Colleen compared the ratios 3:8 and One-half. Her work is shown below. Write the ratios as fractions: Three-eighths and One-half The common denominator is 8. Write each fraction using the common denominator: Three-eighths and One-eighth Compare the numerators: 3 > 1 Write the correct statement: Three-eighths > One-half Where did Colleen make her first mistake? The common denominator should be 4 rather than 8. The numerators are compared incorrectly. The fraction One-half should have been rewritten as StartFraction 6 Over 8 EndFraction. The fraction One-half should have been rewritten as StartFraction 4 Over 8 EndFraction.

7! = 7×6×5×4×3×2

3! = 3× 2

as 7! is multiple of 3! because 7! contains 3! that is 3× 2 as factor

so 7! /(3! ) = 7× 6× 5× 4

= 42 × 20

= 840

its b) 840✌✌✌

dhruv⭐

a

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.

hi there!

question 1 answer: p/q can be terminating when q = 5^m * 2^n

question 2 answer: -1 and -1

question 3 answer: -4

question 4 answer: 5/12

hope this : )