We know that the P(Marching Band and Team Sport) ≠ P(Marching Band) * P(Team Sport), the two events are dependent and associated.
A) The conditional probability of being on the marching band given that the student plays a team sport can be calculated using the formula:
P(Marching Band | Team Sport) = P(Marching Band and Team Sport) / P(Team Sport)
where P(Marching Band and Team Sport) is the probability of being on the marching band and playing a team sport, and P(Team Sport) is the probability of playing a team sport.
Let's say that out of a total of 500 students, 100 students play a team sport and 50 of them are also on the marching band. Then,
P(Marching Band and Team Sport) = 50/500 = 0.1
P(Team Sport) = 100/500 = 0.2
Plugging these values into the formula, we get:
P(Marching Band | Team Sport) = 0.1 / 0.2 = 0.5
Therefore, the conditional probability of being on the marching band given that the student plays a team sport is 0.5 or 50%.
b. The probability of being on the marching band can be calculated as:
P(Marching Band) = (Number of students on the marching band) / (Total number of students)
Let's say that out of the same 500 students, 75 students are on the marching band. Then,
P(Marching Band) = 75/500 = 0.15 or 15%
The difference between part (a) and part (b) is that in part (a), we are given additional information (the student plays a team sport) and we want to find the probability of being on the marching band. In part (b), we are simply asked for the probability of being on the marching band without any other information.
c. The two events, {on the marching band} and {on a team sport}, may or may not be associated. We can use probabilities to determine whether they are associated or not.
If the probability of being on the marching band and playing a team sport is different from the product of the probabilities of being on the marching band and playing a team sport separately, then the events are dependent and associated. If they are the same, then the events are independent and not associated.
Let's calculate the probabilities:
P(Marching Band and Team Sport) = 50/500 = 0.1
P(Marching Band) = 75/500 = 0.15
P(Team Sport) = 100/500 = 0.2
Product of the probabilities:
P(Marching Band) * P(Team Sport) = 0.15 * 0.2 = 0.03
Since P(Marching Band and Team Sport) ≠ P(Marching Band) * P(Team Sport), the two events are dependent and associated. This means that knowing whether a student is on the marching band affects the probability of them playing a team sport, and vice versa.
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Please help I need it ASAP
Answer:
BC= 47.424
I believe that’s correct, but if you really need an answer just get a triangle calculator
Which is an expression in terms of π that represents the area of the shaded part of ⊙R
The general expression would be A_shaded = πr² - (1/2)r²θ(π/180).
To find an expression in terms of π that represents the area of the shaded part of circle R, we need to :
1. Identify the radius (r) of circle R.
2. Determine the area of the entire circle using the formula A_circle = πr².
3. Identify the angle measure (θ) in degrees of the sector corresponding to the shaded part.
4. Convert the angle measure to radians by multiplying by (π/180).
5. Calculate the area of the sector using the formula A_sector = (1/2)r²θ.
6. Subtract the area of the sector from the area of the entire circle to find the area of the shaded part: A_shaded = A_circle - A_sector.
By following these steps, you will obtain an expression in terms of π that represents the area of the shaded part of circle R. However, the general expression would be A_shaded = πr² - (1/2)r²θ(π/180).
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The table shows transactions from a bank account. fill in the missing number for box a.
transaction amount
account balance
transaction 1
150 150
transaction 2
50 100
transaction 3
90 a
transaction 4
-200 b
transaction 5
c 0
btw this is integers
The missing number for box a transaction amount account balance are a = 10, b = 210, c = 210.
Using the information provided in the table, we can fill in the missing numbers as follows:
For transaction 3: The account balance after transaction 2 was $100, and transaction 3 had an amount of $90. Therefore, the account balance after transaction 3 is $190. Hence, the missing number in box a is 190.
For transaction 4: The account balance after transaction 3 was $190, and transaction 4 had an amount of -$200. Therefore, the account balance after transaction 4 is -$10. Hence, the missing number in box b is -10.
For transaction 5: The account balance after transaction 4 was -$10, and transaction 5 had an amount of $c. Therefore, the account balance after transaction 5 is 0. Hence, the missing number in box c is 10.
Therefore, the completed table is:
transaction amount account balance
1 150 150
2 50 100
3 90 190
4 -200-10
5 10 0
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A builder is creating a scale drawing of a plot of land as shown. The original plot of land is 335 meters wide. The drawing uses a scale factor of 1500.
Find the missing side length of the original plot of land in meters and the missing side length of the scale drawing in centimeters.
Original plot of land's length:
m
Scale drawing width:
The calculated width of the scale drawing is 0.67 cm and the missing side length is undefined
Finding the missing side length in the original plotWe have the following statements from the question
The width of the original plot is 335 metersThe scale factor of the drawing is 1/500.The above statements means that the width of the scale is
Scale width = 335 cm * 1/500
When the products are evaluated, we have the following
Scale width = 0.67 cm
This means that the width of the scale drawing is 0.67 cm
Also, the missing side length of the original plot of land in meters cannot be calculated
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Question 11
It took Fred 12 hours to travel over pack ice from one town in the Arctic to another town 360 miles
away. During the return journey, it took him 15 hours. Assume the pack ice was drifting at a constant
rate, and that Fred's snowmobile was traveling at a constants
What was the speed of Fred's snowmobile?
The speed of Fred's snowmobile was 30 miles per hour.
This is calculated by dividing the distance traveled by the time taken for each journey, which gives a speed of 30 mph for both the outward and return journeys.
To find Fred's speed, we can use the formula speed = distance/time. We know that Fred traveled a distance of 360 miles in 12 hours on the outward journey, so his speed was 360/12 = 30 mph.
Similarly, on the return journey, he traveled the same distance of 360 miles, but it took him 15 hours, so his speed was again 360/15 = 24 mph.
However, we are asked to find his constant speed, so we take the average of the two speeds, which gives us (30 + 24)/2 = 27 mph. Therefore, Fred's snowmobile was traveling at a constant speed of 30 mph on both journeys.
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grade
Math
Z.1 Scale drawings of polygons WEA
Language
8
Polygon P is a scaled copy of polygon N.
10
4
Learn with an example
4
20
16
40
Polygon N
Polygon P
What scale factor takes polygon N to polygon P?
for
10
Watch a video ▸
To find the scale factor that takes polygon N to polygon P, you need to divide the corresponding side lengths of the two polygons.
How to Determine the Problem?To find the scale factor that takes polygon N to polygon P, you need to divide the corresponding side lengths of the two polygons.
For example, if one of the sides of polygon N is 6 units long, and the corresponding side of polygon P is 9 units long, then the scale factor is 9/6 or 1.5. This means that polygon P is 1.5 times larger than polygon N in all dimensions.
To determine the scale factor for all the corresponding sides of the polygons, you can compare each pair of sides and divide the length of the corresponding side of polygon P by the length of the corresponding side of polygon N.
It's important to note that when finding the scale factor between two polygons, you must compare corresponding sides. That is, you can't just choose any two sides to compare; you must compare the sides that are in the same position in the two polygons.
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Assuming the utility function of an individual is as follows. U= 18q+7q2-1/3q3
determine the utility maximizing units of consumption
The utility maximizing units of consumption are approximately 1 or 15 units, depending on other factors such as budget constraints and the specific preferences of the individual.
To find the utility maximizing units of consumption, we need to calculate the first derivative of the utility function (U) with respect to q and set it equal to zero. Here's the utility function:
U = 18q + 7q^2 - (1/3)q^3
Now, we'll find the first derivative (dU/dq):
dU/dq = 18 + 14q - q^2
To find the utility maximizing units, set dU/dq to zero and solve for q:
0 = 18 + 14q - q^2
Rearrange the equation:
q^2 - 14q + 18 = 0
Now, we'll solve for q using the quadratic formula:
q = (-b ± √(b^2 - 4ac)) / 2a
In this case, a = 1, b = -14, and c = 18. Plug these values into the formula:
q = (14 ± √((-14)^2 - 4 * 18)) / 2
q = (14 ± √(196 - 72)) / 2
q = (14 ± √124) / 2
The two possible solutions for q are:
q1 ≈ 1.27
q2 ≈ 14.73
Since the individual consumes discrete units, the utility maximizing consumption will be the whole number closest to these values.
Therefore, the utility maximizing units of consumption are approximately 1 or 15 units, depending on other factors such as budget constraints and the specific preferences of the individual.
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Two scout patrols start hiking in opposite directions. Each patrol hikes 5 kilometers. Then the scouts turn 90 degrees to their right and hike another 6 kilometers. How many kilometers are there between the two scout patrols?
The distance between the two scout patrols is approximately 11.66 kilometers.
We can see that the situation forms a right triangle with the hypotenuse representing the distance between the two scout patrols. Let's call this distance d.
Each patrol initially hikes 5 kilometers in opposite directions. This means that the distance between them at this point is 10 kilometers (5 km + 5 km).
Then, each patrol turns 90 degrees to their right and hikes 6 kilometers. This means that they travel along the legs of the right triangle, which have a length of 6 kilometers.
Using the Pythagorean theorem, we can solve for the hypotenuse:
d² = 10² + 6²
d² = 136
d ≈ 11.66 km
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54/g - 8 when g = 6 and h=3
The value of the simplified expression is -15.
What is the simplification of the expression?
The simplification of the expression is determined by substituting the appropriate values of the variables into the equation.
The given expression; = 54/g - 8h
The value of g = 6 and the value of h = 3,
The value of the expression is calculated as follows;
= 54/g - 8h
= 54/6 - 8(3)
= 9 - 24
= - 15
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The complete question is below:
54/g - 8h, when g = 6 and h=3
rewrite the expression 4^-2 x 8^0 x 5^6
Determine whether Rohe Theorem can be applied to on the dood inter - 2x-) -1.31 WS
A. Yes, Rolle's Theorem can be applied B. No, because is not continuous on the closed intervals
The Rohe Theorem can be applied to on the dood inter - 2x-) -1.31 WS. No, because it is not continuous on the closed intervals.
To determine whether Rolle's Theorem can be applied to the given function (ignoring typos and irrelevant parts), we need to consider the requirements for Rolle's Theorem: the function must be continuous on a closed interval and differentiable on an open interval within that closed interval.
Your answer: B. No, because the function is not continuous on the closed intervals. This is due to the presence of irrelevant parts in the given function, which makes it impossible to determine its continuity and differentiability. Therefore, Rolle's Theorem cannot be applied in this case.
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The ratio of three numbers is 6 : 1 : 5. The sum of the numbers is 36. What are the three numbers?
Answer:3,15,18.
Step-by-step explanation:
6:1:5 total ratio =6+1+5=12 so you’ll take all the numbers at different times so 6 will be divided by 12 and multiplied by36 (6/12)36= 18so the first number is nine do the same thing for the next ratio (1/12)36=3 thirdly(5/12)36=15 now add the three numbers to check whether they sum up to36(18+3+15=36)
Flo ate
3
2
of a sandwich and Arnie ate- of a sandwich. If Arnie ate more, what
3
must be true?
A Flo's sandwich is bigger.
B Arnie's sandwich is bigger.
C) The sandwiches are the same size.
D) It doesn't matter which sandwich is bigger.
Flo ate more of the sandwich than Arnie.
Option A is the correct answer.
We have,
We need to compare the values 3/4 and 2/3 to determine which fraction represents a larger amount of sandwiches eaten.
To make the fractions comparable, we need to find a common denominator.
The least common multiple of 4 and 3 is 12.
So we can rewrite 3/4 and 2/3 with 12 as the denominator:
3/4 = 9/12
2/3 = 8/12
Comparing these fractions, we see that 9/12 (or 3/4) is greater than 8/12
(or 2/3).
Therefore,
Flo ate more of the sandwich than Arnie.
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What is the actual length of the bus?
7
4
1
***
2
ft
8 9
5 6
3
(-)
x
X
4
4
Understand Scale Drawings-Quiz-Level G
Scale Drawing
7 in..
Actual Bus
Tag
T
2 in.
ㅗ
T
10 ft
1
%
Since it's a scale, we can take the backsides of both buses. They read 2in and 10ft
12 inches are in one foot, so 120 inches are in 10ft
Next we'll divide [tex]120\div2[/tex] and we get 60.
That's means we can multiply [tex]7 \times 60[/tex], getting 420 inches
To get it back to feet, we divide by 12
[tex]420\div12[/tex] = 35 feet
Therefore, The actual length of the bus is 35 feet
Answer:
its 35
Step-by-step explanation:
A magic square is shown below. Every row, column and long diagonal adds to the same total. Each number can only be used once. Copy the magic square into your book and complete it using the numbers provided. 2 Numbers to use 3 -1 0 3 X 2 4 Magic square -3 2 1 -4 -2
Answer:
Here is the complete magic square:
-3 4 -1
2 0 -2
1 -4 3
Every row, column, and long diagonal adds to 0.
the Senators won 18 more games than they lost. they played 78 games. how many games did they win?
Answer:
let amount of games won and lost be x and y respectively
y+18=x
x+y=78
y+y+18=78
2y=78-18
2y=60
y=30
x=30+18
x=48
thus, games won is 48
Find the distance from the plane 6x + 5y + z = 54 to the plane 6x + 5y + z = 48. The distance is d= (Type an exact answer, using radicals as needed.)
The exact distance between the planes, using radicals as needed, is d = 6√62 / 62.
To find the distance d between the two planes 6x + 5y + z = 54 and 6x + 5y + z = 48, we can use the formula for the distance between parallel planes:
d = |C1 - C2| / √(A^2 + B^2 + C^2)
where A, B, and C are the coefficients of the x, y, and z terms respectively, and C1 and C2 are the constants in the two equations.
In this case, A = 6, B = 5, C = 1, C1 = 54, and C2 = 48. Plugging these values into the formula, we get:
d = |54 - 48| / √(6^2 + 5^2 + 1^2)
d = 6 / √(36 + 25 + 1)
d = 6 / √62
So the distance between the two planes is d = 6/√62. You can simplify this expression by rationalizing the denominator:
d = (6/√62) * (√62/√62)
d = 6√62 / 62
Thus, the exact distance between the planes, using radicals as needed, is d = 6√62 / 62.
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An airplane is circling an airport at a height of 500m. the angle of depression of the control tower of the aiport is 15 degrees. what is the distance between the airplane and the tower
The distance between the airplane and the tower is approximately 1864.5 meters.
To solve this problem, we can use trigonometry. Let's draw a diagram to help us visualize the situation:
```
T
/|
/ |
/ | 500m
/a |
--------
x
```
In this diagram, "T" represents the control tower, "a" represents the airplane, and "x" represents the distance between them. We know that the height of the airplane is 500m, and the angle of depression from the tower to the airplane is 15 degrees. This means that the angle between the horizontal ground and the line from the tower to the airplane is also 15 degrees.
Using trigonometry, we can set up the following equation:
```
tan 15 = 500 / x
```
We can solve for "x" by multiplying both sides by "x" and then dividing by tan 15:
```
x = 500 / tan 15
```
Using a calculator, we can find that tan 15 is approximately 0.2679. Therefore:
```
x = 500 / 0.2679
x ≈ 1864.5m
```
So the distance between the airplane and the tower is approximately 1864.5 meters.
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I have some coins in my pocket. Nickles and pennies I have a total of $. 41 I have 21 coins in total. How many Nickles and pennies do I have?
The number of nickels and pennies in the pocket is 5 and 16 respectively.
How to find the number of coins?To find the number of coins, Let's assume the number of nickels is x and the number of pennies is y.
According to the problem, we have two equations:
The total value of the coins is $0.41:
0.05x + 0.01y = 0.41
The total number of coins is 21:
x + y = 21
Now we can solve this system of equations to find x and y. One way to do this is to use substitution.
Solving the second equation for y, we get:
y = 21 - x
Substituting this into the first equation, we get:
0.05x + 0.01(21 - x) = 0.41
Simplifying:
0.05x + 0.21 - 0.01x = 0.41
0.04x = 0.2
x = 5
So we have 5 nickels.
Substituting this into the equation y = 21 - x, we get:
y = 21 - 5 = 16
So we have 16 pennies.
Therefore, the number of nickels and pennies in the pocket is 5 and 16 respectively.
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Dixon made a $2,000 down payment on an $8,000 car. The down
payment was what percent of the price?
Answer:
25%
Step-by-step explanation:
one 4th of 8,000 is 2,000 convert it to a percent and there you go!
Give brainliest please! Enjoy your night!
Please help I am giving a lot of points
A circle has been dissected into 16 congruent sectors. The base of one sector is 1. 56 units, and its height is 3. 92 units. Using the area of a triangle formula, what is the approximate area of the circle?
circle A is dissected into 16 congruent sectors, one sector is highlighted
27. 52 units2
48. 25 units2
48. 92 units2
76. 44 units2
The closest answer choice is [tex]27.52 units^2.[/tex]
The area of the circle, we need to find the area of one sector and then multiply it by 16 since there are 16 congruent sectors.
To find the area of one sector, we use the formula:
[tex]Area of sector = (angle/360) * \pi*r^2[/tex]
Since we know the base and height of the highlighted sector, we can use the Pythagorean theorem to find the radius of the circle:
[tex]r^2 = (1.56/2)^2 + (3.92)^2[/tex]
r ≈ 3.969 units
Now we can find the angle of one sector using the formula:
angle = (base/radius) x 180/π
angle ≈ 22.5 degrees
Plugging in the values for angle and radius in the area of sector formula, we get:
[tex]Area of sector =(22.5/360) *\pi (3.969)^2[/tex]
Area of sector ≈ 0.491π
Multiplying this by 16, we get the approximate area of the circle:
Approximate area of circle ≈ 16 x 0.491π
Approximate area of circle ≈ 7.8π
Using a calculator to approximate π as 3.14, we get:
Approximate area of circle ≈ [tex]24.46 units^2[/tex]
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PLEASE HELP 30 POINTS
The volume of the oblique cylinder whose base and height is given would be = 9,646.08 m³. That is option B.
How to calculate the volume of a cylinder?To calculate the volume of a cylinder, the formula that should be used is given as follows:
Volume of a cylinder = πr²h
π = 3.14
R = diameter/2 = 16/2 = 8m
Height = 8²+48² (using the Pythagorean formula)
= 64+2304
=√ 2368
= 48.66cm³
The volume of the cylinder = 3.14 × 8×8×48.66
= 9,646.08 m³
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A right square pyramid is shown. A plane intersects the pyramid through the apex and is perpendicular to the base.
Answer:
Trapezoid.
Step-by-step explanation:
Jaime is cutting shapes out of cardboard to make a piñata. One of the shapes is shown in a
coordinate grid
c. (0,10)
d. (3,2)
e. (9,0)
f. (3,-2)
g (0,-10)
h. (3,-2)
a. (-9,0)
(it’s the shape of a star)
What is the length of side AB? Round your answer to the nearest tenth of a unit.
Show your work.
The length of side AB is 6.3 units.
How to find the length of side ABThe length of side AB is solved using the distance formula below
AB = √((x₂ - x₁)² + (y₂ - y₁)²
where
(x₁, y₁) = (-9, 0) and
(x₂, y₂) = (-3, 2).
AB = √((-3 - (-9))² + (2 - 0)²)
AB = √(6² + 2²)
AB = √(40)
AB = 2√(10)
AB = 6.3245
AB = 6.3 to the nearest tenth
Therefore, the length of side AB is 6.3 units.
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Sam has 42 pencils and 56 pens.he will give all of them to a group of his classmates. each classmate will receive the same number of each item. what is the greatest number of classmates sam can give pencils and pens to? how many of each item will each classmate receive?
Sam can give pencils and pens to 14 classmates, with each classmate receiving 3 pencils and 4 pens (since 42 divided by 14 is 3, and 56 divided by 14 is 4).
Sam has 42 pencils and 56 pens, and he wants to distribute them equally among his classmates. To find the greatest number of classmates, we need to find the greatest common divisor (GCD) of 42 and 56.
The GCD of 42 and 56 is 14. Therefore, the greatest number of classmates Sam can give pencils and pens to is 14.
Each classmate will receive:
- 42 pencils / 14 classmates = 3 pencils per classmate
- 56 pens / 14 classmates = 4 pens per classmate
So, each of the 14 classmates will receive 3 pencils and 4 pens.
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3. What is the largest number that divides 626, 3127 and 15628 and leaves remainders of 1, 2 and 3 respectively?
Answer:
Step-by-step explanation:
625
A lot of people that live in San Luis AZ have a job at Yuma or nearby the city. For this reason, Yuma county officials are considering expanding the highway between San Luis and Yuma. Since they will need a considerable amount of money to build the new highway, they want to make sure that at least 65% of employed adults that live in San Luis, travel to Yuma or nearby to get to their workplaces. From the 11,559 employed adults that live in San Luis, a random sample of 400 people was taken and 290 said that they work at Yuma or nearby. Assume that the Yuma county officials want to build a 95% confidence interval to estimate the proportion of employed adults that live in San Luis and travel to Yuma or nearby to get to their workplaces.
Calculate the margin of error for this sample, assuming a level of confidence of 95%.
Construct a 95% confidence interval for the employed adults that live in San Luis AZ and travel to Yuma or nearby to get to their workplaces.
Explain the meaning of "95% level of confidence", in context.
Interpret the confidence interval you created in question (b).
Given the confidence interval you calculated on (b), is it worth it to invest the money on this new highway?
Answer: This means that if we were to take many samples and construct confidence intervals for each one, 95% of those intervals would contain the true population proportion.
Step-by-step explanation:
a) To calculate the margin of error for this sample, we can use the formula:
Margin of error = Z√(p(1-p)/n)
where:
Z = the z-score corresponding to the level of confidence (95% confidence interval corresponds to a z-score of 1.96)
p = the sample proportion (290/400 = 0.725)
n = the sample size (400)
Plugging in these values, we get:
Margin of error = 1.96√(0.725(1-0.725)/400) ≈ 0.049
So, the margin of error for this sample is approximately 0.049 or 4.9%.
b) To construct a 95% confidence interval for the proportion of employed adults that live in San Luis and travel to Yuma or nearby to get to their workplaces, we can use the formula:
Confidence interval = p ± Z*(√(p*(1-p)/n))
where:
p = the sample proportion (0.725)
Z = the z-score corresponding to the level of confidence (1.96)
n = the sample size (400)
Plugging in these values, we get:
Confidence interval = 0.725 ± 1.96*(√(0.725*(1-0.725)/400)) ≈ (0.678, 0.772)
Therefore, we can say with 95% confidence that the proportion of employed adults that live in San Luis and travel to Yuma or nearby to get to their workplaces is between 0.678 and 0.772.
c) The "95% level of confidence" means that if we were to repeat this sampling process many times and construct 95% confidence intervals for each sample,
we would expect that 95% of those intervals would contain the true population proportion of employed adults that live in San Luis and travel to Yuma or nearby to get to their workplaces.
d) The confidence interval we constructed in (b) tells us that we can be 95% confident that the true population proportion of employed adults that live in San Luis and travel to Yuma or nearby to get to their workplaces is between 0.678 and 0.772.
This means that if we were to take many samples and construct confidence intervals for each one, 95% of those intervals would contain the true population proportion.
Based on this interval, we can conclude that it is likely that at least 65% of employed adults that live in San Luis travel to Yuma or nearby to get to their workplaces, as the lower bound of the interval is above 65%.
e) Whether or not it is worth it to invest in the new highway depends on many factors beyond just the proportion of employed adults that live in San Luis and travel to Yuma or nearby to get to their workplaces.
The decision to invest in the highway should be based on a careful cost-benefit analysis that takes into account factors such as the expected traffic volume, the expected economic benefits, and the cost of the project.
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The notation (x,y)→(−x,y) means a reflection across the y axis.
Answer:
This is true.
Step-by-step explanation:
To prove this as true what we can do is draw a graph. On one of the graphs, we will have a point at (-7,1). If we were going to reflect it over the y-axis by counting the distance it is from the y-axis and counting it in the other direction. When we do this we get a point of (7,1). We can infer that because it was flipped in the y-axis the y value stayed the same while the x-axis changed.
This is how we can prove this to be true.
A local flooring company is retiling your kitchen. Your kitchen is a rectangle with dimensions of 7 ft by 15 ft. You are going to use square tiles that measure 6 by 6 inches. Assuming the tiles lay completely flush with one another on the floor (no space in between) How many tiles will the flooring company need to buy?
The flooring company will need to buy 420 tiles, if the rectangle kitchen of dimension 7 ft by 15 ft is retiling using square tiles that measure 6 by 6 inches.
First, we need to convert all the measurements to the same unit. We can convert the dimensions of the kitchen from feet to inches by multiplying by 12:
Length: 7 ft x 12 in/ft = 84 in
Width: 15 ft x 12 in/ft = 180 in
Next, we need to find the area of the kitchen in square inches:
Area = length x width = 84 in x 180 in = 15,120 sq in
Now, we can find the area of one tile in square inches:
Area of one tile = 6 in x 6 in = 36 sq in
Finally, we can divide the area of the kitchen by the area of one tile to find the total number of tiles needed:
Number of tiles = Area of kitchen / Area of one tile
Number of tiles = 15,120 sq in / 36 sq in = 420
Therefore, the flooring company will need to buy 420 tiles.
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Plsss answer correctly and Show work for points!
Answer:
b=18.7
Step-by-step explanation:
sin112°/37=sin28°/b
b=sin28°/(sin112°/37)
b=18.7
