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# Holly Bender

ET 347
March 23, 2016

QR Code Hunt
2. Standards
(1) Students apply their understanding of fractions and fraction models to represent the addition
and subtraction of fractions with unlike denominators as equivalent calculations with like
denominators. They develop fluency in calculating sums and differences of fractions, and make
reasonable estimates of them. Students also use the meaning of fractions, of multiplication and
division, and the relationship between multiplication and division to understand and explain why
the procedures for multiplying and dividing fractions make sense. (Note: this is limited to the
case of dividing unit fractions by whole numbers and whole numbers by unit fractions.)
(2) Students develop understanding of why division procedures work based on the meaning of
baseten numerals and properties of operations. They finalize fluency with multi-digit addition,
subtraction, multiplication, and division. They apply their understandings of models for
decimals, decimal notation, and properties of operations to add and subtract decimals to
hundredths. They develop fluency in these computations, and make reasonable estimates of their
results. Students use the relationship between decimals and fractions, as well as the relationship
between finite decimals and whole numbers (i.e., a finite decimal multiplied by an appropriate
power of 10 is a whole number), to understand and explain why the procedures for multiplying
and dividing finite decimals make sense. They compute products and quotients of decimals to
hundredths efficiently and accurately. CDE: 5th Grade Mathematics Revised: December 2010
Page 13 of 31
(3) Students recognize volume as an attribute of three-dimensional space. They understand that
volume can be measured by finding the total number of same-size units of volume required to fill
the space without gaps or overlaps. They understand that a 1-unit by 1-unit by 1-unit cube is the
standard unit for measuring volume. They select appropriate units, strategies, and tools for
solving problems that involve estimating and measuring volume. They decompose threedimensional shapes and find volumes of right rectangular prisms by viewing them as
decomposed into layers of arrays of cubes. They measure necessary attributes of shapes in order
to determine volumes to solve real world and mathematical problems.
Objectives: Students will review math facts and principals by solving problems. By doing this
they will refine their math skills, and review math concepts that we have already covered in
class.

3. Process:
The students will be split into groups of four and begin at question one. From there they will
race other groups to see who can solve the math problem correctly, access the QR code, and
move on the next location. The QR code will reveal the location of the next question. In order to
move on, all four group members must solve the problem correctly and on their own. The first
group to answer all ten math problems correctly wins.
Questions
1.
Find the Perimeter

2.
Find the Area

QR Code

26cm

114
cm
2

3.
20+ (8+4) / 3 = ?

24

4.

\$6.15
\$ 1.23
X 5
_______

5.

\$6.80

## Linda bought 3 notebooks at \$1.20 each; a

box of pencils at \$1.50 and a box of pens at
\$1.70. How much did Linda spend?

6.
Tom and Bob have a total of 50 toys. If
Bob has 5 more toys than Tom, how many
toys does each one have?

Bob = 30
toys
Tom = 20
toys

7.
A factory produced 2300 TV sets in its first
year of production. 4500 sets were
produced in its second year and 500 more
sets were produced in its third year than in
its second year. How many TV sets were
produced in three years?

8.

11,800
TV sets
were
produced

30

7 x (13-6) 19 = ?

9.
\$5.26
X 7
______

\$
36.82

10.
Kim can walk 4 kilometers in one hour.
How long does it take Kim to walk 18
kilometers?

4.5 or
4 1/2