Wiki-Teacher

Scavenger Hunt

Groups of students use digital cameras to document evidence of the items on the Scavenger Hunt list. To evaluate this project, the groups each have a turn displaying their photos using a proxima projector. Through class discussion, you can determine if students produced evidence of each item listed.

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Created by:
kpowell
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Content Area

  • NVACS Mathematics

Resource Type(s)

  • Miscellaneous

Grade(s)

  • 3rd Grade
  • 4th Grade
  • 5th Grade

Course(s)

  • No Courses Identified

Standard(s)/Course Objective(s)

  • 4.OA.C.5 - Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
  • 2.MD.A.2 - Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
  • 3.NF.A.1 - Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
  • 3.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.
  • 3.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.
  • 3.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.
  • 3.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.
  • NV 1.3.1b - Identify the value of a given digit in the 1’s, 10’s, 100’s, and 1,000’s place.
  • NV 2.3.1a - Recognize, describe, and create patterns using objects and numbers found in tables, number charts, and charts.
  • NV 2.3.1b - Record results of patterns created using manipulatives, pictures, and numeric representations and describe how they are extended.
  • NV 4.5.1.b - Identify and draw circles and parts of circles, describing the relationships between the various parts.
  • 4.G.A.1 - Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
  • 4.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.

Textbook Unit(s)

  • No Textbook Units Identified

Tag(s)

  • Technology