Suppose a student started a chain email by sending a message to 3 Friends and asking those friends to each send the same email to 3 more friends exactly one day after day received it.

write an explicit formula for the sequence that models the number of people who will receive the email on the nth day. (Let The first day be the day you’re original email was sent) assume everyone who received an email follow the directions. SHOW WORK.

which day will be the first day that number of people receiving the email exceeds 100? 1000? How do you know. SHOW WORK

Jose said that on day 13 over 1 million people will be sent this email. Is he telling the truth? Justify your answer

how would the table and equation change it to people who already received the email continue to send it to another 3 people every day that goes by. for example the original person who sent an email to 3 people on day one will send it to another 3 people on day two and send it again on day 3, etc

its 60

4 x 12 = 48

3 x 4 = 12

48 + 12 = 60

yeeeet

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.

no oblique asymptote

step-by-step explanation:

to find the oblique asymptote of f(x)

here numerator has degree 1 and denomintor degree 2

degree of numerator < degree of denominator

hence there is no oblique asymptote

when the degree of the denominator > that of the numerator, we saw that the value in the denominator got so much bigger, so quickly,   giving us a horizontal asymptote of the x-axis. or we can write

f(x) = a polynomial of x + a proper fraction.

in this case only we have oblique asymptotes but not when numerator has less degree.

there were a lot of them but the first one to pop up on a google search was bts