Geometric distribution (p, n) 1. a deck of playing cards has 52 cards. 26 are red and 26 are black. there are 4 suits (diamond, heart, club, spade). the cards are numbered ace, 2, 3, 4, 5, 6, 7, 8, 9, 10, jack, queen, king. this means that each suit contains 13 cards. a face card is defined to be a jack, queen or king. choose cards at random with replacement until a queen is chosen. a) what is the probability that more than 3 cards must be chosen? do not round the value of p; enter it as a fraction into your calculator.

step-by-step explanation: i dont

ca = ec

cpctc makes it so that corresponding parts of the triangle you proved to be equal are equal, the other options aren't part of the part of the triangles you proved to be equal.

i think the answer is true

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.

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.