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Hector had \(y\) dollars in his savings account. He made a deposit of twenty- dollar bills and dollar coins. He had four times as many dollar coins as he had twenty-dollar bills and the total of his twenty-dollar bills was \(\$ 60 .\) Write an expression for the balance in Hector's account after the deposit.

Short Answer

Expert verified
The balance in Hector's account after the deposit is \(y + \$72\).

Step by step solution

01

Determine the Number of Twenty-Dollar Bills

Since the total amount of his twenty-dollar bills is \$60, we can find the number of bills by dividing the total amount by the value of each bill. Each twenty-dollar bills is worth \$20, so \[ \text{{Number of Twenty-Dollar Bills}} = \frac{\$60}{\$20} = 3 \]
02

Find the Number of Dollar Coins

It was mentioned that he had four times as many dollar coins as twenty-dollar bills. Multiplying the number of twenty-dollar bills by 4 gives us the number of dollar coins. So, \[ \text{{Number of Dollar Coins}} = 4 * \text{{Number of Twenty-Dollar Bills}} = 4 * 3 = 12 \]
03

Compute the Total Deposit

The total deposit is the sum of the value of all twenty-dollar bills and dollar coins. Hence, \[ \text{{Total Deposit}} = \text{{Number of Twenty-Dollar Bills}} * \$20 + \text{{Number of Dollar Coins}} * \$1 = 3 * \$20 + 12 * \$1 = \$60 + \$12 = \$72 \]
04

Write the Expression for the Balance

Now that we have the total deposit, we can find the balance in the account after the deposit. This is given by the initial amount (\(y\)) plus the total deposit. So, \[ \text{{Balance After Deposit}} = y + \text{{Total Deposit}} = y + \$72 \]

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Financial Literacy
Financial literacy is an essential skill that involves understanding how money works in the real world. It includes knowing how to manage, invest, and save money effectively. When we talk about financial literacy in an algebraic context, we're understanding mathematical concepts within practical scenarios, like bank accounts or budgeting.
A key component is recognizing different types of financial moves, like making deposits or understanding interest rates. Hector gives us an example here. By calculating his total deposits, Hector demonstrates how knowledge of financial arithmetic can guide sound financial decisions.
  • Understanding deposits and withdrawals helps us keep track of our funds.
  • Using simple math skills to monitor savings is an important part of managing personal finances.
  • Algebraic expressions can simplify financial calculations.
Managing finances well often requires a mixture of mathematical reasoning and logical decision-making, both of which support a solid foundation in financial literacy.
Savings Account
A savings account is a bank account where money is deposited, stored, and can accumulate over time. It's a fundamental building block in personal finance, useful for setting aside funds and earning interest over the long run.
In Hector's situation, we learn about making deposits to his savings account. Deposits increase the account balance and can involve cash, checks, or electronic transfers.
  • Deposits increase the balance and potentially earn interest, depending on bank policies.
  • Saving regularly can lead to a substantial amount over time thanks to compound interest.
  • Understanding deposits aids in making stronger financial decisions with savings accounts.
Algebra helps us express changes in the account, allowing us to visualize how each action, like Hector's deposit, affects the balance. This helps foster a disciplined approach to savings.
Problem-Solving Skills
Problem-solving skills help us tackle everyday challenges with confidence and creativity. When it comes to math problems, like Hector’s, these skills enable us to break down complex situations into manageable steps, leading to a solution. Through the exercise, we can engage various problem-solving strategies:
  • Identifying and understanding the problem.
  • Breaking it into clear, sequential steps, such as determining the number of items (bills, coins).
  • Logical reasoning to compute totals and forming an expression.
The structured approach used in the solution can be applied to countless scenarios beyond math. By identifying key elements, making calculations, and ultimately simplifying results into a final expression, we flex problem-solving muscles critical for both academic and real-world situations.
Mathematical Reasoning
Mathematical reasoning involves using logic and mathematics to solve problems. It's about understanding relationships between numbers and operations to form conclusions. In Hector's exercise, we observe mathematical reasoning in action through algebra.
We calculated how many twenty-dollar bills Hector had by dividing the total ( $60 ) by the value per bill ( $20 ), a logic-based calculation. This extends to finding the number of dollar coins by leveraging the relationship between the numbers. In this exercise:
  • Algebraic expressions model real-life situations, helping visualize financial scenarios.
  • Developing reasoning skills encourages a deeper understanding of mathematical concepts.
  • They allow for efficient problem-solving by predicting outcomes and verifying results.
Mathematical reasoning not only frames our thinking around numbers but also enables practical application, demonstrating the power of algebra in everyday life.

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Most popular questions from this chapter

Rob deposits \(\$ 1,000\) in a savings account at New York State Bank that pays 4.4\(\%\) interest, compounded monthly. a. How much is in his account at the end of one year? b. What is the APY for this account to the nearest hundredth of a percent?

Investigate the difference between compounding annually and simple interest for parts a-j. a. Find the simple interest for a one-year \(\mathrm{CD}\) for \(\$ 5,000\) at a 6\(\%\) b. Find the interest for a one-year CD for \(\$ 5,000\) at an interest rate of \(6 \%,\) compounded annually. c. Compare the results from parts a and b. d. Find the simple interest for a three-year \(\mathrm{CD}\) for \(\$ 5,000\) at an enterest rate of 6\(\% .\) e. Find the interest for a three-year CD for \(\$ 5,000\) at an interest rate f. Compare the results from parts d and e. g. Find the simple interest for a six-year \(\mathrm{CD}\) for \(\$ 5,000\) at an interest rate of 4\(\% .\) h. Find the interest for a six-year CD for \(\$ 5,000\) at an interest rate of 4\(\%\) , componded annually. i. Compare the results from parts \(\mathrm{g}\) and \(\mathrm{h} .\) j. Is interest compounded annually the same as simple interest? Explain.

123 Savings and Loan charges a monthly fee of \(\$ 8\) on checking accounts and an overdraft protection fee of \(\$ 33 .\) Neela's check register showed she had a balance of \(\$ 456\) when she wrote a check for \(\$ 312 .\) Three days later she realized her check register had an error and she actually only had \(\$ 256 .\) So she transferred \(\$ 250\) into her checking account. The next day, her monthly account statement was sent to her. What was the balance on her statement?

Find the interest earned on a \(\$ 50,000\) deposited for six years at 4\(\frac{1}{8} \%\) interest, compounded continuously.

On May 29, Rocky had an opening balance of x dollars in an account that pays 3% interest, compounded daily. He deposits y dollars. Express his ending balance on May 30 algebraically.

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