Mohamed wonders how many boxes he should expect to buy to get all 333 prizes. He carried out 242424 trials of a simulation and his results are shown below. Each dot represents how many boxes it took to get all 333 prizes in that trial.

0.625

Step-by-step explanation:

The question is incomplete. The complete question has been attached to the solution.

The prizes are even distributed, so the probability of winning any prize = 1/3

We are asked to find probability that it takes more than 3boxes to get the three prizes = Pr(more than 3boxes)

Total number of trials =24

From the simulation, the purchase of more than 3 boxes to get all the 3 prizes = addition of the number of dots after the 3rd number of box purchased on the horizontal axis.

=(3+4+4+1+2+1) = 15

Since it took more than 3boxes, we have 15 out of the 24 simulation trials.

Pr(more than 3boxes) = 15/24

Pr(more than 3boxes) = 5/8

= 0.625

3/5

step-by-step explanation:

double number line is not a standard concept, so it must have been defined in your textbook. assume top line is numerator.

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.