Select ALL choices where 3 is the GCF of the pair of n umbers, A:9, 15
B:9,21
C:12, 18
D:15, 27
E:30. 45
Please respond

A, B, D

Step-by-step explanation:

A: factors of 9= 1, 3, 9/factors of 15= 1, 3, 5, 15. Their largest common one is 3

B: factors of 9= 1, 3, 9/factors of 21= 1, 3, 7, 21. Their largest common factor is 3

C: factors of 12= 1, 2, 3, 4, 6, 12/ factors of 18= 1, 2, 3, 6, 9, 18. Their largest common factor is 6, not 3

D: factors of 15= 1, 3, 5, 15/ factors of 27= 1, 3, 9, 27. Their biggest common factor is 3.

E: factors of 30= 1, 2, 3, 5, 10, 15, 30/ factors of 45= 1, 3, 5, 9, 15, 45. Their largest common factor is 15, not 3.

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.

it is 28 degrees colder in detroit than philadelphia.

step-by-step explanation:

what number adds to 21

-7 + ? = 21

-7 + 28 = 21

hope it