Part C In this part of the activity, you will investigate the converse of the theorem stated in part A. To get started, reopen GeoGebra. Draw a circle of any radius, and draw a chord on it. Construct the radius of the circle that is perpendicular to the chord. Measure the line segments into which the radius divides the chords. How are the line segments related? What can you conclude about the intersection of a chord and a radius that is perpendicular to it? Take a screenshot of your construction, save it, and insert the image below your answer.

What is the rate of change of a line that passes through (2,-5) and (6,-2)?

Apsychology student wishes to investigate differences in political opinions between business majors and political science majors at her college. she randomly selects 100 students from the 260 business majors and 100 students from the 180 political science majors. does this sampling plan result in a simple random sample? why or why not? no, because each group of 200 students in the sample does not have the same chance of being selected. yes, because each group of 200 students in the sample has the same chance of being selected. no, because each individual student does not have an equal chance of being selected. yes, because each individual student has the same chance of being selected.

Taylor wants to paint his rectangular deck that is 41 feet long and 24 feet wide. a gallon of paint covers about 350 square feet. how many gallons of paint will taylor need to cover the entire deck? round your answers to two decimal places when necessary.