1. Arrange students into groups. Each group needs at least ONE person who has a mobile device.
2. If their phone camera doesn't automatically detect and decode QR codes, ask students to
4. Cut them out and place them around your class / school.
1. Give each group a clipboard and a piece of paper so they can write down the decoded questions and their answers to them.
2. Explain to the students that the codes are hidden around the school. Each team will get ONE point for each question they correctly decode and copy down onto their sheet, and a further TWO points if they can then provide the correct answer and write this down underneath the question.
3. Away they go! The winner is the first team to return with the most correct answers in the time available. This could be within a lesson, or during a lunchbreak, or even over several days!
4. A detailed case study in how to set up a successful QR Scavenger Hunt using this tool can be found here.
Question | Answer |
1. What are the similarities and differences between the Overview, the Scope & Sequence, and the Unit Summaries? Clue for #2: The squeak of a recorder comes from this room. | 2. Click on any SOL number (ex: 2.5) on any of the pages above. Where does it link to within the document? Clue for #3: Sports is our game. | 3. What additional information is available on the Calendar page (p. 3)? Clue for #4:In a room full of mice. | 4. Click on a Unit (ex: Unit 2) on either the Overview page or a Scope & Sequence page. Where does it link within the document? Clue for #5: Time for teachers to grab a bite to eat. | 5. Go back to the Title page (p. 1). In addition to the Overview, Scope and Sequence, and Unit Summary links, there are links to other resources (some new this year) within the document. What other links are there? You’ll be exploring these links and resources today. Clue for #6: Future Picassos start here. | 6. Go to the Unit Summary for Unit 1: Classroom Routines. Review the information in that Unit Summary with your teammates. In the last block of that Unit Summary, click on the link to a Number Talks video to watch. How did you incorporate Number Talks in your classroom last year and/or what could be the benefits of a Number Talks classroom routine for students? Clue for #7: When your are looking for a good book...set. | 7. One new component of our math curriculum guides is “The First 20 Days Classroom Routines.” From the Unit 1 Summary, click the link to that resource. These 10-15 minute routines can help create norms to set up an engaging math classroom community. Explore the routines for the first 20 days with your team. How might these routines help the students that you work with? Clue for #8 Records are kept here...student records, not the music ones. | 8. Go to the Unit Summary for Unit 2. What are the 11 components (blocks) in each Unit Summary? | Unit Summaries are available for all core subjects (reading, math, science, social science) in CMS. Clue for #9: Where you find the cure for the common headache. | 9. Take some time to explore the components and links within the Unit Summaries, especially for first quarter planning purposes. What components will be most helpful to you or your team? Clue for #10: This is the source of all the important teacher resources. | 10. In the Differentiation block of the Unit Summaries, there’s a link to Intervention Ideas. Click that link. 1. Hands-On Standards books were purchased and sent to all LCPS elementary schools, 1 book per grade level. The books are published in grade bands (PreK-K, 1-2, 3-4, 5-6), Take some time with your team to explore the book for your grade. 2. Every Day Counts Partner Games (grades 1-5) books were sent to all elementary schools two years ago, 1 per grade level. In the How to Assess Achievement block of each Unit Summary, there’s a link to the SOL alignment for the NCSM Great Tasks book. One book was sent to each elementary school for the professional library. The blackline masters are posted in the Templates and Blackline Masters section of the Elementary Math VISION course (more information about this course below). In the Resources section of the Unit Summaries, there are recommended Investigations, and links to VDOE Enhanced Scope and Sequence (ESS) lessons, Brain Pop videos, and Learn Zillion lessons (for certain grade levels). Explore some of these links/resources. What may you be able to use for instruction in the first quarter? Clue for #11: This is Molly's new hiding spot. | 11. There is also a link to Math Literature Connections in the Resources section. Click on the literature link and explore the list for your grade level. While all books might not be in your school’s library, they are available through inter-library loan from another LCPS elementary library. At the bottom of the Resources section is a link to our Elementary Math Resources VISION course. Click that link. If you’ve already joined the course, click the course title on the right under “My Courses.” If you have not joined the course, click on “All courses” on the right, then in the search box type, “Elementary Math Resources.” Once you locate the course, the enrollment key is “MATH” (all caps). Take some time to explore the VISION course with your team. There is a wealth of information within the course, but please make sure you locate the following resources: 1. Number Talks classroom routine flipcharts in the Number & Number Sense or Computation & Estimation sections for your grade level 2. VDOE ESS flipcharts in the Content sections for your grade level 3. Interactive Math Websites Lastly, in the Process Goals section of the VISION course, check out the resources that are available. What are the 5 VDOE Mathematics Process Goals that content standards help support? Clue for #1: Always in a jam. |
Question 1 (of 11)
Question 2 (of 11)
Question 3 (of 11)
Question 4 (of 11)
Question 5 (of 11)
Question 6 (of 11)
Question 7 (of 11)
Question 8 (of 11)
Question 9 (of 11)
Question 10 (of 11)
Question 11 (of 11)