Year 7 · Maths
Students learn that mathematical games and solutions can be analysed, purposefully adapted, tested and improved. They explore Equation Escape, a maze game in which equations determine the player's route, then create their own adapted version. Across 200 minutes, students plan, design, test and refine the mathematics, maze, rules and special features, keeping mathematical accuracy at the centre of the final game.
Strand at a glance
The lesson sequence below comes from the complete strand guide.
Detailed strand guidance
Driving Question: How would I Analyse and Adapt a Board Game called Equation Escape?
Students reconnect with the Year 7 theme of Improvisation & Adaptation and apply it to a mathematical game. Equation Escape is a maze in which players solve equations and use each answer to decide which route to take. The task is not simply to play the game, but to understand how it works and become the game designers.
Students analyse the original concept: equations control progress through the maze, so the mathematics and the route design must work together. A correct answer should lead to the intended path, and the player continues solving until they reach the end.
Students identify possible areas for adaptation, including mathematical difficulty, gameplay, puzzle types and special features. The key principle is that a strong adaptation should have a purpose: Change -> Purpose -> Effect.
Driving Question: How can we design an Equation Escape game where the mathematics controls the route?
Pairs begin creating their own adapted Equation Escape. They decide who the game is for, what level of challenge is appropriate and how their version will be meaningfully different from the original while still keeping equations as the mechanism that determines the player's route.
Students can adapt:
Before developing the full game, pairs make an adaptation plan and sketch. They identify their main mathematical challenge, what they are changing, why the change has a purpose and how their version will differ from the original Equation Escape.
Students produce: First Version Equation Escape Design + Adaptation Plan The first version should show the maze structure, mathematical challenges, route logic and the main purposeful adaptations.
Driving Question: Does our adapted Equation Escape actually work?
Students continue developing the maze, equations, rules and special features, then test the game rather than assuming it works. The aim is to find mathematical or gameplay problems while there is still time to fix them.
Students check:
Pairs play through their own game carefully, solve every equation and correct any broken routes, unclear instructions or unsuitable difficulty. Testing is used as evidence for what should be improved next.
Students produce: Playable Prototype + Test Evidence The prototype should be mathematically accurate enough to test properly, with clear notes or corrections showing what needs to be refined.
Driving Question: How can we improve the game without losing mathematical accuracy?
Students use the problems found during testing to refine their Equation Escape adaptation. They improve the mathematics, maze routes, instructions, difficulty and gameplay while keeping the original Equation Escape concept recognisable.
The final improvement process follows: Test -> Identify -> Change -> Recheck
Students may adjust equations, simplify or increase difficulty, change routes, improve instructions, alter scoring or time limits, or refine special features. More equations and more features do not automatically earn more points: quality, purpose and mathematical accuracy matter more.
Students complete a final quality check to confirm that equations determine the route, the mathematics is correct, the instructions are clear, the game can be played, meaningful adaptations are visible and anything that failed during testing has been improved.
Students produce:
Judging takes place only after the full 200 minutes. The criteria reward Mathematical Accuracy & Challenge, Quality of Adaptation, Gameplay & Game Design, Creativity & Problem Solving, and Design, Instructions & Presentation.
The final message is that a strong mathematical game is not the one with the most features. It is the one where the mathematics is accurate, the route logic works and each adaptation has a clear purpose.
Conceptual journey
The Strand in One Sentence: Students move from analysing an existing mathematical maze, to designing their own purposeful adaptation, testing whether its equations and routes work, and finally refining the game into an accurate, playable and improved final version.
ANALYSE -> DESIGN -> TEST -> IMPROVE
The Maths Strand therefore applies the Year 7 Improvisation & Adaptation theme to mathematical game design. Students begin with an existing solution, make purposeful changes, test whether those changes work and improve the final version rather than simply adding more content.
Assessment evidence and skills
Across the four 50 minute periods within the two double lessons, students build a clear record of their mathematical thinking and game development:
The final MSC Maths score /100 considers Mathematical Accuracy & Challenge (25), Quality of Adaptation (25), Gameplay & Game Design (20), Creativity & Problem Solving (15), and Design, Instructions & Presentation (15). Judging takes place after the full 200 minute challenge.
Across the strand, students practise:
| Category | Points |
|---|---|
| Mathematical Accuracy & Challenge | 25 |
| Quality of Adaptation | 25 |
| Gameplay & Game Design | 20 |
| Creativity & Problem Solving | 15 |
| Design, Instructions & Presentation | 15 |
| TOTAL | 100 |
Judging takes place after the full allocated strand time so students can continue testing and improving until the end.
Curriculum source: Y7 Strand Guide.docx
