To find out how many more students walk to school than ride their bikes in Ms. Martinez's class, let's denote the total number of students as \( N \).
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Students who walk to school: The fraction of students who walk is \( \frac{11}{24} N \).
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Students who ride their bikes: The fraction of students who ride their bikes is \( \frac{3}{8} N \).
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To compare these two fractions, let's convert them to a common denominator. The least common multiple of 24 and 8 is 24.
- The fraction of students who ride their bikes, \( \frac{3}{8} N \), can be converted to a fraction with 24 as the denominator: \[ \frac{3}{8} N = \frac{3 \times 3}{8 \times 3} N = \frac{9}{24} N \]
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Now we can compare the two fractions:
- Students who walk: \( \frac{11}{24} N \)
- Students who ride bikes: \( \frac{9}{24} N \)
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To find how many more students walk than ride: \[ \frac{11}{24} N - \frac{9}{24} N = \frac{2}{24} N = \frac{1}{12} N \]
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This result, \( \frac{1}{12} N \), tells us that there are \( \frac{1}{12} N \) more students who walk than ride.
Now we refer back to the options given in the question. Since \( \frac{1}{12} N \) is not explicitly listed, let’s analyze the given responses in regard to what the question precisely asked.
None of the responses seem to correlate directly with \( \frac{1}{12} N \) in its simplest form without context such as an exact value for \( N \). However, if we take \( N \) to be a specific number that is minimally defined in terms of how many students mix around the fractions involved as appropriate.
Given that none of the responses aligns directly either with fractions or whole numbers that could represent \( N \) effectively \( \frac{1}{12} N \) doesn't neatly fit but leads us to:
The answer that is closest dependent on the results numerically in the context without further clarification might be understood in simplistically orientate on not directly correlating through 12 as direct fit.
Thus, it appears there may be a necessity to clarify or re-evaluate the options based on total counts defined around expected students in average school classrooms but across scenarios certainly \( \boxed{1} \) is considered conventionally within acceptable misinterpretations unless evaluated effectively against precise quantity deductions could apply variably processing counts listed against situation defined clearly across total set. Further engagement to determine precise class size or extending iterations would assist accordingly while confirming assumptions.