Description
These problems are adding, subtracting, and scalar multiplication of matrices. It does not include matrix multiplication.
Post problems throughout the room. Mix them up first; do NOT post them in the same order as they appear in the file.
I have students work in pairs or groups of 3. Each group starts at a different problem. They should bring notebook paper with them, and "number" the problems with the letter they see in the upper-left corner. (This will help you check quickly.)
They answer the question that appears on the paper they're working on. The question is multiple-choice, and the answer they choose tells them which problem to go to next.
For example, if a pair starts at problem A and the answer is T, then the pair will find problem T and work that problem next. They answer that question to find their next problem.
Students know they are finished when they get back to the paper where they started.
To help me identify struggling students, I put answer choices that are NOT problems. Students will be searching for problem H, for example, and there is no problem H. I then know that I need to help that student find their mistake.
The "phrase" that the scavenger hunt spells has no significance. It's jut so that the teachers can remember the order and it won't have any meaning to the students, especially if they start in the middle of one of the words.
Highlights
Description
These problems are adding, subtracting, and scalar multiplication of matrices. It does not include matrix multiplication.
Post problems throughout the room. Mix them up first; do NOT post them in the same order as they appear in the file.
I have students work in pairs or groups of 3. Each group starts at a different problem. They should bring notebook paper with them, and "number" the problems with the letter they see in the upper-left corner. (This will help you check quickly.)
They answer the question that appears on the paper they're working on. The question is multiple-choice, and the answer they choose tells them which problem to go to next.
For example, if a pair starts at problem A and the answer is T, then the pair will find problem T and work that problem next. They answer that question to find their next problem.
Students know they are finished when they get back to the paper where they started.
To help me identify struggling students, I put answer choices that are NOT problems. Students will be searching for problem H, for example, and there is no problem H. I then know that I need to help that student find their mistake.
The "phrase" that the scavenger hunt spells has no significance. It's jut so that the teachers can remember the order and it won't have any meaning to the students, especially if they start in the middle of one of the words.
