PLEASE HEL Calculate: Use the data from all three legs to solve for each triathlete’s average speed using the
following information:
1. Leg 1: Swimming
a. Total distance: 5 km
b. Triathlete A’s total time: 1.0 h
c. Triathlete B’s total time: 2.0 h

2.Leg 2: Biking
a. Total distance: 45 km
b. Triathlete A’s total time: 3.0h
c. Triathlete B’s total time: 2.5h

3.Leg 3: Running
a. Total distance: 6 km
b. Triathlete A’s total time: 1.2h
c. Triathlete B’s total time: 1.0h

1a. Identify: CHOOSE right answer
●
The (instantaneous/average) speed is the speed of the object at a given instant in time. The
(instantaneous/average) speed is the speed of the object over a longer period of time.
1b. Apply Concepts: CHOOSE right answer
●
The speedometer in a car gives the car’s (instantaneous/average

answer: a video game has three difficulty levels: easy, medium, and expert. the game's scoring works in such a way that a player has to score a fixed number of points to advance to the next level, and then the scoring starts over. the total score needed to clear all three difficulty levels is 7,500. two times the number of points needed to clear the easy level is 500 more than the number of points needed to clear the medium level. twice the number of points needed to clear the medium difficulty level is 1,500 more than the number of points needed to clear the expert level. if x, y, and z represent the easy, medium, and expert levels, respectively, and a is the coefficient matrix of the system of equations modeling this situation, identify the inverse matrix, a-1, and the solution matrix, x, of the system of equations.

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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.

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.

answer: the answer is 110