Determine whose method is the most fair, based on probability. Show your work. If needed, use a 6 × 6 array when analyzing Keenan’s method. Explain why Gerard’s method isn’t fair.
Explain why Elena’s method would be unfair.
Elena, Keenan, and Gerard are planning a movie night, but can’t decide which movie to watch. Elena wants to watch an action movie, Keenan wants to watch a comedy, and Gerard wants to watch a science fiction movie. Since no one is budging on their movie preference, the three friends propose different methods for choosing the movie they’ll watch:
Elena suggests they call up her sister and have her make the choice for them.
Keenan suggests they roll two dice and find the sum of the dice. If the sum equals 2, 3, 4, or 7, then they’ll watch an action movie. If the sum equals 8, 9, or 10, then they’ll watch a comedy. If the sum equals 5, 6, 11, or 12, then they’ll watch the science fiction movie.
Gerard suggests they flip a coin two times. If both flips land on heads, then they watch an action movie. If both flips land on tails, then they watch a comedy. And if one flip lands on heads and one lands on tails, then they watch a science fiction movie.

gmt is 4 hrs ahead of edt so just add four hours to 1: 14: 20 (minutes and seconds stay the same)

gmt is 5: 14: 20

hope this !

~just a girl in love with shawn mendes

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.

d. 145*2 is 290 than the total angle is 360 then minus 290 then divide by two