Tag Archives: interest

190. Visual Compound interest

So you’ve reached that bit of the Number curriculum at the end of Percentages – Simple and Compound interest. The theory is straight forward enough:

  • Simple interest is calculated on the original balance.
  • Compound interest is calculated fresh every year on the current balance.

This shouldn’t be a tricky concept, yet it is frequently  glossed over or partially taught to lower ability students. This is the maths they’ll need to get their head around at the bank in a few years time. So why not replace the scary calculations and rote learning with diagrams, which embed understanding.

Equipment

  • Coloured pens
  • Whiteboard
  • Squared paper
  • Ruler
  • Calculator (Optional)

Simple Interest: Step 1

Draw a square which has sides which are a multiple of ten (I used 10×10). This area represents the original investment.

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Step 2

Assume the interest rate is 10%. Calculate 10% of the area and shade it in lightly. Basically one column, since it’s a 10×10 grid.

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Step 3

Add on 10% by drawing the shaded area again. This is the 1st interest payment.

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Step 4

Repeat Step 3 for the 2nd and 3rd years.

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Step 5

In summary, a simple interest (10%) investment over 3 years is the same as adding on 30%.

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Compound Interest: Step 1

Repeat steps 1 -3 of simple interest

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Step 2

Work out 10% of the height and draw a new row – since the grid is 10 squares high, it’s simply one square high.

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Notice that the row is wider than the original square – the dotted area indicates the extra interest earned on the previous years interest. This starts the discussion that you are not adding on the same amount each time.

Step 3

Using the same concept as Step 2, work out 10% of the width of the diagram. This time the width is a little more than one square wide.

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Once again it’s clear to see that you are adding on more than the last year.

 

Comparison: Simple vs Compound interest

Which is the better investment? It’s pretty clear to see:

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You can compare these two types of interest using area calculations, rather than long lists of percentage calculations and you can actually ‘see’ the different methods.

 

 

 

 

45. Show me the money

If you offer personal finance as a compulsory part of the curriculum, stop reading now.

‘Pay day loan’ companies have been the subject of several news stories over the last few months. Do they make money from those suffering from financial strife? Are the people who take them out too short-sighted to see the long term impact? Are they bad at Maths?

Personally, I don’t think there is a simple answer to any of it. That is the reason I’ve started including pay day loans when I do percentages with KS4 pupils.

Loan calculator
This idea arose when I was revising with older pupils who had the skills to work out percentages, but were struggling to apply them.

I showed them the loan calculator sliders on Wonga.

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I asked the class to estimate how much different loans would cost for different numbers of days. They showed their answers on whiteboards. I then showed the actual amount owed and we discussed it.

The questions they came up with and how they justified their choices were brilliant.

Student Examples
If you are always £100 short at the end of the month and continually paid off the loan with interest, what would you owe after a year?
(They spotted that after each month you would need £100, plus an extra months interest etc)
What is the APR? What does APR mean?
(It was 4214% on the day we discussed it)
Why do you pay fees on a loan?
Are pay day loans a bad thing as a one off, emergency solution?
(They were split on their answer to this one)

Some of these questions wouldn’t be relevant in a GCSE, but they are life skills which will hopefully benefit them in the future.

By the way, they were ‘gobsmacked’ when they realised how much interest you pay back on a mortgage and what percentage of your wages go on monthly repayments!