QR Hunt

Teachers: Ms. Almonte, Ms. Alvarez, Ms. Baron, Ms. Cook, Mr. DiMarco, Ms. Kirlew, Mr.
Mulvaney, Ms. Pelan, Ms. Rothmann, Ms. Sadrianna
Student population: 12:1:1

IPads are incredible tools that have the capacity to improve STEM understanding
and differentiation. Although there are an infinite number of resources available to us as
educators through iPad technology, quick response (QR) codes are a fantastic tool to use
in the classroom. QR codes are barcodes that can have a website, video, text, word,
picture, and many other multimedia outlets embedded into the code. In order to be able
to use these codes, two applications are needed. The first is the QR Code Maker, used to
embed the multimedia into a code. The second is the QR Reader, used to scan the codes
and therefore make the content available to students. Not only are the codes and
scanners fun and educational for the students to use, they reduce the use of paper and
ink and essentially make our classrooms greener!
We would incorporate the use of QR Codes into our everyday routine. For example,
the use of the codes on word walls would be a tremendous added resource to help
build our students vocabulary. Word walls could contain the code next to the word itself.
Then, students would be able to scan the code and subsequently be brought to a picture,
video, or activity related to the word. These codes can be differentiated and color coded
to ensure access for all students. Using QR codes in this manner can foster ownership
and independence in our students. Aside from word walls, QR codes can be easily
incorporated into activities and tasks throughout the day. They can be used on
worksheets, in individual work stations, or to provide extension practice.
Since our schools focus is transition readiness, we tried to think about how we
would use QR codes to help teach our students skills for everyday life. We were able to
incorporate QR codes into our money management (i.e. math) lessons. Our classrooms
can be transformed into a grocery store, with items for sale, each labeled with a QR
code that contains an embedded price. Students will be able to scan these items, find
out how much it costs, and then compare prices, add prices, and even make change with
a cashier. We would have our food groups and other supermarket vocabulary words on
display in our word wall for easy access to find out more information about the foods we
are purchasing. The money management skills, as well as the nutrition skills, can be
used in everyday life. QR Codes are easily adapted into everyday classroom routines and
make for interesting and engaging activities!

SCAN ME!
Math Lesson: QR Code Grocery Shopping
Transition Strand: Post-Secondary Education
CDOS: Standard 3a: Universal Foundational Skills: Thinking Skills: Use skills to compute solutions
in real-world situations.
Common Core Standards:
CCSS.MATH.CONTENT.7.EE.B.3
Solve multi-step real-life and mathematical problems posed with positive and negative rational
numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply
properties of operations to calculate with numbers in any form; convert between forms as
appropriate; and assess the reasonableness of answers using mental computation and
estimation strategies.
CCSS.MATH.CONTENT.7.EE.B.4
Use variables to represent quantities in a real-world or mathematical problem, and construct
simple equations and inequalities to solve problems by reasoning about the quantities.
UDL: Multiple means of Representation: Line drawings, pictures, and words are used in the text
and in the materials.
Multiple means of expression: The students will use AAC devices and picture symbols to
communicate as needed.
Multiple means of engagement: The students will be engaged visually and kinesthetically
during the lesson.
Strategies: structured teaching methodology and workshop model
Objective: The students will use QR Codes to go grocery shopping.
Teaching points: What is a budget? How can I compare prices?
Materials: Nonfiction text about money/budgeting, SmartBoard presentation, worksheets, iPad,
QR Code Apps, data collection sheets, AAC devices, pencils/markers, money
Vocabulary words:
Money, budget, spend, save, price, compare
Key questions:

Tier 1: How much is this item?

Tier 2: How much do these items cost together? How do these prices compare to each other?
Tier 3: How much change will we receive? Why is it important to stay within a budget?
Opening/Motivation:
Students will be told they are going to be grocery shopping today. Items will be placed
throughout the room with QR code price tags on each. The students will familiarize themselves
with the items, as well as review vocabulary from the previous day. Vocabulary will be on the
word wall, along with QR codes to scan for more information about each word (i.e. a picture or
video).
Group Instruction:
The teacher will model the pricing process by choosing an item and scanning it with the iPad QR
code scanner. Teacher will then choose another item to scan and model the addition of the two
items. The students will work in pairs to collect prices. Based on level, tier one students will
collect prices, tier two students will add and compare prices, and tier three students will practice
making change when paying for items.
Closing (Large Group Setting):
Reflection: The students will each share their work.
Peer to Peer Interaction: The students will ask and answer reflection questions. Data will be
collected during this assessment.
Assessment: Assessment will occur throughout the lesson. Data collection sheets will include
the questions that are used to assess the students understanding of the lesson.
Evaluation: P79M School Rubric
Follow up: Students will identifying prices and follow a budget in their everyday lives.
Homework: Homework to reinforce the skills will be distributed.