Fractions that aren't equivalent would be 30/60, 34/60 and anything that cannot be the same as 36/60.
"In Grade 2 and early in Grade 3, students learned to use bar models to solve two-step problems involving addition and subtraction. This is extended in this chapter to include multiplication and division.
<span>Both multiplication and division are based on the concept of equal groups, or the part-part-whole concept, where each equal group is one part of the whole. In Grade 2, students showed this with one long bar (the whole) divided up into equal-sized parts, or units. This unitary bar model represents situations such as basket of apples being grouped equally into bags." </span>https://www.sophia.org/tutorials/math-in-focus-chapter-9-bar-modeling-with-multipli
The way to line the animals is to put them in order going down.
0.433
56.3%
19/40
65.8%. Then you try to figure out what you need to convert so that you can get your answer. 56.3% changes to 0.563 because you move the decimal two places to the left. 65.8% changes to 0.658 and 19/40 is 0.475.
0.433
0.563
0.475
0.658. Now you compare each row to figure them out. When you do that your answer will be 0.433, 0.475, 0.563, and 0.658. I sleep about 9/24 of the day which is 0.375 and I will fit right befor 0.433.
Just an 15% 15.8% to be exact
0.016 as a fraction is 16/1000 and in simplest form it is 2/125.
An easy way to figure out the fraction of a decimal is by the decimal places. As we can see, there are four numbers in our decimal (0.016).
The first decimal place = ones
The second decimal place = tenths
The third decimal place = hundredths
The fourth decimal place = thousandths
We stop at the thousandths place, so basically, take 16 and put it over 1000, which looks like 16/1000.
