?Becky went scuba diving. The inequality statement compares the magnitude of two depths that she reached. |−28|>|−3|

What does the inequality statement show?

Select from the drop-down menus to correctly complete the statement.

−28 is
is greater or less
than −3, but 28 m below sea level is a
is gretter or less..
depth than 3 m below sea level.

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.

answer: 0

step-by-step explanation: the positive, like 5, + its opposite, like -5 would be 0

5+(-5)=0, or 5-5=0

2 over 5 and 4 over 15

don’t know last one sorry

step-by-step explanation:

1st integer x

2nd integer x+1

3rd integer x+2

4th integer x+3

x+x+1 +x+2+x+3 =74

combine like terms

4x+6 = 74

subtract 6 from each side

4x = 68

x = 17

the integers are 17,18,19,20