Given that f, g, and h are functions with values f(2)=3, g(2)=−5, and h(2)=−3, and point-derivatives f′(2)=5, g′(2)=−4, and h′(2)=−2, calculate the following. 1. (3f+4h)′(2)
2. (2f+4g−h)′(2)
3. (fh)′(2)
4. h(x)=(f/g)′(2)

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.

step-by-step explanation:

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.

idk u tell me

step-by-step explanation:

the number 100 represents the number of trials in the experiment.

49/100 represents the experimental probability of the coin landing heads up.

step-by-step explanation:

answer: - (a)

(b) 88 seats

step-by-step explanation:

given: in an auditorium, there are 22 seats in the first row and 28 seats in the second row.

thus first term=

second term=

the number of seats in a row continues to increase by 6 with each additional row.

⇒d= 6

a) given formula :

b)   let the number of seats (n) = 12

substitute n=12 in the explicit rule formed in (a)

∴there are 88 seats in 12 rows.