# QR Code Scavenger Hunts for Grades 3 and 4 (8 Sets, CC Aligned-Math)

Kristin Kennedy

12.9k Followers

Grade Levels

3

^{rd}- 5^{th}Subjects

Standards

CCSS4.G.A.2

CCSS4.G.A.1

CCSS3.G.A.1

CCSS4.NF.B.3a

CCSS4.NF.A.1

Resource Type

Formats Included

Pages

46 pages

Kristin Kennedy

12.9k Followers

#### Also included in

- QR Code Scavenger Hunt BUNDLE: This is a discounted bundle (over 15% off) of the following two QR code scavenger hunt products.QR Code Math Scavenger Hunts for Grades 3 & 4 {Set 1} QR Code Math Scavenger Hunts for Grades 3 & 4 {Set 2} QR code scavenger hunts are a regular part of my own math$9.70$11.50Save $1.80

### Description

QR Code Scavenger Hunts for Grades 3 and 4:

This file contains 8 different QR code scavenger hunts that cover all five math domains of the Common Core. Use it for early finishers, to challenge your higher students, or to review previously learned concepts. Each set is a different color, so you can leave several different hunts around the room without students getting confused. Students find the phone that says “Start” and scan the QR code to reveal the first question. Each QR code will lead them to the next phone until they complete the scavenger hunt. No work is required of the teacher except printing, laminating, and hiding the phones. A student response sheet (with directions) and answer keys are included.

Be sure that you have a mobile device that can scan QR codes before purchasing (iPad, iPod, iPod Touch, Smart Phone, Tablet). Haven’t taken the QR plunge yet and want to try one of the sets for FREE? Click HERE

Please download the preview to see exactly what’s included in this set. Here are the following skills covered and the Common Core alignment:

-Identifying Polygons (Students must find a picture of a square, rectangle, parallelogram, trapezoid, pentagon, hexagon, octagon, equilateral triangle, and right triangle) 3.G.1, 4.G.2

-Elapsed Time (Students must find the clock that displays the time after a certain amount of time has elapsed) 3.MD.1, 4.MD.2

-Types of Lines and Angles (Students must find a picture of a line, line segment, ray, acute angle, obtuse angle, right angle, parallel lines, intersecting lines, perpendicular lines) 4.G.1

-Adding and Subtracting Fractions With Like Denominators (About half of them require students to simplify) 4.NF.3a

-Decimals in Standard Form (Students are given decimals in word form and must find the standard decimal form) 4.NF.6

-Finding the Rule for a Pattern (Students must identify the rule of a number pattern) 3.OA.9, 4.OA.5

-Rounding Multi-digit Numbers (Through the millions place) 3.NBT.1, 4.NBT.3

-Simplifying Fractions 3.NF.3, 4.NF.1

Click HERE to check out my other QR code scavenger hunt pack, which covers the more foundational math skills in NBT and OA.

*****This product and the one above are now available in a DISCOUNTED BUNDLE.*****

This file contains 8 different QR code scavenger hunts that cover all five math domains of the Common Core. Use it for early finishers, to challenge your higher students, or to review previously learned concepts. Each set is a different color, so you can leave several different hunts around the room without students getting confused. Students find the phone that says “Start” and scan the QR code to reveal the first question. Each QR code will lead them to the next phone until they complete the scavenger hunt. No work is required of the teacher except printing, laminating, and hiding the phones. A student response sheet (with directions) and answer keys are included.

Be sure that you have a mobile device that can scan QR codes before purchasing (iPad, iPod, iPod Touch, Smart Phone, Tablet). Haven’t taken the QR plunge yet and want to try one of the sets for FREE? Click HERE

Please download the preview to see exactly what’s included in this set. Here are the following skills covered and the Common Core alignment:

-Identifying Polygons (Students must find a picture of a square, rectangle, parallelogram, trapezoid, pentagon, hexagon, octagon, equilateral triangle, and right triangle) 3.G.1, 4.G.2

-Elapsed Time (Students must find the clock that displays the time after a certain amount of time has elapsed) 3.MD.1, 4.MD.2

-Types of Lines and Angles (Students must find a picture of a line, line segment, ray, acute angle, obtuse angle, right angle, parallel lines, intersecting lines, perpendicular lines) 4.G.1

-Adding and Subtracting Fractions With Like Denominators (About half of them require students to simplify) 4.NF.3a

-Decimals in Standard Form (Students are given decimals in word form and must find the standard decimal form) 4.NF.6

-Finding the Rule for a Pattern (Students must identify the rule of a number pattern) 3.OA.9, 4.OA.5

-Rounding Multi-digit Numbers (Through the millions place) 3.NBT.1, 4.NBT.3

-Simplifying Fractions 3.NF.3, 4.NF.1

Click HERE to check out my other QR code scavenger hunt pack, which covers the more foundational math skills in NBT and OA.

*****This product and the one above are now available in a DISCOUNTED BUNDLE.*****

Total Pages

46 pages

Answer Key

Included

Teaching Duration

N/A

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### Standards

to see state-specific standards (only available in the US).

CCSS4.G.A.2

Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

CCSS4.G.A.1

Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

CCSS3.G.A.1

Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

CCSS4.NF.B.3a

Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

CCSS4.NF.A.1

Explain why a fraction 𝘢/𝘣 is equivalent to a fraction (𝘯 × 𝘢)/(𝘯 × 𝘣) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.