1. The document provides details of a mathematics lesson on consumer arithmetic for 9th grade students at Church Teachers' College in Mandeville, Jamaica. 2. It includes the names and ID numbers of 4 students, analyzes the class demographics, states the lesson objectives, and outlines the teaching procedures and activities which incorporate technology like PowerPoint and interactive tools. 3. The lesson teaches the concepts of simple interest, principal, time and rate through class discussions, group activities, and a competitive game to help students understand and apply the simple interest formula.

1. Names: Tasan Gayle, Shani Russell, Ladesha Dale, Allia Simpson
ID#: CH20170017, CH201170349,CH20170351, CH20170221
School: Church Teachers’ College: Mandeville
Subject: Mathematics
Grade: 9
Date: November 11, 2019
Duration: 40 minutes
Topic: Consumer Arithmetic
Analyse the Learner
25 students
11 males, 14 females
Age range: 14-15
Learning styles: Visual 95%, auditory 50%, linguistic 35%
Pre-requisite knowledge: Students have a basic knowledge of what the terms Interest, Rate,
Principal, loan and time means.
Attainment Target: Through the incorporation of technology, students will be able use the
knowledge gained from this lesson to calculate simple interest rate from a fixed account as
well as the rate and time. This will also enhance the teaching- learning process with the help
of real life situations. Therefore, the students will achieve an excellent understanding of what
simple interest, principal, time and rate entails.

2. State Objectives
General Objective: At the end of the lesson, Students should be able to:
• Understand Simple interest, Time, Rate and Principal.
• Calculate Simple interest, Time, Rate and Principal.
Specific Objectives:
1. After, students should be able to correctly identify the topic being taught.
2. Using the information provided by the presentation, students should be able to:
a) Correctly define rate and time
b) Give a definition for principle in their own words
c) Distinguish between the two types of using their own words
d) Accurately determine the formula used to interest
3. Using the formula for interest, students should be able to derive the formulas for
principle, rate and time.
4. In groups of four students should be able to accurately calculate interest, time, rate
and principle.
3. During the course of the lesson, students should be able to:
a) Listen attentively to each other
b) Willingly share information
c) Show respect to their peers point of view.

3. Key Terms: Simple Interest, Rate, Time, Principal
Selected Strategies, Technology, Media, and Materials
Computer & projector, Interactive PowerPoint, Podcast, Speakers, Socrative tool, Question
and answer sheet for group activity, textbook entitled “A Complete Mathematics for
Secondary Schools” - Book 2 by Raymond Toolsie, pp. 124-130
Content Summary:
Utilize media, materials and methods
Computer and projector will be used to show interactive PowerPoint
Speakers will be used to play Podcast and audio files in the interactive PowerPoint
Internet will be used for the fun and probing tool
The probing tool will be used to evaluate students’ learning
Methodologies:
 Teacher-led Whole Group Discussion – This will be used to allow students to
come up with a definition for Simple Interest, Rate, Time and principal. In doing
this, they will have a better understanding of the terms.
 Questioning – This will be used to test students’ knowledge, and to help them to
use prior knowledge and personal experiences to effectively grasp the concept being
taught.

4.  Group discussion – This will be used to give students the opportunity to work
together and share information in a supportive way. Thus, teaching them the value
of teamwork.
Require Learner Participation
Procedure Activities:
Engagement
The teachers will role play a bank situation.
The situation: A customer wants to inquire about the sudden increase on her account.
Customer 1: Did someone add some cash to my account?
Customers 2: I need to see your manager because I do not understand why there is no
change/increase on my fixed deposit since last week.
The manager will then explain to customer 1 that Interest was added to her account based on
the amount as well as how long the cash was deposited. The manager will also explain to
customer 2 that Interest will be added in time, meaning that the longer period of time she has
the money in the bank the more interest will grow.
Based on the presentation above, the teacher will then ask the students to brainstorm the topic
that will be taught during this class.
Explanation
Following the Role play, the teacher will then lead a group discussion with the aid of
an interactive PowerPoint, where students will be asked to provide a definition for the terms
Simple interest, Principal, Rate and time in their own words.

5. Questions arising from the discussion will include:
1. What do you think interest means?
2. How would you define the term time?
3. What do you think Rate involves?
4. How would you define the term Principal?
Exploration
During the teacher-led group discussion, the teacher will ensure that students are listening
attentively to each other and will then incorporate the formulae in the discussion and will ask
the students how they would go about finding the simple interest.
I =
𝑃 𝑥 𝑅 𝑥 𝑇
100
Using the formula for simple interest, students will be asked to derive a formula to
calculate Rate from the question “Mrs. Jones borrowed $10,000 from the bank, with the
simple interest of $2400 and a time period of 3 years. Calculate the rate of Mrs. Jones
loan?
Elaboration
The teacher will ask the students to derive the principal and time formulae from the main
formula given. The teacher will then follow up by placing students in four groups and will
give each group one question (identical question) and ask each group to find different aspect
of the question.

6. Question: Jenna borrowed $25,000 from her bank three years ago with an interest rate of
5%.The simple interest was $3,750.
Group 1: Will be given the Rate, Time and Principal and ask them to calculate the Simple
interest of Jenna’s money?
Group 2: Will be given the Simple Interest, Time and principal and will be asked to calculate
the rate at which Jenna borrowed the money.
Group 3: Will be given the Rate, Principal and Simple interest and will be asked to calculate
the time as to which Jenna borrowed the money.
Group 4: Will be given the Rate, Time and simple interest and will be asked to calculate the
principal.
Evaluation
Using the interactive tool (Kahooit) , students will be placed into two groups in which they
will be given a series of questions about Simple interest in a competitive manner. . The first
team to finish wins.
Extended Learning: Students will be asked create their own questions on Simple interest.
Assignment: Pg. 16 from text, Activity 6O Questions 1- 12
Appendices:
 A Complete Mathematics for Secondary Schools Book 2 by Raymond Toolsie, pp.
124-130
 Interactive PowerPoint Presentation (Please double click the picture below to view).

7. Lesson Evaluation: Evaluate and Revise
Students’ Performance
Students will be evaluated based on their participation in the teacher-led discussion
Students will also be evaluated based on their interaction with each other during the group
activity.
The teacher will supervise the students during the activity on socrative to ensure fairness
among students as they answer the questions given
The activity on socrative will be graded using the automatic grading scheme provided by the
tool
Media Effectiveness
Was the PowerPoint useful in promoting class discussion, and collaborative learning
among students. How well was it able to help the visual learners. Was the Podcast clear
enough for students to hear the information given. Did the Podcast facilitate for a good
understanding on the topic.
Was Socrative an appropriate tool for students to demonstrate what they had learnt.
Did students find it easy to use. Did it grab their attention. Were they able to answer majority
of the questions given.
Teacher Evaluation
Was the lesson smoothly and effectively carried out.
Did the students understand what was being taught.
Were the teachers able to meet all the objectives of the lesson.

8. Can the lesson be amended in the future?
Evaluation
Activity
Answer the questions given below and show ALL working.
1. Ladesha takes a loan of $100000 from a bank for a period of 2 years .The rate of interest is
10 % per annum .What is the interest at the end of the two years?
Answer: 20,000
2. Tassy barrowed $50000 for 3 years at the rate of 3.5% per annum. Find the interest
accumulated at the end of the three years?
Answer: 5,250
3. Shani paid $9000 as an amount on the sum of $7000 that he had barrowed for 2 years
.Find the rate of interest.
Answer: 64.285
5. Alia takes a loan of $5000 for a period of 1 year .The rate of interest is 5% per annum.
What is the interest she pays at the end of the year?
Answer: 250

9. Reference
Learn About Simple Interest. (2019). Retrieved 27 November 2019, from
https://www.investopedia.com/terms/s/simple_interest.asp
How to Use the Simple Interest Formula. (2019). Retrieved 27 November 2019, from
https://www.thoughtco.com/calculate-simple-interest-principal-rate-over-time-2312105
(2019). Retrieved 27 November 2019, from https://study.com/academy/lesson/how-
to-find-simple-interest-rate-definition-formula-examples.html