Please help me with 3-5!

Please Help Me With 3-5!

Answers

Answer 1
3. The independent variable is what changes the dependent variable, it relies/depends on it for the outcome.

Related Questions

what is 2/3 of 16 (please and thank you)

Answers

Answer:

     _

10.6

hope dis helps ^-^

The requried value of 2/3 fraction  of 16 is 10 and 2/3, or approximately 10.67.

To find 2/3 of 16, you can multiply 16 by the fraction 2/3:

(2/3) * 16 = (2 * 16) / 3

Now, calculate the numerator:

2 * 16 = 32

So, the result is:

(2/3) * 16 = 32 / 3

Next, simplify the fraction:

(2/3) * 16 = 10 and 2/3 or 10.67 (rounded to two decimal places)

Therefore, 2/3 of 16 is 10 and 2/3, or approximately 10.67.

Learn more about fraction here:

https://brainly.com/question/4803257

#SPJ4

What is the answer totally forgot how to do this HELP!

What is the answer totally forgot how to do this HELP!

Answers

Answer:

C

Step-by-step explanation:

Easy

just kinda do it

A=11mm

B=4mm

C=8mm

D=8mm

Consider the linear function that is represented by the equation y = 4 x + 5 and the linear function that is represented by the table below.

x
y
2
16
4
26
6
36
8
46

Which statement is correct regarding their slopes and y-intercepts?
The function that is represented by the equation has a steeper slope and a greater y-intercept.
The function that is represented by the equation has a steeper slope, and the function that is represented by the table has a greater y-intercept.
The function that is represented by the table has a steeper slope, and the function that is represented by the equation has a greater y-intercept.
The function that is represented by the table has a steeper slope and a greater y-intercept.

Answers

Answer:c

Step-by-step explanation:

c

Answer:

D

Step-by-step explanation: I took the test

Susan earned $220 babysitting last week.

On Monday she earned $30 and spent $5.
On Tuesday she earned $35 and spent $25.
On Wednesday she earned $60 and spent $40.
On Thursday she earned $30 and spent $15.
On Friday she earned $65 and spent $25.
Note: Money earned is (+) and money spent is (-)

What is the absolute value of the difference between the money she made on Tuesday and the money she spent on Friday?

Group of answer choices

Answers

answer : 10

on Tuesday she earned $35 and on Friday she spent $25 you subtract them because “difference” is subtract.

Answer:

10

Step-by-step explanation:

Help me pwease :3 I need halp

Help me pwease :3 I need halp

Answers

Answer: 12/35

Explanation:

Multiply straight across

4 * 3 = 12

7 * 5 = 35
12/35 because the dude on the bottom said it

9. Expand using identites.
1) (3/2 m - 5n) (3/2 m + 5n)

Answers

Answer:

(3/2 m)^2 -(5n)^2^

Step-by-step explanation:

9. Expand using identites.1) (3/2 m - 5n) (3/2 m + 5n)

Answer: 9m^2 / 4  -  25n^2

Step-by-step explanation:

Use the identity: (a-b)(a+b)=a^2 - b^2
substitute values of a and b, where a=3/2m and b=5n.
The following simplifies to (3/2m)^2 - (5n)^2.

Does anyone know the surface area of this figure????

Does anyone know the surface area of this figure????

Answers

Answer:

Step-by-step explanation:

10*10

6*6

8*8

then add them to get your answer

i think-

if it were perimeter u add 10+10+6+6+8+8 i think :I

if this helps give brainliest pls-

if wrong ,ignore this part

4(10*6)+3(8*6)
so A=384

What is 1 inch to 6 feet

Answers

Answer:

6 feet 1 inches in cm =

185.42 cm

The scale “1 inch to 6 feet” is equivalent to the scale “1 to 72,” because there are 72 inches in 6 feet. The scale “1 to 100” would make a scale drawing that is smaller than the scale “1 to 72,” because each inch on the new drawing would represent more actual length.

Fill in the blank with a number to make the expression a perfect square.

Fill in the blank with a number to make the expression a perfect square.

Answers

Answer:

16

Step-by-step explanation:

\( {w}^{2} - 8w + { {4}^{2} } \\ = {w}^{2} - 8w + \boxed{ 16} \\= (w-4)^2 \)

Answer:

Step-by-step explanation:

a² + 2ab +b² = (a+ b)²

w² - 8w + _?___

a = w

2ab = -8w

2*w*b = -8w

b = -8w/2w

b = 4

8w = 2 * 4*w

w² - 8w + 4² =w² -8w + 16

A straight line is a function if it can be written in the form y = mx + b.

Question 1 options:
True
False

Answers

True that’s the answer
The answer is True. Hope this helps

Robin wants to buy a membership at a carwash this summer so that she can keep her car clean. She compared deals from Speedy Clean Carwash and Sudsy Bubbles Carwash to decide which membership to get. Robin arranged the information in the tables below.
How many times will Robin need to wash her car to spend the same amount at both carwashes?
P.S.: I attached the table below:)

Robin wants to buy a membership at a carwash this summer so that she can keep her car clean. She compared

Answers

Robin will need to wash her car 4 times to have spent the same amount at both car washes. I hope this helps!
Robin wants to buy a membership at a carwash this summer so that she can keep her car clean. She compared
It will be 35 dollars

Reina is selling cotton candy and ice cream. Cotton candy sells for $3 per container and ice cream sells for $2 per cup. Reina makes $30 selling cotton candy and ice cream at the local fair.
If cotton candy is represented by x and ice cream by y, what does the y-intercept of the function equal and represent?
A
15, the number of containers of cotton candy sold, if no ice cream is sold.
B
15, the number of ice cream cones sold, if no cotton candy is sold.
C
10, the number of containers of cotton candy sold, if no ice cream is sold.
D
10, the number of ice cream cones sold, if no cotton candy is sold.

Answers

Answer:

you add the biggest number then go lower

Answer:

Its  C, because it asks about Y Which is ice cream

Step-by-step explanation:

What's the answer to this one?

What's the answer to this one?

Answers

I say c.87 good luck

Answer:

C. $87.00

Step-by-step explanation:

If all shoes at Pearl's Vintage Wear are 25% off, then the sale price of a pair of shoes that originally cost $116 would be:

$116 - (25% x $116) = $87

Therefore, the sale price would be $87. The answer is C.

Objective: Demonstrate mastery of the rules for integers

Directions: For your integers project, create a brochure on the rules of integers. The directions for the creation of the brochure are listed below. Have fun!!

Step 1. Using any program, you will create a brochure that includes the following:

a. A cover page with a “catchy” title and a picture that demonstrates integers in our world.

b. A 100-word composition describing three ways in which integers are used in our everyday lives with one accompanying picture.

c. A song or poem explaining the rules for each of the four operations with integers (can be done separately or combined).

Step 2. Use the Browse or Find function to attach your document and upload it for grading.

( can you please do this it doesn’t come with directions and im confused I’ll mark brainlist )

Answers


a. Cover Page: Choose a catchy title that will draw attention to your brochure, and select a picture that demonstrates the use of integers in everyday life. Some examples of catchy titles could be "The Wonderful World of Integers," "Mastering the Rules of Integers," or "Integers: A Guide to Everyday Math." For the picture, you could choose an image of a thermometer, a bank statement, or a measuring tape, all of which use integers.

b. Composition: In this section, you will describe three ways in which integers are used in everyday life. Some examples could be:

- Temperature: We use integers to measure temperature, as it is either above or below zero degrees Celsius or Fahrenheit.
- Money: We use integers to keep track of our finances, as we either have a positive or negative balance in our bank accounts.
- Distance: We use integers to measure distance, as it is either a positive or negative value depending on the direction we are traveling.

c. Song or Poem: This section can be a fun and creative way to remember the rules for each of the four operations with integers. Here are some examples of rhymes or lyrics you could use:

- Addition: When adding integers, it's easy to do. If the signs are the same, add and stay true. If the signs are different, subtract and take. The sign of the bigger number, for goodness sake!
- Subtraction: When subtracting integers, it's a breeze. Keep the first number and change the sign with ease. Add the opposite number and simplify. You'll get the answer, no need to try.
- Multiplication: When multiplying integers, it's not so hard. If the signs are the same, the answer is positive, it's true. If the signs are different, the answer is negative, it's not hard to do.
- Division: When dividing integers, it's as easy as pie. Keep the first number and change the sign, don't ask why. Multiply by the reciprocal, and simplify. You'll get the answer, it's no lie.

Answer:a. Cover Page: Choose a catchy title that will draw attention to your brochure, and select a picture that demonstrates the use of integers in everyday life. Some examples of catchy titles could be "The Wonderful World of Integers," "Mastering the Rules of Integers," or "Integers: A Guide to Everyday Math." For the picture, you could choose an image of a thermometer, a bank statement, or a measuring tape, all of which use integers.

b. Composition: In this section, you will describe three ways in which integers are used in everyday life. Some examples could be:

- Temperature: We use integers to measure temperature, as it is either above or below zero degrees Celsius or Fahrenheit.

- Money: We use integers to keep track of our finances, as we either have a positive or negative balance in our bank accounts.

- Distance: We use integers to measure distance, as it is either a positive or negative value depending on the direction we are traveling.

c. Song or Poem: This section can be a fun and creative way to remember the rules for each of the four operations with integers. Here are some examples of rhymes or lyrics you could use:

- Addition: When adding integers, it's easy to do. If the signs are the same, add and stay true. If the signs are different, subtract and take. The sign of the bigger number, for goodness sake!

- Subtraction: When subtracting integers, it's a breeze. Keep the first number and change the sign with ease. Add the opposite number and simplify. You'll get the answer, no need to try.

- Multiplication: When multiplying integers, it's not so hard. If the signs are the same, the answer is positive, it's true. If the signs are different, the answer is negative, it's not hard to do.

- Division: When dividing integers, it's as easy as pie. Keep the first number and change the sign, don't ask why. Multiply by the reciprocal, and simplify. You'll get the answer, it's no lie.

Step-by-step explanation:

The stem-and-leaf plot displays data collected on the size of 15 classes at two different schools.


Mountain View School Seaside School
0 5, 8
9, 8, 2, 0 1 0, 1, 2, 5, 6, 8
8, 7, 6, 5, 5, 4, 4, 3, 1, 0 2 5, 5, 7, 7, 8
0 3 0, 6
Key: 2 | 1 | 0 means 12 for Mountain View and 10 for Seaside


Part A: Calculate the measures of center. Show all work. (2 points)

Part B: Calculate the measures of variability. Show all work. (1 point)

Part C: If you are interested in a smaller class size, which school is a better choice for you? Explain your reasoning. (1 point)

Answers

To calculate the measures of center, we need to find the mean and median for each school.

For Mountain View School:
Data: 0, 0, 0, 0, 1, 2, 3, 4, 4, 5, 5, 5, 5, 6, 7, 8, 8, 8, 9
Mean: (0 + 0 + 0 + 0 + 1 + 2 + 3 + 4 + 4 + 5 + 5 + 5 + 5 + 6 + 7 + 8 + 8 + 8 + 9) / 19
= 100 / 19
≈ 5.26

To find the median, we need to arrange the data in ascending order: 0, 0, 0, 0, 1, 2, 3, 4, 4, 5, 5, 5, 5, 6, 7, 8, 8, 8, 9.
The median is the middle value, which is the 10th value in this case.
Median: 5

For Seaside School:
Data: 0, 0, 0, 1, 1, 2, 2, 4, 5, 5, 5, 5, 6, 7, 7, 8, 8, 8, 9
Mean: (0 + 0 + 0 + 1 + 1 + 2 + 2 + 4 + 5 + 5 + 5 + 5 + 6 + 7 + 7 + 8 + 8 + 8 + 9) / 19
= 80 / 19
≈ 4.21

To find the median, we need to arrange the data in ascending order: 0, 0, 0, 1, 1, 2, 2, 4, 5, 5, 5, 5, 6, 7, 7, 8, 8, 8, 9.
The median is the middle value, which is the 10th value in this case.
Median: 5

Now let's calculate the measures of variability, specifically the range and interquartile range (IQR).

Range: The range is the difference between the largest and smallest values in the dataset.

For Mountain View School:
Range: 9 - 0 = 9

For Seaside School:
Range: 9 - 0 = 9

Interquartile Range (IQR): The IQR is the difference between the third quartile (Q3) and the first quartile (Q1) and measures the spread of the middle 50% of the data.

For Mountain View School:
Q1 = 3
Q3 = 7
IQR = Q3 - Q1 = 7 - 3 = 4

For Seaside School:
Q1 = 2
Q3 = 7
IQR = Q3 - Q1 = 7 - 2 = 5

To determine which school is a better choice for a smaller class size, we can consider both the mean and the median.

Both the mean and median for Mountain View School are higher than those for Seaside School. This suggests that, on average, the class sizes at Mountain View School are larger than those at Seaside School. Therefore, if you are interested in a smaller class size, Seaside School would be a better choice
Part A:

For Mountain View School:
- Median: The median class size is the middle value, which is 25.
- Mean: The mean class size is the sum of all the class sizes divided by the total number of classes, which is (29 + 28 + 28 + 27 + 25 + 24 + 24 + 23 + 21 + 20 + 19 + 18 + 15 + 13 + 10) / 15 = 21.27.

For Seaside School:
- Median: The median class size is the middle value, which is 20.
- Mean: The mean class size is the sum of all the class sizes divided by the total number of classes, which is (25 + 25 + 27 + 27 + 28 + 28 + 28 + 30 + 31 + 35 + 36 + 38 + 40 + 43 + 45) / 15 = 31.13.

Part B:

For Mountain View School:
- Range: The range is the difference between the largest and smallest values, which is 29 - 10 = 19.
- Interquartile Range (IQR): The IQR is the difference between the third quartile (Q3) and the first quartile (Q1). From the stem-and-leaf plot, we can see that Q1 is 20 and Q3 is 28. Therefore, the IQR is 28 - 20 = 8.

For Seaside School:
- Range: The range is the difference between the largest and smallest values, which is 45 - 25 = 20.
- Interquartile Range (IQR): The IQR is the difference between the third quartile (Q3) and the first quartile (Q1). From the stem-and-leaf plot, we can see that Q1 is 27 and Q3 is 38. Therefore, the IQR is 38 - 27 = 11.

Part C:

If you are interested in a smaller class size, Mountain View School is a better choice for you because it has a lower mean and median class size than Seaside School.

PLEASE HELP!!!!! SEMESTER TEST PART 2 K12 PLEASE ANSWER ALL THE QUESTIONS GETS BRAINLIEST

PLEASE HELP!!!!! SEMESTER TEST PART 2 K12 PLEASE ANSWER ALL THE QUESTIONS GETS BRAINLIEST

Answers

Answ

Step-by-step explanation:

step answer-
Characteristics is greecex

Consider the situations in the table below
Situation A: A hang glider descended 33.57 feet, and then ascended 14.98 feet.
Situation B: A football team gained 7 2/5 yards in one play, and then lost 3/5 of a yard in the next play.
Situation C: A hiker walked 3 1/6 miles yesterday and 2 1/2 miles today.
Situation D: A worker earned $23.66 Monday and spent $15.84 Tuesday.

Calculate the sum of each situation. Order the situations from least to greatest based on the numeric value of the sums.

Answers

Answer:

Step-by-step explanation:Situation A: The hang glider descended 33.57 feet and again ascended 14.98. So 33.57 - 14.98 = 18.58. So now the hang glider is at 18.58 feet

Situation B: Initially they gained 7 2/5 yards and then lost 3/5 yards.

7 2/5 yards can be written as 37/5. As they lost 3/5 yards, 37/5 - 3/5 = 34/5. So the remaining yards are 34/5 yards.

Situation C: Hiker walked 3 1/6 miles and then 2 1/2 miles. So the total distance is 3 1/6 + 2 1/2 = 5 4/6 miles.

Situation D: Total amount earned is $23.66 + $15.84 = $39.5.

Answer:

Step-by-step explanation:Situation A: The hang glider descended 33.57 feet and again ascended 14.98. So 33.57 - 14.98 = 18.58. So now the hang glider is at 18.58 feet

Situation B: Initially they gained 7 2/5 yards and then lost 3/5 yards.

7 2/5 yards can be written as 37/5. As they lost 3/5 yards, 37/5 - 3/5 = 34/5. So the remaining yards are 34/5 yards.

Situation C: Hiker walked 3 1/6 miles and then 2 1/2 miles. So the total distance is 3 1/6 + 2 1/2 = 5 4/6 miles.

Situation D: Total amount earned is $23.66 + $15.84 = $39.5.

Step-by-step explanation:

Use​ the translation (x,y) (x + 1, y - 3) to graph​ the image of triangle DEF

Represent graphically triangle DEF and D'E'F.

Due in 20 minutes pls answer asap

Use the translation (x,y) (x + 1, y - 3) to graph the image of triangle DEFRepresent graphically triangle

Answers

Answer:312357

Step-by-step explanation:



Answer:

The middle one.

Step-by-step explanation:

For every coordinate, add 1 to x-axis and add (-3) to the y-axis

HELP I'LL GIVE BRAINIEST.
A rocket is launched atop a 101 foot cliff with an initial velocity of 116 ft/minute. The path of the rocket can be modeled by the function h(t) = −16t^2 + 116t + 101.

a. When will the rocket hit the ground?

b. What is the maximum height of the rocket?

Answers

I would double check if I were you! Hope this helps!
HELP I'LL GIVE BRAINIEST. A rocket is launched atop a 101 foot cliff with an initial velocity of 116
201 because you add 16 add 116 add 101

If each square that is broken into 100 parts is considered a whole, which model represents 0.68 of 2?

2 models divided into 100 parts. Left: 68 are shaded gray. Right: 68 are shaded gray.
2 models divided into 100 parts. Left: 70 are shaded dark gray. 30 are shaded light gray. Right: 0 are shaded dark gray. 40 are shaded light gray.
2 models divided into 100 parts. Left: 60 are shaded dark gray. 40 are shaded light gray. Right: 20 are shaded dark gray. 20 are shaded light gray.
2 models divided into 100 parts. Left: 100 are shaded gray. Right: 100 are shaded gray.

Answers

Answer:

A. 2 models divided into 100 parts. Left: 68 and shaded gray. Right: 68 are shaded gray.

Step-by-step explanation:

Chanasia buys a plastic bucket. The bucket weighs 460 g. The label on the bucket says Made with 20% recycled plastic. How many grams of recycled plastic is used to make Chanasia’s bucket?

Answers

Answer:

Step-by-step explanation:

So here is the answer: If the plastic bag is 460g and it is 20% recycled plastic, then, i that bucket there is 20*(460g/100)=20*4,6g=92g of recycled plastic. I hope this was helpful to you!

See the picture to solve the question 1Question=10 points

See the picture to solve the question 1Question=10 points

Answers

Answer:

1.5x+2.75y+33

Step-by-step explanation:

Call x: the hour of dogs keeping

      y: the hour of wolves keeping

The total charge for dogs keeping: 19+ 1.5x

The total charge for wolves keeping: 14+2.75y

Total cost (19+ 1.5x)+(14+2.75y)= 1.5x+2.75y+33

the answer is 1.5x+2.75y+33

Sammie purchased a soccer ball for $12.99 . Her total was . $14.17
Sammie paid $
in sales tax.

Answers

Answer:

the sales tax is $1.18

Step-by-step explanation:

The sale taxes $1.08

The deca tree has 10 trunks. On each trunk there are 10 branches. On each branch there are 10 twigs. On each twig there are 10 leaves. One day a woodcutter came along and cut down one trunk from the tree. Then he cut off one branch from another trunk from the tree. He then cut off one twig from another branch. Finally he pulled one leaf from another twig. How many leaves are there left.

Answers

Answer: 8999 leaves is left on tree

Step-by-step explanation:

Remember there are: 10 trunks

10 branches

10 twigs

10 leaves

On one deca tree

Therefore we have to find for :

Which is :

10 trunks × 10 branches = 100 branches

100 branches × 10 twigs = 1000 twigs

1000 twigs × 10 leaves = 10000 leaves

We find for the leaves.

1 trunk = 10 branches = 10 twigs =

10 leaves

1 * 10 * 10 * 10 = 1000 leaves

1000 + 1 = 1001 leaves were picked

10000 - 1001 = 8999 leaves are left on the tree

a 5 year loan with 5.5% simple interest? Find the total amount paid, interest paid, and the monthly payment.

Answers

Hope this helps

To calculate the total amount paid, interest paid, and monthly payment for a 5-year loan with 5.5% simple interest, we need to know the principal amount of the loan. Let's assume the principal amount is $10,000.

Total amount paid = Principal + Interest
Total amount paid = $10,000 + Interest

To calculate the interest, we can use the formula:

Interest = Principal x Rate x Time

Where Rate is the interest rate per year and Time is the time period in years.

Interest = $10,000 x 0.055 x 5
Interest = $2,750

So the total amount paid would be:

Total amount paid = $10,000 + $2,750
Total amount paid = $12,750

To calculate the monthly payment, we can use the formula:

Monthly payment = Total amount paid / Number of months

Where Number of months is the total number of months in the loan term.

Number of months = 5 years x 12 months/year
Number of months = 60 months

Monthly payment = $12,750 / 60
Monthly payment = $212.50

Therefore, the total amount paid is $12,750, the interest paid is $2,750, and the monthly payment is $212.50.

Answer:

Step-by-step explanation:

i had that one its really hard

PLEASE HELP - Due 15th Sept


Tokens are put on some squares of an 8 x 8 grid to make a pattern, such as the one shown in the first diagram (without arrows.

We try to remove the tokens in a sequence of clearing steps. A clearing step consists of choosing row or a column which only contains 1 or 2 tokens and removing them. For example, we cannot initially remove all tokens from Column D. But we can clear Row 5 and then, in some later step, remove the two remaining tokens in column D.


If all the tokens in a oattern can be removed from the grid using some sequence of clearing steps, the pattern is called clearable. The pattern in the diagram is clearable because we can remove all tokens using the following sequence of 13 steps (among other possibilites) :


2, E, 8, G, 7, F, D, 5, 6, 3, 4, A, 1.


These steps are represented by the arrows numbered 1 - 13 in the second diagram.


a) Show that the pattern can be cleared in 11 steps.

b) Explain why it is impossible to clear the pattern in less than 11 steps.

c) The third diagram/pattern is not clearable - explain why.

d) What is the smallest number of tokens that can appear in a non-clearable pattern? Explain.



Thanks so much for your time - these problems are very difficult!!

PLEASE HELP - Due 15th SeptTokens are put on some squares of an 8 x 8 grid to make a pattern, such as
PLEASE HELP - Due 15th SeptTokens are put on some squares of an 8 x 8 grid to make a pattern, such as
PLEASE HELP - Due 15th SeptTokens are put on some squares of an 8 x 8 grid to make a pattern, such as

Answers

D since most of the diagrams don’t have a pattern but is decreasing and the way you can explain it is by the sequence given to you

Answer: I think that it is D

Can anyone help me out with this?

Can anyone help me out with this?

Answers

Answer:

4 + 13y

Step-by-step explanation:

4+13 y

because variables can only be added / subtracted with variables, and since constants with constants

Help me please il give 20 points!

Help me please il give 20 points!
Help me please il give 20 points!
Help me please il give 20 points!

Answers

Answer: 1. a. 15     b. 11     c. 2     d. 7     e. 5.5

2.  Stem:                   Leaf:

        1                           9

        2                         5, 9

        3                        3, 3, 8

        4                        0, 7, 9

        5                          4, 5

        6                           1, 5

        7                           2, 7

        8                             1

3. a. 13 inches        b. I'm pretty sure that it is the second quarter because there is more snow.           c. The first quarter because it's section is more spread out among the numbers.

Step-by-step explanation:

Answer: 1. a. 15 b. 11 c. 2 d.7 e. 5.5
2. Stem:
Leaf:
9
2
5, 9
3
3, 3, 8
4
0, 7, 9
5
4, 5
6
1,5
7
2, 7
8
1
3. a. 13 inches
b. I'm pretty sure that it is
the second quarter because there is more show.
c. The first quarter because it's
section is more spread out among the numbers.
Step-by-step explanation:

Write a word phrase that represents x + 5.

Answers

Answer:

Devin's parents give him money for summer camp this year. He already has $5.

Step-by-step explanation:

the x (unknown) is the money given by his parents, and the 5, is the constant.

The required phrase can be given as," The total number of pens the boy has".

What is an Algebraic expression?

An algebraic expression is the expression that contains variable and constant terms.

The coefficient of variable terms are real numbers.

Only the terms having the same variable can be added or subtracted.

The given expression is x + 5.

The word problem for the given expression can be written as follows,

"Suppose a boy has some pens. One day his teacher gifts him five pens. Now, how many pens does the boy have?"

The number of pens the boy already has can be taken as x.

Then, the total number of pens is x + 5.

Hence, the word phrase that can be the representation of expression x + 5 is,"How many pens does the boy have?"

To know more about algebraic expression click on,

brainly.com/question/953809

#SPJ2

a committee consisting of 4 faculty members and 5 students is to be formed. every committee position has the same duties and voting rights. there are 7 faculty members and 13 students eligible to serve on the committee. in how many ways can the committee be formed?

Answers

C(7, 4) = 7! / (4!(7-4)!) = (7 * 6 * 5) / (3 * 2 * 1) = 35

and

C(13, 5) = 13! / (5!(13-5)!) = (13 * 12 * 11 * 10 * 9) / (5 * 4 * 3 * 2 * 1) = 1287

Multiply these two combinations since the faculty members and students are selected independently:

Total number of ways to form the committee = C(7, 4) * C(13, 5) = 35 * 1287 = 45,045

Therefore, there are 45,045 ways to form the committee consisting of 4 faculty members and 5 students.
To determine the number of ways to form the committee with 4 faculty members and 5 students, we need to calculate the combinations of faculty members and students separately and then multiply them together.

For faculty members:
There are 7 eligible faculty members, and we need to select 4 of them for the committee. This can be done using the combination formula:

C(7, 4) = 7! / (4!(7 - 4)!) = 35.

So, there are 35 ways to select 4 faculty members from the 7 eligible ones.

For students:
There are 13 eligible students, and we need to select 5 of them for the committee. Using the combination formula again:

C(13, 5) = 13! / (5!(13 - 5)!) = 1287.

Therefore, there are 1287 ways to select 5 students from the 13 eligible ones.

To form the committee, we multiply the number of ways to select faculty members by the number of ways to select students:

35 * 1287 = 44,895.

Hence, there are 44,895 ways to form the committee consisting of 4 faculty members and 5 students from the eligible candidates.
Other Questions
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