Use the method of your choice to determine the probability below. being dealt three sixes off the top of a standard deck of well-shuffled cards. the probability is . (type an integer or a simplified fraction.)

1/5525

Step-by-step explanation:

We now that a standard deck has 52 different cards. Also we know that a standard deck has four different suits, i.e., Spades, Hearts, Diamonds and Clubs.  We can find the following cards for each suit: Ace, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, Jack, Queen and King.

Now, the probability of getting any of these cards off the top of a standard deck of well-shuffled cards is 1/52. As we have 4 different sixes, we have that the probability of getting a six is 4/52. When we get a six, in the deck only remains 3 sixes and 51 cards, so, the probability of getting another six later is 3/51. When we get the second six, in the deck only remains 2 sixes and 50 cards, so, the probability of getting the third six is 2/50. As we have independet events, we should have that the probability of getting 3 sixes off the top of a standard deck of well-shuffled cards is

(4/52)(3/51)(2/50)=

24/132600=

12/66300=

6/33150=

3/16575=

1/5525

v = 1/3 a^2h

step-by-step explanation:

the volume is 1/3 a^2h.

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.