g f(x, y) = (x-3) (y-2) Find the minimum value of starting at x = 1 and y= 1, using the steepest descent method, solved by hand. Clearly show and explain all steps.

it is a. 4.2 because 7.6-3.4 gets the remaining length of 4.2. i might be wrong but i am pretty sure this is the 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.

c = 0.429t

step-by-step explanation:

the constant rate at which carlos harvests cassava is 35 minutes per 15 cassavas 15/35 = 0.429 cassava per minute

therefore, an equation that models the number of cassava (c) that harvest carlos in a time (t) is the following:

where t is the time in minutes.

this means that when 35 minutes have elapsed 15 cassava have been harvested, at 70 minutes 30 cassava have been harvested and so on.