Jonathan purchased a dirt bike a year ago. The value of the dirt bike, in dollars, can be calculated using the expression shown below, where t is time, in years. 8,690(0.95)^12t

Use the given expression to complete the statements below.
1. The quantity that represents the initial value of the dirt bike is .

2. The quantity that reveals the rate at which the value of the dirt bike is decreasing is , 3. which means the decay rate of the dirt bike is %.

4 .The quantity that represents the number of times the value of the dirt bike decreases each year is .

12

step-by-step explanation:

a triangle's   full angle is 180 degrees so 180 - 156 = 24. 24/2=12

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.

the answer is 150.6

step-by-step explanation:

you multiply .02 by 30 and get .6.

and then you multiply 5.00 by 30 and get 150.

hope this !

i saw this question before, dont know the asnwer srry

step-by-step explanation: