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. Performance Task 1 Part A: Your friend draws a sequence of dots for an art project as shown. List the number of dots in each of the three figures shown as well as the number of dots that will be in the next three figures. | See teacher for Answer | 2. | 3. Task 1-Part B: State a function rule for the number of dots in each figure. | See teacher for answer | 4. | 5. Task 1-Part C: Your friend then draws the sequence of dots shown below. List the number of dots in each of the four figures shown as well as the number of dots that will be in the next two figures. | See teacher for answer | 6. | 7. Task 1- Part D: State a function rule for the number of dots in each figure. | See teacher for answer | 8. | 9. Task 2-Part A: Invent a story that you can represent with a sketch. (Recall that a graph without actual data is called a sketch.)Write your story using two variables. | See teacher for answer | 10. | 11. Task 2-Part B: Explain why the data is discrete or continuous. | See teacher for answer | 12. | 13. Task 2-Part C: Draw a sketch to represent your story. | See teacher for answer | 14. | 15. Task 2-Part D: Label each section of the sketch. | See teacher for answer | 16. | 17. Task 3-Part A:Write a paragraph to a friend explaining the meaning of these terms: relation, function, domain, and range. | See teacher for answer. | 18. | 19. Task 3-Part B: Draw graphs of several different functions. Then draw two graphs of relations that are not functions. Label each example. | See teacher for answer. | 20. | 21. Task 3-Part C: Choose one of the function graphs you drew above. Create a table of values. Write a function rule for the graph. | See teacher for answer. | 22. | 23. Task 3-Part D: Evaluate the function rule y = 3 times x squared plus 4 for x = -2. Explain which is the dependent variable and which is the independent variable. Graph the function. | See teacher for answer. | 24. | 25. Task 4-Part A: Write the first five terms of an arithmetic sequence that has a positive common difference. | See teacher for answer | 26. | 27. Task 4-Part B: Write an explicit formula rule that describes the sequence from part (a). | See teacher for answer | 28. | 29. Task 4-Part C: Write the first five terms of an arithmetic sequence that has a negative common difference. | See teacher for answer. | 30. | 31. Task 4-Part D: Write an explicit formula rule that describes the sequence from part (c). | See teacher for answer. | 32. | 33. Task 4-Part E: Write the first five terms of a sequence that is not arithmetic. | See teacher for answer. |
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