The fraction 3/4 can be written as 1/4+2/4 write 12/5

answer rather than having to add and subtract the measurements of the semi-circle, notice that the semicircle to the left of ad is actually identical in area to the blank semicircle-shaped space to the left of bc. so if we transferred the red semicircle into the blank space, we would end up with a square of side length 24 cm. the area of a square is s^2 = 24^2 = 676 cm^2.

u also answered this so i think u would know but i am here to

put in or use mine

(2,20) means that the 2 is 2 hours and 20 is 20$. so there both 20$ for 2 hours only the same price. like it says. so, the dunk tank and the bounce house are the same price (20$) for the same amount of time (2 hours).

hope i

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 c: divide the arc's degree measure by 360°, then multiply by the circumference of the circle.