At Westgate Community College, a survey was done to determine when students are available for class. A questionnaire was given to a random sample of students. The instructions were to mark each of the time categories in which they could take classes. Many students marked more than one category. Responses from the students in the sample indicated that 52 would take early morning classes, 85 would take mid-morning classes, 41 would take afternoon classes and 37 would take evening classes. Would a circle graph be appropriate for this data? Give a reason for your answer. a) No. There are too few categories for a circle graph to be useful.
b) No. Since there were multiple responses from some students this data does not represent parts of a whole.
c) Yes. Each category represents a percentage of the total student population that could attend class at a certain time.
d) Yes. Circle graphs are most effective when the number of wedges is 10 or fewer.

Three cylinders have a volume of 2836 cm^3. cylinder a has a height of 900 cm. cylinder b has a height of 225 cm. cylinder c has a height of 100 cm. find the radius of each cylinder. use 3.14 as an approximate for π

In the diagram, ab is tangent to c, ab = 4 inches, and ad = 2 inches. find the radius of the circle.

(i really need ) read the story problem, and then answer the questions that follow. gordon works for a graphic design firm and is creating a label for a food truck vendor. the vendor specializes in finger food and wants to sell food in right conical containers so that they are easy for people to hold. to complete his label, gordon needs to collect several different measurements to ensure that the label he designs will fit the surface of the container. gordon has been told that the containers have a diameter of 4 inches and a height of 6 inches. part a: find the slant height of the cone. the slant height is the distance from the apex, or tip, to the base along the cone’s lateral surface. show your work. part b: find the measure of the angle formed between the base of the cone and a line segment that represents the slant height. part c: imagine two line segments where each represents a slant height of the cone. the segments are on opposite sides of the cone and meet at the apex. find the measurement of the angle formed between the line segments.