The angle of elevation from a car to the top of an apartment building is 48 degrees. if the angle from another car that is 22 feet directly in front of the first car is 64 degrees. how tall is the building? i know it involves trig, but after an hour of thought i give up on guessing.

 To the Student Contents : Members of the PEA Mathematics Department have written the material in this book. As you work through it, you will discover that algebra, geometry, and trigonometry have been integrated into a mathematical whole. There is no Chapter 5, nor is there a section on tangents to circles. The curriculum is problem-centered, rather than topic-centered. Techniques and theorems will become apparent as you work through the problems, and you will need to keep appropriate notes for your records — there are no boxes containing important theorems. There is no index as such, but the reference section that starts on page 201 should help you recall the meanings of key words that are defined in the problems (where they usually appear italicized). Comments on problem-solving : You should approach each problem as an exploration. Reading each question carefully is essential, especially since definitions, highlighted in italics, are routinely inserted into the problem texts. It is important to make accurate diagrams whenever appropriate. Useful strategies to keep in mind are: create an easier problem, guess and check, work backwards, and recall a similar problem. It is important that you work on each problem when assigned, since the questions you may have about a problem will likely motivate class discussion the next day. Problem-solving requires persistence as much as it requires ingenuity. When you get stuck, or solve a problem incorrectly, back up and start over. Keep in mind that you’re probably not the only one who is stuck, and that may even include your teacher. If you have taken the time to think about a problem, you should bring to class a written record of your efforts, not just a blank space in your notebook. The methods that you use to solve a problem, the corrections that you make in your approach, the means by which you test the validity of your solutions, and your ability to communicate ideas are just as important as getting the correct answer. About technology : Many of the problems in this book require the use of technology (graphing calculators or computer software) in order to solve them. Moreover, you are encouraged to use technology to explore, and to formulate and test conjectures. Keep the following guidelines in mind: write before you calculate, so that you will have a clear record of what you have done; store intermediate answers in your calculator for later use in your solution; pay attention to the degree of accuracy requested; refer to your calculator’s manual when needed; and be prepared to explain your method to your classmates. Also, if you are asked to “graph y = (2 x − 3) = ( x + 1)”, for instance, the expectation is that, although you might use your calculator to generate a picture of the curve, you should sketch that picture in your notebook or on the board, with correctly scaled axes.

128/3reason being 5 and 1/3 = 16/316/3 • 2/3 = 32/31 and 1/3 = 4/3 32/3 • 4/3 this will equal 128/3