π, and finite and repeating decimals.
To make the lesson engaging, I incorporated visual aids such as a number line that demonstrated where different types of numbers are located. Interactive questioning helped to keep the students involved; they were eager to identify where numbers like 0.75 or π
fit on the number line. By encouraging participation, I ensured that students were not only listening but also actively processing the new information. Their curiosity spurred questions about how these numbers relate to real-world situations, and I used this as an opportunity to bridge theory with practice.
In my 8A and 8C classes, I adopted a unique approach to teaching compound interest. This session wasn't just a straightforward lecture but an innovative lesson designed in a game format. The aim was to explore the application of compound interest in real-life scenarios involving both growth (increasing cases) and depreciation (decreasing cases). The game was structured around scenarios in which students had to calculate compound interest to solve problems related to investments, savings, and asset depreciation.
The class began with a brief recap of the formula for compound interest
A I explained how the formula for compound interest could be adapted for scenarios where values are either increasing, like investments accruing interest, or decreasing, such as the depreciation of car value over time.
To gamify the lesson, I divided the students into small groups and presented them with different scenarios. One group had to work out the future value of an investment, while another calculated the depreciated value of an asset after a certain number of years. Each group was given “challenge cards” containing the parameters they needed, such as the initial principal amount, the interest rate, and the number of compounding periods.
The game format generated a lot of excitement. Students were keen to solve the problems and present their answers quickly. The interactive nature of this session also fostered teamwork as the groups discussed and debated their strategies before arriving at a consensus. I circulated among the groups, answering questions and providing hints when needed, but ultimately encouraging independent thought.
I noticed that students were particularly enthusiastic when they compared answers with other groups. This competitive element added to the energy of the classroom, making the session lively and productive. Students were not only focused on getting the right answer but also on understanding the process, which is essential for mastering such mathematical concepts.
After the activity, we had a reflection session where each group shared their approach and findings. This debrief allowed for further learning as students discovered alternative methods for solving the problems and understood the real-life implications of their calculations. I emphasized how understanding compound interest is beneficial in various aspects, such as personal finance, loans, and investments.
The lesson concluded with a brief recap of the key concepts. Students were tasked with a homework assignment that involved similar problems but with different variables to reinforce what they had learned during the game. The positive feedback and the excitement in the classroom were rewarding, as it showed that the students had genuinely enjoyed and benefited from the lesson.
Overall, the day’s teaching was both productive and engaging. While the 9A class laid a strong foundation for understanding real numbers, the interactive approach in 8A and 8C showcased how creative teaching methods can make complex topics like compound interest more accessible and enjoyable.
