Compound Interest: Free Response
5 questions in parts, 47 points in total. Work each one out on paper, taking a hint if you get stuck. When you have an answer, reveal the answer to check it, and the full solution only if you still want it. The rubric is there so you can mark your own work.
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1. A certificate that compounds once a year . Foundational, 9 points. Question 1 of 5.
A bank's three-year certificate of deposit pays a fixed annual rate, compounded once a year: the balance at the end of any year becomes the balance that earns interest the next year. This question runs that one fact three ways: forward to a balance, in reverse to a principal, and against the interest method that never reinvests.
- Part A.
A certificate deposits dollars at a fixed annual rate, compounded annually. What is the balance when it matures in years?
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
A different certificate at the same bank also compounds annually at . Using the growth factor from part A, how much must a customer deposit today to have exactly dollars when it matures in years?
Carry your own answer forward Reuse the growth factor from part A rather than recomputing it; the point of this part is the division, not the power.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
The customer wonders whether choosing simple interest instead of compound interest could ever leave more money in the certificate over these years. Explain whether it could, using what happens at the end of year specifically.
Explain why it works A sentence or two. Reasons, not steps. 3 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 4
All three parts lean on the same single move: one year multiplies a balance by the fixed factor . Running that move forward gives a balance; running it in reverse gives back a principal.
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Hint 2 of 4 · Part A
Convert the percent to a decimal before doing anything else, and remember the exponent counts whole years for annual compounding.
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Hint 3 of 4 · Part B
If multiplying by the growth factor turns a principal into a balance, think about which operation undoes a multiplication.
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Hint 4 of 4 · Part C
Write out what each formula gives specifically when , before you try to say anything about later years.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
dollars.
Part B
dollars.
Part C
No. At the end of year both methods give the identical balance , since only one interest payment has been added either way. From year onward compound interest reinvests that interest, so it is strictly ahead of simple interest for every later whole year; simple interest can never catch back up.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Convert the rate to a decimal, , and read off and . Apply directly.
Squaring gives , and one more factor gives , so
Rounded to the nearest cent, the certificate matures at dollars.
Part B
Solving for the principal means dividing by the growth factor instead of multiplying by it.
Carrying out the division,
Rounded to the nearest cent, the customer must deposit about dollars today.
Part C
Compare the two formulas directly: simple interest is and compound interest is .
At both reduce to the same expression,
because only a single year's interest has been added under either rule; there has been no earlier interest yet for compounding to reinvest.
From year on, compound interest applies the rate to a balance that already includes the first year's interest, while simple interest keeps applying the rate to the original principal only. That extra reinvested interest earns interest of its own in every later year, so
So simple interest matches compound interest exactly once, at the end of year , and falls behind in every year after that. It never leads.
In one line
The certificate matures at dollars; a deposit of about dollars today reaches dollars in years at the same rate; and simple interest can never leave more money than compound interest here, since the two agree only at the end of year and compound interest is strictly ahead in every year after.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Applies the compound interest formula with the rate written as a decimal and the number of years as the exponent. . Worth 2 points.
Reports the maturity balance rounded to the nearest cent, with the dollar unit. . Worth 1 point.
Part B 3 points
Divides the target balance by the growth factor from part A, rather than by the rate or the exponent alone. . Worth 2 points.
Reports the required deposit rounded to the nearest cent, with the dollar unit. . Worth 1 point.
Part C 3 points
Evaluates what each formula gives at specifically, and compares the two results before addressing any later year. . Worth 1 point.
Draws a conclusion about every whole year after year from that comparison, and justifies it by identifying what reinvested interest does that the other method's amount does not. . Worth 2 points. needs an explanation, not just an answer
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2. A quarterly loan balance, worked out one piece short . Application, 9 points. Question 2 of 5.
A friend takes out a dollar loan at a fixed annual rate, compounded quarterly, for years, and works out the balance owed like this:
- Part A.
Identify exactly what is wrong with this line of work, and state what the corrected version should be.
Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 3 points
- Part B.
Using your correction from part A, find the balance the friend actually owes on this loan, to the nearest cent.
Carry your own answer forward Recompute using whichever correction you made in part A; anything in the friend's line you judged to be already correct carries over unchanged.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
In terms of what and represent, explain what the exponent in the formula has to count, and state how many quarterly periods actually occur over this loan's two years.
Explain why it works A sentence or two. Reasons, not steps. 3 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 4
Three separate numbers appear in that line: a rate inside the parentheses, and an exponent outside it. Check each one against what it is supposed to count.
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Hint 2 of 4 · Part A
Ask how many quarters actually pass in two years, and compare that count with the exponent written in the friend's line.
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Hint 3 of 4 · Part B
Nothing about the rate inside the parentheses needs to change; only the exponent does. Recompute with that one substitution.
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Hint 4 of 4 · Part C
Treat and as two separate counts, one for periods per year and one for years, whose product is the total number of times the balance gets multiplied.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
The exponent should be , the total number of quarterly periods, not , the number of years. The per-period rate was already correct.
Part B
dollars.
Part C
In , is the number of times per year interest is applied and is the number of years, so the product is the total count of periods; using alone counts far fewer applications of the rate than actually occur. Over this loan's two years, quarterly periods actually occur.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Check each piece of the line against what it is supposed to represent. The per-period rate is correct: dividing the annual rate by the number of compounding periods per year is exactly right.
The exponent is where the line goes wrong. Compounding quarterly for years does not mean the factor is applied times; it means the factor is applied once every quarter, and there are quarters in each of the years, for a total of
quarterly periods. The friend used the number of years where the number of periods belongs.
Part B
Keep the correct per-period rate and replace only the exponent.
Raising to the eighth power gives , so
Rounded to the nearest cent, the balance owed is dollars, well above the friend's dollars.
Part C
The letter counts how many times a year the balance is multiplied by a period's growth factor, and counts how many years pass, so their product is the total number of times that multiplication happens. Treating the exponent as alone assumes the balance is multiplied only once a year, when it is really multiplied times a year.
Over years at periods a year, the true count is
quarterly periods. Each of those eight applications is a separate chance for the balance to earn interest on its own already-earned interest, which is why the corrected total in part B is noticeably larger than a calculation that only multiplies twice.
In one line
The friend's error is the exponent: it should be quarterly periods, not the years. Recomputing with the corrected exponent gives a balance of dollars, well above the friend's dollars, because the friend's version applied the rate only twice instead of the eight times that actually occur.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Identifies a single specific part of the friend's line as incorrect, rather than redoing the whole computation or objecting to it only in general terms. . Worth 2 points.
States precisely what that part should be instead, as a specific corrected value. . Worth 1 point.
Part B 3 points
Recomputes the balance using the correction identified in part A, rather than the friend's original line. . Worth 1 point.
Reports the corrected balance rounded to the nearest cent, with the dollar unit. . Worth 2 points.
Part C 3 points
States correctly what and each count in the compounding formula. . Worth 1 point.
Explains why using alone in place of changes how many times interest is actually applied, and states the correct total number of periods for this loan. . Worth 2 points. needs an explanation, not just an answer
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3. The same nominal rate, two different schedules . Reasoning, 10 points. Question 3 of 5.
Two savings accounts at the same bank both advertise a nominal annual rate of , but they credit interest on different schedules. Account X compounds quarterly; Account Y compounds continuously. A depositor puts dollars in each account and leaves both untouched for years.
- Part A.
Find the balance in Account X after years, using the growth factor .
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
Find the balance in Account Y after years, using .
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
State which account holds more after years and by how much, then explain in general terms why one of these two compounding methods can never be beaten by the other at the same nominal rate.
Carry your own answer forward Compare the two balances you found in parts A and B rather than recomputing either from scratch.
Compare the two methods Say what each one costs you, and when you would reach for it. 4 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 4
Both balances share the same principal, the same nominal rate, and the same span of time; only the compounding SCHEDULE differs between them.
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Hint 2 of 4 · Part A
Work out the per-period rate and the total number of periods separately before you raise anything to a power.
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Hint 3 of 4 · Part B
The exponent for continuous compounding is a single product of the rate and the time, not a rate divided by anything.
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Hint 4 of 4 · Part C
Ask what happens to a balance in the gap between one compounding instant and the next, and how that gap shrinks as a schedule compounds more often.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
dollars.
Part B
dollars.
Part C
Account Y (continuous) holds more, by about dollars. In general, continuous compounding credits interest with no gap between periods, so no finite schedule, however often it compounds, can ever earn more at the same nominal rate; a finite schedule can only approach the continuous balance.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Quarterly compounding at an annual rate of means periods a year, each paying , over periods total.
Rounded to the nearest cent, Account X holds dollars after years.
Part B
Continuous compounding uses with .
Rounded to the nearest cent, Account Y holds dollars after years.
Part C
Comparing the two balances,
Account Y is ahead by about dollars.
The reason is not particular to quarterly compounding: it holds against monthly, daily, or any other finite schedule at this same nominal rate. A finite schedule, no matter how frequent, still credits interest at separated instants, and between two credits the balance sits still, earning nothing on itself until the next credit arrives. Continuous compounding removes every such gap, crediting interest at every instant, so it is always crediting interest on interest sooner than any finite schedule can. That is why the continuously compounded balance is the highest a fixed nominal rate can produce, a ceiling every finite schedule climbs toward but never passes.
In one line
Account X (quarterly) holds dollars and Account Y (continuous) holds dollars after years, so Account Y is ahead by about dollars; that gap can shrink but never close, since continuous compounding credits interest with no gap between periods, forming a ceiling no finite schedule at the same nominal rate can pass.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Applies the compounding--times-a-year formula with the per-period rate and the total period count computed correctly. . Worth 2 points.
Reports Account X's balance rounded to the nearest cent, with the dollar unit. . Worth 1 point.
Part B 3 points
Applies with the correct product in the exponent. . Worth 2 points.
Reports Account Y's balance rounded to the nearest cent, with the dollar unit. . Worth 1 point.
Part C 4 points
States correctly which account is larger after years, with the difference computed to the nearest cent. . Worth 2 points.
Explains, in general terms, why one of the two compounding schedules can never be beaten by the other at the same nominal rate, connecting the reason to how often interest is credited. . Worth 2 points. needs an explanation, not just an answer
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4. Depreciation that compounds instead of running in a straight line . Foundational, 10 points. Question 4 of 5.
A company buys a piece of manufacturing equipment for dollars. Its value depreciates at a fixed annual rate of , but that is taken off the equipment's CURRENT value each year, not off the original price. This is compound depreciation, the same mechanism as compound interest running in reverse.
- Part A.
Write an expression for the equipment's value after years.
Model the situation Name your unknown first, then write every other quantity in terms of that one letter. 3 points
- Part B.
Four years of this depreciation multiply the value by a factor of . Using that factor, find the equipment's value after years, to the nearest cent.
Carry your own answer forward Substitute into whichever expression you wrote in part A. The factor quoted in the prompt is the fourth power of the base the stem describes; if your own base differs, raise that base to the fourth instead.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
One quick estimate treats the loss as a flat of the original price every year, for a total loss of of dollars, leaving dollars after years. Explain what this estimate assumes, and compare it with the value you found in part B.
Carry your own answer forward Compare against the value you computed in part B rather than recomputing it here.
Justify your claim State the claim, then give the reason it has to be true. 4 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 4
The mechanism here is the same one behind compound interest, just running downward: each period multiplies the value by a fixed factor instead of adding to it.
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Hint 2 of 4 · Part A
Ask what fraction of the value is KEPT each year, not just what fraction is lost, and use that kept fraction as the base of a power.
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Hint 3 of 4 · Part B
Substitute the year count into your expression from part A and multiply straight through using the power you were given.
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Hint 4 of 4 · Part C
Compare what each method takes away in year specifically: a fixed dollar amount every time, or a percentage of whatever value is left by then.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
.
Part B
dollars.
Part C
The estimate assumes a straight-line loss, the same fixed of the ORIGINAL price every year. The true depreciation is compound: each year's comes off an already-smaller current value, so later years lose fewer dollars, leaving more value behind than the estimate predicts.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Losing of the current value each year is the same as keeping of it, so one year multiplies the value by the fixed factor , the same way one year of compound interest multiplies a balance by . Repeating that multiplication for years gives
Because the comes off whatever the value happens to be that year, not off the original dollars, the value gets multiplied by again and again, exactly the mechanism that made the interest formula an exponent instead of a product.
Part B
Substitute into the expression from part A and use the given power.
The equipment is worth dollars after years.
Part C
The estimate of the original price is exactly the simple-interest pattern used in reverse: it subtracts the same fixed amount, of dollars, in every one of the four years, regardless of how much value is left. That is a straight-line decline, the decay analogue of .
The actual depreciation is compound: every year's is taken from whatever the CURRENT value is, which is smaller than dollars in every year after the first. Comparing the two after years,
the compound value is higher, because the second year loses of a smaller number than the first year did, the third year loses of a smaller number still, and so on. The two methods agree only on how much is lost in year ; after that, compounding leaves consistently more value behind.
In one line
The equipment's value after years is , giving dollars after years; that is higher than the straight-line estimate of dollars, because compound depreciation takes each year's from an already-smaller current value rather than from the original price.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Writes the value as the original price times a single constant factor raised to the power , rather than as a fixed dollar amount repeatedly added or subtracted. . Worth 2 points.
States explicitly that the is taken from the current, shrinking value each year, not from the original price. . Worth 1 point.
Part B 3 points
Substitutes and the given numeric factor into the expression from part A, rather than recomputing that factor from scratch. . Worth 1 point.
Reports the equipment's value rounded to the nearest cent, with the dollar unit. . Worth 2 points.
Part C 4 points
Identifies the estimate as assuming a fixed percentage of the ORIGINAL price is lost every year, rather than a percentage of the current, shrinking value. . Worth 1 point.
Compares the estimate with the compound value from part B, states which is larger, and explains the comparison by pointing to how each year's loss is computed. . Worth 3 points. needs an explanation, not just an answer
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5. When a rising ticket price crosses a budget . Application, 9 points. Question 5 of 5.
A ticket to a certain concert series costs dollars today. Suppose the average price rises by per year, compounded annually, the same way a bank balance compounds: each year's price is times the year before, not simply of today's price added again each time.
- Part A.
Predict the ticket price after years, using .
Solve and show your work Write each step out, and end with the value and its units. 2 points
- Part B.
A fan budgets dollars for a ticket at some future date. Using and , determine the first year in which the predicted price exceeds dollars.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
Explain why bracketing the crossing year by evaluating candidate values of , rather than solving directly for , is the appropriate method here, and name what a direct solution would require that this course has not yet introduced.
Explain why it works A sentence or two. Reasons, not steps. 3 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 4
Every quantity this lesson solves for comes from running the formula forward or dividing. Locating a crossing point in time uses the forward direction, tried at more than one candidate.
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Hint 2 of 4 · Part A
This is a direct application of with the growth factor already computed for you.
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Hint 3 of 4 · Part B
Compute the price at both given years and check each one against the budget before deciding which year is the first to cross it.
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Hint 4 of 4 · Part C
Ask what kind of equation actually is, with the unknown sitting where it does, and whether this course has handed you a way to isolate it there yet.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
dollars.
Part B
Year .
Part C
The unknown year sits in the exponent, and this course has not yet introduced the operation that isolates an exponent directly; testing candidate whole-number years and comparing each result to the target is a way to locate the crossing point without that operation.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Apply with and the given growth factor.
The predicted price after years is dollars.
Part B
Evaluate the price at both candidate years and compare each to the budget.
Year :
still under dollars.
Year :
which is over dollars. Since year has not yet crossed the budget and year has, the price first exceeds dollars in year .
Part C
In the equation
the unknown is stuck in the exponent, not sitting as a plain factor. Every quantity solved for so far in this lesson, whether a balance or a principal, has been found by running the formula forward or by dividing, and neither of those operations can pull an exponent down on its own.
Without a tool for that, the honest way to answer a question like "when does this cross a target" is to evaluate the formula at whole-number candidates and watch for the value to cross the target, exactly what part B does with years and . That bracket is not a shortcut standing in for a real solution; it is the correct method available at this point, and it pins down the answer for a whole-year question just as precisely as an exact method would. A tool for isolating the exponent directly is introduced in the next lesson.
In one line
The ticket is predicted to cost dollars after years, and it first crosses a dollar budget in year , since year 's price of dollars is still under budget while year 's price of dollars is over; bracketing candidate years this way stands in for solving the exponent directly, which this course has not yet introduced a tool for.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 2 points
Applies the compound growth formula with the given growth factor for the stated number of years. . Worth 1 point.
Reports the predicted ticket price rounded to the nearest cent, with the dollar unit. . Worth 1 point.
Part B 4 points
Evaluates the price at both candidate years using the given growth factors, rather than at only one of them. . Worth 2 points.
Identifies the correct first year the price exceeds the target amount, based on both computed prices. . Worth 2 points.
Part C 3 points
States that the unknown year sits in the exponent, and that this course has not yet introduced the operation that would isolate it directly. . Worth 1 point.
Explains why testing candidate whole-number years and comparing each to the target correctly locates the crossing point without needing that operation. . Worth 2 points. needs an explanation, not just an answer
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