NEED HELP ASAP PLEASE 20 POINTS Hannah is taking out a loan in the amount of $12,000. Her choices
are a 3-year loan at 6% simple interest and a 5-year loan at 7.5%
simple interest. What is the difference in the amount of interest
Hannah would have to pay on these two loans?

A. $2290
B. $2340
C. $2410
D. $2470

its 4 because 2 times 2 is 4, if you double the number two you get four

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.

let's call the solutions x₁ = (5 - 2√7)/3 and x₂ = (5 + 2√7)/3

then the equation is (x-x₁)(x-x₂) = 0

if you fill that in you get a lot of numbers which you can recognize as ax²+bx+c=0.

step-by-step explanation:

you can see that a=1 (there is just an x²)

b = (-5 -2√7 + 2√7 - 5)/3 = -10/3

c = -2√7)/3 ) * (-5+2√7)/3) = -1/3

so your answer is 3x^2 – 10x – 1 = 0

b. b < 1 might be the correct answer