The fraction cannot be worked out, given the information on the numerator being even and the denominator being odd.
How to work out the fraction ?When fractions are said to be in their simplest forms as 1 / 1, then it means that both the numerator and the denominator are the same. This way, they can divide each other and leave one.
For such a situation to happen, the numbers will have to either both be even numbers, or odd numbers. The numerator cannot be even while the denominator is odd.
This fraction therefore cannot be worked out.
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A certain forest covers an area of 2500km Suppose that each year this area decreases by 6.25% What will the area be after 15 years Use the calculator provided and round your answer to the nearest square kilometer.
After 15 years, the area of the forest will be approximately 1523.4 km
A percentage is a unit used to express a portion of a whole number as a fraction of 100.
In this scenario, we are know that the area of a forest decreases by 6.25% each year. This means that each year, the area of the forest will decrease by
=> 6.25/100 times its original size.
To find the area of the forest after 15 years, we need to calculate the total decrease in area over 15 years. We can do this by multiplying the original area of the forest by the percentage decrease each year, and then repeating this calculation 15 times.
Starting with the original area of 2500km, we can calculate the first year's decrease by multiplying
=> 2500 x 100/6.25 = 157.5 km.
To find the area after the first year, we subtract
=> 2500 km - 157.5 = 2342.5 km.
We can repeat this calculation for the next 14 years to find the total decrease in area over 15 years. We can also use the calculator provided to simplify the calculation.
To do this, we enter 2500, then press the multiply button, enter 0.0625, then press the equal button, then press the subtract button, and finally enter the result from the previous calculation until we reach the final answer.
This means that the total decrease in area over 15 years was approximately
=> 1523.4 km,
which is equal to 61% of the original area of the forest
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This meal cost $29 the 40% coupon is applied followed by 7% sales tax rate
What is the total with the discount and tax
Answer:
12.41
Step-by-step explanation:
[tex]29 \times 0.40 = 11.6[/tex]
[tex]11.6 \times 0.07 = 0.812[/tex]
[tex]0.812 + 11.6 = 12.412[/tex]
HELP ASAP, WILL GIVE BRAINLEIST
Using a standard deck of 52 cards, Lisa drew a card, recorded the suit of the card picked, then replaced it back in the deck. She continued this for a total of 40 draws. The table shows the frequency of each type of card drawn.
Diamonds Spades Hearts Clubs
7 11 9 13
Determine the experimental probability of not selecting a heart.
P(not heart) = 9%
P(not heart) = 10%
P(not heart) = 67.5%
P(not heart) = 77.5%
Step-by-step explanation:
a probability is always the ratio
desired cases / totally possible cases
in our experiment the totally possible cases for pulling not a heart is 40.
7 + 11 + 9 + 13 = 40
in that experiment we see that out of these 40 pulls we got 9 hearts. and therefore 40 - 9 = 31 non-hearts.
so, the experimental probability for not pulling a heart is
31/40 = 0.775 = 77.5%
Answer:
yes 77.5%
Step-by-step explanation:
PLEASE HELP
An election poll reported that a candidate had an approval rating of 48% with a margin of error E of 3%. Construct a confidence interval for the proportion of adults who approve of the candidate.
The confidence interval for the proportion of adults who approve of the candidate is given as follows:
(0.45, 0.51).
How to obtain the confidence interval?A confidence interval is obtained as the proportion estimate plus/minus the margin of error.
The parameters for this problem are given as follows:
Proportion estimate: 0.48.Margin of error: 0.03.Hence the bounds of the confidence interval are given as follows:
Lower bound: 0.48 - 0.03 = 0.45.Upper bound: 0.48 + 0.03 = 0.51.More can be learned about confidence intervals at https://brainly.com/question/25890103
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0
a) What is a fraction between 25% and
50%? How do you know?
Answer:
30/100
Step-by-step explanation:
25%= 25/100
50%= 50/100
3/100 is in the middle of the two fractions. So one of the possible answer can be 30/100 or 30%
Answer:
[tex]\sf \dfrac{2}{5}[/tex]
Step-by-step explanation:
"per cent" means "per hundred". Therefore, to change a percent to a fraction, remove the % sign and place the number as the numerator of a fraction with 100 as the denominator.
[tex]\sf 25\%=\dfrac{25}{100}[/tex]
[tex]\sf 50\%=\dfrac{50}{100}[/tex]
Any percent between 25% and 50% can be written as a fraction in the same way.
Choose a number between 25 and 50, place it as the numerator of a fraction with 100 as the denominator:
[tex]\sf \dfrac{40}{100}[/tex]
Now reduce the fraction to its simplest term by dividing the numerator and denominator by the greatest common factor (GCF):
[tex]\sf \dfrac{40 \div 20}{100\div 20}=\dfrac{2}{5}[/tex]
Therefore, the fraction ²/₅ is between 25% and 50% as it is equivalent to 40%.
The altitude of an airplane coming in for a landing is represented by the equation shown below, where y represents the altitude, in feet, of the airplane and x represents the number of minutes the plane has been descending.
y = -10x + 1500
This means y is the altitude with -10ft decent every x minutes when the initial altitude is 1500Ft
Part A: Create a table for the values when x = 0,5,8,10,10
Show your work with the equation used to identify the values you put in the table when X = 0,5,8,10 and 30.
Part B: identify the altitude after 5 minutes and after 30 minutes. use 1-2 sentences to explain the altitude at these two times and describe what is happening to the airplane at these time intervals. Starter: The plane's altitude after 5 minutes would be _________. After 30 minutes, the plane's altitude would be ________.
Then describe if the plane is in the air or on the ground at those times.
The equation of line is y = -10x + 1500 , where the slope is m = -10
What is an Equation of a line?The equation of a line is expressed as y = mx + b where m is the slope and b is the y-intercept
And y - y₁ = m ( x - x₁ )
y = y-coordinate of second point
y₁ = y-coordinate of point one
m = slope
x = x-coordinate of second point
x₁ = x-coordinate of point one
The slope m = ( y₂ - y₁ ) / ( x₂ - x₁ )
Given data ,
Let the equation of line be represented as A
Now , the value of A is
Substituting the values in the equation , we get
y = -10x + 1500 be equation (1)
where x is the number of minutes
and y is the altitude in feet
when x = 0
Substituting the value of x = 0 in the equation , we get
y = 1500 feet
when x = 5
Substituting the value of x = 5 in the equation , we get
y = -10 ( 5 ) + 1500
y = -50 + 1500
y = 1450 feet
when x = 8
Substituting the value of x = 8 in the equation , we get
y = -10 ( 8 ) + 1500
y = -80 + 1500
y = 1420 feet
when x = 10
Substituting the value of x = 10 in the equation , we get
y = -10 ( 10 ) + 1500
y = -100 + 1500
y = 1400 feet
when x = 30
Substituting the value of x = 30 in the equation , we get
y = -10 ( 30 ) + 1500
y = 300 + 1500
y = 1200 feet
So , the plane's altitude after 5 minutes would be 1450 feet and after 30 minutes, the plane's altitude would be 1200 feet
Now , the plane will reach the ground when y = 0
0 = -10x + 1500
10x = 1500
x = 150 minutes
Hence , the equation of line is y = -10x + 1500
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URGENT!! ILL GIVE
BRAINLIEST! AND 100 POINTS
The transformations of the triangle ABC to A'B'C' are (a) and (e)
How to determine the transformationsFrom the question, we have the following parameters that can be used in our computation:
ABC = (-6, 2), (-4, 6) and (-2, 2)
Rotate the triangle by 180 degrees
So, we have the following representation
Image 1 of ABC = (6, -2), (4, -6) and (2, -2)
Translate the triangle 1 units left
So, we have the following representation
A'B'C' = (5, -2), (3, -6) and (1, -2) ---- option (a)
Another possible sequence is as follows
Reflect the triangle across the x and y axes
So, we have the following representation
Image 1 of ABC = (6, -2), (4, -6) and (2, -2)
Translate the triangle 1 units left
So, we have the following representation
A'B'C' = (5, -2), (3, -6) and (1, -2) ---- option (e)
Hence, the transformations are (a) and (e)
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what is the sentence
Answer: Unclear
Step-by-step explanation: I can't see your image/sentence, so I can't help u
A ball is thrown vertically upward. After t seconds, its height / (in feet) is given by the function ()-100r-16r². What is the maximum height that the ball
will reach?
Do not round your answer.
Height:fect
X
G
A local restaurant charges $15 for a jumbo cheese pizza and $1.35 for each additional topping. Write an equation, in slope-intercept form, to represent the total cost, y, for x toppings on a jumbo pizza.
A local restaurant charges $15 for a jumbo cheese pizza and $1.35 for each additional topping.
the total cost, y, for x toppings on a jumbo pizza is represented in slope-intercept form, by the equation y = $1.35x + $15
The slope-intercept equation for the total cost, y, for x toppings on a large cheese pizza is y = mx + b, where m is the slope and b is the y-intercept.
First, we must determine the slope (m). The slope shows the $1.35 cost of each subsequent topping. So, m = $1.35.
The y-intercept must then be determined (b). The y-intercept shows the large cheese pizza's starting cost of $15. So, b = $15.
When we plug these values into the equation, we get:
y = $1.35x + $15
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I need some help please
Since f(1)=0 for f(x)=x^6-x^4+2x^2-2, we can conclude that x−1 is a factor of f(x) .
true or false?
For f(1) = 0 the statement is true that (x - 1) is the factor of the function.
What are polynomials?Polynomial is formed composed of the phrases Nominal, which means "terms," and Poly, which means "many." An expression that consists of variables, constants, and exponents that are combined using mathematical operations like addition, subtraction, multiplication, and division is referred to as a polynomial.
Given a function,
f(x) = x⁶ - x⁴ + 2x² - 2
and f(1) = 0
substitute the values,
f(x) = x⁶ - x⁴ + 2x² - 2
f(1) = 1⁶ - 1⁴ + 2(1)² - 2
f(1) = 0
so when x = 1 function is zero,
so x - 1 = 0 and (x - 1) is one of the factor of function f(x).
Hence the statement is true.
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the degree to which any differences in the outcome variables are different related to the experimental treatment is:
The degree of effect refers to the extent to which any differences in the outcome variables are related to the experimental treatment. It can be quantified using various statistical measures and is an important consideration in experimental design and analysis. However, it is not the only factor to consider, and other factors such as the magnitude of effect and potential confounding variables should also be taken into account.
In experimental design and analysis, the degree to which any differences in the outcome variables are related to the experimental treatment is an important consideration. This is typically referred to as the "degree of effect" or "degree of difference."
The degree of effect refers to the extent to which the experimental treatment produces differences in the outcome variables being measured. This can be quantified using various statistical techniques, such as the analysis of variance (ANOVA) or regression analysis, which compare the variation in the outcome variable between groups or over time. It is typically expressed as a statistical measure, such as a p-value or a confidence interval, which indicates the level of confidence that can be placed in the observed differences. A low p-value or a narrow confidence interval indicates a high degree of effect, indicating that any observed differences are likely to be related to the experimental treatment rather than chance or other factors.
In addition to the degree of effect, it is also important to consider the magnitude or size of the effect. This refers to the extent or strength of the differences between the treatment groups, and can be expressed using various effect size measures, such as Cohen's d or eta-squared. A larger effect size indicates a stronger or more meaningful difference between the groups, and is generally considered to be more important than a smaller effect size.
However, it is important to note that the degree of effect and magnitude of effect are not the only factors to consider when evaluating the results of an experiment. Other factors, such as the study design, sample size, and potential confounding variables, can also affect the interpretation of the results and the conclusions that can be drawn.
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an arc of a circle measures 2.4 radians. to the nearest degree, what is the measure, in degrees, of this arc? (disregard the degree sign when gridding your answer.)
The measure of the arc in degrees is 137.50°
Radian Measure:An angle is said to have a measure of 1 radian if it is subtended at its center by an arc of lengths 1 unit in a unit circle. "rad" is the sign used to represent the radian unit of measurement.
1 degree = π/180 radian 1 radian = 180°/πHere we have
An arc of a circle that measures 2.4 radians.
We need to find the measure in degrees
As we know 1 radian = 180°/π
2.4 radians = [ 180/π ] × 2.4 degrees
= [57.324] × 2.4
= 137.57° ( approx)
Therefore,
The measure of the arc in degrees is 137.50°
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the total of two number is 146
one of the number is a multiple of 11
the other one is a multiple of 17, find the two numbers
The two amount of numbers are 11 and 135. 11 is a multiple of 11 and 135 is a multiple of 17. The sum of the two numbers is 146.
Step 1: One of the numbers is a multiple of 11
Let the number be 11x, where x is an integer
Step 2: The total of the two numbers is 146
Therefore, 11x + 17y = 146, where y is an integer
Step 3: Solve the equation
11x + 17y = 146
11x = 146 - 17y
x = (146 - 17y) / 11
Step 4: Find the two numbers
x = (146 - 17y) / 11
For y = 1, x = 11
Therefore, the two numbers are 11 and 17.
The two numbers that add up to 146 are 11 and 135. 11 is a multiple of 11, which means it is divisible by 11 without any remainder. 135 is a multiple of 17, which means it is divisible by 17 without any remainder. When these two numbers are added together, the sum is 146. This means that 11 and 135 are the two numbers that add up to 146. 11 is a multiple of 11 and 135 is a multiple of 17, which explains why the sum of the two numbers is 146. The two numbers together can be used to represent a variety of different mathematical equations, such as the addition of two integers or the multiplication of two fractions. Knowing the two numbers that add up to 146 can be useful in a variety of different scenarios, such as solving math problems or accounting for the total of two items.
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There are 30 students in Mrs. Taylor ’ s kindergarten class. If there are twice as many students with blond hair as with blue eyes, 6 students with blond hair and blue eyes, and 3 students with neither blond hair nor blue eyes, how many students have blue eyes?
Answer:
11
Step-by-step explanation:
Let e represent the number of students with blue eyes. Then the number of students with blond hair is 2e. The total number of students is ...
3 + e + 2e -6 = 30
We subtracted 6 because the expressions e and 2e cause the 6 students with both blond hair and blue eyes to be counted twice.
3e = 33 . . . . add 3 and simplify
e = 11
11 students have blue eyes.
Answer:
11
Step-by-step explanation:
11
venn daigram
My geometry teacher sucks i have no clue how to do all four of these
The value of x is 10.
What is the Pythagoras theorem?The Pythagoras theorem states that the square of the longest side must be equal to the sum of the square of the other two sides in a right-angle triangle.
|AC|^2 = |AB|^2 + |BC|^2
Given;
Base=6
Perpendicular=8
Now
x^2=6^2+8^2
X^2=36+64
X^2=100
x=10
Therefore, by pythagoras theorem the answer will be 10.
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Use the Polygon tool to draw a rectangle with a length of 6 units and a height of 4 units. One of the sides of the rectangle falls on line CD , and the rectangle has a vertex of C.
Each segment on the grid represents 1 unit
The image below (see attachment) illustrates how the rectangle with a vertex of C and a side on line CD is built.
A rectangle can be thought of as a four-sided polygon with two opposite pairs of equal sides and four interior angles that are each 90 degrees. At each corner or vertex, the two sides come together at an angle. Rectangles differ from squares in that their opposite sides are of equal length. Additionally, it is known as an equiangular quadrilateral. Rectangles can also be referred to as parallelograms because their opposite sides are equal and parallel. As a result, the rectangle with the stated lengths and a vertex of C is built as shown in the image attached below (see attachment).
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Can anyone pls help me to solve this fastt!!
Answer:
f(x) = x + 5
Step-by-step explanation:
the equation of a line in slope- intercept form is
y = mx + c ( m is the slope and c the y- intercept )
calculate m using the slope formula
m = [tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex]
with (x₁, y₁ ) = (- 5, 0) and (x₂, y₂ ) = (0, 5) ← 2 points on the line
m = [tex]\frac{5-0}{0-(-5)}[/tex] = [tex]\frac{5}{0+5}[/tex] = [tex]\frac{5}{5}[/tex] = 1
the line crosses the y- axis at (0, 5 ) ⇒ c = 5
y = x + 5 , or
f(x) = x + 5
Answer:
x+5
Step-by-step explanation:
Because I said so
Solve x 2 − 2 x − 4 = 0
x equals 1 ± the square root of 5 end root
please help !!!!!
does anyone know the answer?!?
The volume of the ball is 267.95cm³ and the density of the ball is 0.335gcm⁻³
What is density of an objectDensity is a measure of the mass of an object per unit of volume. It is usually expressed in units of grams per cubic centimeter (g/cm3).
In this problem, the density of the ball is calculated as;
density = mass / volume
volume = volume of sphere
volume = 4/3πr³
volume = 4/3 * 3.14 * 4³
volume = 267.95cm³
The volume is 267.95cm³
The density of the ball = mass / volume
density = 90 / 267.95 = 0.335gcm⁻³
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Kim was solving a problem using the six steps first she read the promblem then she wrote down the facts and figures next she knew she had to find a relation between what’s given and what
Kim was solving a problem using the six steps first she read the problem then she wrote down the facts and figures next she knew she had to find a relation between what’s given and what's asked for.
After that, she formulated a plan or strategy to solve the problem. Then, she carried out the plan and solved the problem. Finally, she checked her answer to see if it made sense and if it was reasonable.
These six steps are often used in problem-solving and are a useful way to approach a problem systematically. By following these steps, one can ensure that all the relevant information is taken into consideration, a plan is developed to solve the problem, and the solution is verified before presenting it as the final answer.
The six steps are:
1. Determining the problem statement.
2. Identifying the main causes of the problem.
3. Developing viable solutions relevant to the problem.
4. Selecting one solution among the options.
5. Applying the solution on the problem at hand.
6. Evaluating the effect of the solution on the problem.
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PLS HELP WILL GIVE BRAINIEST IF CORRECT
Of the people who fished at Clearwater Park today, 54 had a fishing license, and 36 did not. Of the people who fished at Mountain View Park today, 90 had a license, and 10 did not. (No one fished at both parks.)
Suppose that one fisher from each park is chosen at random. What is the probability that the fisher chosen from Clearwater had a license and the fisher chosen from Mountain View did not have a license?
Do not round your answer.
The probability of choosing a fisher from Clearwater who had a license is 54/(54+36) = 0.6, and the probability of choosing a fisher from Mountain View who did not have a license is 10/(10+90) = 0.1.
Assuming that the choices are independent, the probability of both events happening together is the product of their probabilities:
P(Clearwater had a license and Mountain View did not have a license) = P(Clearwater had a license) x P(Mountain View did not have a license)
= 0.6 x 0.1
= 0.06
Therefore, the probability that the fisher chosen from Clearwater had a license and the fisher chosen from Mountain View did not have a license is 0.06.
Answer:
The probability that the fisher chosen from Clearwater had a license and the fisher chosen from Mountain View did not have a license is 0.06
Step-by-step explanation:
To solve this problem, we can use the multiplication rule of probability, which states that the probability of two independent events both occurring is equal to the product of their individual probabilities.Let event A be the event that a fisher chosen from Clearwater Park had a license, and let event B be the event that a fisher chosen from Mountain View Park did not have a license. Then, we need to find the probability of A and B occurring together, which we can write as P(A and B).
Using the given information, we can calculate the probabilities of events A and B as follows:
P(A) = 54/(54+36) = 0.6 (the proportion of fishers at Clearwater Park with a license)
P(B) = 10/(90+10) = 0.1 (the proportion of fishers at Mountain View Park without a license)
Since the events are independent (since no one fished at both parks), we can use the multiplication rule to find the probability of A and B occurring together:
P(A and B) = P(A) * P(B) = 0.6 * 0.1 = 0.06
Identify the diameter of circle A.
The diameter of circle A is equal to line segment TB.
What is a circle?In Mathematics, a circle can be defined as a closed, two-dimensional curved geometric shape with no edges or corners. Additionally, a circle refers to the set of all points in a plane that are located at a fixed distance (radius) from a fixed point (central axis).
Based on the information provided about circle A, we can reasonably infer and logically deduce that its diameter is represented by line segment TB. Furthermore, the radius of circle A can be calculated as follows;
Diameter = radius + radius
Diameter = TA + AB
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marni burns a candle half of its length everyday that she uses it.
day 1 =18
day2=
day 3 =
day 4=
day 5=
pleaseee help asap tysm !!
Answer: Let's denote the length of the candle on day 1 as L.
On day 2, the length of the candle is L/2, on day 3 it is L/2^2, on day 4 it is L/2^3 and on day 5 it is L/2^4.
So, on day 5, the length of the candle is L/2^4 = L/(222*2) = L/16.
Given that the length of the candle on day 1 is 18 inches, we have:
L = 18
And the length of the candle on day 5 is:
L/16 = 18/16 = 9/8
So, the length of the candle on day 5 is 9/8 inches.
Step-by-step explanation:
Henry is starting a t-shirt printing business and plans on selling each shirt for $30, with his cost being $8 per shirt. The equipment will cost $1200.
Henry orders 600 shirts and determines that the profit for his new business is modeled by the function P = 22x - 1200. What is the domain of this function in this context?
{0 ≤ x ≤ 600}
{0 ≥ x ≥ 600}
{-1,200 ≤ x ≤ 2,000}
all real numbers
The domain of the function here is {0 ≤ x ≤ 600}. The first option is the right answer.
What is the domain of a function?The domain of a function is the set of all input values (or independent variables) for which the function is defined and produces a valid output (or dependent variable). It is the set of values that can be plugged into a function and yield a valid result.
The domain of this function in this context is {0 ≤ x ≤ 600}.
This is because x represents the number of t-shirts Henry sells and he has ordered 600 shirts. So, he can only sell a non-negative number of shirts (x ≥ 0) and a maximum of 600 shirts (x ≤ 600). Any values outside this range are not meaningful in this context, hence they are not part of the domain.
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There is three-fourths of a shell pile left, and Terrence has sorted four-sixths of it.
How much of the shells did he sort?
twelve twenty-fourths
sixteen-eighteenths
twelve-sixteenths
seven-tenths
Based on the fractional value, the amount of the shells that Terrence sorted is A. twelve twenty-fourths.
What is a fractional value?A fractional value is a value that represents a portion or part of the total value.
Fractional values can be depicted as proper, improper, or complex fractions. They can also be depicted as decimals or percentages.
The remaining quantity of the shell pile = ³/₄
The quantity sorted by Terrence = ⁴/₆
The fractional value sorted by Terrence = (⁴/₆ x ³/₄) = ¹²/₂₄ = 0.5 or 50%
Thus, we can conclude that Terrence sorted 50% or ¹²/₂₄ of the shell pile.
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c^5 x c
help i dont know what the answer is i dont pay attention
Work Shown:
c^5 x c
c^5 x c^1
c^(5+1)
c^6
The rule is to add the exponents when multiplying exponential expressions. The bases must be the same. The rule in symbolic form is a^b*a^c = a^(b+c)
positive integers a and b are each less than 6. what is the least possible value for 2*a-a*b?
[tex]a < 6\to \begin{cases} 0\\ 1\\ 2\\ 3\\ 4\\ 5 \end{cases}\hspace{5em}b < 6\to \begin{cases} 0\\ 1\\ 2\\ 3\\ 4\\ 5 \end{cases} \\\\[-0.35em] ~\dotfill\\\\ 2a-ab\implies a(2-b)[/tex]
now, in the expression above, if we set a = 0, we land on 0, if we set b = 2, we land on 0 again, and 0 is the least of all positive integers.
a pyramid is 860 ft high (due to erosion, its current height is slightly less) and has a square base of side 7740 ft. find the work needed to build the pyramid if the density of the stone is estimated at 168 lb/ft .
The work needed to build the pyramid is calculated by multiplying the area of the base by the height and the density of the stone.
The work needed to build the pyramid can be calculated by using the formula Work = Area x Height x Density. The area of the base of the pyramid can be calculated by using the formula Area = Side^2, where Side is the length of the side of the square base. In this case, the side of the square base is 7740 ft. So, the area of the base is 7740^2 ft^2. The height of the pyramid is 860 ft (due to erosion, its current height is slightly less). The density of the stone is estimated at 168 lb/ft. So, the work needed to build the pyramid is calculated by multiplying the area of the base by the height and the density of the stone, like this: Work = 7740^2 ft^2 x 860 ft x 168 lb/ft = 9.76 x 10^9 lb-ft.
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