How do you find the Geometric Mean of a set of two or more numbers?

Answers

Answer 1

Answer: A geometric mean is often used when comparing different items—finding a single "figure of merit" for these items—when each item has multiple properties that have different numeric ranges.[1] For example, the geometric mean can give a meaningful "average" to compare two companies which are each rated at 0 to 5 for their environmental sustainability, and are rated at 0 to 100 for their financial viability. If an arithmetic mean were used instead of a geometric mean, the financial viability is given more weight because its numeric range is larger—so a small percentage change in the financial rating (e.g. going from 80 to 90) makes a much larger difference in the arithmetic mean than a large percentage change in environmental sustainability (e.g. going from 2 to 5). The use of a geometric mean "normalizes" the ranges being averaged, so that no range dominates the weighting, and a given percentage change in any of the properties has the same effect on the geometric mean. So, a 20% change in environmental sustainability from 4 to 4.8 has the same effect on the geometric mean as a 20% change in financial viability from 60 to 72.

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miguels physical eduction class lasts for 3/4 of an hour. today they spent 3/4 of that time playing dodge ball. what fraction of an hour did he spend playing dodge ball?

PLEAS HELP...FIRST CORRECT ANSWER WILL GET BRAINLIEST....PLEASE ANSWER NOW!!!! The bar graph shows the number of students who earned each letter grade on an
exam, which statement about the graph is true?

Answers

*a clearer picture containing the graph is shown in the attachment

Answer:

20% of the class earned a D

Step-by-step Explanation:

Step 1: Determine the total number of students represented on the graph:

9 students => D

5 students => C

14 students => B

17 students => A

Total number of students = 45

Step 2: Express each category of students who scored a particular grade as a fraction and as percentage.

9 students => D => $(9)/(45) = (1)/(5)$ => as percentage, we have $(1)/(5) * 100 = 20 percent$

5 students => C => $(5)/(45) = (1)/(9)$ => as percentage, we have $(1)/(9) * 100 = 11.1 percent$

14 students => B => $(14)/(45)$ => as percentage, we have $(14)/(45) * 100 = 31.1 percent$

17 students => A => $(17)/(45)$ => as percentage, we have $(17)/(45) * 100 = 37.8 percent$

Step 3: Check each statement to see if they are true or not based on the calculations above.

Statement 1: "⅕ of the students earned a C."

This is NOT TRUE From our calculation, ⅑ of the students earned a C.

Statement 2: "3% more students earned an A than a B." This is also NOT TRUE.

37.8% earned A, while 31.1% earned a B. Thus, about 6.7% more students earned an A than a B.

Statement 3: "20% of the class earned a D". This is TRUE.

Check calculation in step 2.

Statement 4: "¼ of the class earned a B". This is NOT TRUE.

¼ is 25% of the class. Those who earned a B account for 31.1% not 25% (¼ of the class).

The correct statement is: "20% of the class earned a D"

X=3/5 y=1/3 z=24/5 work out the value of z+x x y

Answers

The correct answer is 3.

Can you please help me ASAP. its due very soon.

Answers

The final answer would be 3.5 inches tall or if you need fractions it would be 3 and 1/2. Here’s the explanation: the candle is originally eight inches tall and for every hour it burns it loses 3/4 of an inch which is .75. It will be burning till 11:00 at night which means it will be burning for six hours. All you need to do is multiply how much of the candle is burned every hour (.75) by how many hours. This will give you 4.5 inches burned by 11:00. But the question asked for how tall the candle will be, so you simply just subtract how much of the candle will have burned(4.5 inches) by the height (8 inches) and you get 3.5 inches.

Answer:

4.5 inches

Step-by-step explanation:

8-3/4-3/4-3/4-3/4-3/4-3/4= 4 2/4

Differentiate Functions of Other Bases In Exercise, find the derivative of the function.y = 3x

Answers

Answer:

The derivative of the function is 3.

Step-by-step explanation:

The derivative of $a*x^(n)$ is $a*n*x^(n-1)$ . The derivative of 20x is 20, for example. The derivative of $40x^(4)$ is $160x^(3)$ .

In this problem

It aks the derivative of a function, which is 3x. Applying the rule that is explained above, we have that the derivative of 3x is 3.

So the derivative of the function is 3.

This pattern repeats every 5 terms. The pattern is rectangle, pentagon, square, hexagon, pentagon. What is the 19th term of this pattern? Answers Square
Pentagon
Hexagon
Rectangle

Answers

Since the pattern repeats every 5 terms, we can find the remainder when 19 is divided by 5 to determine which term in the pattern the 19th term corresponds to.

19 ÷ 5 = 3 with a remainder of 4

Since there are 5 terms in the pattern, the 19th term is equivalent to the 4th term in the pattern. Therefore, the 19th term is a square.

A new homeowner needs to put up a fence to make his yard secure. the house itself forms the south boundary and the garage forms the west boundary of the property, so he needs to fence only 2 sides. the area of the yard is 4000 sq ft. he has enough material for 160 ft of fence. find the length and width of the yard.

Answers

Let the width = x feet, then the length = 160 - x feet.

The area = x * (160 - x) = 4000

160x - x^2 = 4000

x^2 - 160x + 4000 = 0

x = [- (-160) +/- sqrt (160^2 - 3 * 1 * 4000)] / 2

x = 128.98 or 31.01

answer is length = 129 feet and width = 31 feet ( to nearest foot).

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1. An equation is shown below.3 (x-2) + 7x= 1/2(6x-2)How many solutions, if any, does the equation have?

PLEASE HELP ME I NEED ITX=Y=

2. Factorisation of the algebraic expression 169x2 - 52xy + 4y2