Pleaze

the net of a prism is shown on the coordinate plane. what is the surface area of the prism?
a) 2 in2
b) 4 in2
c) 6 in2
d) 8 in2

let's add {f(x)=x+1}f(x)=x+1 and {g(x)=2x}g(x)=2x together to make a new function.

f(x)+g(x) =(x+1)+(2x)=x+1+2x=3x+1

let's call this new function hh. so we have:

{h(x)}={f(x)}+{g(x)}{=3x+1}h(x)=f(x)+g(x)=3x+1

we can also evaluate combined functions for particular inputs. let's evaluate function hh above for x=2x=2. below are two ways of doing this.

method 1: substitute x=2x=2 into the combined function hh.

h(x)

h(2)

​    

=3x+1

=3(2)+1

=7

​ since h(x)=f(x)+g(x)h(x)=f(x)+g(x), we can also find h(2)h(2) by finding f(2) +g(2)f(2)+g(2).

first, let's find f(2)f(2):

f(x)

f(2)

​    

=x+1

=2+1

=3

​  

now, let's find g(2)g(2):

g(x)

g(2)

​    

=2x

=2⋅2

=4

​  

so f(2)+g(2)=3+4=\greend7f(2)+g(2)=3+4=7.

notice that substituting x =2x=2 directly into function hh and finding f(2) + g(2)f(2)+g(2) gave us the same answer!

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.

x coordinate is none

step-by-step explanation:

answer

a) the midrange of the data set shown is 85.5

step by step explanation

let's find the midrange.

the midrange is nothing but add the greatest value and the least value, then divide it by 2.

here the greatest value = 99

the least value = 72

midrange = (99 + 72)/2

= 171/2

midrange = 85.5

you.