100 points. i really need . no false answers or guesses . no guesses. ; -; because i know on some of my questions, people guess just for the points so dont do that because i really need . so, if you guess. think about if you were in this situation. if you dont know it, pass up this. on a coordinate plane, point b(–6, 1) is translated to b'(–3, –2). indira uses these steps to find a rule to describe the translation.

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.

well kind of. you get friend requests. and you can accept them or not so yes.

step-by-step explanation:

the answer is d

for problems like this theres an app, its photomath that explains the problem and gives the answer hope i