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If the standard quota of state \(X\) is 35.41 , then which of the following apportionments to state \(X\) is (or are) possible under Hamilton's method? (a) 35.4 or 35.5 (b) any positive integer less than 36 (c) 35 or 36 (d) 35 only (e) 36 only

Short Answer

Expert verified
The possible apportionments for state X under Hamilton's method could be (b) any positive integer less than 36, (c) 35 or 36 and (d) 35 only.

Step by step solution

01

Understanding Hamilton's method

According to Hamilton's method, we round the standard quotas to the nearest whole number to finalize the number of seats. However, the direction of rounding (up or down) depends upon the fractional part of the quota, which is the value after the decimal point. If the fraction is 0.5 or more, we round up, otherwise round down. The standard quota for state X is 35.41.
02

Evaluate Option (a)

Option (a) suggests 35.4 or 35.5. Hamilton's method deals with whole numbers, these are not integers and hence, are not valid solutions.
03

Evaluate Option (b)

Option (b) suggests any positive integer less than 36. This includes 1, 2, ..., 34, 35. Since our standard quota is 35.41, which gets rounded down to 35, this option is valid.
04

Evaluate Option (c)

Option (c) suggests 35 or 36. As per Hamilton's method, 35.41 would be rounded down to 35. Thus, this option includes a valid solution.
05

Evaluate Option (d)

Option (d) suggests 35 only. Which is indeed a valid solution as per Hamilton's Method of rounding.
06

Evaluate Option (e)

Option (e) suggests 36 only. Since Hamilton's method rounds 35.41 down to 35, this option is invalid.

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Key Concepts

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

Apportionment
Apportionment is all about distributing something in a fair way. In mathematics, this usually refers to assigning a number of items, like seats or resources, across different groups based on some criteria.
It's essentially about breaking down a whole into parts. Imagine you have a pie and want to split it among your friends based on how much each helped with a project. Apportionment is the method you use to make sure it's fair.
In the context of Hamilton's Method, apportionment is looking at distributing seats based on a calculated value called the "standard quota." It's all about using mathematical guidelines to ensure that every share corresponds to the deserved portion.
Standard Quota
The standard quota is a crucial concept when dividing resources or seats using Hamilton's method. It essentially represents the precise but not rounded number each group "deserves" based on its size or need.
For example, if a state's population warrants more seats, its standard quota will be higher. This number guides how many items or seats they ideally receive.
Think of it like the exact decimal number of slices each group should get in a pie – before any rounding takes place. In our earlier math problem, the standard quota for State X was 35.41. Understanding how to calculate and interpret this number is key to solving apportionment problems with precision.
Mathematics Problem-Solving
Solving math problems often requires a methodical approach, breaking down the problem into smaller steps. Hamilton's Method is an excellent example of this structured form of problem-solving.
Each problem has specific rules to follow, like identifying the fractional part of the standard quota and determining the direction of rounding based on it. These step-by-step strategies help mathematicians, students and problem-solvers reach accurate conclusions consistently.
  • Identify the standard quota.
  • Analyze fractional values for rounding.
  • Apply the rules systematically.
Hamilton’s Method simplifies a seemingly complex distribution into clear, manageable steps, showcasing a vital aspect of successful mathematical problem-solving.
Educational Mathematics
Educational mathematics aims to make complex topics accessible to learners of all ages. It's all about framing concepts in simple terms, breaking them down into understandable parts.
By using methods such as Hamilton's, students learn how to apply mathematical theories to real-world scenarios like apportionment. It's crucial to highlight the relevance and application of each concept rather than just focusing on arithmetic or computation.
This approach not only fosters a deeper understanding but also helps students develop critical thinking and problem-solving skills. By integrating these concepts into educational curriculums, learners are better prepared to tackle both academic challenges and practical life problems.

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Most popular questions from this chapter

Exercises 61 and 62 are based on the following story: Mom found an open box of her children's favorite candy bars. She decides to apportion the candy bars among her three youngest children according to the number of minutes each child spent doing homework during the week. (a) Suppose that there were 11 candy bars in the box. Giv. en that Bob did homework for a total of 54 minutes. Peter did homework for a total of 243 minutes, and Ron did homework for a total of 703 minutes, apportion the 11 candy bars among the children using Hamilton's method. (b) Suppose that before mom hands out the candy bars, the children decide to spend a "little" extra time on homework. Bob puts in an extra 2 minutes (for a total of 56 minutes), Peter an extra 12 minutes (for a total of 255 minutes), and Ron an extra 86 minutes (for a total of 789 minutes). Using these new totals, apportion the 11 candy bars among the children using Hamilton's method (c) The results of (a) and (b) illustrate one of the paradoxes of Hamilton's method. Which one? Explain.

Explain why Webster's method cannot produce (a) the Alabama paradox (b) the new-states paradox

If the standard quota of state \(Y\) is 78.24 , then which of the following apportionments to state \(Y\) is (or are) possible under Adams's method? (a) 77,78 or 79 (b) 77,78,79 or 80 (c) 78,79,80 or 81 (d) 79 only (e) 78 only

Exercises 61 and 62 are based on the following story: Mom found an open box of her children's favorite candy bars. She decides to apportion the candy bars among her three youngest children according to the number of minutes each child spent doing homework during the week. (a) Suppose that there were 10 candy bars in the box. Given that Bob did homework for a total of 54 minutes. Peter did homework for a total of 243 minutes. and Ron did homework for a total of 703 minutes. apportion the 10 candy bars among the children using Hamilton's method (b) Suppose that just before she hands out the candy bars. mom finds one extra candy bar. Using the same total minutes as in (a), apportion now the 11 candy bars among the children using Hamilton's method. (c) The results of (a) and (b) illustrate one of the para- doxes of Hamilton's method, Which one? Explain.

This exercise comes in two parts. Read Part I and answer (a) and (b), then read Part II and answer (c) and (d). Part L. A catering company contracts to provide catering services to three schools: Alexdale, with 617 students, Bromville, with 1,292 students, and Canley, with 981 students. The 30 food-service workers employed by the catering company are apportioned among the schools based on student enrollments, (a) Find the standard divisor, rounded to the nearest integer. (b) Find the apportionment of the 30 workers to the three schools under Hamilton's method. Part II. The catering company gets a contract to service one additional school - Dillwood, with 885 students. To account for the additional students, the company hires 9 additional food-service workers. [885 students represent approximately 9 workers based on the standard divisor found in (a).] (c) Find the apportionment of the 39 workers to the four schools under Hamilton's method. (d) Which paradox is illustrated by the results of (b) and (c)? Explain.

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