Lavonne estimated 38% of 63 by rounding 38% up to 40%, rounding 63 up to 70, and then multiplying 70 by 0.4 to get 28. is her estimate reasonable? no, because she should have rounded 38% down to 30%. no, because she should have rounded 63 down to 60. yes, because she correctly rounded 38% up to 40%. yes, because she correctly rounded 63 up to 70.

The correct option is B) No, because she should have rounded 63 down to 60.

Step-by-step explanation:

Consider the provided information.

Rules for rounding up:

If the number is followed by 1,2,3,4 round the number down and if the number is followed by 5, 6, 7, 8, or 9, round the number up.

Lavonne round 38% up to 40% which is the correct round up.

Lavonne round 63% up to 70% which is not the correct round up.

She should have rounded 63 down to 60.

Therefore, the correct option is B) No, because she should have rounded 63 down to 60.

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.