Route A leaves at 09:28 and arrives at 10:14. Route B leaves at 09:41 and arrives at 10:08. The group must arrive by 10:10 and needs at least 5 minutes after arrival to walk to the venue.
Fluency check: read the source aloud once at a natural pace, pausing where the punctuation tells you to.TERM 1 · WEEK 3
Bus Route Challenge
Transport
0 / 7 missions complete
ENGLISH
Contraction Station
01 · WorkshopLet’s investigate the words for Bus Route Challenge. Look for what changes, then explain what you notice.
WHAT AM I LEARNING?
I can build complex sentences that show clear relationships between ideas.
YOUR MISSION
Which conjunction best shows contrast? ‘_____ Route A is shorter, Route B arrives earlier.’
TEACH · LEARN THE IDEA
A complex sentence links a main idea with a dependent idea. Conjunctions such as although, because, while, unless and therefore help readers see cause, contrast, time and condition.
- STEP 1Read or tap each word.
- STEP 2Look closely at the word part the mission is teaching.
- STEP 3Sort, build or compare the words.
- STEP 4Explain the pattern in your own words.
PRACTISE · Try the words
Tap words to collect and compare them.
YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.
Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.
CHECK THE CORE IDEA
Which conjunction best shows contrast? ‘_____ Route A is shorter, Route B arrives earlier.’
ENGLISH
Finding Information in a Timetable
02 · LibraryRead the Bus Route Challenge information first. Talk the idea through, then answer one small question at a time.
WHAT AM I LEARNING?
I can read instructions, timetables and constraints accurately.
YOUR MISSION
Which route meets both conditions?
TEACH · LEARN THE IDEA
Functional texts often hide important details in headings, times, quantities and conditions. Read all constraints before deciding what to do.
- STEP 1Read once to understand what it is mostly about.
- STEP 2Read the question again and find the part that helps.
- STEP 3Say your answer aloud using because, then check it against the text.
- STEP 4Record a useful clue from the source.
- STEP 5Explain what that clue tells you.
TEACH · Read this first
Route A leaves at 09:28 and arrives at 10:14. Route B leaves at 09:41 and arrives at 10:08. The group must arrive by 10:10 and needs at least 5 minutes after arrival to walk to the venue.
CHECK THE TEXT · Find a clue
A clue from the text is called evidence.
YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.
Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.
CHECK THE CORE IDEA
Which route meets both conditions?
ENGLISH
Writing Ordered Directions
03 · Creative StudioYOUR WRITING JOB: Write 5–7 precise route directions from a bus stop to a school hall. Use distance, landmarks and direction words.
WHAT AM I LEARNING?
I can write a procedure that another person could follow independently.
YOUR MISSION
Write 5–7 precise route directions from a bus stop to a school hall. Use distance, landmarks and direction words.
TEACH · LEARN THE IDEA
A clear procedure names the goal, materials or conditions, then gives ordered, specific steps. Test it by asking whether someone could follow it without extra help.
- STEP 1Introduce what you are writing about.
- STEP 2Give your first important idea.
- STEP 3Add another useful detail, reason or example.
- STEP 4Finish so the reader understands your message.
NEED TO GET YOUR IDEAS READY?
Choose any way that helps. These are optional — you can always do the whole mission on screen.
ON SCREEN — use the planning boxes below.PEN & PAPER — if you want to, draw or jot your ideas first.SAY IT OUT LOUD — explain your idea to yourself before writing.TALK IT THROUGH — if someone is available, you can talk with a friend, sibling, whānau member or adult.
PRACTISE · Plan it one step at a time
SELF-CHECK · Check your work
This checklist helps you check your work. You do not have to tick every box to submit — the mission check looks at the work you created.
YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.
Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.
YOU TRY
Write 5–7 precise route directions from a bus stop to a school hall. Use distance, landmarks and direction words.
Minimum guide: 90 words. Quality matters: make the reasoning, evidence or design decision clear. □ answers the exact task□ uses specific detail□ ideas are connected□ reread and improved
MATHS
Calculating Elapsed Time
04 · Maths LabWork through one maths question at a time. Your answers will be checked before the next mission unlocks.
WHAT AM I LEARNING?
I can solve elapsed-time and timetable problems using 12-hour and 24-hour time.
YOUR MISSION
1) 09:42 + 26 minutes 2) 13:35 to 15:10 = ? minutes
TEACH · LEARN THE IDEA
For elapsed time, bridge through convenient times such as the next hour. In timetables, check both departure and arrival conditions before choosing a route.
- STEP 1Read the question and decide what you need to find.
- STEP 2Notice the important numbers and units.
- STEP 3Choose a strategy and work it out.
- STEP 4Type the answer, then check that it makes sense.
PRACTISE & SOLVE · One question at a time
Read → choose a strategy → work it out → check your answer. Correct answers stay correct if another question needs another go.
YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.
Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.
CORE YEAR 5 QUESTIONS
MATHS
Choosing a Route on Time
05 · Mission DeckThis is your real-world Bus Route Challenge challenge. Work out what the problem asks you to find or make.
WHAT AM I LEARNING?
I can compare options using more than one criterion and justify a decision.
YOUR MISSION
Compare two possible routes using time plus one other criterion such as safety, walking distance or transfers. Justify your choice.
TEACH · LEARN THE IDEA
Real decisions often involve trade-offs. Compare the same criteria for each option, then explain which matters most for the purpose.
- STEP 1Read the whole challenge once.
- STEP 2Find the numbers, facts or rules you need.
- STEP 3Choose a useful strategy.
- STEP 4Show your solution clearly enough that someone else could follow it.
CREATE · What do I need to solve?
Compare two possible routes using time plus one other criterion such as safety, walking distance or transfers. Justify your choice.
Choose a way to show your thinking. There can be more than one good strategy.
Ways to think away from the screen
PEN & PAPER — show your working there if it helps.
SAY IT OUT LOUD — explain what you need to find.
TALK IT THROUGH — if someone is available, you can discuss your strategy.
YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.
Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.
YOU TRY
Compare two possible routes using time plus one other criterion such as safety, walking distance or transfers. Justify your choice.
Minimum guide: 60 words. Quality matters: make the reasoning, evidence or design decision clear. □ answers the exact task□ uses specific detail□ ideas are connected□ reread and improved
Paint by Numbers
06 · ArcadeGAME BREAK
Choose a colour, use the key to find its matching number, then tap every matching numbered area in the bus-station picture. Paint the whole picture to finish this Game Break.
ICONIC ARCADE · TERM 1 · WEEK 3
Colour the Kiwiana Bus
Pick any colour · tap any outlined area · make the bus your own BUS ART STUDIO Colour the Kiwiana Bus
Choose any colour, then tap any part of the picture. There is no right or wrong — colour it your way.
READY
CHOOSE A COLOUR Pick a swatch or make your own
Selected: Red
YOUR ARTWORK Tap inside any outlined section to colour it. You can recolour the same section whenever you change your mind.
ZOOM
YEAR 5 DEEP DIVE · REQUIRED Finish the game, then prove the learning in the final rounds.
Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.
YEAR 5 GAME CHECK
Finish the game first, then use the learning from this week to clear these three final rounds.
How did Week 3 feel?
07 · ClubhouseThis part is about your own learning. There are no right or wrong feelings.
WHAT AM I LEARNING?
Reflect on independence, challenge level and the next useful Year 5 practice step.
YOUR MISSION
How did checking all the conditions change your decision?
TEACH · LEARN THE IDEA
Choose what feels true for you, then write one thing you understand better now.
- STEP 1Choose how the week felt.
- STEP 2Write one thing you understand better now.
How did this week feel?
There are no right or wrong answers. Choose what feels true for you.