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.
|1. Using a trundle wheel, measure one side of the basketball court. Record the measurement and then convert into centimetres||2. http://nrich.maths.org/9692||3. http://nrich.maths.org/2055||4. http://nrich.maths.org/2055||5. Time yourself on how quick you can run 100m, how long would it take to run 1km? Give reasoning.||6. Watch this video. https://www.youtube.com/watch?v=dJpIU1rSOFY. Find out the greatest magnitude earthquake recorded? Is it in the Southern or Northern hemisphere?||7. Watch this video. https://www.youtube.com/watch?v=qLvLFdy6lVI. Why do you think it only takes 15cm of water to knock down a person and 60 cm to move a car?||8. How do they work out the speed in which the water is flowing? Why do you think this?||9. Construct an infrastructure, using proper measurements that you think will be secure during a flood, provide a reason (draw).||10. Build an earthquake resistant building using the materials provided. Take into consideration the height, length and structure of the building, why did you build the infrastructure like this? (take a photo using your camera||11. what maths concept can you see in this painting? Why is that? https://s-media-cache-ak0.pinimg.com/originals/49/93/11/4993118fe5ab5aac47514766a9161088.jpg||12. If you were to create an art work based on patterns what would it look like?||13. Briefly describe how you can use 2D shapes in art.||14. https://nrich.maths.org/6921||15. https://nrich.maths.org/7030 work through this with a partner. Think about the strategy you tried, and If you repeated this activity, what would you do differently?|
Question 1 (of 15)
Question 2 (of 15)
Question 3 (of 15)
Question 4 (of 15)
Question 5 (of 15)
Question 6 (of 15)
Question 7 (of 15)
Question 8 (of 15)
Question 9 (of 15)
Question 10 (of 15)
Question 11 (of 15)
Question 12 (of 15)
Question 13 (of 15)
Question 14 (of 15)
Question 15 (of 15)