (x - 3)² + (y-1)² = 16. Draw a right triangle that connects this (x, y) and the (3, 1) point. Show that this (x, y) point and the original (x, y) point lie on a circle with center (3, 1) and radius 4. [Paste your drawing with all 5 illustrations here]