emeril is building a cutting board for his home kitchen. He wants it to be similar in size to the cutting board at gis restaurant. His restaurant cutting board is 36 inches wide by 21 inches long .He has enough space on his home counter for a board that is 24 inches wide. How long will his home cutting board be?

14 inches

Step-by-step explanation:

I say 14 inches because width for the board at the restaurant is 36 (3×12) and the length is (3×7) so if the width for the board at home is 24 ( 2×12) then the length must be 14 ( 2×7). See what I did?

14 inches

Step-by-step explanation:

I say 14 inches because width for the board at the restaurant is 36 (3×12) and the length is (3×7) so if the width for the board at home is 24 ( 2×12) then the length must be 14 ( 2×7).

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.

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c. histogram

step-by-step explanation: