What is the approximate circumference of the circle that has a center at (2, 1) and passes through the point (2, 5)?
A.) 8 units
B.) 13 units
C.) 25 units
D.) 50 units

Answer:

3x-2x-6=4x-7

x-6. =4x-7

3x=1

X=1/3

Answer:

For a regular polygon, the perimeter is equal to the product of one side length and the number of sides of the polygon. For example, the perimeter of a regular pentagon whose side length 8 cm, is given by; Perimeter of a regular pentagon = 8 x 5 = 40 cm.

Step-by-step explanation:

I hope I've helped :).

Answer:

perimeter = number of sides x the length of any side.

Step-by-step explanation:

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Answer:

Lateral surface area is 847.8 centimeters^2

Step-by-step explanation:

The formula for determining the lateral surface area of a cylinder is expressed as

Lateral surface area = 2πrh

Where

r = radius of the cylinder

h = the height of the cylinder

From the information given,

r = 9 centimeters

h = 15 centimeters

π = 3.14

Lateral surface area = 2 × 3.14 × 9 × 15 = 847.8 centimeters^2

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Given:

4, x, y, 108 are the consecutive terms of a G.P.

To find:

The x and y.

Solution:

The nth term of a G.P. is:

[tex]a_n=ar^{n-1}[/tex]

Where, a is the first term and r is the common ratio.

Let us consider 4, x, y, 108 are the first 4 terms of the G.P. Here 4 is the first term of the given G.P.

Suppose r  the common ratio, then 4th term of the given G.P. is:

[tex]a_4=4(r)^{4-1}[/tex]

[tex]a_4=4(r)^{3}[/tex]

The 4th term of the G.P. is 108.

[tex]4(r)^{3}=108[/tex]

[tex]r^{3}=\dfrac{108}{4}[/tex]

[tex]r^{3}=27[/tex]

[tex]r^{3}=3^3[/tex]

On comparing both sides, we get

[tex]r=3[/tex]

The common ratio is 3.

The second term of the given G.P. is:

[tex]x=4r[/tex]

[tex]x=4(3)[/tex]

[tex]x=12[/tex]

The third term of the given G.P. is:

[tex]y=xr[/tex]

[tex]y=12(3)[/tex]

[tex]y=36[/tex]

Therefore, the value x is 12 and the value of y is 36.

Answer:

The answer is A

Step-by-step explanation:

12 x 5 = 60

16 x 6 = 96

60 + 96 =156 ft

Answer:

[tex]6 \times 5 + 6 \times 16 = 6 \times 21 = 126[/tex]

false

it is a decimal not a fraction

Answer:

solution set must contain all numbers less than zero or greater than one

graph H illustrates this solution

Step-by-step explanation:

6x - 14 < -14

6x < 0

x < 0

3x + 10 > 13

3x > 3

x > 1

Answer:

To color the hair of one client takes 55 minutes

To give a client a haircut takes 72-55 which is 17

Step-by-step explanation:

i hope this helps ;)

Answer:

4

Step-by-step explanation:

You divide 125 by 40 and that will give you 3 1/8. In the question, it says to use whole numbers and you'd have to go up, giving you 4.

It takes you together 6.67 minutes to paint 50 square feet, as you have to consider that the together rate is the sum of the separate rates.

Addition is a way of combining things and counting them together as one large group. ... Addition in math is a process of combining two or more numbers.

here, we have,

The together rate is the sum of the separate rates.

In this question:

Sam's rate is 1/10 for 25 square feet, so 1/20 for 50 square feet.

Your's rate is 1/5 for 25 square feet, so 1/10 for 50 square feet.

Together rate:

1/x = 1/20 + 1/10

or, 1/x = 3/20

or, x = 20/3

or, x = 6.67

so, we get,

It takes you together 6.67 minutes to paint 50 square feet, as you have to consider that the together rate is the sum of the separate rates.

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complete question:

Sam and you are going to paint your room together.

Sam takes 10 minutes to paint 25 square feet.

It takes you 5 minutes to paint 25 square feet.

Sam says, "If we paint together, then it will take 15

minutes for us to cover 50 square feet."

Give an explanation to convince Sam that she is

incorrect

Answer:

[tex]\sqrt{20}[/tex]

Step-by-step explanation:

the answer would be between [tex]\sqrt{16}[/tex], which is 4, and [tex]\sqrt{25}[/tex], which is 5.

4.47 i.e., [tex]\sqrt{20}[/tex] is the irrational number between 4 & 5.

Irrational number, any real number that cannot be expressed as the quotient of two integers—that is, p/q, where p and q are both integers. For example, there is no number among integers and fractions that equals Square root of [tex]\sqrt{2}[/tex].

Given irrational numbers

[tex]\sqrt{12} = 3.46[/tex]

[tex]\sqrt{20} =4.47[/tex]

[tex]\sqrt{34}=5.83[/tex]

[tex]\sqrt{80} =8.94[/tex]

Therefore, 4.47 i.e., [tex]\sqrt{20}[/tex] is between 4 & 5.

Hence, correct option is B.

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Answer:

[tex]3^{3}[/tex]

Step-by-step explanation:

The number 27 is written in the form of a base of 3 and the exponent of 3 is given as 3³.

The analysis of mathematical representations is algebra, and the handling of those symbols is logic.

here, we have,

It is a method for dividing a polynomial into pieces that will be multiplied together.

At this moment, the polynomial's value will be zero.

Rewrite 27 as a base and exponent without using an exponent of 1.

The number 27 can be written as,

27 = 3 x 3 x 3

27 = 3³

Then the number 27 is written in the form of a base of 3 and the exponent of 3 is given as 3³.

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Answer:

Let the total number of people in the group=x

So total number of men =3x/8

Hence total number of women=5x/8

No. of men having brown eyes=2/3*3x/8=x/4

Total no. of people having brown eyes=3x/4

No.of women having brown eyes

=3x/4 -x/4=2x/4=x/2

No. of women who don't have brown eyes= 5x/8-x/2 = x/8

So the fraction is x/8x= 1/8

Step-by-step explanation:

Answer: 28 children

A ratio has two or more numbers that symbolize relation to each other. Ratios are used to compare the numbers, and you can compare them using division.

First, we would need to figure out the total number of students. To do this, we can divide 84 by 3, then add that to the total.

84 ÷ 3 = 28

28 + 84 = 112

This means that there are 112 students in the classroom.

If 3/4 of the children in the school have blue eyes, we know that 1/4 of the children will have brown eyes. We can convert 1/4 into a decimal, or into a percentage, to get the number of children with brown eyes.

1/4 = 0.25 = 25%

To figure out how much 25% of 112 is, we can simply multiply 112 by 0.25.

112 × 0.25 = 28

So, this means that there are 28 children with blue eyes in the school.

Answer:

Option C, 13.7 cm

Step-by-step explanation:

Cos(31°) = [tex]\frac{x}{15}[/tex]

=> Multiply 15 on both sides of "="

Cos(31°) * 15 = x

13.7 = x

Hope this helps!

Step-by-step explanation:

note that 7⁰ is always 1.

[tex] \frac{ {7}^{ - 10} }{ {7}^{4} } \\ \\ \frac{1}{ {7}^{14} } \\ \\ {7}^{ - 14} [/tex]

the answer is shown above

Answer:

Last option, [tex]\frac{1}{7^{14} }[/tex]

Step-by-step explanation:

[tex]\frac{7^{-10} }{(7^{4} )(7^{0} )}[/tex]=>[tex]\frac{7^{-10} }{7^{4+0}}[/tex]=>[tex]\frac{7^{-10} }{7^{4}}[/tex]=>[tex]7^{-10-4}[/tex]=>[tex]7^{-14}[/tex]=>[tex]\frac{1}{7^{14} }[/tex]

Answer:

Number of people fit in 6 feet by 6 feet room = 12 people

Step-by-step explanation:

Given:

Number of people fit in 9 feet by 4 feet room = 12 people

Find;

Number of people fit in 6 feet by 6 feet room

Computation:

Surface area of 9 feet by 4 feet room = 9 x 4

Surface area of 9 feet by 4 feet room = 36 feet²

So,

Surface area of 6 feet by 6 feet room = 6 x 6

Surface area of 6 feet by 6 feet room = 36 feet²

Surface area of both rooms are equal. so number of people are also equal

Number of people fit in 6 feet by 6 feet room = 12 people

Answer:

  Line D

Step-by-step explanation:

You want to know which line is not parallel or perpendicular to the other given lines:

 A: 2y -x = 2

  B: 4y = -8x -4

  C: y = -2x +4

  D: 5y = 10x +15

We can write each of these equations in standard form to make it easier to compare them. That form is ...

  ax +by = c

where a > 0 and a, b, c are mutually prime.

The equations are ...

  A: x -2y = -2

  B: 2x +y = -1

  C: 2x +y = 4

  D: 2x -y = -3

Equations with the same coefficients of x and y will be parallel:

  2x +y = -1  and  2x +y = 4 . . . . lines B and C

Equations with coefficients that have been swapped, with one negated, will be perpendicular:

  x -2y = -2  and  2x +y = -1 . . . . lines A and B

Line A is perpendicular to parallel lines B and C, so line D is the odd one out.

  Line D doesn't fit.

Answer:

8% is equivalent to the fraction 8/100

Step-by-step explanation:

Using the addition operation, the number of cups of flour Sasha needs to make both a batch of muffins and a loaf of bread is 2⁵/₁₂ cups.

We can use the addition operation to determine the quantity of flour that Sasha needs.

We add the cups of flour needed for both items to determine the total quantity.

The quantity of flour for making a batch of muffins = 3/4 cups

The quantity of flour for making a loaf of bread = 1²/₃ cups

The total quantity of flour needed for making a batch of muffins and a loaf of bread = 2⁵/₁₂ cups (³/₄ + 1²/₃)

(³/₄ + 1²/₃)

= ³/₄ + ⁵/₃

= (9 + 20)/12

= 29/12

= 2⁵/₁₂

Thus, to make a batch of muffins and a loaf of bread, Sasha needs 2⁵/₁₂ cups of flour.

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Answer: A)

[tex]A) The ~ low ~ temperature ~ in ~Edmonton ~was\\\~greater ~than~the ~low ~temperature~ in~ fort~ Nelson[/tex]

༄✫༄✫༄✫༄✫༄✫༄

hope it helps...

have a great day!!!

[tex]\huge\text{Hey there!}[/tex]

[tex]\mathsf{3^3\times3^3\times3}[/tex]

[tex]\mathsf{3^3 = 3 \times3\times3 = 9\times 3 = \bf 27}[/tex]

[tex]\mathsf{27\times27\times3 =\ ? }[/tex]

[tex]\mathsf{27\times27 = \bf 729}[/tex]

[tex]\mathsf{729\times 3}[/tex]

[tex]\mathsf{= \bf 2,187}[/tex]

[tex]\large\text{So you are looking for: \bf 2,187}[/tex]

[tex]\large\text{Option A.}[/tex]

[tex]\mathsf{3^6}[/tex]

[tex]\mathsf{= 3\times3\times3\times3\times 3\times3}[/tex]

[tex]\mathsf{3\times 3 = \bf 9}[/tex]

[tex]\mathsf{= 9\times 9\times 9}[/tex]

[tex]\mathsf{9\times9 = \bf 81}[/tex]

[tex]\mathsf{= 81\times9}[/tex]

[tex]\mathsf{= \bf 729}[/tex]

[tex]\large\text{So Option A is NOT equivalent because it is too small }[/tex]

[tex]\large\text{Option B.}[/tex]

[tex]\mathsf{3^7}[/tex]

[tex]\mathsf{= 3\times3\times3\times3\times3\times3 \times3}[/tex]

[tex]\mathsf{3\times 3 = \bf 9}[/tex]

[tex]\mathsf{= 9\times9\times9\times3}[/tex]

[tex]\mathsf{9\times9 = \bf 81}[/tex]

[tex]\mathsf{81\times9\times3}[/tex]

[tex]\mathsf{81\times 9 = \bf 729}[/tex]

[tex]\mathsf{729\times3}[/tex]

[tex]\mathsf{= \bf 2,187}[/tex]

[tex]\large\text{Option B. could possibly be your answer}[/tex]

[tex]\mathsf{3^9}[/tex]

[tex]\mathsf{= \bf 19,683}[/tex]

[tex]\large\text{Option C. Can’t be your answer because it’s too big!}[/tex]

[tex]\mathsf{3^{12}}[/tex]

[tex]\mathsf{= \bf 531,441}[/tex]

[tex]\large\text{Option D. cannot be your answer because it is way too big}\\\ \large\text{similar to your original answer (2,187)}[/tex]

[tex]\boxed{\boxed{\large\textsf{Answer: \huge Option B.}}}\huge\checkmark[/tex]

[tex]\text{Good luck on your assignment and enjoy your day!}[/tex]

~[tex]\frak{Amphitrite1040:)}[/tex]

Answer: ur answer is B mark me brainliest

Step-by-step explanation:

Answer:

M - 2

Step-by-step explanation:

Decreased is a math term indicating that we’re deal with subtraction

Answer:

Step-by-step explanation:

The m should be a variable.

Variable is a symbol like x or y that is used in mathematical or logical expressions to represent a variable quantity.

Decreased is subtract should have a minus sign.

Decreased is to reduced made less in size or amount or degree.

Decreased: ⇒ - (minus sign)

m-2, which is our answer.

Answer:

it would be the first answer

Step-by-step explanation:

you can draw the net of the shapes, and count each corner there

The correct option regarding which of the sentences represents a trigonometric identity is given as follows:

b. None of the equations are identities.

A trigonometric identity is a relation that is true for all possible angle measures of [tex]\theta[/tex]

The first relation is given as follows:

[tex]4\cos{\theta}\tan{\theta}\sec{\theta} = 4[/tex]

The tangent and secant equations are given as follows:

Hence:

4cos(x)tan(x)sec(x) = 4cos(x) x sin(x)/cos(x) x 1/cos(x)

4cos(x)tan(x)sec(x) = 4sin(x)/cos(x)

4cos(x)tan(x)sec(x) = 4tan(x).

Meaning that the first statement is not an identity.

The second relation is given as follows:

[tex]\frac{9\sec^{2}{\theta}}{\cos^{2}{\theta}} - \frac{\tan^{2}{\theta}}{\cos^{2}{\theta}} = 2[/tex]

With a single denominator, we have that:

[tex]\frac{9\sec^{2}{\theta} - \tan^{2}{\theta}}{\cos^{2}{\theta}} = 2[/tex]

The secant identity is given as follows:

[tex]\sec^2{\theta} = 1 + \tan^2{\theta}[/tex]

Hence:

[tex]\frac{9\sec^{2}{\theta} - \tan^{2}{\theta}}{\cos^{2}{\theta}} = 2[/tex]

[tex]\frac{9(1 + \tan^2{\theta}) - \tan^{2}{\theta}}{\cos^{2}{\theta}} = 2[/tex]

[tex]\frac{9 + 8\tan^2{\theta}}{\cos^{2}{\theta}} = 2[/tex]

Is also a false statement, hence neither is an identity and option B is correct.

The statements are given by the image presented at the end of the answer.

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Answer:

noseee  

Step-by-step explanation:

Answer:

It is not possible to find the greatest common factor of 3x.

Step-by-step explanation:

The greatest common factor (GCF) of a set of numbers is the largest number that divides into all of the numbers in the set.

In this case, you have provided a variable, 3x, and not a set of numbers. Therefore, it is not possible to find the greatest common factor of 3x.

If you have a set of numbers that you would like to find the greatest common factor of, please let me know and I will be happy to help.

Limits of the functions shown in the graph are limx +f(x) = 0 and limx -f(x) = 0. The link between a group of inputs, each of which has a related output, is known as a function.

The study of mathematics covers a variety of topics, including numbers, formulas and related structures, forms and the environments in which they exist, quantities and their variations, and the environments in which they exist.  An easy way to think of a function is as a relationship between inputs and outputs, where each input leads to a single, distinct result. Each function has a respective domain and a codomain, or scope. Functions are typically represented by the letter f. (x). input is x. The accessible functionalities fall into four categories. based on the following elements: on functions, one-to-one functions, many-to-one functions, and within functions.

given

We first take into account how f(x) behaves as x increases unboundedly for the function in the graph below. As x can always increase because the function has no limit, it can never be zero. However, the function's behavior when x rises.

Similar to how x decreases without bound or how we move leftward on the graph, f(x) also seems to be approaching zero.

So in this case we can write:

limx → +∞f(x) = 0

limx → - ∞f(x) = 0

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Step-by-step explanation:

1100-825= Markup

Markup= 275

Answer:

42 goals

Step-by-step explanation: