Let V(t) represent the values of a bank account, in thousands dollars, t years after the account is opened at the bank. Determine whether each statement below is true

Complete question is;

Let V(t) represent the value of a bank account, in thousands of dollars, t years after the account is opened at the bank. Determine whether each statement below is true. Select True or False for each statement.

V(0) = 2 means that the value of the bank account when it is opened is $2000

V(5) = 2.2 means that 2.2 years after the bank account is opened, its value is $5000

V(10) – V(5) = 0.4 means that the bank account grows by $400 between 5 and 10 years after its opening

Statement 1: True

Statement 2: False

Statement 3: False

Step-by-step explanation:

We are told that the function V(t) represents the value of a bank account, in thousands of dollars, t years after the account is opened at the bank.

This means that if V(10) = 50, it means that the bank account is valued after 10 years is $50,000

From this little explanation, it's clear that only statement 1 is correct.

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.