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.

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. On page 2 of the INTRODUCTION-ELA Standards - According to the Table of Contents, what are the three types of Reading Standards in the K-5 cluster? (Reading Standards for.....) | 1) Reading Standards for Literature 2) Reading Standards for Informational Text 3) Reading Standards: Foundational Skills |

2. On page 3 of the INTRODUCTION-ELA Standards - As specified by the Council of Chief State School Officers (CCSSO) and the National Governors Association (NGA) the standards are: | 1) Research and evidence based 2) Aligned with college and work expectations 3) Rigorous 4) Internationally benchmarked |

3. On page 3 of the INTRODUCTION-ELA Standards - What does CCR stand for? | College and Career Readiness |

4. On page 4 of the INTRODUCTION-ELA Standards - Use the Key Design Considerations section to fill in the blanks of following sentence. Students advancing through the grades are expected to (blank) each year's grade specific standards, (blank) or further develop skills and (blank) mastered in (blank) grades, and work steadily toward meeting the more general expectations described by the (blank) standards. | meet, retain, understandings, preceding, CCR |

5. On page 5 of the INTRODUCTION-ELA Standards - Find the Distribution of Literacy and Informational Passages by Grade in the 2009 NAEP Reading Framework chart (Grade 4). What percentage across the school day should be spent on the reading of literature (Literacy)? What percentage across the school day should be spent on reading informational text (including texts in history, social studies, science, and technical subjects)? | Literacy 50%, Informational 50% |

6. On page 5 of the INTRODUCTION-ELA Standards - Find the Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework chart (Grade 4). By the end of the school year what percentage of student writing should be to persuade using informational text (CCSS-ARGUMENTATIVE), to explain using informational text (CCSS-INFORMATIVE/EXPOSITORY) and to convey experience (NARRATIVE)? | 30% 35% 35% |

7. On page 6 of the INTRODUCTION-ELA Standards - Read the What is Not Covered by the Standards section and record both an "AHA" and a "HMMMM" thought that you have. | |

8. On page 7 of the INTRODUCTION-ELA Standards - What seven knowledge, skills, and reasoning capacities do literate individuals, who are College and Career Ready, posses? | 1) They demonstrate independence 2) They build strong content knowledge 3) They respond to the varying demands 4) They comprehend as well as critique 5) They value evidence 6) They use technology and visual media strategically and capably 7) They come to understand other perspectives and cultures |

9. On page 8 of the INTRODUCTION-ELA Standards - According to “How to Read This Document,” what are the four “Key Features of the Standards” in the ELA K-5 CCSS? | 1) Reading-Text complexity and the growth of comprehension 2) Writing-Text types, responding to reading, and research 3) Speaking and Listening-Flexible communication and collaboration 4) Language-Conventions, effective use, and vocabulary |

10. On page 8 of the INTRODUCTION-ELA Standards - According to “How to Read This Document,” what is included in each of the three Appendices in the CCSS? | Appendix A: supplementary material on reading, writing, speaking and listening, and language; a glossary of key terms Appendix B: Text exemplars illustrating the complexity, quality, and range of reading appropriate for various grade levels accompanying sample performance tasks Appendix C: Annotated samples demonstrating at least adequate performance in student writing at various grade levels |

11. On page 4 of the MATH Standards - (Understanding Mathematics-first paragraph): What is the one hallmark of mathematical understanding that is mentioned? | The ability to justify, in a way appropriate to the student's mathematical maturity, why a particular mathematical statement is true or where the mathematical rule comes from. |

12. On page 4 of the MATH Standards - (Understanding Mathematics-first paragraph): What two things are equally important? | Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness. |

13. On page 5 of the MATH Standards, what 3 components help you to read the grade level standards? | Standard Cluster Domain |

14. On page 5 of the MATH Standards, what do "Standards" define? | They define what a student should understand and be able to do. |

15. On page 5 of the MATH Standards, what is a "Cluster" as it relates to the standards? | Clusters are groups of related standards. Note that the standards from different clusters may sometimes be closely related, because mathematics is a connected subject. |

16. On page 5 of the MATH Standards, what are "Domains" as they appear in this document? | Domains are larger groups of related standards. Standards from different domains may sometimes be closely related. |

17. On page 5 of the MATH Standards - (How to read the grade level standards – second paragraph): How were grade placements for the various standards determined? | What students can learn at any particular grade level depends on what they have learned before. Grade placements for particular topics have been made on the basis of state and international comparisons and the collective experience and collective professional judgment of educators, researchers and mathematicians. |

18. On pages 6-8 of the MATH Standards - What are the 8 Standards for Mathematical Practice that are included in this document? | 1) Make sense of problems and persevere in solving them 2) Reason abstractly and quantitatively 3) Construct viable arguments and critique the reasoning of others 4) Model with mathematics 5) Use appropriate tools strategically 6) Attend to precision 7) Look for and make use of structure 8) Look for and express regularity in repeated reasoning |

19. On page 7 of the MATH Standards - Describe the example for early grades detailed in the "Model with Mathematics" standard? | In early grades, this might be as simple as writing an addition equation to describe the situation. |

20. On page 8 of the MATH Standards - (Connecting The Standards for Mathematical Practice to the Standards for Mathematical Content – paragraph 2): What might students who lack understanding of a topic be less likely to do? | Students who lack understanding of a topic may rely on procedures too heavily. |

**Question 1 (of 20)**

**Question 2 (of 20)**

**Question 3 (of 20)**

**Question 4 (of 20)**

**Question 5 (of 20)**

**Question 6 (of 20)**

**Question 7 (of 20)**

**Question 8 (of 20)**

**Question 9 (of 20)**

**Question 10 (of 20)**

**Question 11 (of 20)**

**Question 12 (of 20)**

**Question 13 (of 20)**

**Question 14 (of 20)**

**Question 15 (of 20)**

**Question 16 (of 20)**

**Question 17 (of 20)**

**Question 18 (of 20)**

**Question 19 (of 20)**

**Question 20 (of 20)**