Year 9 Mathematics · 4 weeks · 16 lessons

Drone Delivery Challenge

A KSHS WSIM learning sequence using one logistics problem to connect coordinate distance, gradient, midpoint, scale, straight-line models, direct proportion and mathematical modelling.

12 core lessons4 numeracy games1 written proposal
Drone Delivery Challenge task
Unit pathway

One decision, four deliberate stages

Week 1

Launch and measure

How can a map become a mathematical route model?

Interpreted constraints, candidate routes, coordinate distances and scale conversions.

Week 2

Describe and prove

How can gradient, midpoint and line equations prove a path is safe?

Coordinate evidence for route direction, checkpoints and no-fly-zone avoidance.

Week 3

Model time and battery

How do changing distance and landings affect feasibility?

Direct-proportion and straight-line models, route comparisons and careful rounding.

Week 4

Test and justify

Which route is best—and what evidence is enough to prove it?

An individual written Drone Delivery Proposal with calculations, models and limitations.

Assessment

Drone Delivery Proposal

Developed across Lessons 13–15 and submitted as an individual written product in Lesson 15

  • A labelled map showing at least three route sequences
  • Traceable route-leg calculations in exact and approximate form
  • A common comparison table for distance, time, battery, landings, payload and safety
  • At least one gradient, midpoint or line-equation argument connected to route safety
  • A graph or table for direct-proportion time and fixed-landing battery
  • A written recommendation, assumptions, limitation and reflection

Evidence teachers can collect

1Interpret the brief, assumptions and constraints
2Calculate coordinate distances accurately and use scale
3Represent and interpret linear relationships
4Compare feasible routes using consistent evidence
5Communicate a justified written recommendation
Shared model

Conventions used across the unit

These decisions remove ambiguity while keeping assumptions visible for students to evaluate.

  • Required delivery points are W, F and G; start and finish at B.
  • Returning to Base counts as a landing, so a route with only the three deliveries has n = 4.
  • N and E are fly-through waypoints and do not add a landing unless the route explicitly lands there.
  • Touching the no-fly boundary is treated as unsafe.
  • The three required payloads total 2.8 kg and are carried together from Base.
  • Use full-precision leg values for comparison and round only the reported result.

Planning notes

The unit uses the revised SCSA Western Australian Curriculum: Mathematics for implementation in 2026. Curriculum is mapped by strand, sub-strand and content description rather than legacy ACMNA/ACMMG codes.