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. 1. Describe the units that are being used to measure each flip-flop. | Milk caps and math cubes are the objects used as units to measure the flip-flops. | 2. 2. How many units long is this flip-flop? | The flip-flop is 6 units long. | 3. 3. Jon's foot is 10 milk caps long. The green pair of flip-flops is 6 milk caps long. The green pair is not long enough for Jon's foot. What pair might be a better fit? Why do you think it would be a better fit? | The blue pair might be a better fit because it is longer than the green pair. | 4. 4. Describe how the red pair is different from the other two pairs. | The red pair is shorter than the other two pairs of flip-flops. | 5. 5. What is wrong with the units that were use to measure this flip-flop? | The sizes (length) of the units used are not equal. | 6. 6. How would the number of units change if erasers were used instead of clothespins to measure the flip-flop? | More units would need to be used with the erasers because the erasers are shorter than the clothespins. | 7. 7. How is it possible that one flip-flop measures 3 units long and the other flip-flop measures 4 units long? Both flip-flops are the same length. | The blue clothespins are longer than the wooden clothespins. The units are not the same length. | 8. 8. What is wrong with the way the paper clips have been positioned to measure the flip-flop? | The paper clips are not lined up from one end to the other end. Some of the paperclips are overlapping each other. | 9. 9. Write a sentence that tells how the two flip-flops are the same. | The flip-flops are the same length. | 10. 10. Describe what is wrong with one of these measurements. | There are spaces between the erasers that are on one of the flip-flops. |
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