Created by Kathy Port February 2012

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Educator’s Guide to Math Reviews with QR Codes Overview: This lesson uses QR Codes to review math concepts. Many of the problems in this review were taken from the Mental Math section of the 5th and 6th grade EDM teacher manuals.

Grades and Subject Areas: Grades 5 - 6 Subject: Math

Objectives: Students will: ! use QR codes to review math concepts previously taught.

I Can Statements: ! I can solve math problems using a variety of strategies.

Curriculum Connections

Alaska Standards (Content or GLEs): Math Performance Standards: The student communicates his or her mathematical thinking by

[5] PS-3 representing problems using mathematical language including concrete, pictorial, and/or symbolic representation; or organizing and communicating mathematical problem-solving strategies and solutions using mathematical language (M8.2.1, M8.2.2, & M8.2.3) [6] PS-3 representing problems using mathematical language including concrete, pictorial, and/or symbolic representation; or using appropriate vocabulary, symbols, and technology to explain mathematical solutions (M8.2.1, M8.2.2, & M8.2.3)

ISTE Student Standards – 6. Technology Operations and Concepts

Created by Kathy Port February 2012

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Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: d. transfer current knowledge to learning of new technologies

ISTE Teacher Standards – 2. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers: c. customize and personalize learning activities to address students’ diverse learning styles working strategies, and abilities using digital tools and resources d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

Hardware and Software Needs ! iPod or iPad2 with camera enabled. ! QR Code reader app

Resources: Documents needed: Copies of I am 1 and I am 2 files.

Created by Kathy Port February 2012

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Lesson Plan Background Knowledge: This lesson is designed to be used as a review for math concepts taught in 5th and 6th grade math using Every Day Math. The teacher should preview all the concepts to make sure that students have previous experience with them. This review is modeled after the math game “I am, Who is?.” Prep Time: about 60 minutes to create the math review problems and QR codes (or just use the ones provided with this lesson). Time Needed for Lesson: 20 minutes Directions for Creating Your Own Review Problems with QR Codes:

1. Gather or create 10 – 12 math review problems. The problems should start and end with the same number. For example, in Set 1 of the accompanying problems, the first math problem starts off with I am 1 and ends with the answer to the 12th problem which is 1.

2. Open Google Docs and create a new document. Type in your problem in this format:

3. Go to File – Publish to the Web 4. Copy the url link. 5. Go to http://bitly.com/ Create an account if necessary. 6. Follow the directions to shorten Google’s long url. Customize the shortened link to a unique

name that suits your topic. 7. Copy the shortened link and paste it into a new tab in your browser. At the end of the shortened

url add .qrcode

8. Hit Return. A QR code is automatically generated.

9. Take a screen shot of this QR code. 10. Open up a new word document. Type the number

associated with your QR code and paste the QR code onto the document.

11. Repeat this step for each math problem.

Created by Kathy Port February 2012

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Lesson Instructions: 1. You should have one math problem for each student. 2. Print off the word documents with the QR codes. 3. Place these documents around the room. 4. Hand out the answer sheet and an iDevice to each student. 5. Tell students to go stand in front of a number. They should write this number in the spot that

says: I started on # ________. 6. Demonstrate how the QR code reader app is used. Have a sample QR for each student to try. 7. Tell students that they should write the answer to their first problem on first line of their answer

sheet. They then locate that number somewhere else is the room and use the QR code reader. They will then write the answer to that problem on the next line.

8. Students should continue answering all the problems and will discover they are done when they get back to the number they started with.

9. This is a self-correcting activity because if students don’t correctly answer the problem, they won’t be able to find the next problem.

Tips/Tricks 1. Predetermine how many problems you want each student to answer and create sets to post around

the room. 2. Differentiate for students by creating sets of problems with different numbers of problems in

them. For example for struggling students have a set of 5 problems, while for advanced students, create a set with 10 problems. Color code or number the sets accordingly.

3. If you don’t have enough devices for each student, you can partner students up or have this activity as a center.

Answer Key – Set 1: 5th or 6th grade I am 1. What is four less than 21 = 17 I am 17. What is half of 26 = 13 I am 13. What is a third of 9 added to 12 = 15 I am 15. What is one fifth of 25? I am 5. What is 5 less than 33 = 28 I am 28. What is 6 subtracted from 10 = 4 I am 4. What is 14 divided by 7 plus 5 multiplied by 2? = 14 I am 14. What number is multiplied by 4 to get 24? = 6 I am 6. What is three times larger than 7? = 21 I am 21. What is 2 times larger than 8 = 16 I am 16. What is is 9 half of? = 18 I am 18. What is one fourth of 4 = 1

Name___________ I started on #_____ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ What number did you start on? What number did you end on? How did you know you were done?

Name___________ I started on #_____ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ What number did you start on? What number did you end on? How did you know you were done?

1

4

5

6

13

14

15

16

17

18

21

28

Answer Key – Set 2: 5th or 6th grade I am 2. What number is 17 more than 15? = 32 I am 32. What number is three fourths of 100? = 25 I am 25. What number is the denominator for the fraction that is equivalent to 33% = 33 I am 33. What number is 7 multiplied by 5, then subtract 15? = 20 I am 20. What number is 10.7 multiplied by 10? = 107 I am 107. What number is 21/3? = 7 I am 7. What is the equivalent decimal for 4/100? = 0.04 I am 0.04. What is the equivalent decimal for 921/1,000 =0.921 I am 0.921. What is 13.8 multiplied by 10? = 138 I am 138. What is 0.06 multiplied by 10-2. = 0.0006 I am 0.006. What number multiplied by 50 equals 600? = 12 I am 12. What is 53 written in standard form? = 125 I am 125. What number is 100 divided by 25 divided by 2? = 2

2

0.04

0.0006

7

12

20

25

32

33

107

125

138

0.921