Each year the admissions committee at a top business school receives a large number of applications for admission to the MBA program and they have to decide on the number of offers to make. Since some of the admitted students may decide to pursue other opportunities, the committee typically admits more students that the ideal class size of 720 students. You were asked to help the admissions committee estimate the appropriate number of people who should be offered admission. It is estimated that in the coming year the number of people who will not accept the admission offer is normally distributed with mean 50 and standard deviation of 21. Suppose for now that the school does not maintain a waiting list, that is, all students are accepted or rejected. A. Suppose 750 students are admitted. What is the probability that the class size will be at least 720 students? B. It is hard to associate a monetary value with admitting too many students or admitting too few. However, there is a mutual agreement that it is about two times more expensive to have a student in excess of the ideal 720 than to have fewer students in the class. What is the appropriate number of students to admit? C. A waiting list mitigates the problem of having too few students since at the very last moment there is an opportunity to admit some students from the waiting list. Hence, the admissions committee revises its estimate: It claims that it is five times more expensive to have a student in excess of 720 than to have fewer students accept among the initial group of admitted students. What is your revised suggestion?

to find the total number of combinations, multiply the quantity of each item by each other:

2 pairs of shoes x 3 pairs of shorts = 6 different combinations.

step-by-step explanation:

answer: y=0 if that is what u r looking for

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.