My kid won't stop telling about how hard his math is. Its getting annoying can you please answer this question for me?

box on top = 15

box on the bottom = 16

The fractions are not the same

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Explanation:

We multiply the 3 by 5 to get 3*15 = 15

We also multiply the 8 by 2 to get 8*2 = 16

So this is what you could have as your steps

The fractions 3/8 and 15/16 are not the same. We can use a calculator to get these decimal values

3/8 = 0.3750

15/16 = 0.9375

We see that 15/16 is much bigger than 3/8.

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Here's another way to show they aren't the same. For now assume they are equal. We'll show a contradiction happens later.

3/8 = 15/16

3*16 = 8*15

48 = 120

We end up with a contradiction since we get differing values on either side. The false equation at the end means the original equation is false too.

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.

57.09 minus 7.0435 equals

step-by-step explanation:

just subtrach them both and u get the answer of 50.0465