Can someone help please??

The scores in order from least likely to most likely is 8, 3, 4, and 5.

Step-by-step explanation:

1. Calculate the probability of the spinner adding up to 1, 2, 3, 4, 8

You will get:

2 (1/16)

3 (2/16)

4 (3/16)

5 (4/16)

6 (3/16)

7 (2/16)

8 (1/16)

2. Given the scores from the problem, the probability of each number is 3 (2/16), 4 (3/16), 5 (4/16), and 8 (1/16).

3. With this, we can determine the scores in order from least likely to most likely is 8, 3, 4, and 5.

the correct answer is

c. 4

step-by-step explanation:

the given polynomial is

the degree of the polynomial is the highest exponent which is 4.

the -4 is called the leading coefficient.

this polynomial has only one term so it is a monomial.

the correct answer is option c.

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.