Lines and Slopes ACT Math Geometry Review and Practice

Lines and Slopes ACT Math Geometry Review and Practice SAT / ACT Prep Online Guides and Tips You’ve dealt with the basics of coordinate geometry and points (and if you haven’t already, you may want to take a minute to refresh yourself) and now it’s time to look at the ins and outs of lines and slopes on the coordinate plane. This will be your complete guide to lines and slopeswhat slopes mean, how to find them, and how to solve the many types of slope and line equation questions you’ll see on the ACT. What are Lines and Slopes? If you’ve gone through the guide on coordinate geometry, then you know that coordinate geometry takes place in the space where the $x$-axis and the $y$-axis meet. Any point on this space is given a coordinate point, written as $(x, y)$, that indicates exactly where the point is along each axis. A line (or line segment) is a marker that is completely straight (meaning it has no curvature). It is made up of a series of points and and connects them together. A slope is how we measure the slant/steepness of a line. A slope is found by finding the change in distance along the y axis over the change in distance along the x axis. You have probably heard how to find a slope by finding the "rise over run." This means exactly the same thingchange in $y$ over change in $x$. $${\change \in y}/{\change \in x}$$ Let's look at an example: Say we are given this graph and asked to find the slope of the line. We must see how both the rise and the run change. To do this, we must first mark points along the line to in order to compare them to one another. We can also make life easier on ourselves by marking and comparing integer coordinates (places where the line hits at a corner of $x$ and $y$ measurements.) Now we have marked our coordinate points. We can see that our line hits at exactly: $(-3, 5)$, $(1, 0)$, and $(5, -5)$. In order to find the slope of the line, we can simply trace our points to one another and count. We've highlighted in red the path from one coordinate point to the next. You can see that the slope falls (has a negative "rise") of 5. This means the rise will be -5. The slope also moves positively (to the right) 4. Thus, the run will be +4. This means our slope is: $-{5/4}$ Properties of Slopes A slope can either be positive or negative. A positive slope rises from left to right. A negative slope falls from left to right. A straight line has a slope of zero. It will be defined by one axis only. $x = 3$ $y = 3$ The steeper the line, the larger the slope. The blue line is steepest, with a slope of $3/2$. The red line is shallower, with a slope of $2/5$ Now that we've gone through our definitions, let us take a look at our slope formulas. Line and Slope Formulas Finding the Slope $${y_2 - y_1}/{x_2 - x_1}$$ In order to find the slope of a line that connects two points, you must find the change in the y-values over the change in the x-values. Note: It does not matter which points you assign as $(x_1, y_1)$ and $(x_2, y_2)$, so long as you keep them consistent. Find the slope of the line with coordinates at (-1, 0) and (1, 3). Now, we already know how to count to find our slope, so let us use our equation this time. ${y_2 - y_1}/{x_2 - x_1}$ Let us assign the coordinate (-1, 0) as $(x_1, y_1)$ and (1, 3) as $(x_2, y_2)$. $(3 - 0)/(1 - -1)$ $3/2$ We have found the slope of the line. Now let's demonstrate why the equation still works had we switched which coordinate points were $(x_1, y_1)$ and which were $(x_2, y_2)$. This time, coordinates (-1, 0) will be our $(x_2, y_2)$ and coordinates (1, 3) will be our $(x_1, y_1)$. ${y_2 - y_1}/{x_2 - x_1}$ $(0 - 3)/(-1 - 1)$ ${-3}/{-2}$ $3/2$ As you can see, we get the answer $3/2$ as the slope of our line either way. The Equation of a Line $$y = mx + b$$ This is called the â€Å"equation of a line,† also known as an line written in "slope-intercept form." It tells us exactly how a line is positioned along the x and y axis as well as how steep it is. This is the most important formula you’ll need when it comes to lines and slopes, so let’s break it into its individual parts. $y$ is your $y$-coordinate value for any particular value of $x$. $x$ is your $x$-coordinate value for any particular value of $y$. $m$ is the measure of your slope. $b$ is the $y$-intercept value of your line. This means that it is the value along the $y$-axis that the line hits (remember, a straight line will only hit each axis a maximum of one time). For this line, we can see that the y-intercept is 3. We can also count our slope out or use two sets of coordinate points (for example, $(-3, 1)$ and $(0, 3)$) to find our slope of $2/3$. So when we put that together, we can find the equation of our line at: $y = mx + b$ $y = {2/3}x + 3$ Remember: always re-write any line equations you are given into this form! The test will often try to trip you up by presenting you with a line NOT in proper form and then ask you for the slope or y-intercept. This is to test you on how well you're paying attention and get people who are going too quickly through the test to make a mistake. What is the slope of the line $3x + 12y = 24$? First, let us re-write our problem into proper form: $y = mx + b$ $3x + 12y = 24$ $12y = -3x + 24$ $y = -{3/12}x + 24/12$ $y = -{1/4}x + 2$ The slope of the line is $-{1/4}x$ Now let’s look at a problem that puts both formulas to work. For some real number A, the graph of the line $y=(A+1)x +8$ in the standard $(x,y)$ coordinate plane passes through $(2,6)$. What is the slope of this line? A. -4B. -3C. -1D. 3E. 7 In order to find the slope of a line, we need two sets of coordinates so that we can compare the changes in both $x$ and $y$. We are given one set of coordinates at $(2, 6)$ and we can find the other by using the $y$-intercept. The $b$ in the equation is the y-intercept (in other words, the point at the graph where the line hits the y-axis at $x = 0$). This means that, for the above equation, we also have a set of coordinates at $(0, 8)$. Now, let’s use both sets of coordinates- $(2, 6)$ and $(0, 8)$- to find the slope of the line: ${y_2 - y_1}/{x_2 - x_1}$ $(8 - 6)/(0 - 2)$ $-{2/2}$ $-1$ So the slope of the line is -1. Our final answer is C, -1. (Note: don’t let yourself get tricked into trying to find $A$! It can become instinct when working through a standardized test to try to find the variables, but this question only asked for the slope. Always pay close attention to what is being asked of you.) Perpendicular Lines Two lines that meet at right angles are called â€Å"perpendicular.† Perpendicular lines will always have slopes that are negative reciprocals of one another. This means that you must reverse both the sign of the slope as well as the fraction. For example, if a two lines are perpendicular to one another and one has a slope of 4 (in other words, $4/1$), the other line will have a slope of $-{1/4}$. Parallel Lines Two lines that will never meet (no matter how infinitely long they extend) are said to be parallel. This means that they are continuously equidistant from one another. Parallel lines have the same slope. You can see why this makes sense, since the rise over run will always have to be the same in order to ensure that the lines will never touch. No matter how far they extend, these lines will never intersect. What is the slope of any line parallel to the line $8x+9y=3$ in the standard $(x,y)$ coordinate plane? F. -8G. $-{8/9}$H. $8/3$J. 3K. 8 First, let us re-write our equation into proper slope-intercept equation form. $8x + 9y = 3$ $9y = -8x + 3$ $y = -{8/9} + 1/3$ Now, we can identify our slope as $-{8/9}$. We also know that parallel lines have identical slopes. So all lines parallel to this one will have the slope of $-{8/9}$. Our final answer is G, $-{8/9}$. A...valiant attempt to be parallel. Typical Line and Slope Questions Most line and slope questions on the ACT are quite basic at their core. You’ll generally see two to three questions on slopes per test and almost all of them will simply ask you to find the slope of a line when given coordinate points or intercepts. The test may attempt to complicate the question by using other shapes or figures, but the questions always boil down to these simple concepts. Just remember to re-write any given equations into the proper slope-intercept form and keep in mind your rules for finding slopes (as well as your rules for parallel or perpendicular lines), and you’ll be able to solve these types of problems easily. What is the slope of the line through $(5,-2)$ and $(6,7)$ in the standard $(x,y)$ coordinate plane? F. $9$G. $5$H. $-5$J. $5/11$K. $-{5/11}$ We have two sets of coordinates, which is all we need in order to find the slope of the line which connects them. So let us plug these coordinates into our slope equation: ${y_2 - y_1}/{x_2 - x_1}$ $(7 - 2)/(6 - -5)$ $5/11$ Our final answer is J, $5/11$ Despite the fact that we are now working with figures, the principle behind the problem remains the samewe are given a set of coordinate points and we must find their slope. From C to D, we have coordinates (9, 4) and (12, 1). So let us plug these numbers into our slope formula: ${y_2 - y_1}/{x_2 - x_1}$ $(1 - 4)/(12 - 9)$ $-3/3$ $-1$ Our final answer is B, $-1$. As you can see, there is not a lot of variation in ACT question on slopes. So long as you keep track of the coordinates you’ve assigned as $(x_1, y_1)$ and $(x_2, y_2)$, and you make sure to keep track of your negatives and positives, these questions should be fairly straightforward. How to Solve a Line and Slope Problem As you go through your line and slope problems, keep in mind these tips: #1: Always rearrange your equation into $y = mx + b$ If you are given an equation of a line on the test, it will often be in improper form (for example: $10y + 15x = 20$). If you are going too quickly through the test or if you forget to rearrange the given equation into proper slope-intercept form, you will misidentify the slope and/or the y-intercept of the line. So always remember to rearrange your equation into proper form as your first step. $10y + 15x = 20$ = $y = -{3/2}x + 2$ #2: Remember your $\rise/\run$ Our brains are used to doing things "in order," so it can be easy to make a mistake and try to find the change in $x$ before finding the change in $y$. Keep careful track of your variables in order to reduce careless mistakes like this. Remember the mantra of "rise over run" and this will help you always know to find your change in $y$ (vertical distance) over your change in $x$ (horizontal distance). #3: Make your own graph and/or count to find your slope Because the slope is always "rise over run," you can always find the slope with a graph, whether you are provided with one or if you have to make your own. This will help you better visualize the problem and avoid errors. If you forget your formulas (or simply don't want to use them), simply draw your own graph and count how the line rises (or falls). Next, trace its "run." By doing this, you will always find your slope. Now let's put your newfound knowledge to the test! Test Your Knowledge Now that we’ve walked through the typical slope questions you’ll see on the test (and the few basics you’ll need to solve them, let’s look at a few real ACT math examples: 1. 2. Which of the following is the slope of a line parallel to the line $y={2/3}x-4$ in the standard $(x,y)$ coordinate plane? A. $-4$B. $-{3/2}$C. $2$D. $3/2$E. $2/3$ 3. When graphed in the standard $(x,y)$ coordinate plane, the lines $x=-3$ and $y=x-3$ intersect at what point? A. $(0,0)$B. $(0,-3)$C. $(-3,0)$D. $(-3,-3)$E. $(-3,-6)$ Answers: D, E, E Answer Explanations: 1. You can solve this problem in one of two waysby counting directly on the graph, or by solving for the changes in $x$ and $y$ algebraically. Let’s look at both methods. Method 1- Graph Counting The question was generous in that it provided us with a clearly marked graph. We also know that our slope is $-{2/3}$, which means that we must either move down 2 and over 3 to the right, or up 2 and over 3 to the left to keep our movement across a negative slope line consistent. If you use this criteria to count along the graph, you will find that you hit no marked points by counting up 2 and over 3 to the left, but you will hit D when you go down 2 and over 3 to the right. So our final answer is D. Method 2- Algebra Alternatively, you can always use your slope formula to find the missing coordinate points. If we start with our coordinate points of $(2, 5)$ and our slope of $-{2/3}$, we can find our next two coordinate points by counting finding the changes in our $x$ and $y$. Our first coordinate point of $(2, 5)$ has a $y$ value of 5. We know, based on the slope of the line that the change in $y$ is +/- 2. So our next coordinate point must have a $y$ value of either: $5 + 2 = 7$ Or $5 - 2 = 3$ This means we can eliminate answer choices B and C. Now we can do the same for our x-coordinate value. We begin with $(2, 5)$, so our $x$ value is 2. Because the line has a slope of $-{2/3}$, our x-coordinate change at a rate of +/- 3. This means our next x-coordinate values must be either: $2 + 3 = 5$ Or $2 - 3 = -1$ Now, we must put this information together. Because our slope is negative, it means that whatever change one coordinate undergoes, the other coordinate must undergo the opposite. So if we are adding the change in $y$, we must then subtract our change in $x$ (or vice versa). This means that our coordinate points will either be $(5, 3)$ or $(-1, 7)$. (Why? Because 5 comes from adding our change in $x$ and 3 comes from subtracting our change in $y$, and -1 comes from subtracting our change in $x$ and 7 comes from adding our change in $y$.) The only coordinates that match are at D, $(5, 3)$. Our final answer is D. 2. This question is simple so long as we remember that parallel lines have the same slopes and we know how to identify the slope of an equation of a line. Our line is already written in proper slope-intercept form, so we can simply say that the line $y = {2/3}x - 4$ has a slope of $2/3$, which means that any parallel line will also have a slope of $2/3$. Our final answer is E, $2/3$ 3. This question may seem confusing if you’ve never seen anything like it before. It is however, a combination of a simple replacement in addition to coordinate points. We are given that $x = -3$ and $y = x - 3$, so let us replace our $x$ value in the second equation to find a numerical answer for $y$. $y = x - 3$ $y = -3 - 3$ $y = -6$ Which means that the two lines will intersect at $(-3, -6)$. Our final answer is E, $(-3, -6)$. A good test deserves a good break, don't you think? The Take-Aways Though the ACT may present you with slightly different variations on questions about lines and slopes, these types of questions will always boil down to a few key concepts. Once you've gotten the hang of finding slopes, you'll be able to breeze through these questions in no time. Make sure to keep track of your negatives and positives and remember your formulas, and you’ll be able to take on these kinds of questions with greater ease than ever before. What’s Next? Whew! You may know all you need to for ACT coordinate geometry, but there is so much more to learn! Check out our ACT Math tab to see all our individual guides to ACT math topics, including trigonometry, solid geometry, advanced integers, and more. Think you might need a tutor? Take a look at how to find the right math tutor for your needs and budget. Running out of time on ACT math? Check out how to buy yourself more time on ACT math and complete your section on time. Looking to get a perfect score? Our guide to getting a 36 on ACT math will help you iron out those problem areas and set you on the path to perfection. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Biography of Jack Kilby, Inventor of the Microchip

Biography of Jack Kilby, Inventor of the Microchip Electrical engineer Jack Kilby invented the integrated circuit, also known as the microchip. A microchip  is a set of interconnected electronic components such as transistors and resistors that are etched or imprinted onto a tiny chip of a semiconducting material, such as silicon or germanium. The microchip shrunk the size and cost of making electronics and impacted the future designs of all computers and other electronics. The first successful demonstration of the microchip was on September 12, 1958. The Life of Jack Kilby Jack Kilby was born on November 8 1923 in Jefferson City, Missouri.  Kilby was raised in Great Bend, Kansas. He earned a B.S. degree in electrical engineering from the University of Illinois and a M.S. degree in electrical engineering from the University of Wisconsin. In 1947, he began working for Globe Union of Milwaukee, where he designed ceramic silk-screen circuits for electronic devices. In 1958, Jack Kilby began working for Texas Instruments of Dallas, where he invented the microchip. Kilby died on June 20, 2005 in Dallas, Texas. Jack Kilbys Honors and Positions From 1978 to 1984, Jack Kilby was a Distinguished Professor of Electrical Engineering at Texas AM University. In 1970, Kilby received the National Medal of Science. In 1982, Jack Kilby was inducted into the National Inventors Hall of Fame. The Kilby Awards Foundation, which annually honors individuals for achievements in science, technology, and education, was established by Jack Kilby. Most notably, Jack Kilby was awarded the 2000 Nobel Prize for Physics for his work on the integrated circuit. Jack Kilbys Other Inventions Jack Kilby has been awarded more than sixty patents for his inventions. Using the microchip, Jack Kilby designed and co-invented the first pocket-sized calculator called the Pocketronic. He also invented the thermal printer that was used in portable data terminals. For many years Kilby was involved in the invention of solar powered devices.

A Chance of Showers

A Chance of Showers A Chance of Showers A Chance of Showers By Maeve Maddox Thanks to a two-week run of rain in my part of the country, a local announcer’s repeated prediction of showers has finally driven me to write a post on his use of what to my ears is unidiomatic usage: â€Å"a chance for† in the context of weather. The established weather idiom is â€Å"a chance of,† as in Cloudy with a Chance of Meatballs. Wondering if it was just the local man’s quirk, I did a Google search and found the unidiomatic use of â€Å"chance for† on weather sites in other parts of the country: Sun with a Chance for Showers (WFMZ-TV Eastern Pennsylvania and western New Jersey) Mostly Cloudy with a Chance for Scattered Showers (WBNS Columbus OH) Cooler with a Chance for Showers (KRCR Redding/Chico CA) A Google search indicates that the use of â€Å"chance for† is much less common when the anticipated weather is snow or plain rain. It’s difficult to discuss preposition use because so often the â€Å"correct† usage is idiomatic. Although the â€Å"chance for† weather usage is most frequent on the airwaves, I did a search on the print-based Ngram Viewer to get a sense of general usage. The combination â€Å"chance for showers† is not found at all. â€Å"Chance for rain† does produce a result, very close to nil; the usage rises slightly in the late 1980s. An Ngram search for â€Å"chance of† and â€Å"chance for† shows a distinct preference for of as the preposition to follow chance and chances. The bottom line is that of is the most usual preposition used with the noun chance in most contexts. Here are some examples: LeBron asks: What are the chances of making 10 free throws in a row? A Statisticians View: What Are Your Chances of Winning the Powerball Lottery? What are the chances of 366 strangers all having a different birthday? What is the chance of an asteroid hitting Earth and how do astronomers calculate it? When the preposition for follows chance, the suggestion seems to be that a positive outcome is regarded as desirable: â€Å"The Chance for Peace† (Title of an address by D.W.Eisenhower) A chance for Mississippi to get out of the educational basement Persian Leopards: Large Cats with a Small Chance for Survival What Are the Chances for IVF Success? Rain, snow, showers, and thunderstorms may or may not be desirable, but so far, the standard preposition to use when anticipating their chances is of: Muggy with a Chance of Rain. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:Dialogue Dos and Don'ts60 Synonyms for â€Å"Trip†Continue and "Continue on"

Is the future of the EMU threatened by recent events Discuss Essay

Is the future of the EMU threatened by recent events Discuss - Essay Example World War; the legal, economic and political framework of the EU is rooted in the Franco-German tradition, which has lent itself to EU tensions with the political agendas of certain other member states such as Britain (Lippert, 2001, p.114). This intrinsic conflict at the heart of the European Monetary Union (EMU) has been further underlined by the recent European Union and International Monetary Fund’s Irish and Greek bailout. Additionally, some analytical forecasts suggest that Spain and Portugal bailouts are on the horizon, which not only questions the future of the Euro but also brings renewed attention to the long term sustainability of the EMU. The fragmentation of the single monetary union and the EU agenda with national political agendas has become increasingly prominent in relation to the EU enlargement programme (Lahav, 2004, p.113). Indeed, Artis & Nixon suggest that the EU’s economic objectives in the last decade have reached crisis (Artis & Nixon, 2007, p.1). They further argue that the EU relies on co-ordination and mutual co-operation of states and that the enlargement of the EU and free movement has led to many member states opting out, derogating or suspending certain obligations to address national political agendas (2007). With regard to the latter, the continuation of the sensitivity over Turkey and reality of corruption and political agenda in EU friendly Ukraine clearly fuels the debate as to how far national objectives can successfully operate in conjunction with EU economic policy (Wesley Scott, 2006, p.99). As such, Artis and Nixon argue that the root of the Union and mutual objectives are becoming secondary to national political interests, which in turn risks negating the Union’s objectives of a monetary union (2007). The focus of this paper is to critically evaluate the extent to which the EMU is threatened by recent events and it is submitted that a central consideration in this issue is the extent to which the efficacy of

Employers Duty of Care Essay Example | Topics and Well Written Essays - 1000 words

Employers Duty of Care - Essay Example From this study it is clear that Jake’s actions are actually within his scope of employment. According to Damewood, the duties and responsibilities of an auto shop service manager is â€Å"normally focused on satisfying the customers through correctly determining the problems with their vehicles and repairing them in a timely and cost-effective manner†. Although Herman identified that he should just focus on providing the free change oil service, the extra service provided by Jake ensures that the customers would be satisfied with his work. Further, any additional costs needed from checking the basics: the brakes, tires and transmission would be revenue for the shop. Jake could likewise just focus on the free change oil service, as advertised and advised by Herman. According to the paper Jake could seek the car owners’ permission to provide the basic checking services for extra charge that would provide revenue for the shop and would not necessarily cause unneces sary work slowdown for those car owners who opted not to avail of these extra services. In so doing, Jake would still be complying with the duties expected from his scope of employment and still adhere to the priorities set by Herman, his manager. As employer, Herman is responsible for Jake’s injury primarily since the injury was sustained while doing the responsibilities expected of him in the service department. According to U.S. Department of Labor’s Occupational Safety and Health Administration, â€Å"employers are responsible for providing a safe and healthful workplace†. The injuries sustained by Jake form part of OSHA’s regulations that cover autobody repair and refinishing where injuries that were identified include â€Å"being struck by an object, struck against an object, and caught in an object,

Ophthalmic Care Delivery in Saudi Arabia Assignment - 70

Ophthalmic Care Delivery in Saudi Arabia - Assignment Example   Statistics indicate that this institution has considerably decreased the prevalence of blindness and other eye-related health problems, in the elderly, by over 10 percent in the past few decades (Alwadani et al. 2010). However, it has been noted that there are certain regions and communities with relative surpluses in the delivery of quality ophthalmic care and short put of ophthalmologists and ophthalmic subspecialists. These researchers employed written survey to collect data from ophthalmology residence. The written survey contained questions on medical education, demographic information, residency training, and career goals that affect their career choice (Alwadani et al. 2010). The results of this study indicated that the majority of ophthalmology respondents preferred practicing in urban settings (63%) such as Jeddah, Makkah, Riyadh, and Eastern area to rural settings (37%) such as Jizan, Hail, Asir, Madinah, Qassim and Baha (Alwadani et al. 2010). Additionally, 75% and 77% of the respondents were interested in practicing interactive research and surgery respectively (Alwadani et al. 2010). Research results summarize that most respondents are willing to practice in private sectors rather than public institutions. In this context, these authors recommend that the government should make an effort to encourage adoption of the ophthalmic practice in public institutions other than in the private sec tor (Alwadani, 2010). Additionally, training in sidelined ophthalmic subspecialties should be encouraged to ensure optimum ophthalmic care delivery to all Saudi Arabia citizens (Alwadani et al. 2010).

Money Market Mutual Funds Essay Example | Topics and Well Written Essays - 1250 words

Money Market Mutual Funds - Essay Example Money market funds are viewed widely as investments that are as safe as deposits in the bank that provide returns that are higher than those of bank deposits are. Money market funds often store money that at the time is not in current investment due to the funds high liquidity. In the United States, the first money market fund was the brainchild Henry B. R. Brown and Bruce R. Bent in 1971 in the form of The Reserve Fund. It offered investors an opportunity of earning small rates on their cash, preserved in the fund (Scott-Quin). The rates were paid out in form of dividends to the investors. Many more money market funds sprung up in the United States thereafter. The Investment Company Act of 1940 of the Securities and Exchange Commission deals with regulating the money market funds within the United States. The act contains guidelines that restrict the maturity, diversity, and quality of money market funds’ investments. A money fund buys the debt that is the highest rated with a maturity of less than thirteen months. A weighted average maturity of at most 60 days and a maximum of 5% investing for every issuer excluding repurchase agreements and securities of the government constitute the portfolio (U.S Congress 21). A FIDC insured account is an account in a bank involved in the FIDC program that has met the required standards needed for insurance by the Federal Deposit Insurance Corporation (FIDC). There are a number of account types that can qualify for this program, ranging from money market deposit and certificate of deposit to savings, NOW, and checking accounts. Deposits made in these accounts are FIDC-insured deposits and a maximum of $250,000 for every account is insurable by the FIDC. These deposits have some similarities as well as differences to the money market mutual funds. Both money market mutual funds and FIDC-insured deposits have high liquidity and flexibility levels (Garman and Forgue 154). Access of the money in the accounts in both typ es of investments is possible through making ATM withdrawals and writing checks whenever the money has needs. Money market mutual fund shares are redeemable at any time on a daily basis, though the fund may require a minimum account balance. The funds also often allow shareholders to write checks reflected on their individual account balances availing the use of shares for transactions. The FDIC insured investments, also known as money market deposit accounts give access to money in the accounts to the investors without charging penalties for early withdrawals. The two investments are both considered investment options with low risks. The accounts pay an interest rate that is higher than that of a passbook savings account (Thomas 208). In case the investment goes wrong, the FDIC, in the case of FDIC insured bank deposits, steps in and compensates for the loss in terms of insurance payments. Though it is not an investor’s right, if the money market mutual fund investment fails , there is a rare occurrence called â€Å"Breaking the buck† where the dividend per share paid to shareholders is the standard $1 per share with the losses covered . The key difference between these two types of market accounts is the insurance of the accounts. The Federal Deposit Insurance Corporation is a government agency that insures banks and bank accounts. Money market deposits in banks that