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. 0.37 | |

2. A | |

3. D | |

4. "At least 1 pair of parallel sides": Trapezoid; "At least 1 pair of congruent sides": Kite; "center/both": Rhombus, Rectangle | |

5. B | |

6. C | |

7. 53 | |

8. 12 gallons 48 quarts 96 pints | |

9. C | |

10. D | |

11. 864 | |

12. 9/15 = 3/5 | |

13. B | |

14. C | |

15. D | |

16. Polygon Quadrilateral Trapezoid | |

17. Point Q (3,6) Point R (6,6) Point S (3,3) Point T (6,3) | |

18. S = 0.75p OR S = ¾p | |

19. C | |

20. triangle kite pentagon | |

21. B | |

22. 8 units | |

23. B | |

24. D | |

25. 48 | |

26. A | |

27. L = 8B | |

28. D | |

29. 55 55.1 55.15 | |

30. 34 | |

31. B | |

32. 48 54 66 78 | |

33. July May June April | |

34. Small | |

35. C | |

36. 4.18 < 4.50 < 4.59 < 4.61 < 4.73 | |

37. 6 | |

38. 1st, 2nd, and 6th | |

39. D | |

40. D | |

41. A | |

42. C | |

43. D | |

44. 2nd and 5th | |

45. D | |

46. D | |

47. B | |

48. A | |

49. 600 60 6 | |

50. C | |

51. B | |

52. B | |

53. (8,8) You may describe the calculation (6+2 , 5+3) = (8,8), OR you may describe plotting the new point on the grid and reading. | |

54. BA and CD, BC and AD You should have identified that the shape is a rhombus. Your explanation should refer to the two pairs of parallel sides and the four sides being equal in length. Your explanation may also include that the shape is not a square because the angles are not right angles. | |

55. You should have circled the statement, “At least 1 pair of parallel sides”. You should identify that 4 congruent sides could be used to tell the difference between a rectangle and a square. The answer should show an understanding that all the statements are true for both rectangles and squares except that a square has 4 congruent sides and a rectangle does not. | |

56. 7/24, 30 | |

57. $27.80 | |

58. The number 3.8 should be plotted on the number line. Answer: 4 You should have explained how you can tell that the number is closer to 4 than to 3. | |

59. 6000mm, 6 m, 0.006 kilometers | |

60. You should write and solve the equation 2 x 2 x 4 = 16. Volume: 16 cubic centimeters. You should identify that the volume would double if the height doubled. You could explain that doubling one of the values in the calculation doubles the result. You could also double the height and show that 4 x 2 x 4 = 32. |

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