About "Classroom Quests"

"Classroom Quests" is a special series on my VRGetaway blog. As a creator passionate about transporting people to beautiful, magical worlds, I bring that same spirit of adventure and storytelling into my other passion: teaching. These posts are the official "guidebooks" for my thematic, engaging, and dragon-worthy math lessons, designed to inspire other educators to turn their classrooms into an epic quest!

 

← Previous Mission: 🌍 Day 3 - The Universal Translator         Next Mission: Day 5 - Logarithmic Properties →

🧬  Operation: Containment - Day 4: Hacking the Antidote

This is it, recruits. All your training, all the protocols... it all comes down to this.

Day 4: The 6-Firewall Hack

"The antidote formula is on the central server. But it's protected by **six** encrypted firewalls. Each firewall is a 'time-lock' scenario. Your teams must synthesize all your training—modeling, isolating, and translating—to hack all **six**. Get the stickers, get the formula, save the city." - Director Stone

📜 Mission Briefing

• 🎯 Mission Objective: Synthesize all unit skills. Read a scenario, build the correct exponential model, isolate the exponential term, and solve for 't' using the Change of Base formula.
• ⏳ Class Time: 1 Class Period (80-90 mins)
• 📚 Subject & Level: Secondary Math 3 / Algebra 2
• 👻 The Adventure: The "**6-Firewall** Puzzle Challenge." Teams move between **6** stations, solving a story problem at each. They get a Puzzle Piecce for each correct "hack." Collect all **6 pieces** to figure out the Formula win.

🎒 The Armory  Full Tool Kit Link

🔧 Day 4 Gear (The "Hack")

• 🖥️Main Slideshow: Get the "Antidote Hack" Slides
• 📄Activity Worksheet: Get the "6-Firewall Hack" Worksheet
• 🧩Station Problems: Get the 6 "Firewall" Station Posters
• 📱Homework (IDO): Final Certification: Story Problems

🧑‍🏫 Analyst Support (Video)

• 🆘Pre-load / Post-Help: Watch: Solving Exponential Story Problems

👕 Costume & Prop Ideas:

• QERC Director: Your ID badge is essential.
• Stickers: **6** different colors/types of stickers (e.g., 🔴, 🟡, 🟢, 🔵, 🟣, ⚫) kept in your pocket.
• Station Posters: Print the **6** "Firewall" problems on separate sheets of paper and tape them around the room.
• Self-Check Keys: Create a simple answer key (with *only* the final answer) for each station. Place it in a folder or face-down on the table at that station.

 Lesson Intro Video

🗺️ The Walkthrough

✨ Phase 1: The 4-Step Hack (Direct Instruction) (Approx. 15-20 mins)

The Story: "Recruits, this is the final briefing. Hacking these firewalls isn't one skill, it's *four*. You must execute every step of this protocol in the correct sequence. Pay attention. This is the 4-step hack."

The Activity (Teacher Clarity): You model ONE complete problem from start to finish, explicitly labeling the 4 steps. This is the "Worked Example" (d=0.57) that scaffolds the entire "Sticker Challenge."

DIRECTOR'S WORKED EXAMPLE: "The Drone Fleet"

Scenario: "QERC has 3,000 containment drones. The virus is destroying them at a **rate of 12% per day**. We lose our aerial view when we drop below 500 drones. How long do we have until we're blind?"

STEP 1: BUILD THE MODEL
"First, ID the formula. It's 'destroying at a rate,' so it's annual decay: `A = P(1-r)^t`. `P=3000`, `A=500`, `r=0.12`."
500 = 3000(1 - 0.12)t
500 = 3000(0.88)t

STEP 2: DIVIDE OUT THE START
"We can't use the 'Master Key' (log) yet. We must isolate the base. Divide by 3000."
0.1667 = (0.88)t

STEP 3: CHANGE TO LOG FORM
"Now, use the skill from Day 2. 'Base comes down, make the X!'"
log0.88(0.1667) = t

STEP 4: USE CHANGE OF BASE
"The variable is free. Now use the 'Translator' from Day 3. `ln(Answer) / ln(Base)`."
t = ln(0.1667) / ln(0.88)
"Calculate it."
t ≈ 14.0 days
"We have 14 days. That's our window. Now... your turn. To the firewalls!"

Inspiration: The 6-Part Quest

In a VR Getaway adventure, the best quests aren't a single "go here, do this." They involve multiple steps—finding the key, then the map, then the treasure, then the exit. The "6-Firewall Challenge" is the same. It forces students to *synthesize* skills, not just repeat one. Each station is a new part of the quest, making the "win" at the end feel earned.

🎥 Director's Note on Tone:

You might notice my video uses some "funny zombies" or comic-book effects. This is intentional! Math anxiety is real. By making the threat *comical* (zombies tripping over cables) rather than genuinely terrifying, we lower the affective filter. We want "High Stakes" for the game, but "Low Stress" for the student.

🔥 Phase 2: The "6-Firewall" Sticker Challenge (Approx. 50-60 mins)

The Story: "The **6** firewalls are active. They are posted around the command center. Your team will take its 'Hack' worksheet, move to a firewall, and solve the scenario. When you have an answer, check the 'Self-Check Key' at that station. If your answer matches, raise your hand. I will come to you to 'certify' your hack. If your work is clean, you'll get a sticker for that firewall. Hack all **6**."

The Activity (Gallery Walk / Stations): Teams move around the room at their own pace. This is a perfect mix of collaboration, movement, and individual accountability.

1. Teams go to a "Firewall" station.
2. They solve the 5-step problem on their "Hack Worksheet."
3. They check their final answer against the hidden "Self-Check Key" at the station.
4. If correct, they raise their hands. You (as the "Roaming Certifier") walk over, do a quick spot-check of their written work, and hand them the appropriate sticker.
5. If incorrect, they must find their error and re-calculate before raising their hand.

This flow eliminates the "teacher bottleneck" and keeps you mobile, able to help teams that are truly stuck.

FOR TEACHERS: The 5 "Firewall" Station Problems

Here are 5 thematic problems you can print out for the stations. Each targets a different formula.

• 🔴 FIREWALL 1 (Annual Growth)

  The "Horde" (infected population) was 4,500 yesterday. It's growing at an annual rate of 22% per day. The city's quarantine wall fails at 100,000. How many days until the wall fails?

  Model: `A = P(1+r)^t`
  Hack: `100000 = 4500(1.0 + 0.22)^t`
  `22.22 = (1.22)^t`
  `log_1.22(22.22) = t`
  `t = ln(22.22) / ln(1.22)`
  `t ≈ 15.6 days`

• 🔵 FIREWALL 2 (Annual Decay)

  We have 80,000 units of "Type-A" antidote. It loses 3.5% of its effectiveness each day. It becomes useless when only 10,000 units are left. How many days do we have to use it?

  Model: `A = P(1-r)^t`
  Hack: `10000 = 80000(1 - 0.035)^t`
  `0.125 = (0.965)^t`
  `log_0.965(0.125) = t`
  `t = ln(0.125) / ln(0.965)`
  `t ≈ 58.4 days`

• 🟢 FIREWALL 3 (Continuous Growth)

  A new viral strain is detected. It starts with only 50 cells but grows *continuously* at a rate of 45% per hour. The containment field fails when the count hits 1,000,000. How many *hours* do we have?

  Model: `A = Pe^rt`
  Hack: `1000000 = 50 * e^(0.45t)`
  `20000 = e^(0.45t)`
  `ln(20000) = 0.45t`
  `t = ln(20000) / 0.45`
  `t ≈ 22.0 hours`

• 🟡 FIREWALL 4 (Half-Life)

  A sample of "Antidote-B" has a half-life of 18 hours. We need 100g for the final mission, but we have to start with 2000g. How long must we wait for the 2000g to decay down to 100g?

  Model: `A = P(0.5)^(t/h)`
  Hack: `100 = 2000(0.5)^(t/18)`
  `0.05 = (0.5)^(t/18)`
  `log_0.5(0.05) = t/18`
  `[ln(0.05) / ln(0.5)] = t/18`
  `4.32 = t/18`
  `t ≈ 77.8 hours`

• 🟣 FIREWALL 5 (Compounding)

  A "panic" signal is spreading. It starts with 100 "pings" and grows at a 25% annual rate, but it is compounding *quarterly*. How long until the pings overload the server at 5,000,000?

  Model: `A = P(1 + r/n)^(nt)`
  Hack: `5000000 = 100(1 + 0.25/4)^(4t)`
  `50000 = (1.0625)^(4t)`
  `log_1.0625(50000) = 4t`
  `[ln(50000) / ln(1.0625)] = 4t`
  `179.3 = 4t`
  `t ≈ 44.8 years` (A long-term problem!)

• ⚫ FIREWALL 6 (Doubling Time)

  Intel just confirmed the Z-Virus has a **doubling time of 36 hours**. A single infected patient (P=1) entered the city. How long until the *entire* city population of 500,000 is infected?

  Model: `A = P(2)^(t/d)`
  Hack: `500000 = 1(2)^(t/36)`
  `500000 = (2)^(t/36)`
  `log_2(500000) = t/36`
  `[ln(500000) / ln(2)] = t/36`
  `18.93 = t/36`
  `t = 18.93 * 36`
  `t ≈ 681.5 hours` (or ~28.4 days)

🧩 The Decryption Key: Collecting the Pieces

Piecing together the Antidote Molecule (The Chemical Structure)

👾 The Final Boss

📝 The Final Field Certification (At Home Quiz)

The Story: "Excellent work, recruits. You've secured the data from all six firewalls. You have proven you can use the 4-step hack to save the city.

For your final certification, you must prove you can use these protocols outside of QERC. The math is the same, whether it's a virus, a bank account, or a dish of bacteria. The 'Final Certification' will test your ability to apply the hack to any signal. Prove you're ready. Dismissed."

The Activity: Students work individually on the Final Certification Exam (IDO). (Note for teachers: This is the perfect place for an IDO fast-feedback quiz that is all story problems.)

🎬 Epic Reward: The Antidote is Ours!

The Story: "You did it. The firewalls are down. The formula is... beautiful. You've synthesized every protocol we've learned, and you've saved the city. Mission accomplished."

🏆 The Level Clear Screen: Performance Review

The Story: File your End-of-Shift Report. How was your "hack"? Be honest.

The Activity: Students use their Printable "End-of-Shift" Report to complete their Self-Reported Grade.

🔟 Master Analyst (A "10" Report)

I collected **at least 5** stickers. I can look at any scenario and *immediately* know which formula to use (Step 1). I can teach the 5-step hack to another recruit.

My Reflection: (Explain the difference between a "Half-Life" problem and a "Doubling Time" problem. What are the *key words* you look for?)

My Answer: _________________________

🎱 Skilled Analyst (An "8" Report)

I collected at least **4** stickers. I am confident in the 5-step process, but I sometimes get "Step 1" (choosing the right formula) mixed up. Once I have the formula, I can solve it.

My Reflection: (What was the *hardest* firewall for your team and why? Which step (1-5) did you get stuck on?)

My Answer: _________________________

⭐ Analyst-in-Training (A "6" Report)

I collected **3** stickers. I am still shaky on the 5-step process. I'm good at "Step 2" (dividing) and "Step 3/4" (converting/solving), but "Step 1" (building the model) is hard.

My Reflection: _ (What is the *first* thing you must do before you can use the 'Master Key' (log)? This is Step 2.)_

My Answer: _________________________

       

       

About Director Stone (Shauna)

       

            "Director Stone" is the in-class persona of Shauna, the creator of the popular **VRGetaway YouTube channel**.        

      T  

            Shauna brings her passion for immersive storytelling, "dragon-worthy" adventures, and inspirational messages from her virtual worlds directly into the math classroom. This blog, "Math Adventures," is the practical home for those high-efficacy, story-driven lesson plans.

   

🧐 Hattie Expert Debrief (For Teachers)

This is the synthesis. This is where Teacher Efficacy (d=1.57) comes from—knowing you've scaffolded a complex task (Day 4) over several days (Day 1-3).

• Cognitive Task Analysis (d = 1.29): The "4-Step Hack" is a literal CTA. It breaks the complex cognitive process of "solving a story problem" into four discrete, teachable steps, reducing cognitive load.
• Transfer of Learning (d = 0.86): The shift from "Firewalls" (in-class) to "Real-World Money/Science" (homework) is a deliberate strategy to test if students can transfer the skill to a new context.
• Fast Feedback (d = 0.70): The "Self-Check Key" at each station provides immediate confirmation of the result, while the "Roaming Certifier" (you) provides specific feedback on the process.
• Problem-Solving Teaching (d = 0.61): This entire day is a problem-solving structure. You're not just giving a formula; you're teaching a process to deconstruct any problem.
• Worked Example (d = 0.57): The "Drone Fleet" example is the most critical 15 minutes of the lesson. You model the *expert thinking* (your 4-step CTA) *before* asking students to do it.