EXPLAIN PLEASE Will give brainlist! Question 1 (1 point)
1. Which three lengths could be the lengths
of the sides of a triangle?
O A.12 cm, 5 cm, 7 cm
O B.10 cm, 15 cm, 24 cm
O C.9 cm, 22 cm, 11 cm
O D.21 cm, 7 cm, 6 cm

B

Step-by-step explanation:

For three side lengths to make a triangle, the two smaller ones have to add up to be greater than the third one. This is because if they are any smaller, they won't be able to touch and form a triangle. The formula for this is a+b>c.

You can go through each answer choice and determine whether or not it would work:

A. 12, 5, and 7

5 + 7 > 12 --> 12 > 12 (NOT true)

B. 10, 15, and 24

10 + 15 > 24 --> 25 > 24 (true!)

C. 9, 22, 11

11 + 9 > 22 --> 20 > 22 (NOT true)

D. 21, 7, and 6

7 + 6 > 21 --> 13 > 21 (NOT true)

This means that the correct answer is B.

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.