For the 8A and 8C classes, I began by introducing the concept of compound interest and its importance in real-life financial situations. To help students grasp the idea, I explained how compound interest is different from simple interest. I emphasized that compound interest takes into account not only the initial principal but also the accumulated interest from previous periods, allowing it to grow exponentially over time. The general formula for compound interest was
We worked through several examples, where students substituted values into the formula to calculate compound interest for different periods, interest rates, and compounding frequencies. I emphasized the practical applications of this formula, such as how it is used in savings accounts, loans, and investments. The students engaged in solving problems individually and in pairs, applying the formula to various real-life scenarios. I made sure to explain how changing the number of compounding periods or the interest rate could drastically affect the final amount, helping students understand the power of compound interest. By the end of the session, students were able to confidently apply the formula to solve compound interest problems and appreciate its real-world significance.
In the 9A class, we shifted focus to geometry, specifically on problems related to the area of a circle. I started by reviewing the fundamental formula for the area of a circle, A= πr^2
, where "A" represents the area and "r" is the radius. We discussed the meaning of "pi" (π) and how it is an irrational number, approximately 3.14159, and why it is used to calculate the area of circles. I explained how knowing the radius of a circle allows us to easily find the area by squaring the radius and multiplying by pi.
To reinforce the concept, I provided a range of example problems, starting with straightforward calculations and gradually increasing the complexity. The problems included finding the area of circles with different radii, as well as word problems where students had to solve for the radius or diameter given the area. Additionally, I included practical applications of the formula, such as calculating the amount of space a circular tablecloth would cover or determining how much material would be needed to construct a circular pond. Students worked through these problems both individually and in small groups, discussing their reasoning and approaches with one another.
By the end of the class, students had a solid understanding of how to calculate the area of both whole circles and sectors. They were able to apply these skills to solve both theoretical and practical problems. It was rewarding to see their confidence grow as they worked through the various problems and gained a deeper understanding of the mathematical concepts at hand.
Overall, the day was productive and engaging, with students actively participating and applying the mathematical concepts to different types of problems. The 8A and 8C students were able to grasp the concept of compound interest and its formula, while the 9A students demonstrated a strong understanding of the area of a circle, leaving the classroom with a better understanding of these important topics.
