A median of a triangle is a line segment joining a vertex of a triangle to the midpoint of the opposite side. The three medians of a triangle are drawn below.

[asy]
pair A, B,C, X,Y, Z;
A = (0,0);
B = (1,0);
C = (0.3,0.8);
X = (B+C)/2;
Y = (A+C)/2;
Z = (A+B)/2;

draw(A--X, red);
draw(B--Y, red);
draw(C--Z, red);
draw(A--B--C--A);
[/asy]

Note that the three medians appear to intersect at the same point! Let's try this out with a particular triangle. Consider the triangle $ABC$ with $A = (3,6)$, $B = (-5,2)$, and $C = (7,-8)$.

(a) Let $D,$ $E,$ $F$ be the midpoints of $\overline{BC},$ $\overline{AC},$ $\overline{AB},$ respectively. Find the equations of medians $\overline{AD},$ $\overline{BE},$ and $\overline{CF}.$

(b) Show that the three medians in part (a) all pass through the same point.

step-by-step explanation:

the multiplicative inverse of a fraction a/b is b/a. for the multiplicative inverse of a real number, divide 1 by the number. for example, the reciprocal of 5 is one fifth 1/5 or 0.2, and the reciprocal of 0.25 is 1 divided by 0.25, or 4.

exa:

)

3+11

14

step-by-step explanation:

from this example, we can see that subtracting with integers is the same as adding the opposite. we can solve using a number line or by using the saying "keep, change, change" to us solve. it is important to remember that we can subtract a negative and end up with a larger number than we started with.

1 number

if we use a graphing calculator, there is only one such number that satisfies the conclusion of the mean value theorem, that is, a number such that

where the right-hand side is the average rate of change of f on the interval [0.5,0.75], which is the slope of the secant line.

in the attached graph, the black line is the secant line which has its slope as the average rate of change of f on [0.5,0.75], while the orange line is the only tangent line to the graph of f in the interval that satisfies the mvt conclusion.

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.