Category: Challenges & Activities

The word free can make a decision feel finished before you have checked what happens next. In this fictional challenge, a student signs up for a seven-day trial, forgets the end date and later sees a recurring charge. The class is not trying to blame the student. It is trying to find the information that should have been visible before the click.

The fictional case file

Mia wants to test a study service for seven days. The offer says the trial costs nothing, then the plan renews at a fictional $14.99 each month unless it is cancelled. Mia enters payment details, receives no calendar reminder and notices the first charge six weeks later. Teams must reconstruct the timeline using only the cards provided.

Consumer Protection’s digital-products guidance says to check terms and conditions, what information you share and the subscription cancellation process before buying or downloading. The fictional amounts are for practice, not a price recommendation.

Round one: find the five important facts

1. When does the trial start?
2. When does it end?
3. What happens automatically at the end?
4. How much is charged and how often?
5. How do you cancel, and when does cancellation take effect?

Give each team a set of fictional screenshots or paper cards: an offer, a terms card, an account page and a bank transaction. Hide one important fact in each set. Students earn a point for finding it and another for explaining why it matters. The goal is careful reading, not speed.

Round two: build a cancellation plan

Ask teams to write a safe plan without using real account details: save the confirmation, put the end date in a calendar, learn the cancellation path before the trial begins, and check a later statement. If someone wants to continue, they can choose to continue; the habit is making that choice deliberately.

Consumer Protection also explains that contracts and subscription terms can matter, including cancellation rules and possible fees. Its contracts guide recommends cancelling in writing and keeping a copy when written notice is appropriate. A class plan should say what evidence it keeps and where.

Debrief: cheap is not the same as clear

Finish with two questions: Which detail changed the decision most? Which reminder would have helped? A low first price may be useful, but it does not remove the need to understand the later price, renewal and cancellation process.

Keep the activity fictional and avoid collecting students’ email addresses or payment information. The strongest outcome is a repeatable pause before signing up: read, record, decide and check.

FAQs

Is a free trial always a scam?

No. A trial can be legitimate, but the customer should understand the renewal price, timing and cancellation process.

Why put the trial end date in a calendar?

A reminder makes the future decision visible before an automatic renewal happens.

What should students record?

They can record the start date, end date, renewal price, billing frequency and cancellation steps using fictional details.

What if cancellation is difficult?

Keep records of the request and check the provider’s terms. Seek appropriate consumer help if the issue cannot be resolved.

Should a team choose the cheapest service?

Not automatically. Compare the full cost, usefulness, terms and ease of stopping the service.

Can this be run without real subscriptions?

Yes. Fictional cards and a made-up bank statement are enough to practise the reasoning safely.

Moving into a first flat involves more than finding a weekly rent. There may be a bond, moving costs, power, internet, basic furniture and shared household supplies. This fictional challenge lets students practise adding costs, deciding what is essential and explaining how a group can share money fairly. It is not a current price guide or a substitute for checking a real tenancy agreement.

The fictional brief

Four flatmates are planning a move. Their fictional weekly rent is $720, so the equal rent share is $180 each. The landlord asks for a general bond of four weeks’ rent, which is $2,880 in this scenario. They also estimate a one-off moving van at $240, basic shared supplies at $320 and a connection cost of $80. Their start-up target is therefore $3,520 before any personal furniture.

Tenancy Services says a general bond can be up to four weeks’ rent. Use its bond guidance to check current rules when discussing a real tenancy. The figures in this activity are invented so the maths is clear.

Round one: build the shared-cost list

Ask teams to divide each shared cost by four. The fictional bond share is $720 each. The moving van share is $60, shared supplies are $80 and the connection cost is $20. Each flatmate’s start-up share is $880. The weekly rent is separate: $180 per person each week in this example.

Now add two cards to the table: one flatmate already owns a vacuum cleaner, and another cannot contribute the full $880 on moving day. Teams must decide what is fair. They might agree that the vacuum reduces the shared purchase, record who owns it, and set a repayment date for any delayed contribution. They must not silently assume that one person will carry the gap forever.

Round two: spot the missing questions

Give teams five questions to answer before anyone pays: What is included in the rent? When is the bond due? How will power and internet be divided? What happens if someone moves out? Which items belong to the group and which belong to one person? The purpose is to show that a budget is also a conversation about responsibilities.

Ask students to produce a one-page plan with a total, each person’s share, due dates and assumptions. A good plan labels estimates and says what needs confirming. It also leaves space for costs outside the shared list, such as transport, food, personal furniture and an emergency buffer.

Debrief with care

Finish by asking which number changed the result most and which question was hardest to answer. Keep the activity fictional: students should not be asked to disclose their household income or housing situation. Sorted’s budget guide is useful background because it treats a budget as a plan for income, expenses and saving, not just a list of prices.

In real life, people should read the tenancy agreement, inspect the property, confirm bond handling and seek appropriate advice if they do not understand the arrangement. This challenge is about practising clarity before money and relationships become tangled.

FAQs

Are the rent and moving costs real prices?

No. They are fictional amounts created for the activity and should not be used as a current market guide.

What is the fictional bond share per flatmate?

The four-week bond is $2,880 in total, so four equal shares are $720 each.

What is each person’s fictional start-up share?

The shared start-up total is $3,520, divided equally between four flatmates, which is $880 each.

Why record who owns a shared item?

It makes responsibility clear if someone moves out or the item needs replacing.

Should one flatmate cover another person’s shortfall?

Only if everyone freely agrees to clear terms. The activity asks teams to discuss a repayment plan rather than assume the gap disappears.

What should a real renter check?

Check the tenancy agreement, bond arrangements, payment dates and shared-cost expectations, and seek advice if the terms are unclear.

A budget can add up on paper and still feel tight if several payments land before the next payday. This activity makes timing visible. It uses made-up figures for learning, not current prices or a recommended household budget. Teams can work with paper, a blank calendar and a calculator.

The scenario

A fictional household receives $1,500 after tax on Day 1 and has these payments during the next 14 days:

• Day 1: rent, $520
• Day 2: groceries, $160
• Day 4: power, $130
• Day 5: transport, $85
• Day 8: phone, $50
• Day 9: groceries, $155
• Day 11: insurance, $180
• Day 13: school trip, $45
• Day 14: transport, $85

The listed costs total $1,410, leaving $90 from the fictional $1,500. The activity question is not only “Is the total under income?” It is also “How much remains after each payment, and what needs to stay available for the second week?” The figures leave out many real household costs, so a real plan would need a fuller list.

Round one: map the running balance

Give each team a blank 14-day timeline. Start with $1,500 on Day 1, then subtract each cost on its due date. After rent and the first groceries, the running balance is $820. After the Day 5 transport cost, it is $605. After the second groceries payment on Day 9, it is $400. Continue to the final Day 14 payment and check whether the arithmetic ends at $90.

Now ask teams to circle every point when a payment is due and underline the amount that must remain for the later dates. Can they explain why treating the full $820 after Day 2 as “spare” money would be a mistake? Invite students to use different colours for already-committed money and money not yet assigned.

Round two: draw a curveball

Give each team a surprise card: a $100 school-shoe purchase on Day 10. The list now totals $1,510, which is $10 more than the available $1,500. Teams must show the gap and name a sensible next step. Possibilities include checking whether the purchase can wait, finding out whether an existing support option applies, or contacting a biller early to ask about arrangements. Do not assume a biller must move a due date, and do not frame borrowing as the automatic fix.

For a final discussion, ask what information the household would need before acting: is the amount exact, is the payment date fixed, are there other essential costs missing, and who can safely help them check? Sorted’s budgeting guide recommends listing after-tax income and expenses for a chosen period, then comparing the totals. This game adds dates to that process so the class can see how cash flow unfolds.

Keep the conversation about the fictional plan. Students should not be asked to disclose their family’s income, bills or money stress. The goal is to practise the arithmetic, spot timing pinch-points and explain trade-offs without blame.

FAQs

Are the dollar amounts real prices?

No. Every amount in the scenario is invented for the activity and should not be used as a current price guide.

How much do the listed payments total?

They total $1,410, leaving $90 from the fictional $1,500 income before any costs the scenario omits.

Why use a running balance?

It shows how much remains after each dated payment, rather than only showing the final total.

What happens when the $100 surprise is added?

The listed total becomes $1,510, which is $10 more than the fictional income. Teams should identify the gap before proposing a response.

Should students share their family budgets?

No. The exercise uses a fictional scenario so students can practise without disclosing private household information.

Is contacting a biller guaranteed to change a due date?

No. The activity only suggests asking what options may be available; any arrangement depends on the provider and circumstances.

A class trip is a lively way to practise budgeting because the numbers connect to a real plan: getting there, eating, taking part and allowing for surprises. This activity uses a fictional limit of $25 per student. It is not a statement about current New Zealand transport or admission prices; teachers should replace the sample figures with verified local quotes before making a real booking.

The challenge

In teams, plan a day out for 24 students. Your total must stay at or below $600, which is $25 per student. Your plan should include travel, an activity, food and a small contingency. It should also explain how students with different access, food or mobility needs can take part.

Give each team these sample costs to start: bus contribution $8 per student, activity entry $7, packed lunch $6 and contingency $4. The total is $25 each, or $600 for 24 students. These are invented classroom figures. Teams can change them, but they must show the arithmetic and say which numbers they would need to confirm with a provider.

Make the numbers tell a story

Ask teams to make a one-page plan with four columns: item, cost per student, group total and how the figure was checked. Multiply each per-person amount by 24. For example, a $7 activity cost becomes $168 for the group. Add all group totals and compare the result with the $600 limit.

Then introduce a change card: the bus quote rises by $48 for the whole class, rain moves the group indoors, or one student needs a different lunch option. Teams should decide whether to use contingency, change an activity, or revise the plan. They must explain who is affected by each choice. A budget is a way to make trade-offs visible, not just a maths worksheet.

For a second round, invite students to design two options: the lowest-cost workable trip and the best-value trip. Best value may mean a more accessible venue, a shorter travel day or an activity that everyone can enjoy. The cheapest line on a page does not always make the best overall experience.

Debrief without judging

Finish by asking what the teams found easy to estimate and what they needed to verify. Which cost changed the total most? Did the contingency protect the plan? What would make the plan fairer for a family unable to contribute the same amount? Keep the focus on systems and choices, not on classmates’ household circumstances.

Sorted’s step-by-step budgeting guide describes a budget as a plan for money coming in and going out. This activity turns that idea into a shared, low-stakes exercise. In a real trip, the organiser should confirm quotes, payment deadlines, transport, permissions and any school subsidy before asking families to pay.

Quick check: If a team chooses a $9 bus contribution, $6 activity, $5 lunch and $3 contingency, what is the total per student? ($23.) For 24 students, what is the group total? ($552.) How much remains under the fictional $600 cap? ($48.)

FAQs

Are the sample prices real New Zealand prices?

No. They are invented for the classroom exercise. Check current local quotes before planning a real trip.

Why include a contingency?

It gives the plan room to respond to a change or an overlooked cost without immediately exceeding the limit.

What is the class limit in this activity?

The fictional limit is $25 for each of 24 students, or $600 in total.

Can students choose a plan over budget?

They can show it as an alternative, but they should identify the gap and explain a realistic adjustment before it counts as a workable plan.

How can the activity include different needs?

Ask teams to consider access, travel, food and participation from the start, then verify options with the school and providers.

Should the class ask families to cover a shortfall?

That is a school decision, not an assumption for students to make. Discuss affordability and available support with the appropriate adults.

The cheapest number is tempting, especially when three businesses appear to offer the same job. But a service can cost more because it includes better materials, a clearer timeframe or more work. The Three-Quote Challenge lets a family or class practise comparing the whole offer without spending real money.

Use a fictional job such as painting a room, repairing a bicycle or setting up a small garden. Consumer Protection explains that an estimate is a best guess, while a quote is an offer for a specified price. That difference is the first clue in the activity.

Set up three fictional offers

Create three cards. Each card should show the work included, materials, timeframe, price type, and one question the customer still needs to ask. Keep the cards comparable: the same room, repair or service request should be described to each provider.

For example, Offer A might be a low estimate with a quick start but no materials list. Offer B might be a written quote with a slower start and named materials. Offer C might cost more but include a longer warranty or a detailed completion date. None is automatically the right answer.

Check the scope before the dollars

Ask what will actually be done. Does the price cover preparation, materials, delivery, clean-up and tax? If one offer leaves out a step, it is not a fair price comparison yet. Consumer Protection recommends asking for written details and giving providers as much information as possible so offers can be compared more accurately.

Label quote or estimate

Put a large “quote” or “estimate” label on each card. An estimate is not a fixed price. A quote is generally a confirmed price for the agreed scope, and extra work or a changed scope should be agreed before the price changes. In the activity, learners should circle the offer with the clearest price commitment and write one follow-up question for the others.

Compare more than price

Give each offer a simple score from one to three for scope clarity, timing, evidence of quality and price clarity. Do not add the scores into a pretend “best business” result unless the group explains its weighting. A low price may matter most to one household; a reliable date may matter most to another.

Finish with a decision note

Each learner completes the sentence: “I would ask ___ before choosing because ___.” A strong answer might request a written quote, ask what materials are included, or check when the work can begin. If a provider proposes extra work later, the fictional customer pauses and agrees the variation before it happens.

The activity teaches that comparing offers is a reasoning task. Price is part of the decision, but a number without a clear scope can create a bigger surprise later.

Sources and further reading

Consumer Protection: Quotes and estimates; Consumer Protection: Repair damage after normal use.

FAQs

What is the difference between a quote and an estimate?

An estimate is a best guess of cost. A quote is an offer for a specified price and scope, subject to the terms of the agreement.

Why should the service scope be compared first?

Two prices cannot be compared fairly if the offers include different work, materials or timeframes.

Should the cheapest offer always win?

No. Consider scope, timing, quality clues, price clarity and the priorities of the person making the decision.

What should I ask if a quote is vague?

Ask what work, materials, timing and other costs are included, and request the answer in writing.

Can a service price change after a quote?

It may change if the customer agrees to extra work or the scope changes. Ask before agreeing to any variation.

Can we do this challenge without contacting real businesses?

Yes. Fictional cards or anonymised examples let learners practise comparison without sharing personal projects or making requests.

A large packet can look like better value because it contains more. A bright sale label can make one option feel like the obvious choice. The Unit-Price Hunt is a short activity that slows the decision down: compare the cost per same amount, then ask whether you will use what you buy.

New Zealand’s Consumer Protection guidance explains that unit prices let shoppers compare the same type of item across different sizes and packaging. Many covered grocery products must show a standard unit price, but the rules do not cover every product or every retailer. When a label is missing, you can still practise the calculation with sample cards.

Set up the hunt

Choose two or three similar products, such as rice, cereal or milk. Use a supermarket shelf, a printed flyer, or made-up price cards at home or in class. Do not photograph or record another shopper’s payment details. Give everyone a simple worksheet with four columns: item, total price, amount, and price per standard unit.

Compare the same measure

For a practice example, imagine a 500-gram bag costs $4.50. It costs 90 cents per 100 grams because five 100-gram portions fit in the bag and $4.50 divided by five is $0.90. Now imagine a 750-gram bag costs $6.00. Its unit price is 80 cents per 100 grams. The larger bag is cheaper per 100 grams in this invented example, but it still costs more at the checkout.

Ask learners to check that both products use the same unit before comparing. Per 100 grams cannot be compared directly with per kilogram until the amounts are converted to a common measure. For liquids, the label may use litres or 100 millilitres.

Add the real-life question

Unit price is one clue, not the whole decision. Does the household need that much? Is there room to store it? Could some spoil or go unused? Is one option a different product or quality? Can the shopper afford the larger total today? A lower unit price does not make an unnecessary purchase worthwhile.

Finish with a one-minute debrief

Have each person share one surprise, one calculation they checked, and one reason they might choose the option with the higher unit price. A smaller pack can be a sensible choice when it matches the amount needed, fits the available cash, or avoids waste. The goal is not to crown a perfect shopper; it is to practise reading the information before deciding.

Consumer Protection’s unit-pricing guide has examples of comparing package sizes and notes that not every product is covered. Keep the activity fictional if learners should not share family shopping details.

FAQs

What is a unit price?

It is the cost expressed for a standard amount, such as a kilogram, litre or 100 grams, so similar items can be compared.

Is the bigger package always better value?

No. Compare the unit price, total checkout cost, amount needed and whether the product can be used before it is wasted.

Can I compare different units directly?

Convert them to the same measure first. For example, change kilograms to grams or litres to millilitres before comparing.

Do all supermarket items have to show a unit price?

No. New Zealand’s unit-pricing rules cover many grocery products and eligible retailers, but there are exceptions.

Can we do the activity without visiting a shop?

Yes. Use sample cards, a flyer or made-up prices so everyone can practise without sharing personal purchases.

What is the lesson if the cheapest unit price is not chosen?

The decision can still be thoughtful if the shopper considered total cost, amount needed, storage and likely waste.

“Is this a need or a want?” is a useful question, but it can become a lecture if it never reaches real decisions. The Seven-Day Needs vs Wants Challenge turns it into a small experiment. For one week, notice the choices you make, pause before optional spending, and see what changes when you give every purchase a job.

The aim is not to label every want as wrong. Wants make life enjoyable. The aim is to become better at choosing them deliberately instead of letting a hurry, a discount, or someone else’s excitement choose for you.

What counts as a need?

A need is something that supports health, safety, basic living, or an important responsibility. Food, necessary transport, a place to live, and essential school or work items are common examples. Needs still have choices inside them: one food option may cost more than another, and a need can sometimes be met in several ways.

A want is something you would like but could postpone, replace, borrow, or live without for now. Entertainment, treats, upgrades, and impulse purchases often sit here. A want is not silly or shameful. Naming it honestly gives you control over when and how you buy it.

The challenge rules

For seven days, keep a simple note on your phone or a sheet of paper. Record each purchase or planned purchase, whether it was a need or a want, how you felt before buying, and whether the purchase helped with a goal. If you do not spend, record one moment when you chose not to.

Use five labels: need now, need later, want planned, want impulse, and not sure. The “not sure” label matters. It gives you room to learn without pretending every decision is obvious.

Day one: notice without changing

On the first day, simply observe. Do not try to be perfect. Notice the trigger: hunger, boredom, a notification, a friend, a time limit, or a convenient checkout button. You are collecting clues about how decisions happen.

Days two and three: add a pause

Before buying a want, wait ten minutes. Ask three questions: What problem does this solve? What else could I do with the same money? Will I still want it tomorrow? A short pause separates a real preference from a passing feeling.

Days four and five: connect spending to goals

Choose one small goal, such as a game, a book, a trip, or an emergency buffer. Put the price beside the goal. When you skip or delay a want, write down the amount you kept available. You are not “missing out”; you are making the trade-off visible.

Days six and seven: design your own rule

Look back at the week. Which purchases felt worth it? Which were forgotten quickly? Create one personal rule, such as “I wait overnight for unplanned purchases,” “I compare two prices,” or “I save part of every payment before spending.” A good rule is small enough to repeat.

What the challenge teaches

The challenge shows that budgeting is not only arithmetic. It is attention, timing, and priorities. Sorted describes a budget as a plan for where incoming money should go, including regular and irregular costs; see Sorted’s budgeting guide. Your seven-day notes provide the evidence for building a plan that reflects real behaviour.

In MoneyCQ, each choice feeds the wider story. A small purchase can affect saving, resilience, and the options available later. The challenge works the same way outside the game: one decision rarely changes everything, but repeated decisions create a pattern you can see and improve.

Sources and further reading

Use the Sorted money-mindset guide for more on habits, goals, and the emotional side of spending.

FAQs

Does calling something a want mean I should never buy it?

No. A want can be a sensible purchase when it fits your priorities and available money.

What if I cannot tell whether something is a need?

Use the “not sure” label and ask whether the purchase supports health, safety, basic living, or a real responsibility.

How long should the pause before buying last?

The challenge suggests ten minutes for a quick experiment, while an overnight pause can help with larger or unplanned wants.

What should I write down during the challenge?

Record the purchase, its label, the feeling or trigger before buying, and whether it supported a goal.

Can children do this activity?

Yes. Adults can help children use simple labels and discuss choices without shaming them.

What is the best result after seven days?

The best result is a repeatable personal rule based on what you noticed, not a perfect record with no spending.