/*! This file is auto-generated */ .wp-block-button__link{color:#fff;background-color:#32373c;border-radius:9999px;box-shadow:none;text-decoration:none;padding:calc(.667em + 2px) calc(1.333em + 2px);font-size:1.125em}.wp-block-file__button{background:#32373c;color:#fff;text-decoration:none} Problem 3 Evaluate each number of permutat... [FREE SOLUTION] | 91Ó°ÊÓ

91Ó°ÊÓ

Evaluate each number of permutations or combinations without using your calculator. Show your calculations. a. \({ }_{5} P_{3}\) (a) b. \({ }_{5} C_{3}\) c. \({ }_{5} P_{4}\) d. \({ }_{5} C_{4}\)

Short Answer

Expert verified
a. 60, b. 10, c. 120, d. 5

Step by step solution

01

Understanding Permutations

Permutations refer to arrangements where the order matters. The formula to find permutations of choosing \( r \) objects from \( n \) objects is given by \( nPr = \frac{n!}{(n-r)!} \). We will use this formula to solve part (a) and part (c).
02

Calculating \( _{5}P_{3} \)

Using the formula for permutations, \( _{5}P_{3} = \frac{5!}{(5-3)!} = \frac{5!}{2!} \).Calculate \( 5! = 5 \times 4 \times 3 \times 2 \times 1 = 120 \).Calculate \( 2! = 2 \times 1 = 2 \).So, \( _{5}P_{3} = \frac{120}{2} = 60 \).
03

Understanding Combinations

Combinations involve selections where the order does not matter. The formula for combinations is \( nCr = \frac{n!}{r!(n-r)!} \). We will use this formula to solve part (b) and part (d).
04

Calculating \( _{5}C_{3} \)

Using the combinations formula, \( _{5}C_{3} = \frac{5!}{3!(5-3)!} = \frac{5!}{3!2!} \).We know, \( 5! = 120 \), \( 3! = 3 \times 2 \times 1 = 6 \), and \( 2! = 2 \).So, \( _{5}C_{3} = \frac{120}{6 \times 2} = \frac{120}{12} = 10 \).
05

Calculating \( _{5}P_{4} \)

Using the permutations formula again, \( _{5}P_{4} = \frac{5!}{(5-4)!} = \frac{5!}{1!} \).Calculate \( 5! = 120 \).Calculate \( 1! = 1 \).So, \( _{5}P_{4} = \frac{120}{1} = 120 \).
06

Calculating \( _{5}C_{4} \)

For combinations, \( _{5}C_{4} = \frac{5!}{4!(5-4)!} = \frac{5!}{4!1!} \).We know, \( 5! = 120 \), \( 4! = 4 \times 3 \times 2 \times 1 = 24 \), and \( 1! = 1 \).So, \( _{5}C_{4} = \frac{120}{24 \times 1} = \frac{120}{24} = 5 \).

Unlock Step-by-Step Solutions & Ace Your Exams!

  • Full Textbook Solutions

    Get detailed explanations and key concepts

  • Unlimited Al creation

    Al flashcards, explanations, exams and more...

  • Ads-free access

    To over 500 millions flashcards

  • Money-back guarantee

    We refund you if you fail your exam.

Over 30 million students worldwide already upgrade their learning with 91Ó°ÊÓ!

Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Permutations
Permutations are used to determine the number of possible arrangements in a set where the order is important. The concept applies when you want to know how many different ways you can arrange a certain number of items out of a larger set. This is crucial in fields such as scheduling and arrangement problems.
For permutations of choosing \( r \) items from \( n \) items, the formula is:
  • \( {}_nP_r = \frac{n!}{(n-r)!} \)
In simpler terms, you calculate the factorial of the total number of elements and then divide it by the factorial of the difference between the total number and the number of elements being chosen. When solving problems like \( {}_5P_3 \), you start by calculating \( 5! \), which is \( 5 \times 4 \times 3 \times 2 \times 1 = 120 \). Then, calculate \( (5-3)! = 2! = 2 \times 1 = 2 \), and divide to get \( 60 \) possible permutations.
Combinations
Unlike permutations, combinations are used when the order does not matter, only the selection itself is important. This is often used in probability calculations, where only the combination of the selected items impacts the outcome. To compute combinations, use the formula:
  • \( {}_nC_r = \frac{n!}{r!(n-r)!} \)
Here you see the introduction of another factorial, \( r! \), to discount arrangements within the selection. For example, in \( {}_5C_3 \), calculate \( 5! = 120 \), \( 3! = 6 \), and \( (5-3)! = 2! = 2 \). Then, \( \frac{120}{6 \times 2} = 10 \). This tells us there are 10 different ways to choose 3 items from a set of 5, without regard for order.
Factorials
Factorials form the backbone of both permutations and combinations calculations. A factorial, denoted by an exclamation mark \( n! \), is the product of all positive integers less than or equal to \( n \).
For example, \( 4! = 4 \times 3 \times 2 \times 1 = 24 \).
Factorials represent the total number of distinct arrangements for a set of elements and hence assist in determining the number of ways they can be sequenced or combined.
Understanding the properties of factorials is crucial for simplifying expressions. For instance, cancelling terms in fractions involving factorials typically simplifies problems quickly, as seen in both permutations and combinations calculations.
Mathematical Calculations
Mathematics is all about solving problems efficiently and accurately. Both permutations and combinations require careful calculations to ensure the right outcomes. Start by computing factorials correctly, and fully simplify each expression step by step. This process often involves:
  • Multiplying sequences of numbers as required for factorials.
  • Dividing the results to satisfy either permutation or combination formulas.
A common strategy is writing down each step clearly, as shown in the original problem solutions. For instance, using \( {}_5P_4 \) in calculations: evaluate \( 5! = 120 \) and \( 1! = 1 \), then \( \frac{120}{1} = 120 \). Similarly in combinations \( {}_5C_4 \), calculate \( \frac{120}{24 \times 1} = 5 \), showcasing the precision needed in mathematical calculations.

One App. One Place for Learning.

All the tools & learning materials you need for study success - in one app.

Get started for free

Most popular questions from this chapter

In a random walk, you move according to rules with each move being determined by a random process. The simplest type of random walk is a one-dimensional walk where each move is either one step forward or one step backward on a number line. a. Start at 0 on the number line and flip a coin to determine your move. Heads means you take one step forward to the next integer, and tails means you take one step backward to the previous integer. What sequence of six tosses will land you on the number-line locations \(+1,+2,+1,+2,+3,+2\) ? (a) b. Explore a one-dimensional walk of 100 moves using a calculator routine that randomly generates \(+1\) or \(-1\). In list \(\mathrm{L} 1\), generate random numbers with 1 representing a step forward and \(-1\) representing a step backward. Describe what you need to do with list L1 to show your number-line location after every step. [r \([\) See Calculator Note 10A and 10B. 4] c. Describe the results of your simulation. Is this what you expected?

A teacher would like to use her calculator to randomly assign her 24 students to 6 groups of 4 students each. Create a calculator routine to do this.

At a restaurant, you select three different side dishes from eight possibilities. Is this situation a permutation, a combination, or neither? Explain. (a)

Astrid works as an intern in a windmill park in Holland. She has learned that the anemometer, which measures wind speed, gives off electrical pulses and that the pulses are counted each second. The ratio of pulses per second to wind speed in meters per second is always \(4.5\) to 1 . a. If the wind speed is 40 meters per second, how many pulses per second should the anemometer be giving off? b. If the anemometer is giving off 84 pulses per second, what is the wind speed?

In April 2004, the faculty at Princeton University voted that each department could give A grades to no more than \(35 \%\) of their students. Japanese teacher Kyoko Loetscher felt that 11 of her 20 students deserved A's, as they had earned better than \(90 \%\) in the course. However, she could give A's to only \(35 \%\) of her students. How many students is this? Draw two relative frequency circle graphs: one that shows the grades (A's versus non-A's) that Loetscher would like to give and one that shows the grades she is allowed to give. (Newsweek, Febnary 14, 2005, p. 8) (a)

See all solutions

Recommended explanations on Math Textbooks

View all explanations

What do you think about this solution?

We value your feedback to improve our textbook solutions.

Study anywhere. Anytime. Across all devices.