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. D | |

2. 2. Eva, Leah | |

3. 3. B | |

4. 4. 27 ÷ 3 = 9 27 ÷ 9 = 3 | |

5. 5. 1st and 4th | |

6. 6. C | |

7. 7. B | |

8. 8. C | |

9. 9. 4 trees | |

10. 10. B | |

11. 11. 6 + 5 + 6 + 5 = 22 2(6 + 5) = 22 | |

12. 12. D | |

13. 13. C | |

14. 14. 20, 30, 40 | |

15. 15. 2/8 = 1/4 | |

16. 16. A | |

17. 17. B | |

18. 18. 8 pizzas | |

19. 19. 40 ÷ 8 = 5 OR 40 ÷ 5 = 8 | |

20. 20. C | |

21. 21. D | |

22. 22. 36 | |

23. 23. C | |

24. 24. C | |

25. 25. A | |

26. 26. 2nd and 4th | |

27. 27. 8 emails | |

28. 28. B | |

29. 29. D | |

30. 30. A | |

31. 31. C | |

32. 32. Any 2 of the 8 squares shaded | |

33. 33. 336 students | |

34. 34. B | |

35. 35. C | |

36. 36. B | |

37. 37. A | |

38. 38. C | |

39. 39. 10, 14, 28 | |

40. 40. 20, 32, 44 | |

41. 41. B | |

42. 42. 2, 3, 1, 4 | |

43. 43. A | |

44. 44. C | |

45. 45. 4/2 , 8/4 | |

46. 46. D | |

47. 47. 3/6 and 6/12 | |

48. 48. Dean: kite Selma: triangle | |

49. 49. B | |

50. 50. C | |

51. 51. The number 48 should be plotted on the number line. ANSWER: 50 You should have explained how you can tell that the number is closer to 50 than 40. | |

52. 52. 48, 54, 60 | |

53. 53. 5 years | |

54. 54. 21 square centimeters | |

55. 55. 17 customers | |

56. 56. You should have added a bar to 18 for Jan, a bar to 16 for Feb, and a bar to 14 for Mar. ANSWER: $5 | |

57. 57. ANSWER: 25 The explanation should describe how each number in the pattern is 3 more than the number before it, and that the next number is found by adding 3 to 22. | |

58. 58. $532 | |

59. 59. The model should be divided into 18 equal parts with 3 shaded OR divided into 6 equal parts with 1 shaded. ANSWER: 1/6 | |

60. 60. 146 and 164 Your explanation should refer to the place value of the numbers. It may describe how the number with the lowest value should be in the hundreds place. |

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