Mrs. canon and mrs. solace are both getting their nails done today. mrs. canon gets her nails done every 8 days. mrs. solace gets her nails done every 12 days. in how many days will they be at the nail salon on the same day again?

  24 days

Step-by-step explanation:

The least common multiple (LCM) of 8 and 12 is 8·3 = 12·2 = 24.

The ladies will be at the nail salon on the same day again in 24 days.

8 = 2³

12 = 2²·3

The LCM will have these factors to their highest powers: 2³·3 = 24.

__

The LCM is also the product divided by their greatest common factor (GCF). GCF(8, 12) = 4, so ...

  LCM(8, 12) = 8·12/4 = 24

answer: 4 meters

step-by-step explanation: to you understand 2/3 better you can do 1 divided by 3 = . then multiply that by the 2 which is .66666666666666667 then you would do 6 x .66666666666666667 which is 4.      

hope this .

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.