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. Draw and label two tape diagrams to represent the following number sentence: 1=1/5+1/5+1/5+1/5+1/5 | 2. | 3. Draw a tape diagram to represent 9/10. Then, decompose 9/10 three different ways. | 4. | 5. 6/9= 2/3 X ____ | 6. | 7. | 8. Draw a tape diagram to prove the following statement: 2/3=4/6 | 9. | 10. Draw an area model to prove the following statement: 3/4 =6/8 | 11. | 12. 1/2 X ______ = 4/8 | 13. | 14. 6/8 divided by what equals 3/4? | 15. | 16. Use multiplication to create an equivalent fraction for the following fraction: 2/5 | 17. | 18. 8/12 divided by what equals 4/6? | 19. | 20. 1/4 is >, < or equal to 1/2? 1/4_______ 1/2 | 21. | 22. 13/12 is >, < or equal to 9/10? 13/12_____ 9/10 | 23. | 24. Use common denominators to compare 3/5 and 7/10 | 25. | 26. Solve 3/5 + 4/5. Decompose improper fraction into a mixed number | 27. | 28. Use a number line to model 7/4-5/4 | 29. | 30. 1 and 2/7- 5/7 | 31. | 32. 1 and 3/6 - 5/6 | 33. | 34. 5/9 + 2/9 + 4/9 | 35. | 36. 1-5/8-1/8 |
Draw and label two tape diagrams to represent the following number sentence: 1=1/5+1/5+1/5+1/5+1/5&choe=UTF-8
Question 1 (of 36)
&choe=UTF-8
Question 2 (of 36)
Draw a tape diagram to represent 9/10. Then, decompose 9/10 three different ways.&choe=UTF-8
Question 3 (of 36)
&choe=UTF-8
Question 4 (of 36)
6/9= 2/3 X ____&choe=UTF-8
Question 5 (of 36)
&choe=UTF-8
Question 6 (of 36)
&choe=UTF-8
Question 7 (of 36)
Draw a tape diagram to prove the following statement: 2/3=4/6&choe=UTF-8
Question 8 (of 36)
&choe=UTF-8
Question 9 (of 36)
Draw an area model to prove the following statement: 3/4 =6/8&choe=UTF-8
Question 10 (of 36)
&choe=UTF-8
Question 11 (of 36)
1/2 X ______ = 4/8&choe=UTF-8
Question 12 (of 36)
&choe=UTF-8
Question 13 (of 36)
6/8 divided by what equals 3/4?&choe=UTF-8
Question 14 (of 36)
&choe=UTF-8
Question 15 (of 36)
Use multiplication to create an equivalent fraction for the following fraction: 2/5&choe=UTF-8
Question 16 (of 36)
&choe=UTF-8
Question 17 (of 36)
8/12 divided by what equals 4/6?&choe=UTF-8
Question 18 (of 36)
&choe=UTF-8
Question 19 (of 36)
1/4 is >, < or equal to 1/2? 1/4_______ 1/2&choe=UTF-8
Question 20 (of 36)
&choe=UTF-8
Question 21 (of 36)
13/12 is >, < or equal to 9/10? 13/12_____ 9/10&choe=UTF-8
Question 22 (of 36)
&choe=UTF-8
Question 23 (of 36)
Use common denominators to compare 3/5 and 7/10&choe=UTF-8
Question 24 (of 36)
&choe=UTF-8
Question 25 (of 36)
Solve 3/5 + 4/5. Decompose improper fraction into a mixed number&choe=UTF-8
Question 26 (of 36)
&choe=UTF-8
Question 27 (of 36)
Use a number line to model 7/4-5/4&choe=UTF-8
Question 28 (of 36)
&choe=UTF-8
Question 29 (of 36)
1 and 2/7- 5/7&choe=UTF-8
Question 30 (of 36)
&choe=UTF-8
Question 31 (of 36)
1 and 3/6 - 5/6&choe=UTF-8
Question 32 (of 36)
&choe=UTF-8
Question 33 (of 36)
5/9 + 2/9 + 4/9&choe=UTF-8
Question 34 (of 36)
&choe=UTF-8
Question 35 (of 36)
1-5/8-1/8&choe=UTF-8
Question 36 (of 36)
