1. Why might a person assume that Ms. White would be doing well financially? 2. How does hearing White’s essay piece that she reads during the interview make you feel? Does it resonate at all with you? Do you know anyone that it might resonate with? Discuss.

3. White says, “Millions of boomers did not land here because of too many trips to Starbucks.” Explain this statement. What conditions led to boomers ending up in with financial issues?

4. What part of the unit correlates to this interview and shares the same concepts that are covered? Discuss the similarities between this interview and the unit in terms of personal finance.

5. How have pensions changed? Why are 401K plans not working for all Americans?

6. In her essay, White discusses how she uses trial-size detergent and orders water instead of wine. If you were in a tough spot financially, are there things you would be willing to give up? What would you give up and why? How would your life change? Discuss.

7. White has previously said that we need a new way to think about being old in America. She is calling on artists, change agents, and social entrepreneurs to help imagine a change that will better the life of older, retired people. Discuss how you think that we, as a nation, could improve the personal finance crisis?

8. Although this talk is mostly about the personal finance crisis impacting older generations and Baby Boomers, what about the personal finance crisis impacting younger people like yourself? Why do you think so many people are in financial crisis, not just older generations?

9. Has this interview prompted you to make any changes in the way that you view or manage your personal finances? Do you think it will impact how you handle your personal finances in the future? Explain.

step-by-step explanation:

their are no angles. sorry cant .

2/3

step-by-step explanation:

the slope of a line is equal to the rise/run. in this case the line rises 2 units for every +3 units it moves

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.