The graphs of f (x) = x3 + x2 – 6x and g(x) = e^x – 3 – 1 have which of the following features in common? Rational function f of x increases from the left in quadrant 3 passing through the point negative 2 comma 0 and going to a local maximum and then decreasing through the point 0 comma 0 to a local minimum and then increasing through the point 3 comma 0 to the right and the exponential function g of x increases from the left in quadrant 3 asymptotic to the line y equals negative 1 and passes through the points 0 comma negative 1 and increases through the point 3 comma 0 to the right

Range

x-intercept

y-intercept

End behavior

X intercept

Step-by-step explanation:

Not sure just a guess hope its right I think I did it correctly

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.