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o-na [289]
4 years ago
13

Two parallel lines are cut by a transversal such that angle 2 and angle 3 are consecutive interior angles. If the measure of ang

le 2 is 65°, what is the measure of angle 3?
A.
65°
B.
115°
C.
165°
D.
180°
Mathematics
1 answer:
murzikaleks [220]4 years ago
8 0

Answer:

B

Step-by-step explanation:

65 + angle3 = 180 \\ angle3 = 180 - 65 \\angle 3 = 115

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Answer:

a) P(NP/L)  = 0.1

b) P(P/L) = 0.9

c) P(P) = 0.666

d) P(L/P) = 0.945

e) P(NL U NP) = 0.37

Step-by-step explanation:

given that;

P  = passing the course, NP = Not passing the course, L = Using lab, NL = not using Lab

P(L) = 70% = 0.7,             P(NL) = 30% = 0.3

P(P/L) = 90% = 0.9

P(P/NL) = 12% = 0.12

a)

the probability of not passing the course given that the student went to the Learning Lab

P(NP/L) = 1 - P(P/L)

P(NP/L)  = 1 - 0.9

P(NP/L)  = 0.1

b)

the probability of using the Learning Lab and passing the course

P(P/L) = 0.9

c)

the probability of passing the class

P(P) = P(P/L) * P(L) + P(P/NL) * P(NL)

= (0.9 * 0.7) + (0.12 * 0.3)

P(P) = 0.666

d)

the probability that a student utilized the Learning Lab given the condition that the student passed the class

P(L/P) = [P(P/L) * P(L)] / P(P)

P(L/P) = (0.9 * 0.7) / 0.666 = 0.63/0.666

P(L/P) = 0.945

e)

the probability of not using the Learning Lab or not passing the class

P(NL U NP) = P(NL) + P(NP) - P(NP n NL)

= 0.3 + 0.334 - (0.88 * 0.3 )

= 0.634 - 0.264  

P(NL U NP) = 0.37

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Answer:

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krok68 [10]

Answer:

3 is the GCF

Step-by-step explanation:

that is your answer

3 0
3 years ago
Identify the vertex and the y-intercept of the graph of the function y--(x+3 +4
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The vertex is at (-3, 4)



This can be found by looking at the basic form of vertex form:



y = (x - h)^2 + k



In this basic form the vertex is (h, k). By looking at what is plugged into the equation, it is clear that h = -3 and k = 4. This means the vertex is at (-3, 4).



The y-intercept is at 13. To find this we must first square the parenthesis and get the equation into standard form.


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