Identify the equation for the line tangent to the circle x^2 + y^2 = 100 at the point (−6, 8).

To find the area, we take into account that your data is:

To calculate the area of the circle, we use the following formula:

Area: π * r²

We substitute the data in the formula, and we begin to solve.

taking the square root

Multiply the two numbers

Therefore, the area of the circle is 113.04 cm². The correct alternative is option "A".

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In the question, it is given that a circle has a radius of 6 cm , we have to find the Area.

To Find the area of the circle , we must know this formula:

[tex] \quad\quad\quad \longrightarrow\underline{\boxed{\color{violet}{A=\pi*r^2}}}[/tex]

Now, we will substitute the values in the formula:

[tex]\rightarrow\sf{A=\pi*r^2} \: \: \: \: \: \: \: ( \red{\pi = 3.14})[/tex]

[tex]\rightarrow\sf{A = 3.14 * 6^2}[/tex]

[tex]\rightarrow\sf{A = 3.14 * 36}[/tex]

[tex]\rightarrow\sf{A = 113.0}[/tex]

The area of circle is 113.0 approx .

[tex] \color{blueviolet}{ \mathfrak{llNotYourll}}[/tex]

To fill in the values we have the following

a. log6⁰, log 2 . 1, log 8/3

b. log 1 .4 , 1 , log 4. 6

c. log 9/2, log 3. 5 , log 5⁷

To do this, you have to decide on that particular number that you want to find the logarithm on. Next you have to find the base of that number.

The logarithm of the number is the power that it would have to be raised for us to obtain a different number. You have to note that the logarithm of the number is the exponent that a base would have to be raised up to in order to get a particular number.

Log6⁰ for instance would give us the solution of 1 as the answer. While telling us that we have that the exponent is 0 while the base is 6.

One good property of logarithm is that log m/n = log m - log n also when we have log mn, it is the same as log m * log n

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Answer:

Parallel

Step-by-step explanation:

the equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

given

4x + 2y = 10 ( subtract 4x from both sides )

2y = - 4x + 10 ( divide through by 2 )

y = - 2x + 5 ← in slope- intercept form

with slope m = - 2

and

y = - 2x + 15 ← is in slope- intercept form

with slope m = - 2

• parallel lines have equal slopes

then the 2 lines are parallel

Answer:

Parallel

Step-by-step explanation:

They have the same slope, but different y intercepts.

4x + 2y = 10  Subtract 4x from both sides

2y = -4x +10  Now divide both sides by 2

y = -2x + 5  Compare to y = -2x + 15.  Both equations have the same slope or steepness, but they do not cross the y axis at the same place.  The first equation given crosses the y axis at 5 and the second equation crosses the y axis at 15

Triangles DEF and JKL can be proven to be congruent triangles based on:

C. ASA

E. AAS

F. LA

The ASA congruence theorem states that if two triangles that are have two pairs of corresponding congruent angles and a pair of corresponding included congruent sides, then both triangles are congruent to each other.

The LA congruence theorem states that two right triangles are congruent if they have a pair of congruent legs and a pair of congruent angles that are corresponding to each other.

The AAS congruence theorem states that two triangles with two pairs of congruent angles and a pair of congruent non-included sides are congruent.

From the image given, triangles DEF and JKL can be proven to be congruent triangles using the LA, AAS, and ASA congruence theorems.

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See attachment for the graph of the reflection of f(x) across the y-axis

The function is given as:

f(x) = 1.5(0.5)^x

The rule of reflection across the y-axis is

(x, y) = (-x, y)

So, we have the following equation

f'(x) = 1.5(0.5)^-x

Rewrite the function as

g(x) = 1.5(0.5)^-x

So, we plot the graph of the function g(x)

See attachment for the graph of the reflection of f(x)

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step 1 :

g(x) = 1.5

step 2 :

g(0): 1.5

step 3 :

plot at (0,1.5)

step 4 :

g(1) = 3

g(-1) = .75

step 5 :

plot (1,3) & (-1,0.75)

step 6:

y=0

Answer:

Hey there!

Step-by-step explanation:

This is ur answer...

Hope it helps!

Brainliest pls!

Have a good day!^^

❄ Hi there,

the coefficient of a variable is a number multiplied by that variable; it can be any real number.

∴,

[tex]\hfill\stackrel{\textbf{coefficient of x}}{5}[/tex]

[tex]\hfill\stackrel{\textbf{coefficient of y}} {-3}[/tex]

That's it.                              

❄                                                                                                   [tex]\small\pmb{Frozen \ melody}[/tex]

Answer:

Area of park = 2976 ft²

Length of park = 62 ft

Width of park = ?

Area of park = length ×width

2976 = 62 × width

width = 2976/62

=48 ft

Answer:

Perimeter is 4a - 10

Area is a^2 - 5a

Step-by-step explanation:

Two sides of the rectangle are "a" and two sides of the rectangle are "a-5"  add all four sides and you get a+a+a-5+a-5  Combine the like terms and you get 4a - 10.

The area is when you multiple the two sides together

A = lw

A - a(a-5) = a^2 - 5a

The number of rectangles of different sizes can be formed from 36 identical rectangles is 5

From the question, we have proofs of;

Total number of identical squares = 36

Now, let the measurement of the side of each square be 1 unit

We have that the formula for area of a square is;

Area of a square = Side × Side square units

We have the area of the square to be;

Area of each square = 1×1 = 1 square units

This is so because the rectangles are identical both in length and width

Let's find the area of the identical squares

Area of total 36 identical squares

=  36×1 square units

=  36 square units

So Area of the rectangle = length × breadth square units

if the rectangles are formed from 36 identical squares then their areas are the same

Total area of required rectangles = 36 square units

It can be written as;

36 = length × breadth

(1,36) , (2,18),(3,12),(4,9),(6,6) are the different rectangles formed from 36 identical squares

Total rectangles = 5

Thus, the number of rectangles of different sizes can be formed from 36 identical rectangles is 5

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An equation to describe the relationship between l and r is, as l = r so

5l + 13r = 108.

To find the equation which represents the relationship between l, the number of lilies, and r, the number of roses:

Therefore, an equation to describe the relationship between l and r is, as l = r so 5l + 13r = 108.

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The correct question is given below:

Flannery used 30 lilies and 78 roses to create six identical flower arrangements. Write an equation to describe the relationship between l, the number of lilies, and r, the number of roses.

Answer:

Step-by-step explanation:

r=13/5L

Answer:

Step-by-step explanation:

Volume of the prism is the product of the area of the base and the height of prism.

First, we need to find the area of its triangular base:

Now we can find the volume:

Area of base

Volume

The volume of the parallelopiped is 1 cubic units.

In this question,

A parallelepiped is a three-dimensional shape with six faces, that are all in the shape of a parallelogram. It has 6 faces, 8 vertices, and 12 edges. The volume of a parallelepiped is the space occupied by the shape in a three-dimensional plane.

Let the parallelepiped be PQRS.

The vertices of parallelepiped are P(0, 1, 0), Q(1, 1, 1), R(0, 2, 0), S(3, 1, 2).

The volume of parallelopiped can be found by using following steps.

PQ = Q - P = (1,0,1)

PR = R - P  = (0,1,0)

PS = S - P  = (3,0,2)

Now, the volume of parallelopiped is

[tex]v=\left\begin{vmatrix}1&0&1\\0&1&0\\3&0&2\end{vmatrix}[/tex]

The determinant the matrix is

⇒ 1(2-0) - 0(0-0) + 1(0-3)

⇒ 1(2) - 0 + (-3)

⇒ 2 - 3

⇒ -1

Hence we can conclude that the volume of the parallelopiped is 1 cubic units.

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Using the combination formula, it is found that Julia can take 15 combinations.

[tex]C_{n,x}[/tex] is the number of different combinations of x objects from a set of n elements, given by:

[tex]C_{n,x} = \frac{n!}{x!(n-x)!}[/tex]

For this problem, 4 students are taken from a set of 6, hence the number of combinations is given as follows:

[tex]C_{6,4} = \frac{6!}{4!2!} = 15[/tex]

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Answer:

3rd answer is correct

Step-by-step explanation:

Take the common factor out.

[tex]a {b}^{2} + 6ab + 7a ^{3} - 14a \\ a[ {b}^{2} + 6b + 7 {a}^{2} - 14] \\ \blue{ a[b(b + 6) + 7( {a}^{2} - 2)]}[/tex]

The correct option is: a(b² + 7a² + 6b - 14), which matches the factorized form of the given expression.

The expression ab² + 6ab + 7a³ - 14a can be factored as follows:

ab² + 6ab + 7a³ - 14a

a(b² + 6b + 7a² - 14)

a(b² + 7a² + 6b - 14)

The expression b(b + 6) + 7(a² - 2) does not appear to be directly related to the given expression.

The expression a[(b + 7)(b + 6)(a² - 2)] is not equivalent to the given expression either.

The correct option is: a(b² + 7a² + 6b - 14), which matches the factorized form of the given expression.

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Answer: A

Step-by-step explanation:

Let f(y)=x.

[tex]x=\frac{y+2}{7}\\\\7x=y+2\\\\y=7x-2\\\\f^{-1}(x)=7x-2[/tex]

Answer:

10 degrees

Step-by-step explanation:

8x = 2x + 60

6x = 60

x = 10

The statements which are true regarding the students whose results on 9 tests are as shown are; The median of Nadia's data is equal to the median of Ben's data.

Nadia had the highest score on a test.

According to the task content, it follows that the results of the students in discuss are indicated by means of a box plot as in the attached image.

Consequently, it follows from observation that the median of Nadia and Ben as indicated in the attached box plot is 92 in both cases as indicated by the vertical line in both boxes.

Additionally, the highest score by Nadia is 100 while that for Ben is; 99.

Hence, Nadia had the highest score on a test.

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Answer + Step-by-step explanation:

(a)

Check the attached image.

(b)

Range of sample means : 7.5 - 5.75 = 1.25

(c)

The closer the range of the sample means is to 0 ,

the more confident they can be in their estimate . [tex]\huge \checkmark[/tex]

The farther the range of the sample means is from 0 ,

the more confident they can be in their estimate . 

The mean of the sample means will tend to be a better estimate

than a single sample mean . [tex]\huge \checkmark[/tex]

A single sample mean will tend to be a better estimate

than the mean of the sample means .

The numeric value of ms within is = 19.

To find the numeric value of ms within:

Given: Swithin = 70, sample size = 17 and number of groups = 3.

So, 17 × 3 = 51

70 - 51 = 19

Therefore, the numeric value of ms within is = 19.

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Answer:

Akua now -- x

Ama now -- 4x

Akua in 10 years ---- x+10

Ama in 10 years ---- 4x+10

4x+10 = 2(x+10)

solve for x

let Ama's age be X and Akua's age be Y

X=4Y.......

X+10=(Y+10)2......

4Y+10=2Y+20

4Y-2Y=20-10

2Y=10 divide both side by 2

2Y/2=10/2

Y=5

X=4x5

X=20

therefore Ama =20years and Akua=5years

hope it helps..

Answer:

Step-by-step explanation:

Because of the word "or", this is a disjunction, or a union of all the solutions to the inequality as they present on a number line.

For the first inequality:

4(x + 1) > -4 we distribute through the parenthesis to get

4x + 4 > -4 and subtract 4 from both sides to get

4x > -8 and then divide both sides by 4 to get

x > -2.  That will be graphed on a number line with an open hole over the -2 and the arrow will go to the right where the numbers are bigger than -2. This arrow continues into positive infinity.

For the other inequality:

2x - 4 ≤ -10 we add 4 to both sides to get

2x ≤ -6 and then divide by 2 to get

x ≤ -3. That is a closed hole over -3 and the arrow goes to negative infinity (to the left). Since one arrow goes off to the right forever, and the other arrow goes off to the left forever, and the arrows do not intersect at any point, the interval notation answer is

(-∞, -3] or (-2, ∞).  The parenthesis mean that the number following it is not included (you can't include infinity, either negative or positive, because it's not actually a number) and the brackets mean that the number following it IS included. The hole is closed over the -3 so -3 is included in the solution, where the hole over the -2 is open and is not included.

The mean in minutes of the length of time given= 9.1

The formula used for the determination of mean when a frequency table is given is

= total/n

Where total = frequency×midpoint

n = 42

To calculate the total, the mid point of each length of time is determined as follows;

1+4/2 = 2.5 × 4 = 10

4+7/2= 5.5 × 8 = 44

7+10/2 = 8.5 × 14= 119

10+13/2 = 11.5× 9 = 103.5

13+16/2= 14.5×5 = 72.5

16+19/2= 17.5× 2= 35

Total= 10+44+119+103.5+72.5+35 = 384

Therefore mean = 384/42= 9.1

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to find the fraction of losses, we need to divide the total amount of losses by the total amount of games played.

if we know that the Rangers won 14 games but they played 25, we can write an equation to find the amount of games lost.

14 + n = 25, where n equals the amount of losses.

now we isolate by moving the 14 to the other side. to do this, we must subtract 14 from both sides, leaving us with n = 11. now we know they lost 11 games.

to find the fraction of lost games, all we need to do is divide 11 by 25 without completing the division. that leaves us with 11/25.

the Rangers lost 11/25 games during the season

hope this helped!!

Based on the data given, the conclusion that can be drawn from the correlation coefficient associated with the linear equation is C. There's a weak negative correlation between the variables.

From the information given, it can be seen that the value of y is increasing with the increase in the value of x.

This implies that the correlation is positive. Also, the change in the values of y with x are scattered a lot.

Therefore, the conclusion that can be drawn from the correlation coefficient associated with the linear equation is that there's a weak negative correlation between the variables

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A variable that takes on the values of 0 or 1 and is used to incorporate the effect of categorical variables in a regression model is called the dummy variable.

We know that,

A dummy variable is a binary variable that takes a value of 0 or 1.

In regression analysis, a dummy variable is one that takes only the value 0 or 1 to indicate the absence or presence of some categorical effect that may be expected to shift the outcome.

The number of dummy variables we must create is equal to k - 1, where k is the number of different values that the categorical variable can take on.

It is an artificial variable created to represent an attribute with two or more distinct categories/levels.

These are being used in order to sort out data into mutually exclusive groups.

It is used typically in time series analysis, response modelling, bio-medical studies, economic forecasting and credit scoring.

Therefore, a variable that takes on the values of 0 or 1 and is used to incorporate the effect of categorical variables in a regression model is called the dummy variable.

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keeping in mind that the points are A(-8 , 6) and C(2 , 5), so

[tex]\textit{internal division of a segment using a fraction}\\\\ A(\stackrel{x_1}{-8}~,~\stackrel{y_1}{6})\qquad C(\stackrel{x_2}{2}~,~\stackrel{y_2}{5})~\hspace{8em} \frac{2}{5}\textit{ of the way from A to C} \\\\[-0.35em] ~\dotfill\\\\ (\stackrel{x_2}{2}-\stackrel{x_1}{(-8)}~~,~~ \stackrel{y_2}{5}-\stackrel{y_1}{6})\qquad \implies \qquad \stackrel{\stackrel{\textit{component form of}}{\textit{segment AC}}}{\left( 10 ~~,~~ -1 \right)} \\\\[-0.35em] ~\dotfill[/tex]

[tex]\left( \stackrel{x_1}{-8}~~+~~\frac{2}{5}(10)~~,~~\stackrel{y_1}{6}~~+~~\frac{2}{5}(-1) \right)\implies \left(-8+4~~,~~6-\frac{2}{5} \right) \\\\[-0.35em] ~\dotfill\\\\ ~\hfill B\left(-4~~,~~5\frac{3}{5} \right)~\hfill[/tex]

Step-by-step explanation:

[tex]s = 2\pi(r)(r + h)[/tex]

[tex] \frac{s}{2\pi(r)} = r + h[/tex]

[tex] \frac{s}{2\pi(r) } - r = h[/tex]