QR Challenge: Maths Revision

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. 134+451	585
2. 7787+999	8786
3. 841-340	499
4. 70-8	62
5. 3344-444	2900
6. 59 X 100	5900
7. 873 X 10	8730
8. 910 X 1000	910000
9. 70 divided by 10	7
10. 550 divided by 10	55
11. 67.5 X 10	675
12. 85.67 divided by 10	8.567
13. 973.4 divided by 100	9.734
14. 445 divided by 2	222.5
15. 658 divided by 3	318.4
16. 3587 divided by 4	896 r3
17. 2 x 5 + 4	14
18. 40 divided by (2 x 2)	10
19. 99 divided by (7 + 4) X 100	900
20. 4.2 + 3.4	7.6
21. 11.7 +23.1	34.8
22. 21.96+5.8	27.76
23. 12.37 - 1.29	11.08
24. 4.2-2.6	1.6
25. 9-6.3	3.3
26. 6/17 + 11/17	1
27. 1/4+3/8	5/8
28. 2/3+1/5	13/15
29. 8/14-3/14	5/14
30. 3/5-1/2	1/10
31. 5/6 X 7/8	35/48
32. 3/7 X 9	27/7
33. 20% of 25	5
34. 30% 0f 40	12
35. 22% 0f 150	33

 

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