Mokia - Presentation, Additional Resources and Teacher's notes

Introduction to Mokia-0

Students require real experiences with situations involving finance and with situations involving data. They will learn best about these concepts on an intuitive or informal level rather than through standard lessons. Students need an opportunity to reflect on and interpret situations and work at describing them in order to answer questions about finance and gathering data for it.

In this first project students are to manage their new phone company with the launch of their new phone, Mokia-0. They will have to use a variety of maths skills in order to do this. Each lesson is split into different parts of the business. Throughout the project students will have to decide on the budget for their company over the first year and where the money should be spent to be most effective. They will have to choose which bank to take a loan from, in which country to manufacture the phone, how best to advertise the phone and the best selling price to ensure they make the most profit. They will then review the project looking at their annual selling figures. A final assessment will follow. A competence sheet is also attached to allow students to self-assess against the objectives as they go through the project.





Presentation, additional resources and teacher notes




Borrowing money


Import export




Selling figures and Annual Report

Throughout the project there will be Maths warm-up slides which are designed to allow students to take a 30-minute (or less) break from the project to recap and practise the maths they will need for the next stage of the project. This is designed to ensure that students fully understand the maths involved and that they remember the maths for future use. Examples of Maths warm-ups have been included.

Examples of students’ work have also been included.

Features of this activity

  • A simulation of a real-world situation based on a realistic mathematical model
  • A hands-on activity involving students as participants rather than observers
  • Student input is encouraged at all stages of the activity.
  • Learning takes place throughout the activity as different problems arise.
  • Students are asked to begin to make assumptions about real-life mathematical problems.
  • Use of a computer
  • 30-minute Maths warm-up activities

Materials and preparation

  • Introductory video in PowerPoint
  • Introductory PowerPoint
  • Lesson PowerPoints
  • Example spreadsheets
  • Suggested scaffolding
  • Maths warm-ups
  • Computers / laptops