Category: Math

Benjamin Franklin is credited with the following quote, “In this world, nothing is said to be certain, except death and taxes.” In the United States, the Constitution defines the structure of the national government and dictates the scope and limitation of its powers. According to the US Constitution, under the Sixteenth Amendment, “Congress shall have power to lay and collect taxes on incomes.” But in addition to the United States Constitution, each state has its own constitution and therefore, its own body of constitutional law. Did you know states are allowed to impose and collect their own taxes, which is included but not limited to income taxes, sales tax, and property tax? Research your state’s income tax and discuss the following: State of Georgia Identify which state you researched, personal income tax rate for that state, state sales tax, state property tax, and any other tax levies. Identify any local taxes for your city. Everyone has to pay federal income tax, but state taxes vary. In Week 2 we studied how cost of living impacts different states, and now you can see some states’ income taxes are much higher than other states’. Discuss how your paycheck has been impacted by these taxes already, and if the information you learned today has influenced where you plan to live or retire someday.

Review the video “Why So Many Americans in the Middle Class Have No Savings” (PBS NewsHour). Why do so many Americans struggle to save money for emergencies? Do you think the “financial fragility” of middle class Americans is due to individual decisions, or structural factors outside their control? Explain. Video link: https://youtu.be/tamC-M8TxtY?si=U8ozY_Wd_PryqeJj

I will add the book and will write the required exercises that need to be completed. It is one chapter with 12 sections. The exercises are from calculus. I would like you to write this in digital software so I wouldn’t have to copy it again. But all the symbols and numbers be written appropriately.

Analyze a decision tree: Answer the questions from the below case: From the decision trees given by: https://theconstructor.org/construction/decision-tree-effectiveproject-management-tool/556550/#Use_of_Decision_Tree_in_Project_Management Identify: 1. What’s the decision node? 2. What are the possible choices? 3. What is the outcome for each given choice? Show the calculations 4. From the results from 3. What’s the conclusion?

lesson 1 26 questions Lesson 2 34 questions Lesson 3 24 questions Lesson 4 24 questions Some have been answered.

Review the Good Financial Cents website: “The Top 10 Good Financial Goals That Everyone Should Have.” Now identify which of these financial goals resonated with you most (For example, set up an emergency fund, plan for retirement, get out of debt, create multiple income streams, live on less than you earn.) Consider your financial goals or the next year. Write them down: You need to create a plan! Share your personal plan in the discussion board. Explain why you chose this financial goal in a minimum of 100 words. I choose financial goals: to save for an emergency fund and retirement. You can expound on these goals.

Practice exercise: use Excel to compute the Case “Driving” and answer questions 20, 21, and 22 under Chapter XIV, section 11. The plot/table from Excel must be included to support your answers. You must consist of computed results, such as plot(s)/tables of your exercise. You can use the screenshot or submit your Excel file as an attachment.

Need this done ASAP it’s all multiple questions answers and need to be done correctly if not done correctly it will reset and you’d have to do the lesson again

groups of 2 people, you will solve the following inequalities: Please notice what you can see on RED COLOR. It needs to be solved. According to what I mentioned during the last session we will start working on Inequalities. You can solve them using the same strategies you have to solve equations. The only additional thing is the “Number Line” a. Definition: In Mathematics, the relationship between two values that are not equal is defined by inequalities. Inequality means not equal. Generally, if two values are not equal, we use the “not equal symbol (≠)”. image.png image.png Solving inequalities When working with inequalities, treat them exactly like equations (except, if you multiply or divide each side of the inequality by a negative number, you must reverse the direction of the inequality). Example 1 Solve for x: 2 x + 4 > 6. Please use the number line to locate your answer. Answers are sometimes written in set builder notation { x: x > 1}, which is read “the set of all x such that x is greater than 1.” Example 2 Solve for x: –7 x > 14. Divide by –7 and reverse the direction of the inequality. Please use the number line to locate your answer. Example 3 Solve for x: 3 x + 2 ≥ 5 x – 10. Please use the number line to locate your answer. Notice that opposite operations are used. Divide each side of the inequality by –2 and reverse the direction of the inequality. In set builder notation, { x: x ≤ 6}. You can access the following resource as well: Solving Inequalities Interval Notation, Number Line, Absolute Value, Fractions & Variables – Algebra – YouTube In addition please solve the following inequalities: 1. 3x+4 > 6 2. 5 > 2x+3 Please let me know if questions,

Practice exercise: use Excel to compute the Case “Driving” and answer questions 20, 21, and 22 under Chapter XIV, section 11. The plot/table from Excel must be included to support your answers. You must consist of computed results, such as plot(s)/tables of your exercise. You can use the screenshot or submit your Excel file as an attachment.