A batch of 330 samples of rejuvenated mitochondria contains 6 that are mutated (or defective). Two are selected from the batch, at random, without replacement. (a) What is the probability that the second one selected is defective given that the first one was defective? Round your answer to five decimal places (e. g. 98.76543). Enter your answer in accordance to the item a) of the question statement (b) What is the probability that both are defective? Round your answer to five decimal places (e. g. 98.76543). Enter your answer in accordance to the item b) of the question statement (c) What is the probability that both are acceptable? Round your answer to five decimal places (e. g. 98.76543). Enter your answer in accordance to the item c) of the question statement

(a) Probability = 0.01520

(b) Probability = 0.00028

(c) Probability = 0.96391

Step-by-step explanation:

Total mitochondria = 330

Defective = 6

(a) Without replacement, if the first selection contains a defective mitochondria, we have a total of 5 defective remaining from a total of 329 mitochondria. Thus the probability the second one is defective Given the first one was defective will be :

Probability second is defective given the first one is not = 5 / 329 = 0.01520

(b) The probability the first is defective is : 6 / 330 = 0.01818

The probability the second is defective (without replacement) = 5 / 329 = 0.01520

The probability both are defective = 0.01818 * 0.01520 = 0.00028

(c) Probability the first one is acceptable = 324 / 330 = 0.98182

Probability the second one is acceptable = 323 / 329 = 0.98176

Probability both are acceptable = 0.98182 * 0.98176 = 0.96391

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.

a: inscribed angles

step-by-step explanation:

i reviewed this question with a peer and teacher, seems to be correct, me later