If you’ve ever used the “1p doubled every day for 30 days” puzzle as an icebreaker, you’ll know it usually sparks one of two reactions.

Half the group looks quietly confident.
The other half looks like you’re about to trick them into signing over the deeds to their house.

But once the answer lands — that a single penny grows to over £5 million by day 30 — everyone has that same moment of disbelief:

“How does something so small turn into something so big?”

And that’s when the magic happens…
because this is where maths, mindset and teaching all meet.

The Hidden Lesson Behind the Penny

The 1p puzzle is based on exponential growth, the same principle behind compound interest.

It’s the financial world’s way of saying:

“Small things, consistently repeated, create extraordinary results.”

What’s interesting is how familiar the pattern feels:

• Day 1 looks unimpressive.

• Day 5 still looks small.

• By day 10, you’re thinking, “Well, that escalated quickly.”

• And by day 30, the numbers don’t just increase… they explode.

This is exactly how learning works in the classroom, workshop or workplace.

Learning Isn’t Linear — It Compounds

We often expect learning to feel smooth and steady, but most learners (and most educators) know that’s not how it goes.

Real learning looks like this:

• The first few steps feel tiny.

• Learners can’t see progress yet.

• Confidence is fragile.

• Imposter syndrome is thriving.

Then something clicks.
And because the foundations were there, the progress starts to accelerate.

One new skill supports the next.
One breakthrough unlocks another.
One “I think I can do this…” suddenly becomes “I’m actually good at this.”

This is compound learning — a principle we don’t talk about enough in the sector.

Why This Matters in FE and Skills

For many adult learners, the early stages of a course are the hardest.
They compare themselves to others.
They doubt their ability.
They assume everyone else “gets it” more quickly.

As educators, we see things differently.
We know that:

• Practice builds on practice.

• Understanding deepens when applied.

• Confidence grows from success, not perfection.

When we help learners recognise that small steps are not insignificant — that they are part of a compounding process — we begin to shift their mindset from anxiety to possibility.

It’s no exaggeration to say that this can transform retention, resilience and motivation.

Using the Penny as a Teaching Tool

You don’t need to run the full maths problem (unless you enjoy watching brains melt before 9am).
But the metaphor is incredibly powerful.

Try saying something like:

“Learning is a lot like this penny. At first, progress feels tiny. You might not see big changes yet — but every step builds on the last. Keep going, and your growth will multiply more than you can imagine.”

This is especially effective in:

• inductions

• confidence-building activities

• Functional Skills sessions

• programmes with steep learning curves

• workplace training and apprenticeships

It reframes struggle.
It normalises slow early progress.
It celebrates the journey as much as the outcome.

A Message for Educators, Too

While it’s easy to talk about exponential growth for learners, we should recognise it in our own practice as well.

Every lesson improved.
Every resource adapted.
Every conversation handled with care.
Every reflective note written at the end of a long day.

These small acts compound.
They shape our craft.
They turn good teachers into great ones.

Final Thought: Start Small, Think Big

A single penny doesn’t look like much — and neither does a learner’s first attempt at something new.

But give it time.
Give it consistency.
Give it belief.

And the results will grow in ways none of us can predict.

That’s the power of compound learning.
That’s the message behind the penny.
And that’s why this tiny icebreaker has a place in every FE classroom.