Day 3: Stress-Test Two Ideas and Make the Call

Daily Learning Contract

• Topic: Idea Testing
• Objective: Students will compare two ideas using three tests and make an evidence-based Move Forward, Needs Work, or Abandon It decision.
• TEKS: d(3)(I)
• Demonstration of Learning: Completed stress test and 6-8 sentence decision.

Before class

• Post the licensed workbook pages and support packet.
• Open the ungraded Canvas practice check.
• Tell students that the workbook skips from Step 5 to Step 7; nothing is missing.
• Default quantities: one FYF workbook per student, or the same support packet the student used on Day 2. One device per student or pair supports the optional practice check; the paper close is equal.

50-minute flow

1. Re-enter the work — 5 minutes

Students reread yesterday’s problem and top two ideas. Ask: “Which idea do you currently favor, and what evidence could change your mind?”

2. Stress-test both ideas — 20 minutes

Release one test at a time:

1. Problem fit: How well does it solve the exact problem?
2. Customer choice: Why use it instead of another option?
3. Build challenge: What could make the first version difficult?

Students must write about both ideas before moving to the next test. At each transition, check that the answers differ by evidence rather than “good/bad.”

3. Make the call — 12 minutes

Students choose Move Forward, Needs Work, or Abandon It and write 6-8 sentences naming the problem, biggest strength, biggest risk, and evidence that mattered most.

Abandon It is a valid full-credit decision. Entrepreneurs save time and money when evidence shows an idea is not ready.

4. Compare in a small group — 8 minutes

Each student gets 45 seconds to share the problem, best idea, and call. The group identifies one idea with the most potential and records the evidence behind the choice. A private written comparison is equal when group discussion is not appropriate.

5. Close — 5 minutes

Students complete the ungraded Canvas check or answer on paper: “Which test separated your two ideas most clearly, and why did that test matter?”

Monitoring and key

There is no single correct venture or verdict. Strong evidence:

• addresses all three tests;
• acknowledges a real risk;
• does not treat enthusiasm as proof of demand; and
• connects the verdict to the comparison.

Use one lap per test. Check problem fit first, customer choice second, and build challenge third. If a quarter of the class writes opinions without comparing the two ideas, pause after the current test and model one evidence sentence with the fixed charger example. Trim the small-group share to one partner before trimming the written call; the practice check may move to early-finisher or catch-up time.

Support and absence route

Use one question at a time, sentence frames, oral rehearsal, or speech-to-text. The support packet is the full independent route. A student missing Day 2 may use this fixed pair: students need charged devices; compare a checkout charging station with classroom delivery of charged power banks. The student still completes all three tests and the written call.