The correct answer is C. Kelli put 6 red marbles and 5 blue marbles in a bag. The probability of selecting a red marble is 6 /11

Explanation:

Theoretical probability occurs as you calculate the probability of a specific outcome in a situation, without experimenting or observing it. Because of this, the probability is theoretical rather than experimental. Also, you can know this, if you divide the number of specific favorable outcomes by the total of possible outcomes.

Option C shows a theoretical probability because this is the only case the probability has not been observed or experimented. Also, expressing the probability as 6/11 is completely correct because 6 is the total of red marbles(possible desired outcomes), while 11 is the total marbles (possible outcomes).

Option A and D are correct Option.

Step-by-step explanation:

Theoretical Probability: Probability based on reasoning written as a ratio of the number of favorable outcomes to the number of possible outcomes.

that is

Option A:

Number of favorable outcome = 4

Total number of outcome = 52

Thus, This is an example of Theoretical Probability.

Option B:

Number of favorable outcome =

Total number of outcome =

Thus, This is not an example of Theoretical Probability.

Option C:

Number of favorable outcome =

Total number of outcome =

Thus, This is not an example of Theoretical Probability.

Option D:

Number of favorable outcome =

Total number of outcome =

Thus, This is an example of Theoretical Probability.

Therefore, Option A and D are correct Option.

option a and d are correct option.

step-by-step explanation:

probability based on reasoning written as a ratio of the number of favorable outcomes to the number of possible outcomes.

that is probability :

number of favorable outcome/total number of outcome

for option "a" :

number of favorable outcome = 4

total number of outcome = 52

that is probability :

number of favorable outcome/total number of outcome = 4/52

so, this is an example of theoretical probability.

for option "b" :

number of favorable outcome = ^9c4 × 3^4 × 3^5 = 2480058

total number of outcome = 6^9 = 10077696

so, this is not an example of theoretical probability.

for option "c" :

number of favorable outcome = ^5c_4=5

total number of outcome = 2^5 = 32

so, this is not an example of theoretical probability.

for option "d'' :

number of favorable outcome = 45

total number of outcome = 73

that is probability :

number of favorable outcome/total number of outcome = 45/73

so, this is an example of theoretical probability.

so now we know that option "a" and "d" are correct !

B. This is an example of theoretical probability because it is not based on an experiment.

1. The odds of winning a raffle3. The odds of drawing a blue card

Explanation:

Theoretical probability is calculated using the number of favorable outcomes divided by the number of possible outcomes, using the sample space. It does not require to run trials or experiments. It does not depend on the number of times that you perform an experiment.

The odds of winning a raffle (if fair) is calculated using the combinatory theory, or counting principles, to find the number of total possible outcomes and the number of winning combinations.

The odds of drawing a blue card are also determined by the rules of counting, once you know how the set of cards is formed: the number of total cards and the number of blue cards.

Thus, those two are examples of theoretical probability.

On the other hand, the odds of being struck by lightening, the odds of winning the Super Bowl despite losing your first two games, and the odds of failure for a manufactured machine part, must rely on the history of those events: how frequent they are. Those events are referred as experiments because they are the product of running trials. Thus, those are examples of experimental probability and not theoretical probability.

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Today's society and technological advances demand students more complex skills and abilities during their studies and continuous learning throughout their professional lives. Such complex learning implies an integration of knowledge, skills and attitudes, as well as the transfer of what has been learned in the educational environment, the field of life and daily work. Complex learning has been studied, evaluated and encouraged from different approaches, among which we can mention, project-based learning, guided discovery, problem-based learning and the competency-based approach. The emphasis is placed on the formative value of learning tasks, to the extent that they help support students integrate knowledge, skills and attitudes in their professional skills, stimulating the development of their skills to solve everyday problems and facilitate the transfer of learned to new tasks.

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