1). George is running late for school and needs to get dressed. He has 8 short sleeve shirts, 7 long sleeve shirts, 2 hoodies, and 3 sweaters in his closet. If he randomly selects a top from the closet, what is the probability he selects a short sleeve shirt? *

2). Sarah is going out with her friends, and wants to wear earrings. In her jewelry box she as 4 pairs of hoop earrings, 6 pairs of stud earrings, and 2 pairs of hanging earrings. If she chooses a pair of earrings at random, what is the probability she selects a pair of hoop earrings? *

1-most likely

2-least likely

Step-by-step explanation:

1-because the amount of short sleeves shirt is more

2-because the amount of hoop earrings is the least than stud earrings

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.