Brainliest given with explanation!

The graph will start at (t, v) = (0, 200) decreasing linearly with a slope of -0.2 to the point

(200 - 50) / 0.2 = 750 so the point is (750, 50).

At this point the slope increases to -2 and forward motion stops in an additional

50 / 2 = 25 seconds so the point is (775,0)

distance covered in the first section

vf² = vi² + 2ad

d₁ = (vf² - vi²) / 2a

d₁ = (50² - 200²) / 2(-0.2)

d₁ = 93750 m

distance covered in the second section

d₂ = (0² - 50²) / 2(-2)

d₂ = 625 m

for a total distance of

d =  93750 + 625

d = 94375 m

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.

the answer is a) y= 2 csc [0.5 (x+pi/2)]-1

step-by-step explanation: