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EDUC 2220- Educational Technology Lesson Plan Template

QR Code Scavenger Hunt

Mariya Shishlo
3rd grade / Math

Common Core Standards:

Domain: Operations and Algebraic Thinking

Standards:
1. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7
objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
2. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each
share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are
partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares
or a number of groups can be expressed as 56 ÷ 8.
3. Use multiplication and division within 100 to solve word problems in situations involving equal groups,
arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown
number to represent the problem.1
4. Determine the unknown whole number in a multiplication or division equation relating three whole
numbers. For example, determine the unknown number that makes the equation true in each of the equations
8
Lesson Summary:

The children will be able to interpret products of whole numbers, interpret whole-number quotients of whole
numbers. Use multiplication and division and also determine the unknown number when solving
multiplication problems. The kids will have fun playing the QR code scavenger hunt, take notes + have some
practice problems to do. It is a fun way to learn and practice something in a non-standard typical way. It will
take about 60 minutes to do this activity, and the kids will learn a lot in that time frame.
Estimated Duration:

This lesson will take about 100 minutes to do. I plan to divide the lesson into two parts. The first 30 minutes
will be them taking notes. Then, they will have lunch or do another activity. Then, after that, the next 30
minutes will be them watching tutorial videos on how to solve problems. After that, they will spend about 30
minutes to practice the problems and put to practice what they learned and checking their answers. After
that, there will be 10 more minutes for discussion. Where the kids can ask questions about what they still
don’t get, or explain things that still don’t make sense.
Commentary: Ask the kids to take their phones out during the lesson, and tell them that today we are going
to do something different. Tell them to pull out their phones. Kids spend a lot of time on their phones, and to
have their school work done on their phones would make them excited to learn. It is a really entertaining and
engaging way to learn. One of the challenges that the kids may have, is teaching them how to use the app to
scan a code. But I’m pretty sure it won’t take that long, because the kids learn really fast. It is so much more
fun taking notes/practicing problems this way, than having to do all if this the regular way (lecture type).
The kids will have fun moving around and scanning the codes.

Instructional Procedures:

Day 1:
First 30 minutes: Introduction: Students will be asked to take their phones out, and download the QR app.
Then, teach kids how to use the app, and describe how to do the activity. Do one or two notes/problems with
them to show how it works for the visual learners. Then, let them go and take notes. Notes like how to do the
equations, and the steps. Also rules, and other things. Then, the kids will go eat lunch, and when they are
done eating, and done having play time outside, come back to the activity.
Next 30 minutes: The students will then be scanning the codes and watching the tutorial videos. The tutorial
videos will be about how to solve the problems, and the rules of how to do them. While the kids do this, I
will be walking around and helping out everyone, so that they stay on track, or help them if they are
confused, or don’t know where to go next. At each station, there is a QR code, and when they scan this, they
will find a hint on how to go to the next station, and they will have to figure out/find where to go next.
For homework, they will take a couple of papers with codes that they will have to scan them at home, and
watch some of the videos for homework.

Day 2:

The first 30 minutes: When the kids arrive to school, do the same activity again, instead of them taking
notes, and watching the videos, do the practice problems on what they learned the day before. I will be
walking around, and helping them around.
The next 10 minutes: Bring the whole class together, and discuss with the kids what they have learned. Ask
them questions, and ask them if they have any questions. Then, do a problem or two to make sure they all for
sure understand the concept.

Pre-Assessment:
Before doing the activity, ask them to take out their laptops, and do some problems you shared with the class
that is posted on your class’s website. Then, ask them to do those problems, and from there, check how they
did on that activity, and begin making notes for them at the level they know it, and then slowly advance it
into harder stuff.
 Scoring Guidelines:
I will then, ask them to email me their answers and with their work shown, and then grade it based
off of the checklist that I will create. Then, see where everyone stands, and create the notes/questions
based off of that.

Post-Assessment:
At the end of class, tell them that they will have to get on their laptops again, and check their email. Where I
have posted on the school web site the questions they need to do, but let them know that these ones now are
actually going to be graded. When, I’ll be grading them, I will be grading the answers, as well as their work.
That way, if they get the answer wrong, I can show them where they messed up, and they can repeat the
steps again.

Scoring Guidelines:
I will not have the percentage score for them, but I will give them some points, where 6 is the highest
and 1 is the lowest. And if they get:
1 Question Right= 1
2 Questions Right=2
3 Questions Right=3
4 Questions Right=4
5 Questions Right=5
6 Questions Right=6

Differentiated Instructional Support

The students will be working at their own paces. But, at each station, while they are working, they won’t be
there just by themselves, they will be surrounded by at least 3 other people. So, when they don’t understand
something, they can ask someone around them, and if they still don’t get it, then they can ask the teacher.
For those who are really accelerated, and finish everything super-fast, provide them with activities to do
while they are waiting for the other ones to finish. For example, I can give them fun activities to do with
harder problems, and let them do those until everyone else finishes.

Extension
http://www.k5learning.com/free-math-worksheets/third-grade-3/multiplication
This website contains worksheets that students can use to practice the stuff learned in class more. Even the
students that already got it, and know how to do it, the site would be still helpful, because they will be able
to go and practice some more, and excel at it. It is a fun way to review, and also to prepare for the test that
they are going to take after the lesson.
Homework Options and Home Connections
The website that I listed above, had some really good worksheets that children can use to practice what they
have learned. For homework, I would want them to, to go home, and practice what they have learned. I will
also provide them with links of games that they can play at home, to practice everything. The first day, the
homework for them will be the worksheet link that is listed above, and on the second day, it will be the list
of links to the games that the kids can play at home.

Interdisciplinary Connections
After they learn multiplication and division, we can later talk about multiplication and division in the same
equations. Learning multiplication and divisions can then lead to teaching them the order of operation. And
after teaching them the order of operations, we can then start combining addition, subtraction, multiplication
and division in the same equation.

Materials and Resources:

For teachers  MacBook or a laptop: so that I can email/send them links/ and create a student
web site where we can submit/do our work
 Smart Phone: so that I can connect the QR codes with the questions and
answers with the ones I create for the children
 Printer: Print out all the papers with the instructions/ notes/ practice problems/
links/ QR codes
 Laminator: To laminate all the papers, so that it can be used for a couple of
years, and so that it doesn’t get damaged.
 WiFi

For students  Macbook or a laptop

 Smart Phone
 Computer at home
 WiFi
Key Vocabulary
Multiplication, division, equal, measurement, quantity, symbol, express

Additional Notes

Make sure that children understand what they are doing, and know how to use the app that they need to
download in order to scan the QR codes. Also, make sure that the kids are getting all the help they need, and
encourage children to use the links and worksheets that I will be posting online, to practice.