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QR Challenge: Transformation of Functions

Created using the ClassTools QR Treasure Hunt Generator

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Teacher Notes

A. Prior to the lesson:

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

3. Print out the QR codes.

4. Cut them out and place them around your class / school.

B. The lesson:

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!

C. TIPS / OTHER IDEAS

4. A detailed case study in how to set up a successful QR Scavenger Hunt using this tool can be found here.

Questions / Answers (teacher reference)

Question

Answer

1. 1.Ann starts with no money in her pocket and makes $4 an hour. An equation for her total amount of money after working X hours would look like Y=4X, where Y is the total amount of money she has and X is the number of hours she has worked. Graph this equation. According to the graph, how much money does Ann have if she works 1 hour? 2 hours? 5 hours? Write your answer in the space provided on your page.See the teacher
2. 2.Ann makes $4 an hour but starts with $7 in her pocket. (This equation would look like this: Y=4X+7). On your paper, draw or write a prediction of what this equation will look like before graphing it. Now graph it on your calculator. Do the graphs match? According to this graph, how much money does Ann now have if she works 1 hour? 2 hours? 5 hours?See the teacher
3. 3.In what ways are the graphs from #1and #2 similar? In what ways are they different? What do these changes have to do with the changes in the equation (Y= 4X changes to Y= 4x + 7)? Jot down your observations.See the teacher
4. 4.How would the graph in question 2 change if Ann starts with $7 in her pocket but instead makes $5 an hour? How is this new graph different from the original Y=4X graph from question 1?See the teacher
5. 5.Bill starts with $2 in his pocket and makes $7 a hour. What is the equation for Bill’s total amount of money? In the space provided, draw a prediction of what the graph of Bill’s total amount of money might look like. What does the $2 represent in the equation and in the graph? What does the $7 represent in the equation and in the graph?See the teacher
6. 6.Sam starts with $2 in his pocket and makes $7 a hour and Christy starts with $8 in her pocket and makes $4 a hour. How many hours it will take for the two of them to have the same total amount of money? How much money will they both have? Use your calculator to check your answer.See the teacher

 


Transformation of Functions : QR Challenge

https://www.classtools.net/QR/decode.php?text=1.Ann-starts-with-no-money-in-her-pocket-and-makes-$4-an-hour.--An-equation-for-her-total-amount-of-money-after-working-X-hours-would-look-like-Y=4X,-where-Y-is-the-total-amount-of-money-she-has-and-X-is-the-number-of-hours-she-has-worked.--Graph-this-equation.--According-to-the-graph,-how-much-money-does-Ann-have-if-she-works-1-hour?-2-hours?-5-hours?-Write-your-answer-in-the-space-provided-on-your-page.

Question 1 (of 6)

 


Transformation of Functions : QR Challenge

https://www.classtools.net/QR/decode.php?text=2.Ann--makes-$4-an-hour-but-starts-with-$7-in-her-pocket.-(This-equation-would-look-like-this:-Y=4X+7).--On-your-paper,-draw-or-write-a-prediction-of-what-this-equation-will-look-like-before-graphing-it.--Now-graph-it-on-your-calculator.-Do-the-graphs-match?-According-to-this-graph,-how-much-money-does-Ann-now-have-if-she-works-1-hour?-2-hours?-5-hours?

Question 2 (of 6)

 


Transformation of Functions : QR Challenge

https://www.classtools.net/QR/decode.php?text=3.In-what-ways-are-the-graphs-from-#1and-#2-similar?-In-what-ways-are-they-different?--What-do-these-changes-have-to-do-with-the-changes-in-the-equation-(Y=-4X-changes-to-Y=-4x-+-7)?-Jot-down-your-observations.

Question 3 (of 6)

 


Transformation of Functions : QR Challenge

https://www.classtools.net/QR/decode.php?text=4.How-would-the-graph-in-question-2-change-if-Ann-starts-with-$7-in-her-pocket-but-instead-makes-$5-an-hour?-How-is-this-new-graph-different-from-the-original-Y=4X-graph-from-question-1?

Question 4 (of 6)

 


Transformation of Functions : QR Challenge

https://www.classtools.net/QR/decode.php?text=5.Bill-starts-with-$2-in-his-pocket-and-makes-$7-a-hour.-What-is-the-equation-for-Bill’s-total-amount-of-money?-In-the-space-provided,-draw-a-prediction-of-what-the-graph-of-Bill’s-total-amount-of-money-might-look-like.--What-does-the-$2-represent-in-the-equation-and-in-the-graph?-What-does-the-$7-represent-in-the-equation-and-in-the-graph?

Question 5 (of 6)

 


Transformation of Functions : QR Challenge

https://www.classtools.net/QR/decode.php?text=6.Sam-starts-with-$2-in-his-pocket-and-makes-$7-a-hour-and-Christy-starts-with-$8-in-her-pocket-and-makes-$4-a-hour.-How-many-hours-it-will-take-for-the-two-of-them-to-have-the-same-total-amount-of-money?-How-much-money-will-they-both-have?-Use-your-calculator-to-check-your-answer.

Question 6 (of 6)