On May 1, Cleveland Livingston opened a savings account that paid 3.5 percent exact interest at Fulton Savings Bank with a deposit of

$5,000. Ten days later he deposited $2,000. Fourteen days later he

deposited $8,000. No other deposits or withdrawals were made. Six

days later the bank calculated the daily interest.

(a) How much simple interest did his money earn?

(b) How much was in the account at the end of the 30 days?

Step-by-step explanation:

rate  = 3.5% per month

A) Six  days later the bank calculated the daily interest.

so, time = 6 days

= 6 / 30 = 1/5 month

simple interest  

=35%

B) For $5000, t = 1 month

For $2000, t = 20 / 30 = 2/3 month

For $8000, t = 16/30 months

Simple interest for $5000

$175

Simple interest for $2000

=$46.67

Simple interest for $8000

=$149.33

Total amount in account at the end of 30 days is

= $5000 + $175 + $2000 + $46.67 + $8000 + $149.33

= $15371

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.

step-by-step explanation:

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.