FINAL MISSION · KŌWHAI JUNCTION: A fictional youth space has $18,000 to improve after-school use. The evidence points to quiet study, creative making and low-cost recreation. No single option does everything. Use the year’s tools without being told which subject to use first.
ACTIVE OBJECTIVEFINAL MISSION · KŌWHAI JUNCTION: A fictional youth space has $18,000 to improve after-school use. The evidence points to quiet study, creative making and low-cost recreation. No single option does everything. Use the year’s tools without being told which subject to use first.
WORLDFUTURE STUDIO
SEQUENCE01 / 08
REWARDGAME BREAK
BEFORE YOU START
Get set for this mission.
You can complete the essential lesson on this page. You do not need to print anything.
YOU NEED
Required: a device with this page open.
Optional: headphones for video or read-aloud.
Optional: pen + paper for rough working if that helps you think.
Only if you choose a physical build: simple low-cost craft/reuse materials. A digital sketch or model is always okay instead.
HOW TO DO IT
Read or listen to the Briefing + Learn.
Do the interactive mission.
Use the reading and maths/data evidence.
Make your decision and add the Project HQ step.
Play the weekly game if you want, then complete Check-in.
WORK YOUR WAY
Short bursts are fine. Use Learning Tools for easier reading, read-aloud, less on screen, stronger contrast, no-rush and quieter-screen options.
If a question feels hard, go back to the worked teaching, use the hint/feedback, and try one step at a time.
PROJECT NOTE: Your project can stay digital. Physical making is optional unless you choose that format.
MISSION BRIEFING
FINAL MISSION · KŌWHAI JUNCTION: A fictional youth space has $18,000 to improve after-school use. The evidence points to quiet study, creative making and low-cost recreation. No single option does everything. Use the year’s tools without being told which subject to use first.
✓Select relevant evidence from multiple sources without treating one comment as the whole community.
✓Choose the mathematical operations needed to test a budget decision.
✓Combine user need, design constraints and evidence into a recommendation.
✓Reflect on how your thinking or process changed across Year 7.
◈
INTERACTIVE LEARN MODE
No passive video this week.
This mission is deliberately built around its simulator, investigation, decision room or prototype instead of an external video.
LEARN
ORIENT → EVIDENCE → CALCULATE → DECIDE → REFLECT
Final missions use ORIENT → SELECT EVIDENCE → CALCULATE → COMPARE → DECIDE → COMMUNICATE → REFLECT. You will not always be told “this is the maths part” or “this is the writing part”. Real problems mix evidence, quantities, people, constraints and communication. The goal is to choose the right tool yourself.
Final missions use ORIENT → SELECT EVIDENCE → CALCULATE → COMPARE → DECIDE → COMMUNICATE → REFLECT. You will not always be told “this is the maths part” or “this is the writing part”. Real problems mix evidence, quantities, people, constraints and communication. The goal is to choose the right tool yourself.
LEARNING BUILD
Refresh → Teach → Worked example → We do → You try
Build the idea before you enter the specialist lab. The point is to understand the reasoning, not just get through the buttons.
PREREQUISITE REFRESH
Reasoning lens:PURPOSE → PERSON / NEED → EVIDENCE → MAKE / CHOOSE → TEST → IMPROVE
Bring these prerequisite tools back online.
English / communication:Integrated communication, synthesis and reflection.
Maths / data:Choose the required operations, data and measures independently.
Topic knowledge:Community problem-solving across evidence, maths, design, technology and communication.
This week’s first target:Select relevant evidence from multiple sources without treating one comment as the whole community.
Quick evidence refresh: which source is a defensible starting point?
Choose a source that can directly support part of the investigation. More than one source may be useful, but start with evidence that does not outrun its support.
TEACH 1 · CORE MODEL
Final missions use ORIENT → SELECT EVIDENCE → CALCULATE → COMPARE → DECIDE → COMMUNICATE → REFLECT. You will not always be told “this is the maths part” or “this is the writing part”. Real problems mix evidence, quantities, people, constraints and communication. The goal is to choose the right tool yourself.
TEACH 2 · WHAT TO NOTICE
Select relevant evidence from multiple sources without treating one comment as the whole community.Choose the mathematical operations needed to test a budget decision.
TEACH 3 · CONNECT + TRANSFER
Combine user need, design constraints and evidence into a recommendation. Reflect on how your thinking or process changed across Year 7.
WORKED EXAMPLE · EVIDENCE
USE SURVEY
In a fictional 80-person survey, 46 select quiet study, 39 creative making and 37 low-cost recreation; respondents could choose more than one option.
Reasoning: Start with exactly what the source establishes. Connect it to the relevant concept, then stop before the claim becomes broader than the evidence. Now compare it with SINGLE COMMENT: One respondent wants a giant screen wall. It is a valid view but does not by itself represent the full group.
Why caution still matters:This item is useful context, but context is not the same as direct proof. Combine it with stronger evidence before making a broad conclusion.
WORKED EXAMPLE · MATHS / DATA ROUTE
The budget is $18,000 and the mixed-zone plan costs $16,500. What percentage of the budget remains as contingency?
This week’s maths/data focus:Choose the required operations, data and measures independently.
Define the baseline, cost, time, proportion or criterion first. Calculate on the same basis, then test the result against the user need, constraint or success criterion.
Worked solution:Contingency = 18,000 − 16,500 = 1,500. 1,500 ÷ 18,000 × 100 ≈ 8.33%, so about 8.3% remains.Answer check:8.3%. Now return the result to the question and state what it means in context.
WE DO · GUIDED PRACTICE
Which source needs the most caution before it is used to support a broad conclusion?
Choose a source that mainly supplies context rather than direct proof of the whole conclusion.
YOU TRY · INDEPENDENT PRACTICE
For Launch, explain one core idea in your own words. Use one named source or observation from this page, then add one sentence saying what that evidence does NOT prove.
Write at least 18 words. Name the evidence or data you are using and keep the claim inside what it can support.
MISCONCEPTION CHECK
SINGLE COMMENT:One respondent wants a giant screen wall. It is a valid view but does not by itself represent the full group.
This item is useful context, but context is not the same as direct proof. Combine it with stronger evidence before making a broad conclusion.
HELP
Try: “The person/purpose is ___. Evidence says ___. I chose ___. The test/criterion is ___. I would improve ___.”
STRETCH · OPTIONAL
Add a second source, data point or test. Explain whether it strengthens, weakens or qualifies your first conclusion.
FUTURE STUDIO · WEEK 9
LAUNCH · FINAL MISSION
◎
Use the year without a script.
Solve a fictional Aotearoa community brief by selecting the evidence, maths, design move and communication strategy yourself.
FINAL FICTIONAL BRIEF · KŌWHAI JUNCTIONA youth space has $18,000 to improve after-school use. Evidence shows demand for quiet study, creative making and low-cost recreation.
ALLOCATE THE FIRST PRIORITY
EVIDENCE PRINCIPLE
FINAL REFLECTION
Use the evidence, budget and purpose together. This is synthesis, not a memory quiz.
INVESTIGATE + ENGLISH · EVIDENCE CASE
The final challenge is choosing the tool
Kōwhai Junction is fictional, but its design problem resembles many real community decisions: limited money, several needs and incomplete evidence. Survey respondents could select more than one activity, so the totals cannot be treated as separate populations. A mixed-zone proposal costs less than the total budget and addresses several common uses, but it still requires decisions about supervision, storage and how the space changes over time.
MAKE THE CALL
Choose the option you would launch for Kōwhai Junction. Defend the decision across evidence, budget, user need and one unresolved risk.
BUILD YOUR CASE CONCLUSION1. Make the call. 2. Use at least two relevant pieces of evidence. 3. Explain one limitation or uncertainty. 4. Finish with what can responsibly be concluded.Strong structure: My judgement is… The strongest evidence is… However, we still do not know… Therefore…
CASE CONCLUSION: Write 200–270 words as your final recommendation. Use at least three evidence items, one calculation, one limitation and one implementation step. Then add a short reflection explaining one way your Year 7 reasoning has become more independent.
0/200 words minimum for this writing mission.
CLAIMEVIDENCELIMITATIONCONCLUSION
MATHS + DATA LAB
Check the numbers.
HOW TO SUCCEEDRead the situation first. Estimate what a sensible answer should look like, choose an efficient calculation, then use the feedback to check your reasoning.For data questions, explain what the number shows — and what it does not prove.
The budget is $18,000 and the mixed-zone plan costs $16,500. What percentage of the budget remains as contingency?
Estimate first, then choose the answer.
MISSION 05 · MATHS + DATA LAB
DATA TRAINING
STATISTICS + PROBABILITY · YEAR 7 CORE
6 PROBLEMS
QUICK METHODSTATISTICS + PROBABILITY
Identify what the statistic or probability represents before calculating.
GUIDED · Q01–Q03Use the quick method, then check the explanation.
Q01
Mean of 4, 6, 8, 10?
Total 28 ÷ 4 values = 7.
Q02
Median of 3, 5, 7, 12, 20?
The middle value in order is 7.
Q03
A fair coin: probability of heads?
There are two equally likely outcomes, so heads has probability 1/2.
INDEPENDENT · Q04
A bag has 3 red and 7 blue counters. P(red)?
There are 10 counters total and 3 are red: 3/10.
INDEPENDENT · Q05
Range of 6, 9, 11, 15?
Range = maximum − minimum = 15 − 6 = 9.
INDEPENDENT · Q06
Which sample is most likely to represent the whole school?
A random sample across year levels reduces obvious selection bias.
OPTIONAL CHALLENGE · OPEN RESPONSE
Invent five data values with a median of 8 and explain how you know.
0 words · optional
KEEP YOUR SKILLS SHARP
YOUR WEEKLY TRAINING
Four short sessions to spread across your week. Each has six problems and a reasoning mission. Allow about 10–15 minutes per session, and take longer when you need it.
Use paper for working. Enter numbers only; units are shown beside each answer. These are fictional practice scenarios.
0 / 24 correctSESSION 1 · NUMBER CHECK0 / 6
LEARN THE METHOD
Use brackets first, then powers, multiplication/division, and addition/subtraction. For fractions, use a common denominator.
WORKED EXAMPLE
18 + 4 × 3 = 18 + 12 = 30. But (18 + 4) × 3 = 66.
Use a hint
Multiply first: 6 × 3 = 18; add 149 to get 167.
Use a hint
Brackets first: 155 × 3 = 465.
Check the method after trying
6² = 36; subtract 3.
Check the method after trying
One quarter is 146; multiply by 3.
Check the method after trying
1/2 = 2/4, so 2/4 + 1/4 = 3/4 = 0.75.
Check the method after trying
(897 − 3) ÷ 6 = 149.
Compare your reasoning after trying
Multiplication is done before addition unless brackets change the order. For example, 2 + 3 × 4 = 14, but (2 + 3) × 4 = 20.
Your example may differ. Check your calculations and whether you explained why.
SESSION 2 · BUDGET BUILDER0 / 6
LEARN THE METHOD
Revenue is money received. Profit = revenue − all costs; a negative result is a loss. For a fair price comparison, calculate cost per item. Use dollars and cents consistently.
WORKED EXAMPLE
Making 10 items costs $2.50 each plus a $5 fee: total cost $30. Selling them at $4 each brings $40 revenue and $10 profit.
dollars
Use a hint
Total price ÷ item count = 21 ÷ 7.
dollars
Use a hint
7 × 2.50 = 17.50.
dollars
Check the method after trying
Quantity × selling price = 1050.
dollars
Check the method after trying
Revenue − costs = 12.
dollars
Check the method after trying
Revenue − costs = −8, an $8 loss.
dollars
Check the method after trying
Revenue 600 minus costs 382 = 218.
Compare your reasoning after trying
No. If you need 3 items, a $4 pack of 4 can suit the budget better than a $9 pack of 12, even though the larger pack is cheaper per item. Consider waste and total spending.
Your example may differ. Check your calculations and whether you explained why.
SESSION 3 · RATE ENGINE0 / 6
LEARN THE METHOD
A unit rate is an amount per one unit. Divide by the number of units, then multiply to scale. State the units and check that the assumed rate is constant.
WORKED EXAMPLE
A test rig makes 84 items in 7 minutes: 84 ÷ 7 = 12 items/min. At that rate it makes 60 items in 5 minutes.
items/min
Use a hint
1208 ÷ 8 = 151.
items
Use a hint
8 × 151 = 1208.
km/h
Check the method after trying
Distance ÷ time = 96 ÷ 8.
minutes
Check the method after trying
Volume ÷ rate = 1208 ÷ 8.
items/min
Check the method after trying
A: 151/min; B: 153/min; difference 2/min.
items
Check the method after trying
Count running time only: 8 × (151 + 5).
Compare your reasoning after trying
Compare items per minute, not totals alone. For example 60 in 5 minutes and 96 in 8 both average 12/min. Different task difficulty or quality could make this comparison unfair.
Your example may differ. Check your calculations and whether you explained why.
SESSION 4 · NUMBER CHECK0 / 6
LEARN THE METHOD
Use brackets first, then powers, multiplication/division, and addition/subtraction. For fractions, use a common denominator.
WORKED EXAMPLE
18 + 4 × 3 = 18 + 12 = 30. But (18 + 4) × 3 = 66.
Use a hint
Multiply first: 3 × 2 = 6; add 152 to get 158.
Use a hint
Brackets first: 155 × 2 = 310.
Check the method after trying
3² = 9; subtract 2.
Check the method after trying
One quarter is 149; multiply by 3.
Check the method after trying
1/2 = 2/4, so 2/4 + 1/4 = 3/4 = 0.75.
Check the method after trying
(458 − 2) ÷ 3 = 152.
Compare your reasoning after trying
Multiplication is done before addition unless brackets change the order. For example, 2 + 3 × 4 = 14, but (2 + 3) × 4 = 20.
Your example may differ. Check your calculations and whether you explained why.
Answers and reasoning save on this device when browser storage is available.
PROJECT HQ · TERM 4
PROJECT HQ · PROJECT FILE 09
LAUNCH & REFLECT.
Start something real. Build an idea, test it, improve it, and share it. Make your move.
The Reality Project runs across all nine weeks.
IDEA→RESEARCH→PLAN→BUILD→TEST→IMPROVE→PRESENT
WEEK 9 · LAUNCH & REFLECT · Launch the project, record what you learned and close Year 7 with a next step.
This saves into your Term 4 Start Something project record as you type.
Project sharing will be optional. A future upload system must keep private submission separate from public-showcase/marketing permission.
CHECK-IN
What changed in your thinking?
36ICONIC GAMES
YOUR WEEKLY GAME · TERM 4 / WEEK 9
Arcade Football
Move, pass and shoot. Win a ninety-second three-a-side match.
01BRIEF
02LEARN
03INVESTIGATE
05DECIDE
07PROJECT
08CHECK-IN