Acoin is flipped twice. h represents heads, and t represents tails. what is the sample space? {th, tt, ht} {hh, tt} {th, ht} {th, tt, ht, hh}

TH, TT, HT, HH

Step-by-step explanation:

 {TH, TT, HT, HH } is the sample space.

Step-by-step explanation:

Since, The sample space is the set of all possible outcomes or results of that experiment.

If a coin is flipped n times then total number of outcomes =

Therefore, When a coin is tossed two times then the total number of the outcomes = = 4

Thus, the set of the sample space must contains 4 elements.

Therefore,  {TH, TT, HT} can not be the set of sample space because it only contains 3 element.

{HH, TT}  can not be the set sample space because it only contains 2 element.

{TH, HT} can not be the set sample space because it only contains 2 element.

{TH, TT, HT, HH} is the set of sample space because it contains 4 element.

a net is a diagram that shows a “flattened” view of a solid. in a net, each face and base is shown with all of its dimensions. a net can also serve as a pattern to build a three-dimensional solid.

a pyramid is a three-dimensional object with a base that is a polygon and triangular faces that meet at one vertex.

" the net of a triangular pyramid consists of four triangles. the base here we are given of the pyramid is a equilateral   triangle, and the lateral faces are also triangles "

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.