Daniel wrote the function F(x) = 5(1.2) to model a situation given on her homework. Which of the following problem situations can be described using this
function rule?
A bacteria sample started with 5 bacteria increases at a rate of
20% every hour. Write a function that can be used to describe the
amount of bacteria in the sample after any number of hours.
A school bus starts its morning route with 5 passengers at its first
stop. At each bus stop along the route, 2 people on average get
onto the bus. Write a function that can be used to describe the
number of people on the bus at any given stop along the route to
school.
Marcus opens a savings account with an initial deposit of $5.00.
Each week Marcus deposits $1.20 into his account. Write a
Function rule that can be used to find the amount of money
Marcus has deposited in his account after any number of weeks.
0
A coffee maker reservoir holds 5 gallons of water. After each cup
of coffee brewed, the water level
is reduced by 20%. Write a
function rule that can be used to describe the portion of the
original 5 gallons of water that
is remaining in the reservoir
after
a given number of cups brewed.

x =-.20752

step-by-step explanation:

4^(x+2)=12

4^(x+2)=12

take the log base 4 on each side

log 4 (4^(x+2) = log 4(12)

we know log b(a^y) = y log b (a)

(x+2) log 4(4) = log 4 (12)

x+2 = log 4 (12)

we know   logb c = loga c/loga b

we want to convert to base 10   so a = 10

by default, we do not write the 10   c = 4   and b = 10

log4 10 = log 12/log 4

log4 10 = log 12/ log 4

x+2 = log 12/ log 4

subtract 2 from each side

x +2 -2 = log 12/ log 4 -2

x = 1.79248125 -2

x =-.20752

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.

yes, gavin is right.

step-by-step explanation:

gavin is correct. 

this problem is about converting 9% per year to how many percent per quarter. the rate is still the same. it only differed in the time period. so, through dimensional analysis,

9% per year  × (1 year / 4 quarters) = 2.25% per quarter

if he was asked to convert 9% per year to how many percent per quarter  compounded quarterly, then you will not simply divide by four. this is because compounding is not linear.

hope this , have a good day. c;