Super Salad Dressing is made with 8mL of oil for every 3mL of vinegar. Which of the following mixtures will taste the same as Super Salad Dressing?
Group of answer choices

3 mL of oil for every 8 mL of vinegar

16 mL of oil for every 9 mL of vinegar

40mL of oil for every 25mL of vinegar

56 mL of oil for every 21 mL of vinegar

56mL of oil for every 21mL of vineger

Step-by-step explanation:

56 is a multiple of 8, and 21 is a multiple of 3. 7 times 3 is 21, and 8 times 7 is 56. Hope this helped!

a. 3/4 ÷ 1/8 = 6

step-by-step explanation:

in the question, the number line represents 3/4 divided into 6 equal units. each arrow represents a unit and there are a total of six arrows.

the size of each unit is 1/8 as shown.

showing that 1/8 divides 3/4 into 6 divisions:

3/4 ÷ 1/8

= 3/4 x 8/1

= 3/1 x 8/4

= 3 x 2

= 6

hence, the number line represents six divisions given by 3/4 ÷ 1/8.

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.