Lesson plan · Entrepreneurship · Lesson 3
Creating a Product
Start small: build the simplest version that solves the problem.
- 45 minutes
- Grades 9–12
- Beginner
- Activity: small groups
Objectives
Students will be able to:
- Define a minimum viable product (MVP)
- Describe the build-measure-learn loop
- Explain why paying customers are stronger proof than compliments
Materials
- Slide deck and a projector
- Worksheet (one per student)
- Exit ticket slips (bottom of the worksheet)
Standards
- National Standards for Personal Financial Education (2021)
- Earning Income
- Texas TEKS §113.76 Personal Financial Literacy and Economics
- (5) The student discusses the opportunities available for entrepreneurship.
Topic-level alignment by FLC. How we map standards
Key vocabulary
- Minimum viable product (MVP)
- The simplest version of your product that actually solves the problem for real customers — so you can learn whether it works before investing a lot.
Background reading
The official sources this lesson is based on.
- Plan your business (opens in a new tab) · sba.gov
45-minute agenda
0–5 min
Warm-up
Post: “What's the simplest possible version of a food delivery business you could run this weekend?”
Teacher note: Something like: a sign-up sheet, one restaurant, and a bike. Simple beats polished at the start.
5–15 min
Direct instruction
Present the lesson slides. Make sure students leave with these points:
- MVP = the simplest version that solves the problem.
- Build → test → measure → learn → repeat.
- Money is proof; compliments aren't.
- Small doesn't mean skipping safety or rules.
Use the “See it” slide (The build-measure-learn loop) to make the idea visual.
15–20 min
Worked example
Walk through “Marcus's first five pairs” on the slides. Pause before the result and ask students to predict it.
20–32 min
Paper MVP
Format: small groups · 12 minutes
- Groups take a problem from an earlier lesson and sketch the simplest product that solves it — on paper, in ten minutes.
- Groups write one measurable test: what will they count, and what number means success? (e.g., “5 pre-orders from 30 students”).
- Groups name the one thing they'll learn if the test fails.
What to look for: Strong MVPs can be built in days, not months, and have a test with a specific number.
32–37 min
Check for understanding
Use the question slides — or run them as a Four Corners game. Questions:
- What's the main purpose of an MVP?
- Which is the stronger signal?
- An app idea can sometimes be tested without writing any code.
37–42 min
Discussion
- What's the smallest possible version of a business idea you have?
- Why do founders often wait too long to show their product to customers?
42–45 min
Exit ticket
Prompt: Why is money stronger proof than compliments?
Differentiation
Common misconception
“I need a perfect product before I launch.” Starting small lets you learn what customers actually want.
Support
Give groups a one-page MVP template: problem, simplest solution, test, success number.
Extension
Run your MVP test with at least ten people outside class and report the result.
Homework or make-up work
Students can complete the full interactive lesson — including its knowledge check — at learnwithflc.org/courses/entrepreneurship/creating-a-product. No account needed; progress saves on their device.