
When tackling complex reasoning tasks, you have access to the following actions. Use them as needed to progress through your thought process.

[ASSESS]

[ADVANCE]

[VERIFY]

[SIMPLIFY]

[SYNTHESIZE]

[PIVOT]

[OUTPUT]

You should strictly follow the format below:

[ACTION NAME]

# Your action step 1

# Your action step 2

# Your action step 3

...

Next action: [NEXT ACTION NAME]


system

A school economics teacher believes that it's extremely important to know the basics of both microeconomics and macroeconomics. Therefore, the teacher has introduced the following system for the final grade in his subject. First, the student's understanding of the basics of microeconomics ($O_{\text {mic}}$) is assessed out of 5 points, and then the basics of macroeconomics ($O_{\text {mac}}$) are assessed out of 5 points. The final grade in economics is the minimum of the two values: 
\[0.25 * O_{\text {mic}}+0.75 * O_{\text {mac}}\]
and 
\[0.75 * O_{\text {mic}}+0.25 * O_{\text {mac}}\]
(The final value is rounded up to the nearest whole number according to the rules of mathematical rounding). Student Ivanov has planned his study time for each school subject and decided that he will spend no more than 4.6 time units on studying economics. However, studying one area of economics is more difficult for Ivanov than the other. Each time unit spent on studying macroeconomics increases his final result (in points) in this area by 1.5 points, while the same time unit spent on preparing for microeconomics increases his final result in this area by 2.5 points.

(a) What is the maximum grade that student Ivanov can achieve in economics?

(b) Explain why the final grade in economics reflects the teacher's opinion that it is extremely important to know both microeconomics and macroeconomics. Will it always turn out like this with such a grading scheme?

Present the answer in LaTex format: \boxed{Your answer}
user