Alo friend!
Different components in a table are to be identified as described in the verbal description. It important that the student correctly interprets which parts of the figure are known and which should be labeled with an unknown. <span>In this step, using an animation (or a table) as part of an example can aid in distinguishing between these two aspects of the problem.
Hope this helps! (Don't forget Brainliest!)</span>
<span>Students could also give the answers as green to blue, blue to green, truck , car to truck, blue to total, and green to total.Some students may write part to part ratios. When the class comes back together, this could be a good time to discuss why a part to whole ratio is more useful when comparing statements that include percents. Students may need to be reminded that percents are a form of a part to whole comparison where the whole is 100.hoose different pairs of small groups to post diagrams and explain how the diagram helped them to see the relationship between the fractions, percents, and decimals.</span>
1 d=24
2 m=60
3 y=y(365)
4 x=x(50.10)
5 n=n(2500)
6 1+1=2
You can multiply 3 and 6 together then divide the product by 2
(6*3)/2=18/2=9
