3.) the total attendance for sunday's services was 266. if there were 18 more people at the
morning service than people at the evening service, how many attended each service?
unknowns:
= # at evening service
= # at morning service
write an equation and solve:
# of people at evening service =
# of people at morning service =

There are 142 people at morning service and 124 people at evening service.

Step-by-step explanation:

Since we have given that

Total attendance for Sunday's services = 266

Let the number of people at morning service be 'x'.

Let the number of people at evening service be 'y'.

So, our equation becomes

According to question, If there were 18 more people at the

morning service than people at the evening service.

Then, it becomes,

So, we put the above equation in eq(1), we get

and x = 18+124=142

Hence, there are 142 people at morning service and 124 people at evening service.

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.

unless you made a typo, the answers are both a and c.

step-by-step explanation:

1.5/3 is .5 whereas 3/9 is .3333333 not proportional

22/33 is .66666 and 4/6 is also .66666 proportional

2/4 is .5 whereas 142/213 is .66666 not proportional

14/7 is 2 and 7/3.5 is also 2 proportional

you could've also checked it by doing this simple division:

if the larger fraction divides with the smaller fraction to equal 1, it is proportional. so let me show you what i mean:

when i divide 22/33 by 4/6 i get 1, so we know it is proportional, and it is the same with 14/7 and 7/3.5. now if i divide 3/9 by 1.5/3 i get .66666 so therefore we know it is not proportional.

there are many ways to do this so i wanted to show you some possible ways.