# Integrated Week 2: one slot, several valuable choices

**Five 35-minute Economics and Business + English + mathematics sessions.** Year 7 ACARA v9: `AC9HE7K01`, `AC9HE7S01`, `AC9HE7S02`, `AC9HE7S03`, `AC9HE7S04`, `AC9HE7S05`; English `AC9E7LA02`, `AC9E7LY03`, `AC9E7LY06`; mathematics `AC9M7N06`, `AC9M7N09`. The [club brief](../english/MATERIALS.md) and all prices/poll counts are **fictional practice data**. This is an introduction to opportunity cost and evidence-based recommendations, not a full-year economics course or a real purchasing process.

**Fixed conditions:** one Friday 35-minute activity slot; $60 discretionary supplies limit; accessible room, supervision and required safety equipment are already provided. The club can choose **one** activity for that slot. Students must not treat basic access or safety as optional savings. Options A $45 repair/play, B $50 model observation, C $35 mural. Poll A12/B10/C8 (30 self-selected responses). All options fit the cap: A leaves $15, B $10, C $25. The value of the **next-best feasible option given up** is the opportunity cost for a particular ranking; the purchase price is a monetary cost, a different concept. No personal family finances or real child preferences are requested.

**Equipment:** printed brief and [decision board](../print/decision-evidence-board.svg), pencil, optional 60 counters. Use verbal, tactile or text board. No screen needed; optional projected accessible text does not collect data.

## Day 1 — Limited resources create a choice

**Question:** Why can the club not run every valuable option this Friday? **Evidence:** constraint statement and initial ranking.

1. **Enter · 3 min.** Say: “You have one activity slot, even though several activities could be useful. What is the scarce resource?” Answer: time/slot; money also has a limit.
2. **Read · 5 min.** Read the fictional brief. Point to the fixed access and safety conditions; they are not options to cut.
3. **Model · 8 min.** Place A, B, C in three boxes. Calculate remaining discretionary funds: $60−$45=$15, $60−$50=$10, $60−$35=$25. Check addition backwards.
4. **Rank · 10 min.** Pairs rank options against at least two stated criteria (e.g. learning benefit, future reuse, inclusion), then each learner records their own ranking. Different rankings are allowed.
5. **Discuss · 6 min.** Ask: “Why might another pair rank differently using the same prices?” Draw out differing predicted benefits and missing evidence, not “wrong taste”.
6. **Exit · 3 min.** Everyone completes: “The club cannot do all three this Friday because ___.” Key: one slot; $60 is also limited, but choosing one is required even if funds remain.

**Access:** physical cards or text list; money counters; do not require oral public preference. If price arithmetic is difficult, let student use a calculator after explaining the subtraction.

## Day 2 — Opportunity cost depends on the next-best choice

**Question:** What exactly is given up when one activity is selected? **Evidence:** ranking and forgone benefit explanation.

1. **Retrieve · 3 min.** Two students with different rankings explain the criterion behind each, without naming themselves if they prefer.
2. **Model · 5 min.** Rank B > A > C on a board. If B is selected, next-best A is forgone; its possible reuse benefit is the opportunity cost **in this ranking**. The $50 paid for B is its price, not that benefit.
3. **Guided case · 8 min.** Rank C > B > A. If C is selected, next-best B's closer-observation benefit is forgone. Ask why A is not added to B as the opportunity cost.
4. **Individual route · 10 min.** Students choose and rank all three, name chosen activity, name next-best feasible activity and state one benefit they give up. Partner checks that rank 2 matches the sentence.
5. **Test error · 6 min.** Present “Opportunity cost of B is $50.” Students repair: $50 is monetary cost; opportunity cost is benefit of next-best option under a stated ranking. A learner may also mention alternative use of $50 if that is explicitly ranked, but do not conflate it with this brief's one-slot choice.
6. **Exit · 3 min.** Everyone completes “I choose __. My next-best option is __. I give up its possible benefit of __.” Key permits justified choices.

**Access:** ordinal tokens 1/2/3, visual/tactile ordering, sentence frame and AAC. Assess relation among choices rather than English fluency alone.

## Day 3 — Inspect source and missing information

**Question:** What does the brief tell us, and what does it leave open? **Evidence:** source table and investigable question.

1. **Prompt · 3 min.** “Twelve votes for A: what can we say exactly?” Answer: 12 of 30 fictional respondents chose A, not all students.
2. **Model · 5 min.** On the board separate quote/poll **data**, predicted **benefit**, and **unknown**. The $45 quote is given; actual repairs needed are unknown.
3. **Source audit · 8 min.** Groups tag every brief item as given fictional data, prediction or missing check. Check B's access route and C's display permission as conditions to verify.
4. **Question design · 10 min.** Each learner writes one question that could change a decision, names a suitable ethical source (e.g. local equipment check, adult access review) and says what answer would matter. No actual child survey or purchase.
5. **Evaluate · 6 min.** Compare “Would you like fun?” with “Which of the available games can safely be repaired with the supplied tools?” Discuss specificity and why privacy/access policy would govern any real inquiry.
6. **Exit · 3 min.** Everyone writes one supported fact and one unanswered question. Teacher samples focus learners' distinction.

**Access:** symbol labels F/P/? with text names, spoken/AAC response, large-print brief. Do not gather real student preference data as part of this lesson.

## Day 4 — Prepare a balanced recommendation

**Question:** How can a recommendation account for benefits, costs, an alternative and uncertainty? **Evidence:** decision board draft.

1. **Set audience · 3 min.** “A fictional committee needs a choice it can check. You may disagree with me if your reasons are clear.”
2. **Model · 5 min.** Fill the board for A: claim A, quote $45 and $15 left, possible game reuse, B as next best in **this** model ranking, B's observation benefit forgone, repair needs unknown. Label predictions honestly.
3. **Calculate · 8 min.** Students check the three remainders and compare A/B difference $5, A/C $10, B/C $15. An arithmetic check does not decide value by itself.
4. **Draft · 10 min.** Individually choose option and complete [decision board](../print/decision-evidence-board.svg). Include one advantage of a competing choice and one condition to verify before action.
5. **Peer audit · 6 min.** Partners use questions: Is the quote under $60? Is next best the author's rank 2? Is a poll claim scoped to 30 responses? Is access/safety fixed?
6. **Exit · 3 min.** Everyone revises one sentence and labels the reason for change. Teacher stores only local evidence.

**Access:** dictated or typed board; partner can place counters to learner instruction. Provide private review, not a public debate requirement.

## Day 5 — Communicate and decide provisionally

**Question:** Can the recommendation survive a fair question? **Evidence:** individual proposal and response to a question.

1. **Frame · 3 min.** Say: “This is a practice decision; no real order will be placed. A strong proposal can name what still needs checking.”
2. **Rehearse · 5 min.** Students rehearse a 45-second proposal or read a written paragraph. Give a quiet/AAC route equal standing.
3. **Present · 8 min.** In small groups, each learner states option, source fact, reason, next-best forgone benefit and one uncertainty. Teacher observes 2–3 focus learners, rotating or following up later; peers listen rather than score personalities.
4. **Ask and revise · 10 min.** Each group asks one evidence or access question. Learner may answer, change recommendation, or state what must be found out. Record a revised line.
5. **Individual check · 6 min.** Everyone completes the key prompt below independently in writing, audio with transcript, AAC or text board.
6. **Close · 3 min.** Share that different defensible choices are possible. Name the next local inquiry, then stop before any real action.

**Key prompt:** “For a ranking A > B > C, choose A and explain (i) whether it fits $60, (ii) the next-best forgone benefit, (iii) one limit of the poll.” Key: A costs $45, leaves $15; B is next best, so possible model-observation benefit is forgone; 12 of 30 self-selected responses do not establish all students' view. If learner says $45 is opportunity cost, separate price from forgone next-best benefit and rerun a two-option ranking. If learner says C is next best, ask them to read the given ranking. If arithmetic is the only barrier, supply 60 counters or a post-method calculator check before assessing the concept.

**Teacher record:** `day | focus learner code | exact claim/calculation/reason | independent/prompted/not yet observed | access route | next move`. Keep locally under school policy; do not send child data to SubjectNest.