A conference consists of 5 sessions: A, B, C, D, and E. Here are the costs of the sessions. Session A: $50
Session B: $50
Session C: $100
Session D: $150
Session E: $200

Here is a graph of the cost of all 5 sessions.

A dotplot titled Graph A. A number line labeled session cost (dollars) goes from 40 to 200. 50, 2; 100, 1; 150, 1; 200, 1.

A participant plans to attend 3 sessions. Here is a list of all possible samples of size 3 sessions from this population of 5 sessions: ABC, ABD, ABE, ACD, ACE, ADE, BCD, BCE, BDE, and CDE.

Here is a graph displaying the minimum session cost for each possible sample of 3 sessions.

A dotplot titled Graph B. A number line labeled sample minimum session cost (dollars) goes from 50 to 100. 50, 9; 100, 1.

The participant chooses 3 sessions at random from the list of all 5 sessions. The result of the random selection is sessions B, D, and E.

Here is a graph displaying the distribution of session cost for this sample.

A dotplot titled Graph C. A number line labeled session cost (dollars) goes from 40 to 200. 50, 1; 140, 1; 200, 1.

Which of the following gives the correct order of the graphs of the population distribution, distribution of a single sample, and sampling distribution, respectively?

C, A, B
B, C, A
A, B, C
A, C, B

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.

the photograph is photographer and- in the process- ourselves.

step-by-step explanation:

6 students plese give brainliest