To analyze the situation, we know that there are a total of 348 teachers, with 195 being math teachers. The number of science teachers can be represented as \( x \).
We can derive the following relationships from the information given:
-
The total number of teachers is the sum of math teachers and science teachers: \[ x + 195 = 348 \]
-
We can also express the number of science teachers in another way: \[ x = 348 - 195 \]
Now, let's evaluate the statements:
A. \( 195x = 348 \)
- This is incorrect because it wrongly implies a multiplication relationship rather than addition.
B. \( x + 195 = 348 \)
- This is correct, reflecting the total number of teachers.
C. \( x = 348 - 195 \)
- This is also correct, as it rearranges the equation to solve for \( x \).
D. 153 science teachers attend.
- This is incorrect. If we calculate \( x \) using \( x = 348 - 195 \): \[ x = 348 - 195 = 153, \] while this calculation is correct, the statement is put in a numerical form that suggests a truthful numerical representation.
E. 161 science teachers attend.
- This is incorrect according to our calculations.
Thus, the correct statements are:
- B. \( x + 195 = 348 \)
- C. \( x = 348 - 195 \)
- D. 153 science teachers attend. (This calculation is valid and matches the result from \( x = 153 \))
In summary, the correct statements are B, C, and D.