which rule explains why these triangles are congruent

The volume of the solid obtained by rotating the region about the line x=9 is approximately 201.06 cubic units.

To find the volume of the solid obtained by rotating the region bounded by 2 =8 32? and 2 = -2y about the line x= 9, we can use the cylindrical shell method.

First, we need to sketch the region and the line of rotation:

  |         +---------+

8 |         |         |

  |         |         |

  |         +---------+ x=9

  |              

0 +---------------+

  0      4      8

The region is a rectangle with height 4 and width 8, centered at the origin. The line of rotation is x=9.

Now, we can express the volume of the solid as a sum of cylindrical shells:

V = ∫[0,4] 2πr h dx

where r is the distance between x=9 and the boundary of the region at height x, and h is the thickness of the shell.

Since the region is symmetric about the y-axis, we can consider only the right half of the region and multiply the result by 2 to get the total volume.

The equation of the boundary at height x is:

2 = -2y

y = -x/2

The distance between x=9 and this line is:

r = 9 - (-x/2) = 9 + x/2

The thickness of the shell is dx.

Substituting these values into the integral, we get:

V = 2 ∫[0,4] 2π(9 + x/2) dx

V = 2π ∫[0,4] (18 + x) dx

V = 2π [18x + (1/2)[tex]x^2[/tex]] from x=0 to x=4

V = 2π [(18*4 + (1/2)[tex]4^2[/tex]) - (180 + (1/2)*[tex]0^2[/tex])]

V = 64π ≈ 201.06

Therefore, the volume of the solid obtained by rotating the region about the line x=9 is approximately 201.06 cubic units.

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The y intercept based on the information will be (0,29)

We want to find the value of the y-intercept for the given function.

The y-intercept is (0,29)

First, we define the y-intercept as the value of the function when evaluated in x = 0.

Here the given function is:

h(x) = 29*(5.2)ˣ

It should be noted that too get the y-intercept we just need to evaluate this at x = 0, then we get:

h(0) = 29*(5.2)⁰ = 29

The y-intercept is (0 29)

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To find the cost of each folder, we need to first set up a system of equations based on the given information. Let x be the cost of a spiral notebook and y be the cost of a folder. We can create the following equations:

1)  2x + y = $6.70 (Rylan's purchase)

2)  3x + 5y = $12.85 (Olivia's purchase)

First, we can solve equation 1 for y:

y = $6.70 - 2x

Next, substitute this expression for y into equation 2:

3x + 5($6.70 - 2x) = $12.85

Now, solve for x:

3x + $33.50 - 10x = $12.85

Combine like terms:

-7x = -$20.65

Now, divide by -7:

x = $2.95

Now that we know the cost of a spiral notebook, we can plug this value back into the expression we found for y:

y = $6.70 - 2($2.95)

y = $6.70 - $5.90

y = $0.80

So, the cost of each folder is $0.80.

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I'm sorry, but the domain of a function is usually specified as an interval or range of values, rather than a single point. To calculate the average rate of change of a function over a given domain, we need to know the function itself and the endpoints of the domain.

If you provide me with more details about the function and the domain, I can help you calculate the average rate of change.

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The probability of Amelie spinning either an odd number or a red number is 0.6 or 60%.

The probability of Amelie spinning either an odd number or a red number can be found by adding the probability of spinning an odd number to the probability of spinning a red number and then subtracting the probability of spinning a number that is both even and not red.

First, let's find the probability of spinning an odd number. Out of the ten equally sized spaces on the spinner, five of them are odd (1, 3, 5, 7, and 9). Therefore, the probability of spinning an odd number is 5/10 or 1/2.

Next, let's find the probability of spinning a red number. Out of the ten equally sized spaces on the spinner, three of them are red (2, 4, and 6). Therefore, the probability of spinning a red number is 3/10.

Finally, we need to subtract the probability of spinning a number that is both even and not red. Out of the ten equally sized spaces on the spinner, two of them are even and not red (8 and 10). Therefore, the probability of spinning a number that is both even and not red is 2/10 or 1/5.

To find the probability of spinning either an odd number or a red number, we add the probability of spinning an odd number (1/2) to the probability of spinning a red number (3/10) and then subtract the probability of spinning a number that is both even and not red (1/5).

(1/2) + (3/10) - (1/5) = 0.6 or 60%

Therefore, the probability of Amelie spinning either an odd number or a red number is 0.6 or 60%.

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Answer:If the letters are 2 inches high in the sketch, and you want them to be 2 feet high in reality, that means you need to scale up the letters by a factor of 12 (since 1 foot = 12 inches).

So the new height of each letter will be:

2 inches/letter × 12 = 24 inches/letter

And the new length of the banner will be:

20 inches/banner × 12 = 240 inches/banner

To find out how much paper to buy, you need to know the width of the paper you'll be using. Let's say the paper is 36 inches wide (3 feet). In that case, you'll need to buy:

240 inches/banner ÷ 36 inches/roll = 6.67 rolls of paper

Since you can't buy a fraction of a roll of paper, you should round up to 7 rolls of paper to ensure you have enough.

Step-by-step explanation:

Hence, 25% is the likelihood that the mouse will succeed in escaping the maze if all turns are made at random.

The examination of random chance and the likelihood that they will occur is the focus of the mathematical field of probability. It is a gauge of how likely an event is to occur and is represented by a value between zero and 1. A probability of 1 indicates that an event will undoubtedly occur. The probability of an occurrence is zero if it cannot occur. An event's probability is 0.5, or 50%, when it possesses a 50/50 chance of occurring. The number of favourable outcomes is divided by the entire amount of possible results to determine probability.

given

Based on the tree diagram, the following is an orderly list of every route that might be taken:

Three left turns and one right turn, in whatever order, make up each route.

As there are two options (left or right) for each turn, there are a total of 24 = 16 potential sequences of four turns.

Only if the mouse makes precisely three left turns and one right out of these will it be able to escape the maze.

Three lefts and one right can be arranged in one of four distinct ways (LLL, LLR, LRL, RLL), so the likelihood that the mouse will elude the maze is:

P(escape) = Number of favourable results / Number of potential results = 4 / 16 = 0.25 = 25%

Hence, 25% is the likelihood that the mouse will succeed in escaping the maze if all turns are made at random.

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The Cartesian equation of the curve is y = ln(x)/4 + 4, and  we can draw an arrow pointing to the right to indicate the direction of the curve.

(a) To eliminate the parameter, we need to solve for t in terms of x and substitute into the equation for y. From the equation x = e⁴ᵗ, we have t = ln(x)/4. Substituting into y = t + 4, we get y = ln(x)/4 + 4. Therefore, the Cartesian equation of the curve is y = ln(x)/4 + 4.

(b) To sketch the curve, we can plot points by choosing values of x and finding the corresponding y values using the equation y = ln(x)/4 + 4. As x increases, y increases but at a slower rate. This means that the curve is increasing but is becoming less steep.

We can also use the fact that t is increasing as x increases to indicate the direction of the curve. As t increases, the curve moves to the right, so we can draw an arrow pointing to the right to indicate the direction of the curve as the parameter increases.

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X represents the number of basketballs in Chris's gym class.

Chris represents the number of students in his gym class with the expression 4x + 2. We know that the number of students is four times the number of basketballs, so we can set up the equation 4x = the number of basketballs.

If we substitute this expression for the number of students in the gym class, we get 4(4x) + 2 = the total number of students in the gym class and locker room. We also know that there are two more students in the locker room, so we can add 2 to this expression to get 4(4x) + 4 = the total number of students in the gym class and locker room.

Now we can set this expression equal to the original expression for the number of students, 4x + 2, and solve for x:

4(4x) + 4 = 4x + 2

16x + 4 = 4x + 2

12x = -2

x = -1/6

However, x cannot represent a negative number of basketballs, so there must be an error in the problem.

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The mean value Taylor would use is 10.23 seconds.

To calculate the mean value for Taylor's recorded times, we add up the individual times (10 seconds, 10.3 seconds, and 10.4 seconds) to obtain a total of 30.7 seconds.

we divide this total by the number of trials, which in this case is 3.

30.7 seconds divided by 3 equals approximately 10.23 seconds.

The mean value of Taylor's recorded times for her car's trials is approximately 10.23 seconds.

The mean value is often used as a measure of central tendency to represent the average of a set of values.

In this case, it represents the average time recorded by Taylor during her trials.

By calculating the mean, we can compare this value with the mean times of other cars to assess performance.

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Answer: The movie was 2 hours and 20 minutes long.

Step-by-step explanation:

basic adding + subtracting

The simplified expression of 100-3(4. 25)-13-4(2. 99) is 48.29.

What is PEMDAS?

PEMDAS stands for Parentheses, Exponents, Multiplication and Division (from left to right), and Addition and Subtraction (from left to right). It is a mnemonic or acronym used to remember the order of operations when simplifying mathematical expressions.

To simplify the expression 100-3(4.25)-13-4(2.99), you can follow the order of operations (PEMDAS) which is:

Parentheses

Exponents

Multiplication and Division (from left to right)

Addition and Subtraction (from left to right)

Using this order, you can simplify the expression as follows:

100 - 3(4.25) - 13 - 4(2.99)

= 100 - 12.75 - 13 - 11.96 // multiply 3 and 4 with their respective numbers

= 62.29 - 13 - 11.96 // perform subtraction within parentheses

= 48.29 // perform final subtraction

Therefore, the simplified expression is 48.29.

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The price of one cubic yard of sand is $33.75, then the price of one cubic foot of sand should be  $1.25.

To determine the price of one cubic foot of sand, we need to convert cubic yards to cubic feet. One cubic yard is equal to 27 cubic feet (3 feet x 3 feet x 3 feet). Therefore, if the price of one cubic yard of sand is $33.75, then the price of one cubic foot of sand should be $33.75/27 = $1.25.

This makes sense because one cubic yard contains 27 cubic feet. So, if the price of one cubic yard is $33.75, then the price per cubic foot should be 1/27th of that price.

It is important to note that this assumes the price per unit of sand remains constant regardless of the quantity purchased. In reality, bulk purchases may result in a discounted price per unit. Additionally, factors such as transportation costs and demand may also affect the price of sand.

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The total number of students going on the trip would be 75 + 50 = 125 according to the first expression, or 325 according to the second expression.

The expression for the total number of students travelling on the trip with only one variable to reflect the extra pupils is:

25x + b

where x is the number of inches of snow that falls and b is the base number of students who sign up regardless of the snowfall.

Now, to write a different expression to show the total number of students going on the trip using an expression consisting of a variable and a number to represent the students, we can use the formula:

N = 25x + 250

where N represents the total number of students going on the trip and 250 represents the base number of students who sign up regardless of the snowfall.

Let's say that 3 inches of snow have fallen. Using the first expression, we would calculate the total number of students as:

25(3) + b = 75 + b

Now, let's say that the base number of students who signed up is 50. Using the second expression, we would calculate the total number of students as:

N = 25(3) + 250 = 325

Therefore, if 3 inches of snow fell and 50 students signed up regardless of the snowfall, the total number of students going on the trip would be 75 + 50 = 125 according to the first expression, or 325 according to the second expression.

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The area of the sector is approximately 23.24 m^2.

To find the area of the sector, we first need to find the central angle of the sector.

The entire circumference of the circle is given by 2πr, where r is the radius of the circle. In this case, the circumference is 2π(3) = 6π m.

The arc length given is 47 m, which we can use to find the central angle of the sector:

central angle = (arc length / circumference) × 360°

central angle = (47 / 6π) × 360°

central angle ≈ 299.02°

Now that we have the central angle, we can use the formula for the area of a sector:

area of sector = (central angle / 360°) × πr^2

area of sector = (299.02 / 360) × π(3)^2

area of sector ≈ 7.43π m^2

Rounding to two decimal places, the area of the sector is approximately 23.24 m^2.

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Answer:

1243 ft³

Step-by-step explanation:

Given the volume formula for a cylinder:

[tex]V=\pi r^{2} h[/tex]

and we know that the radius is 6 and the height is 11, we can substitute:

[tex]V=\pi 6^{2} 11[/tex]

square 6

V=π36(11)

use 3.14 for pi and multiply everything together

V=3.14(36)(11)

simplify

V=1243.44

1243.44 rounded to the nearest whole number is 1,243 ft³.

Hope this helps! :)

32/9

So the producer surplus at the equilibrium point is 32/9 dollars.

To find the equilibrium point, we need to set D(x) equal to S(x) and solve for x:

(x-7)^2 = x^2 + 2x + 33

Expanding and simplifying:

x^2 - 14x + 49 = x^2 + 2x + 33

12x = 16

x = 4/3

So the equilibrium point is x = 4/3.

To find the consumer surplus at the equilibrium point, we need to find the difference between the maximum price consumers are willing to pay (D(4/3)) and the equilibrium price (S(4/3)) and multiply by the quantity sold (4/3):

Consumer surplus = (D(4/3) - S(4/3)) * (4/3)

= [(4/3 - 7)^2 - (4/3)^2 - 2(4/3) - 33] * (4/3)

= [49/9 - 16/9 - 8/3 - 33] * (4/3)

= -224/27

So the consumer surplus at the equilibrium point is -224/27 dollars.

To find the producer surplus at the equilibrium point, we need to find the difference between the equilibrium price (S(4/3)) and the minimum price producers are willing to accept (S(0)) and multiply by the quantity sold (4/3):

Producer surplus = (S(4/3) - S(0)) * (4/3)

= [(4/3)^2 + 2(4/3) + 33 - 33] * (4/3)

= 32/9

So the producer surplus at the equilibrium point is 32/9 dollars.

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If the motion of a point on the drum of a clothes dryer is modeled by the function y=12 sin (4/3π t) +20, the dryer rotates 40 times per minute.

The function y = 12 sin (4/3π t) + 20 models the vertical motion of a point on the drum of a clothes dryer. The amplitude of the function is 12, which represents the maximum displacement of the point from its rest position. The vertical shift of the function is 20, which represents the height of the point from the ground when the drum is at rest.

To determine the number of times the dryer rotates per minute, we need to find the period of the function, which is the time it takes for the function to complete one full cycle. The period of a sinusoidal function is given by the formula:

T = (2π) / b

where b is the coefficient of the t variable in the sine or cosine function.

In this case, b = (4/3)π, so the period of the function is:

T = (2π) / (4/3π) = 3/2 seconds

This means that the point on the drum completes one full cycle of vertical motion every 3/2 seconds. To convert this to rotations per minute, we need to find the number of cycles per minute:

cycles per minute = (60 seconds per minute) / (3/2 seconds per cycle) = 40 cycles per minute

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Rachel's beginning balance one year ago if she has made no other deposits during the year is $800.00. Therefore, the correct option is 2.

To find Rachel's beginning balance one year ago, given that she currently has $836 in a savings account with a 4.5% annual compound interest rate, we'll use the compound interest formula:

A = P(1 + r/n)^(nt)

Where:

A = the final amount ($836)

P = the principal (beginning balance) - this is what we're trying to find

r = the annual interest rate (0.045 or 4.5%)

n = the number of times interest is compounded per year (assuming it's compounded annually, n = 1)

t = the number of years (1 year)

First, rearrange the formula to solve for P:

P = A / (1 + r/n)^(nt)

Now, plug in the values:

P = 836 / (1 + 0.045/1)^(1*1)

Simplify the equation:

P = 836 / (1.045)^1

Calculate the result:

P ≈ 800.00

So, Rachel's beginning balance one year ago was approximately $800.00 which corresponds to option 2.

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The system of equations which represents the given graph is:

(C) y ≥ 2/5x + 1 and y ≤ 7/3x + 3

A finite set of equations for which common solutions are sought is referred to in mathematics as a set of simultaneous equations, often known as a system of equations or an equation system.

A group of equations comprising one or more variables is known as a system of equations.

The variable mappings that satisfy each component equation, or the points where all of these equations cross, are the solutions of systems of equations.

So, the lines have slopes of 7/3 and 2/5, based on the solutions. (We could verify this by close examination of the graph.)

The shade is above (greater than) the line with a slope value of 2/5, and below (less than) the line with a slope value of 7/3.

So, using the symbols, we need to find two inequalities:

 y ≥ 2/5x ...

 y ≤ 7/3x ...

Choice C contains this combo.

Therefore, the system of equations which represents the given graph is:

(C) y ≥ 2/5x + 1 and y ≤ 7/3x + 3

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To solve the given question, we need to use the distributive property and collect like terms. In summary, the distributive property is a useful tool in simplifying expressions.

First, we need to distribute the fraction 4/5 to the expression inside the parenthesis, which gives us 4/5 x 1/4c - 4/5 x 5. Then, we can simplify the expression by multiplying the two fractions and combining the terms. This gives us (1/5)c - 4.

Therefore, the simplified expression is (1/5)c - 4. We can use this expression to evaluate the given expression for any value of c. For example, if c = 15, then the expression becomes (1/5) x 15 - 4 = 3 - 4 = -1.

In summary, the distributive property is a useful tool in simplifying expressions.

By distributing a term to each term inside a set of parentheses, we can collect like terms and simplify the expression. In this case, we used the distributive property to simplify a fraction and a constant and then combined the like terms to obtain the final answer.

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The probability of the event of having ace of diamonds and ace of clubs is 1/2704

A probability event can be defined as a set of outcomes of an experiment. In other words, an event in probability is the subset of the respective sample space.

In a standard deck of cards, we have 52 cards of which 4 are aces. The probability of drawing the first ace of diamonds will be 1/52. Shuffling the card again, the probability of drawing having an ace of club will be another 1/52 since the card was replaced and shuffled.

To determine the probability of the two events occurring will be

P = (1/52 * 1/52) = 1 / 2704 = 0.0003698

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We can use the ratio test to determine whether the series ∑(n=1[tex])^(infinity)[/tex][tex]13^n[/tex]/ [(n+1)[tex]6^(2n+1)[/tex]] is convergent or divergent.

We evaluate the limit:

lim n → ∞ [tex]|(13^(n+1) / [(n+2)6^(2n+3)]) / (13^n / [(n+1)6^(2n+1)])|[/tex]

= lim n → ∞ [tex]|(13^(n+1) / 13^n) * [(n+1)6^(2n+1) / (n+2)6^(2n+3)]|[/tex]

= lim n → ∞ [tex]|13 / 6^2| * |(n+1)/(n+2)|[/tex]

= 13/36

Since the limit is less than 1, by the ratio test, the series is convergent.

To find the value of a_n, we can substitute n = 1 into the formula:

a_n = [tex]13^n / [(n+1)6^(2n+1)][/tex]

a_1 = [tex]13 / [(1+1)6^(2+1)] = 13 / (2*6^3)[/tex]

Therefore, a_1 = 13 / 432.

Note that we only needed to find the value of a_1 to apply the ratio test and determine the convergence of the series.

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Based on the options provided, it seems that the question is asking whether the budgeted amount is enough to cover expenses, savings, and emergencies. The answer would be either A, B, C, or D.

A) No, it's short $207.0.
B) No, it's short $227.0.
C) Yes, there's a surplus of $207.0.
D) Yes, there's a surplus of $227.0.

Unfortunately, without more information about the specific budgeted amount and the actual expenses, savings, and emergencies, it is impossible to determine the correct answer. It is important to regularly track expenses and compare them to the budgeted amount to ensure that there is enough money to cover all necessary expenses and unexpected events. If there is a shortfall, it may be necessary to adjust the budget or find ways to increase income or decrease expenses to ensure financial stability.

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There is insufficient evidence to suggest that 1st period students perform better than 2nd period students based on the given data.

To determine if there is evidence that the 1st period students do better than the 2nd period students, we can conduct a hypothesis test.

Let's define our null hypothesis (H0) as: There is no difference in test scores between the 1st and 2nd period students.

Our alternative hypothesis (Ha) is: The 1st period students perform better on tests than the 2nd period students.

We can use a two-sample t-test to compare the means of the two groups, assuming that the variances are equal. Using a statistical software or a t-table, we can calculate the test statistic and corresponding p-value. If the p-value is less than our chosen level of significance (typically 0.05), we can reject the null hypothesis and conclude that there is evidence to suggest that the 1st period students perform better on tests than the 2nd period students.

In this case, using the given data, the two-sample t-test yields a test statistic of 1.15 and a p-value of 0.30. Since the p-value is greater than 0.05, we fail to reject the null hypothesis and conclude that there is insufficient evidence to suggest that the 1st period students perform better on tests than the 2nd period students. However, it is important to note that our sample sizes are small and that we cannot generalize our results to the entire population without further investigation.

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Answer:

The answer to your problem is, 39

Step-by-step explanation:

In order to find the area of the triangle use the formula down below:

A = [tex]\frac{h_{b} b}{2}[/tex]

Base = 13

Height = 6

Replace them equals:

= [tex]\frac{6*13}{2}[/tex] = 39

Thus the answer to your problem is, 39

The possible values of x as required to be determined in the task content are; ±½.

It follows from the task content that the possible values of x are to be determined from the given task content.

The given equation can be written algebraically as;

√(8x) • √(10x) • √(3x) • √(15x) = 15

√3600x² = 15

60x² = 15

x² = 15 / 60

x² = 1/4.

x = ± ½.

Ultimately, the possible values of x as required in the task content are; +½ and -½.

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To calculate the approximate number of libraries that participated in the book-sharing program in 2016, we multiply the total number of college and university libraries (7,040) by the percentage of libraries participating (65%).

By multiplying 7,040 by 0.65, we find that approximately 4,576 libraries participated in the book-sharing program in 2016.

This calculation assumes that the percentage given accurately represents the proportion of libraries participating in the program. However, it's important to note that this is an approximation based on the given information. The actual number of participating libraries may vary slightly due to factors such as reporting discrepancies or changes in participation rates over time.

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Using the formula for the area of a circle:

A = πr^2

A = π(4m)^2

A = 16π

A ≈ 50.3 m^2

Breaking the circle into equal sectors and rearranging the sectors as a parallelogram:

We can break the circle into 8 equal sectors, like this:

[IMAGE: circle with 8 equal sectors]

Each sector is 1/8th of the circle, so its angle is 45°. We can rearrange the sectors to form a parallelogram, like this:

[IMAGE: parallelogram made up of 8 sectors of the circle]

The base of the parallelogram is the same as the circumference of the circle, which is 2πr:

base = 2πr

base = 2π(4m)

base = 8π

The height of the parallelogram is the radius of the circle, which is 4m.

Now we can find the area of the parallelogram:

A = base × height

A = 8π × 4m

A = 32π

A ≈ 100.5 m^2

Finally, we can divide the area of the parallelogram by 8 to get the area of the circle:

A = (area of parallelogram) ÷ 8

A = (32π) ÷ 8

A = 4π

A ≈ 12.6 m^2

Therefore, the area of the circle is approximately 50.3 m^2 (using the formula) or 12.6 m^2 (using the parallelogram method).

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