Which of the following lists is in order from least to greatest?

-2, √5 , 4, 3 2
-2, 4, 3 2 , √5
√5 , 4, 3 2 , -2
-2, 3 2 , 4, √5

List a) is in order from least to the greatest.    

Step-by-step explanation:

We are given the following information in the question:

a) -2, √5 , 4, 32

The above list is in order from least to greatest as

b) -2, 4, 32 , √5

The above list is not in order from least to greatest as 32 > √5

c) √5 , 4, 32 , -2

The above list is not in order from least to greatest as 32 > -2

d) -2, 32 , 4, √5

The above list is not in order from least to greatest as 4 > √5

-2, √5 , 4, 32

Step-by-step explanation:

For the first option;

-2, √5 , 4, 32

We have

-2<√5< 4< 32

This is in order from least to greatest.

For the second option;

-2, 4, 3 2 , √5 is also not in order from least to greatest  because  √5 is not greater than 32.

The third option , √5 , 4, 3 2 , -2 is not in order from least to greatest because -2 is not greater than all these numbers to its left.

-2, 3 2 , 4, √5 is also not in order from least to greatest because 4 is no greater than 32.

The first choice is correct.

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.