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The plan addresses continuous and regular compound interest formulas, uses a compound interest calculator, and incorporates algebraic modeling with discussion of barriers and appropriate teaching environments. 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MATH.CONTENT. HSG.CED.A1 Create equations and inequalities in one variable and use them to solve problems.  \n• HIGH SCHOOL MODELING Modeling savings account balance, bacterial colony growth, or investment growth.  \nNational Council of Teachers of Mathematics Content Standards, Algebra grades 9-12:  \n• Understand and perform transformations such as arithmetically combining, composing, and inverting commonly used functions, using technology to perform such operations on more complicated symbolic expressions.  \n• Use symbolic algebra to represent and explain mathematical relationships.  \n• Judge the meaning, utility, and reasonableness of the results of symbol manipulations, including those carried out by technology.  \n• Draw reasonable conclusions about a situation being modeled.  \nNā Hopena A‘o Learning Outcomes:  \n• Belonging-Students will get to know about how investments work pertaining to them  \n• Aloha: Respond mindfully to what is needed  \nETHNOMATHEMATICS  \nINTRODUCTION:  \nThis lesson plan explores how compounding interest can affect finances in both good and bad ways. While compounding interest on loans can have you  \npaying much more than the loan amount, compounding interest on an investment can help students plan and save for their futures. The goal of this lesson is to explore both the continuous and regular  \ncompound interest formulas and how this interest will increase  \nyour principal investment. Students then use a compound interest calculator to see how contributing a small amount of money each month can help them build to future financial goals, rendering these goals within reach.  \nESSENTIAL QUESTION:  \nHow can we plan ahead and save for our future using compounding interest?  \nEnduring Understandings:  \n• Compounding interest allows your investments to grow over time  \n• Not everyone can afford to put a large sum into an investment initially, so many people contribute monthly  \n• What might be some of the barriers to investing?  \n• Why is investing at a younger age better than waiting?  \n• When and in what environment should people be taught about investments and compounding interest?  \nCRITICAL SKILLS AND CONCEPTS:  \n• Students will be able to use algebraic expressions to represent compound interest growth  \n• Students will reflect on the importance of investing sooner, rather than waiting  \n• Students will compare investment plans to reach a future value (contributing monthly or investing a large principle)  \n• Students will laulima (work cooperatively) and demonstrate individual kuleana (responsibility) as a group member to discuss potential barriers to investment and when the knowledge should be taught  \nCompounding Interest 2  \nETHNOMATHEMATICS  \nAUThENTIC PERfORmANCE TASKS:  \n• Understand and explore how compounding interest can affect people differently  \n• Determine how much money they think they will need in retirement and how many years they have to reach that goal  \n• Use compounding interest formulas and compounding interest calculators to determine an investment plan to reach the amount of money they will need at retirement  \n• Discuss in small groups the different strategies for investing and the importance of investing at a young age  \n• Write a short reflection on barriers to investment and when compounding interest should be taught  \nAUThENTIC AUDIENCE:  \nStudents will share their reflection and investment plans with classmates, family, and the school community by posting on the online bulletin for the class.  \nOThER EVIDENCE:  \nWorksheets, class discussion, short-answer questions  \n3 Compounding Interest  \nETHNOMATHEMATICS  \nLEARNINg PLAN  \n\n| Teacher Activities | Student Activities | Duration |\n| --- | --- | --- |\n| Warm-","cbCaibgZwFIttDwn","https://ap.wps.com/l/cbCaibgZwFIttDwn","pdf",196272,"English","# Introduction\n## Essential Question and Enduring Understandings\n## Critical Skills and Concepts\n# Authentic Performance Tasks\n## Authentic Audience\n## Other Evidence","[{\"question\":\"What is the essential question of this lesson plan?\",\"answer\":\"How can we plan ahead and save for our future using compounding interest?\"},{\"question\":\"Which formulas and tools do students use in the lesson?\",\"answer\":\"Students explore continuous and regular compound interest formulas and use a compound interest calculator to model investment growth and monthly contributions.\"},{\"question\":\"How do students determine an investment plan for retirement?\",\"answer\":\"Students choose a monthly retirement amount, estimate years to reach the goal, apply the rule of 300 for a lump sum target, calculate the needed principal today, then compare strategies discussed in groups.\"}]","ETHNOMATHEMATICS - Compound Interest, Investments, and ME! | PDF",1790066716,15]