1answer.
Ask question
Login Signup
Ask question
All categories
  • English
  • Mathematics
  • Social Studies
  • Business
  • History
  • Health
  • Geography
  • Biology
  • Physics
  • Chemistry
  • Computers and Technology
  • Arts
  • World Languages
  • Spanish
  • French
  • German
  • Advanced Placement (AP)
  • SAT
  • Medicine
  • Law
  • Engineering
horsena [70]
3 years ago
10

A school administrator will assign each student in a group of n students to one of m classrooms. If 3 < m < 13 < n, is

it possible to assign each of the n students to one of the m classrooms so that each classroom has the same number of students assigned to it?
Mathematics
1 answer:
tatiyna3 years ago
4 0

Answer:

Hence to get same number of students in each classroom,the sufficient condition is that assign 13n students to each classroom.

Step-by-step explanation:

Given:

There are m classrooms and n be the students

3<m<13<n.

To Find:

Whether it is possible to assign each of n students to one of m classrooms with same no.of students.

Solution:

This problem is related to p/q form  has to be integer in order to get same no of students assigned to the classroom.

As similar as ,n/m ratio

So 1st condition is that,

If it is possible to assign the n/m must be integer and n should be multiple of m,

when we assign 3n students to m classrooms ,we cannot say that 3n/m= integer so that  n is greater than 13 i.e n=14 and m=6

hence they are not multiple of each other so they will not make same students in each classrooms.

Otherwise,n=14 and m=7 they will give same number but this condition is not sufficient condition to assign the student.

So 2nd condition is that ,

When we assign 13n students to m classrooms, as 13 is prime number and

3<m<13 which implies the 13n/m to be integer so n and m must be multiple of each other.

Suppose n=20 and m=5 classrooms

then 13*20=260 ,

260/5=52 students in each classroom,

You might be interested in
A helicopter is hovering 110 feet in the air over a landing pad. If a man sees the helecopter at an angle of elevation of 29°, w
Pavel [41]
See the attached figure to better understand the problem

we know that

tan 29°=AC/CB--------> CB=AC/tan 29°
AC=110 ft 
CB--------> <span>how far the man is from the helicopter landing pad
</span>so
CB=AC/tan 29°----------> CB=110/ tan 29°----------> CB=198.45 ft

the answer is
the man is  198.45 ft  from the helicopter landing pad 

3 0
3 years ago
How many nickels have the same value as a half dollar.?
Advocard [28]
A nickel has the monetary worth of $0.05
A half-dollar has the monetary worth of $0.50

0.50/0.05 = 10

you will need 10 nickels to have the same monetary worth as a half dollar


hope this helps
8 0
3 years ago
If the diameter of the circle below is 16 in., what is the area of the circle?
mote1985 [20]

Answer:

64π inches² (approximately 201.06 inches²)

Step-by-step explanation:

A=\pi r^2 where r is the radius

To find the radius, divide the diameter by 2

16 ÷ 2 = 8 inches

Plug in 8 as the radius

A=\pi (8)^2\\A=64\pi

A=201.06 (approximately)

Therefore, the area of the circle is 64π inches², or approximately 201.06 inches².

I hope this helps!

8 0
3 years ago
Read 2 more answers
A wire is first bent into the shape of a square. Each side of the square is 6cm long. Then the wire is unbent and reshaped into
MaRussiya [10]

Hi there!

Assuming a perfect square: we know there are 4 sides in a square, and all of them have equal length. This means that every side of the square is 6 cm, and with 4 sides, that would make an overall length / perimeter of 6 + 6 + 6 + 6, or 6*4, which would equal 24 cm. This means that our wire must be 24 cm long.

Now, for the rectangle. We know with rectangles that they also have 4 sides, and in pairs of 2 in terms of length (2 of the sides have the same length, and the other two have the same length). This means we know there are 2 sides that are 9 cm, which would mean 18 cm in total. This is the total amount of wire taken up by the length, but we are looking for the width. Thus, we can see how much wire is leftover not taken up by the length by subtracting 18 from 24:

24-18=6

Now, we see that the two sides that make up the width are 6 cm long. As those two sides are equal length, we can divide 6 cm into two equal parts to see the width.

6/2 = 3 cm.

Thus, the width of the rectangle is 3 cm.

Hope this helps!

4 0
2 years ago
Which expression is equivalent to the given expression? (3m-4)^3(3m^5)
BabaBlast [244]

Answer: D.

Step-by-step explanation:

You want to cube each term in the parentheses. When you take an exponent to an exponent, you just multiply them. You get (27m^-12). In order to get rid of that negative exponent, you should put a one over the m term and make -12, +12:

(\frac{27}{m^12} )(3m^5)

Multiply the numerators to get:

81m^5

You now have:

\frac{81m^5}{m^12}

When you divide exponents, you subtract them. 5 - 12 = -7

You have m^-7 which is the same as 1/m^7. Finally, mulitply that by the 81 we left out to get the answer of D.

8 0
3 years ago
Other questions:
  • Who ever answers first get 100 points
    15·2 answers
  • Radian question. Answer asap please!!!
    10·1 answer
  • A coordinate plane with a line passing through the points (negative 4, negative 5) and (1, negative 1).
    11·2 answers
  • 1<br> What word phrase can you use to represent the algebraic expression?<br><br> 2x + 7
    13·1 answer
  • There are 323 students and 17 buses.hwo many students will be on each bus if there is an equal number of students on each bus?
    9·2 answers
  • Find the value of x<br> m&lt;2=4x+12
    13·1 answer
  • 3. Escribe la ecuación de la elipse que cumple con:<br> F1(-3,0) F2(3,0) y a=4
    14·1 answer
  • 19. What are the values of a and bin each right<br> triangle? Explain.
    6·1 answer
  • Please help me. Thank you!
    9·1 answer
  • The graph of a function is given below.<br> Give all x-intercepts and y-intercepts shown.
    9·2 answers
Add answer
Login
Not registered? Fast signup
Signup
Login Signup
Ask question!