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. Grade 3 Jon and Charlie's Run: Jon and Charlie plan to run together. They are arguing about how far to run. Charlie says, “I run ⅙+⅙+⅙ = (3/6) of a mile each day”. Jon says, “I can only run ½ of a mile”. If Charlie runs 3/6 of a mile and Jon runs ½ of a mile, explain why it is silly for them to argue. Draw a picture or a number line to support your reasoning? | Grade 3 | 2. Grade 8 Peaches Today and Peaches Tomorrow: Part 1 A little monkey had 60 peaches. On the first day he decided to keep 3/4 of his peaches. He gave the rest away. Then he ate one. On the second day he decided to keep 7/11 of his peaches. He gave the rest away. Then he ate one.On the third day he decided to keep 5/9 of his peaches. He gave the rest away. Then he ate one. On the fourth day he decided to keep 2/7 of his peaches.He gave the rest away. Then he ate one. On the fifth day he decided to keep 2/3 of his peaches. He gave the rest away. Then he ate one. How many did he have left at the end? Part 2 Each day, he kept a fraction of his peaches, gave the rest away , and then ate one. These are the fractions he decided to keep:1/2, 1/4, 3/4 3/5, 5/6 11/15 In which order did he use the fractions so that he was left with just one peach at the end? | Grade 8 | 3. Grade 4 Andy's Marbles: Andy and his friend Sam were walking along the road together. Andy had a big bag of marbles. Unfortunately the bottom of the bag split and all the marbles spilled out. Poor Andy! One third (1/3) of the marbles rolled down the slope too quickly for Andy to pick them up. One sixth (1/6) of all the marbles disappeared into the rain-water drain. Andy and Sam picked up all they could but half (1/2) of the marbles that remained nearby were picked up by other children who ran off with them. Andy counted all the marbles he and Sam had rescued. He gave one third (1/3) of these to Sam for helping him pick them up. Andy put his remaining marbles into his pocket. There were 14 of them. How many marbles were there in Andy's bag before the bottom split? What fraction of the total number that had been in the bag had he lost or given away? | Grade4 | 4. Grade 5 Mixed-Number Names: Give students a mixed number such as 3 and 2/5. Their task is to find a single fraction that names the same amount. They may use any familiar materials or make drawings, but they must be able to give an explanation for their result. Similarly, have students start with a fractions greater than 1, such as 17/4, and have them determine the mixed number and provide a justification for their result | Grade 5 | 5. Grade 2 Sharing Cookies: Suzanne has 5 cookies. She wants to share them with her best friend. How many cookies will Suzanne and her best friend get? | grade 2 |
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