Detailed Case Study Search the Archive Feedback

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. 1. 26 cm 30 square cm | |

2. 2. 4, 9 | |

3. 3. Fruit juice, Quiche | |

4. 4. B | |

5. 5. B | |

6. 6. 960 beads | |

7. 7. A | |

8. 8. 165 degrees | |

9. 9. A | |

10. 10. D | |

11. 11. 12, 14, 30, 54, 66 | |

12. 12. 255,000 grams | |

13. 13. C | |

14. 14. 6 | |

15. 15. C | |

16. 16. D | |

17. 17. A | |

18. 18. A | |

19. 19. 3rd and 6th | |

20. 20. 6 | |

21. 21. D | |

22. 22. D | |

23. 23. C | |

24. 24. 1st, 3rd, and 4th | |

25. 25. D | |

26. 26. 57, 247, 121, 93 | |

27. 27. 4th and 5th | |

28. 28. C | |

29. 29. 64 square inches | |

30. 30. Q and T R and S | |

31. 31. B | |

32. 32. D | |

33. 33. 2.4 | |

34. 34. A | |

35. 35. C | |

36. 36. 77, 81, 91 | |

37. 37. 83,500 83,460 | |

38. 38. 60 and 6,000 6 and 600 | |

39. 39. D | |

40. 40. $1.36 | |

41. 41. D | |

42. 42. C | |

43. 43. B | |

44. 44. B | |

45. 45. D | |

46. 46. 24 | |

47. 47. D | |

48. 48. 72 | |

49. 49. A | |

50. 50. A | |

51. 51. C | |

52. 52. B | |

53. 53. Ask your teacher if you plotted it correctly. Answer: 1 ¾ or 1 75/100 | |

54. 54. Ask your teacher if you shaded it correctly. Answer: 17/10 | |

55. 55. Answer: 41 You should have explained that each number in the pattern is 6 more than the one before it, AND that the next number is found by adding 6 to the last number, 35. You should have identified that every number in the pattern will be odd. The explanation should show that you understand every step involves adding an even number to an odd number. | |

56. 56. The isosceles triangle in the center should be identified as the shape that has a line of symmetry. A line of symmetry should be drawn on the triangle vertically through the point at the top. You should have described how the two halves are the same size and shape OR how the two halves can be folded onto each other. | |

57. 57. 1 tenths, 2 hundreds, 3 tens, 4 ones, 5 hundredths (2 x 100 + 3 x 10 + 4 x 1 + 1 x 1/10 + 5 x 1/100) | |

58. 58. 156 students | |

59. 59. 2,400 square feet | |

60. 60. The column for 1 or more right angles should list A, C, and D. The column for 1 or more pairs of parallel sides should list A, D, E, and F. The column for 1 or more pairs of perpendicular sides should list A, C, and D. |

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