QR Challenge: FSA Math Practice Grade 4 Test 1

Created using the ClassTools QR Treasure Hunt Generator

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

• Download a QR reader (e.g. I-Nigma | NeoReader | Kaywa) onto their mobile devices
• Bring these devices into the lesson.

3. Print out the QR codes.

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

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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!

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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.

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Questions / Answers (teacher reference)

Question	Answer
1. 1. 26 cm 30 square cm
2. 2. 4, 9
3. 3. Fruit juice, Quiche
4. 4. B
5. 5. B
6. 6. 960 beads
7. 7. A
8. 8. 165 degrees
9. 9. A
10. 10. D
11. 11. 12, 14, 30, 54, 66
12. 12. 255,000 grams
13. 13. C
14. 14. 6
15. 15. C
16. 16. D
17. 17. A
18. 18. A
19. 19. 3rd and 6th
20. 20. 6
21. 21. D
22. 22. D
23. 23. C
24. 24. 1st, 3rd, and 4th
25. 25. D
26. 26. 57, 247, 121, 93
27. 27. 4th and 5th
28. 28. C
29. 29. 64 square inches
30. 30. Q and T R and S
31. 31. B
32. 32. D
33. 33. 2.4
34. 34. A
35. 35. C
36. 36. 77, 81, 91
37. 37. 83,500 83,460
38. 38. 60 and 6,000 6 and 600
39. 39. D
40. 40. $1.36
41. 41. D
42. 42. C
43. 43. B
44. 44. B
45. 45. D
46. 46. 24
47. 47. D
48. 48. 72
49. 49. A
50. 50. A
51. 51. C
52. 52. B
53. 53. Ask your teacher if you plotted it correctly. Answer: 1 ¾ or 1 75/100
54. 54. Ask your teacher if you shaded it correctly. Answer: 17/10
55. 55. Answer: 41 You should have explained that each number in the pattern is 6 more than the one before it, AND that the next number is found by adding 6 to the last number, 35. You should have identified that every number in the pattern will be odd. The explanation should show that you understand every step involves adding an even number to an odd number.
56. 56. The isosceles triangle in the center should be identified as the shape that has a line of symmetry. A line of symmetry should be drawn on the triangle vertically through the point at the top. You should have described how the two halves are the same size and shape OR how the two halves can be folded onto each other.
57. 57. 1 tenths, 2 hundreds, 3 tens, 4 ones, 5 hundredths (2 x 100 + 3 x 10 + 4 x 1 + 1 x 1/10 + 5 x 1/100)
58. 58. 156 students
59. 59. 2,400 square feet
60. 60. The column for 1 or more right angles should list A, C, and D. The column for 1 or more pairs of parallel sides should list A, D, E, and F. The column for 1 or more pairs of perpendicular sides should list A, C, and D.

 

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