The amount in Ebony’s bank account is a function of the number of days d since she opened the account. The graph shows segments representing her day-by-day bank balance. Although there are no labeled tick marks on the graph, you can answer the questions by using the additional given information as well as your general knowledge of graphs of functions.
(graph)
1. Ebony kept her bank account open for only 3 weeks, and the graph shows the entire 3 weeks. During that time, her greatest balance was $400.
(a) Give the domain and range of the function.
(b) Give an estimate to the nearest hundreds for . Explain how you determined your estimate and tell what means in context of the situation.
(c) Ebony’s bank balance first reached $0 on Day 12. How would you show that information in function notation?
(d) Ebony’s bank balance remained at $0 from Day 12 through Day 15. As you count segments from the left, which segment on the graph1, 2, 3, 4, 5, or 6 represents that information? Explain how you know.
2. Ebony’s bank balance first reached $400 on Day 4. The last day her balance was $400 was Day 8.
(a) Determine . Explain how you determined these amounts.
(b) Estimate . Explain how you determined these amounts.
(c) Jade said that the amount of money Ebony took out of her account each day between Day 8 and Day 12 was the same amount of money she put into her account each day between Day 0 and Day 4. Recall that Day 12 is when the balance first reached $0. Without doing any calculations, how could you show Jade why that cannot be true?
3. On Day 16, Ebony deposited $100 into her account. On each day after Day 16, segment 5, Ebony made a deposit, and those deposits were equal to each other.
(a) Explain how you can determine, just by looking at the graph, whether the amounts she deposited after Day 16 were each less than $100, $100, or more than $100.
(b) Use the graph to estimate in hundreds. Explain how you determined this estimate. Then show how you can estimate the amount of money Ebony deposited into her account each day after Day 16

Ebony kept her bank account open for only 3 weeks, and the graph shows the entire 3 weeks. During that time,her greatest balance was $400

the answer is c. 23/3

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.