Quadrilateral MNOP has a perimeter of 20 units. It is dilated by a scale factor of 3 to create quadrilateral M’N’O’P’. Which statement is true? The perimeter of M’N’O’P’ is 20 times the perimeter of MNOP.

The perimeter of M’N’O’P’ is 9 times the perimeter of MNOP.

The perimeter of M’N’O’P’ is 3 times the perimeter of MNOP.

The perimeter of M’N’O’P’ is 60 times the perimeter of MNOP.

glide reflection.

its mainly because the pattern will be infinite and will never end. it will look like a gilder or like a filpbook when set to motion.

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.

this is impossible to do there is no way you can convert 35/4 into an improper fraction because it already is an improper fraction but you can simplify 35/4 = 8 3/4 or in a decimal 8.75.

hope i ! have a great rest of your week!

: )kalynhicks06