simplify fully 4/8 to help me answer the question cause I've used every working out sequence and still can't get the right answer.​

1/2

Step-by-step explanation:

The fraction 4/8

is equivalent to 1/2

.This is a proper fraction once the absolute value of the top number or numerator (4) is smaller than the absolute value of the bottom number or denomintor (8).

The fraction 4/8 can be reduced.

We will use the Greatest Common Factor (GCF) method to simplify it.

The GCF is the largest number between which two or more numbers can be divided evenly.

To find the GCF we list the the numerator and denominator factors (*) then we find the largest number that is repeated in both lists:

* The factors of 4 are 1,2,4;

* The factors of 8 are 1,2,4,8.

We can see that the GCD is 4 because it is the largest number by which 4 y 8 can be divided without leaving any residue.

To reduce this fraction, simply divide the numerator and denominator by 4 (the GCF).

So, 4/8 = 4÷4

8÷4

= 1/2

.Thus, 4/8

is equivalent to 1/2 in the reduced form.

(*) The factors are numbers that multiply each other to get another number. For example, 2 and 3 are factors of 6, because by multiplying them you get 6.

The fraction 4/8

is equal to 4÷8 and can also be expressed as a decimal as 0.5 and expressed as a percentage as 50%.

a

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.

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.