Find the side of a square, whose area is equal to the area of a rectangle with sides 6.4m and 2.5m. Also find the perimeter of the square.

side: 4 metres

perimeter: 16 metres

Step-by-step explanation:

Let's first find the area of this rectangle.

The area of a rectangle is denoted by A = lw, where l is the length and w is the width. Here, the length is l = 6.4 and the width is w = 2.5. Plug these in:

A = lw

A = 6.4 * 2.5 = 16 metres squared

We want to find the side of a square with area 16. Suppose the side length is x. The area of a square is denoted by A = x * x = x², so set this equal to 16:

x² = 16

x = √16 = 4

Thus, the side length is 4 metres.

The perimeter of a square is denoted by P = 4s, where s is the side length.

Here the side length is 4 metres, as we found, so:

P = 4s = 4 * 4 = 16

Hence the perimeter is 16 metres.

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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.