Copy-ready teacher resource
Assign a fair controlled comparison, collect evidence instead of screenshots alone, and assess reasoning rather than simulated luck. Copy the brief into your learning platform or print the student pages.
Teacher setup
Suggested learning objective: Students will compare a baseline with one controlled business decision, use numerical and stakeholder evidence to explain the difference, and recommend a responsible next test while acknowledging the model's limits.
Need a ready-made question? Assign one of the 18 business simulation scenario cards, each with a fictional context, measurable decision, fair-test controls, evidence targets, and a responsible constraint.
Use one teacher-selected input and two metrics. Students predict, record a baseline, make one change, rerun, and write a four-sentence conclusion.
Submit: completed evidence record plus claim, evidence, tradeoff, and next step.
Pairs select one testable input, complete a baseline and two comparison runs, check whether the pattern repeats, and challenge an alternative explanation.
Submit: evidence table and a 200–300 word recommendation.
Teams assign operator, analyst, recorder, and reviewer roles; test two competing strategies; then present a decision with stakeholder and implementation safeguards.
Submit: decision brief, evidence appendix, peer challenge, and next-test plan.
Copy-ready text
Your task: Use the assigned xdage business simulation to answer one measurable decision question. Compare a baseline with a run in which you change one important input. Your goal is not simply to earn the highest profit. Your goal is to produce a fair comparison and a recommendation that the evidence can support.
a clear claim; specific baseline and comparison evidence; a cause-and-effect explanation stated with appropriate uncertainty; a tradeoff and responsible limit; a model limitation; and one repeatable next test. Label observations separately from assumptions.
Use four points in each category for a 16-point assignment:
Preselect the input and metrics, provide two saved or printed result sets, define unfamiliar terms, and use the sentence frame: “When ___ changed from ___ to ___, ___ changed by ___; this suggests ___, although ___.”
Require repeated trials, a range or average, a competing strategy, sensitivity analysis, or a short critique of which missing real-world data could reverse the recommendation.
Project two teacher-run scenarios or distribute printed outputs. Students can independently calculate differences, diagnose the system, challenge claims, and propose the next test.
Offer typed, handwritten, oral, or slide-based conclusions; provide readable tables and extra processing time; assign roles by strength; and do not make fast clicking or public speaking the measure of business reasoning.
Printable page 1
Decision question:
Prediction and reason:
| Measure | Baseline | Comparison | Difference |
|---|---|---|---|
The one input changed and the important inputs held constant:
Printable page 2
Claim and strongest supporting evidence:
Alternative explanation or evidence that weakens the claim:
Tradeoff, affected stakeholder, and responsible guardrail:
What this model omits or cannot establish about a real business:
Recommendation and one controlled next test:
Result that would make me revise the recommendation:
Include a decision question, prediction, baseline, one controlled change, comparable results, evidence-based explanation, tradeoff, model limitation, responsible guardrail, and next test.
Choose a 20-minute individual task, a 50-minute paired investigation, or a multi-session team brief. Keep the same evidence and reasoning expectations while adjusting the number of runs and the submission length.
Grade question quality, controlled comparison, evidence, reasoning, responsible limits, and reflection. Do not grade primarily on the highest simulated profit.
Yes. Project one simulation, demonstrate two runs, or distribute printed results. Students can still compare evidence and write independent recommendations.
Yes. Copy the student brief into a learning platform and adapt the timing, simulator, submission format, and course-specific criteria for classroom use.
Choose a course activity from the lesson-plan directory, plan device and response options with the accessible classroom guide, assign a question from the scenario-card bank, select a simulator and worksheet from the teacher guide, assess with the 16-point rubric, and use the debrief question bank after submissions.