I was having this controversy with a colleague. The test we need to use has a difficulty where it claims the slope there is no units simply a numerical value. It additionally gives the horizontal distance v units. The difficulty asks to find the upright distance but does not cite the units.

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My colleague argues that due to the fact that slope is a ratio units space not needed and that suggests the systems must enhance at the end.

I argue the you do require the units due to the fact that the vertical units are never ever specified. Not to point out we want to be clean in our message. Friend wouldn't go approximately someone and also say the steep is .25. You would say something choose you raise .25 ft vertically for every 1 ft. Horizontally. Ns realize this method the units reduce out however the context matters.

Thoughts?

The devices for slope room the units for the vertical axis split by the devices for the horizontal axis. Because that example, if the horizontal axis represents time and also the vertical axis represents street traveled, climate the slope has units of street per time, i.e. Velocity. This complies with from the reality that the steep is the change in the y-value divided by the readjust in the x-value.

In the situation where the horizontal and also vertical axes have actually the same units, i.e. If both represent distance, climate the slope is a dimensionless quantity.

For those of united state that have been learning and doing math for such a long time ns feel choose that is less complicated for them to infer. Because that students though it is this type of ethereal stuff the confuses the crap the end of them. Once we can just be straight forward and also express it.

When would you ever say "feet every foot" in conversation? A unitless presentation matches herbal language

*and*is the finest mathematical interpretation.

How do we recognize that the upright axis is no in inches? The slope could be 3 in./ 2 in.. The math interpretation would certainly be 1.5. However our horizontal is offered in feet.

At which point you can argue that the context is blended up and also units don't match. I m sorry is yes, really what my discussion is about. Exactly how do we recognize for certain the systems of the slope space feet.

I think that the context is very important. I think it help to solidify the idea the a graph isn't different from one function, however a visual depiction that can aid understand the habits of a function. Even if it is it's feet per 2nd or inch per inch. The simplest I've ever thought of it was still rise over run for contextless bookwork and that's quiet a unit of street per distance.

When i taught slope I never ever taught the an easy mathematical proportion first. Ns would always introduce the ide by permitting the students to just describe the rise and run in English; this *necessitated* making use of units and also clarifying horizontal or vertical.

At some suggest in this process we would talk about how speak "feet vertical" / "feet horizontal" deserve to be streamlined to just saying rise/run (dimensionless) as long as we're making use of the very same units because that the two dimensions (as we have to in a unit Cartesian plane). We just state how this is easier and also move on. Eventually, the idea of "slope" is currently a proportion with systems *implied* but not *stated* simply out of convention of gift easier.

As such, i think the answer to your question is less about "are units needed" but an ext of "can the college student answer the concern asked?" I would say this means that in the paper definition of a "physical" problem, we should make certain students know that the idea of slope and also other mathematical principles are just abstractions, no the answer.

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To the end, I'd say units space required since (a) the difficulty specifies units, and (b) steep is a rate of readjust of one dimension vs another, and has systems implied because that both dimensions... And we must make certain the college student knows that.