ADDITIONAL ISSUES FOR CLASSROOM DISCUSSION
1. A great discussion usually ensues if you ask students what they would do
if an aunt died and left them with $1 million. How would they invest it?
2. If you have already discussed how much risk the di erent students in your
class would take (item 1), then you can show them how much risk there is
from an investment in the stock market, using the charts in the textbook.
See if any of them change their views about how much risk they would
take on, once they have seen the numbers. Emphasize that there have
been several fairly recent periods (1929 to 1959, 1966 to 1990), in which
the S&P 500 fell in value and the stock market did not return to the same
level in real terms until much later. However, students are often stubborn
and unlikely to change their views! And most of them will persist in
thinking that they can beat the market, no matter how much you point
out that it is unlikely that they will do so . . . especially the finance majors.
3. In discussing the CAPM, draw a scatter plot of a stock’s excess returns
versus the market excess returns, then show them that the Beta term
used in the CAPM is just the slope coefficient of a linear regression. They
will 0nally understand where that mysterious Beta comes from.
SOLUTIONS TO TEXTBOOK NUMERICAL
EXERCISES AND ANALYTICAL PROBLEMS
Numerical Exercises
11. The dividend yield is the amount of dividends divided by the stock