Math Scavenger Hunt
Alicia Irg & Katrina Crawshaw
This question bank is intended to be used as a team-based assessment of learning
activity. Inspired by Escape Rooms and the gamification of learning, the purpose of this
mathematical “scavenger hunt” is to integrate and review curricular content through the
development and implementation of problem solving skills. There are 15 questions in
this set, covering 3-4 curricular topics at the Grade 7 & 8 level (we consider these to be
challenging questions): patterns & numbers, geometry & measurement, and data
probability. This activity is designed as a team activity, where one option is for 5 teams
to tackle 3 questions each (ideally, one from each category). When a question is
completed, the team earns a puzzle piece or special code from the teacher. Once all
questions are completed, the teams must work together to combine their puzzle pieces
or codes, revealing a hidden message.
Although we focused on pulling questions at a grade 7-8 level, we would be excited to
re-create this activity at any grade level. The categories (patterns, numbers, geometry,
measurement, and data probability) are found across the K-8 BC Math Curriculum. The
point is to challenge students to think creatively, collaborate and communicate, and
practice problem solving. In order to generate buy-in, the goal of this activity is to reveal
a hidden message that the students would feel excited about (perhaps an
announcement of an upcoming field trip or class party). If a teacher would like, they
could integrate this with other subject materials to include more puzzles and problems
(ie, science or PHE). Although we considered writing a narrative to accompany this
question bank (Escape Room-style), we decided that it would be better to leave it more
open-ended so teachers can potentially create a narrative or theme based on the
season, holidays, class unit, or favourite popular people/characters (ie, Harry Potter).
Set-up:
● Read through each question from the Question Bank and decide which
manipulatives you would like to use. Some suggestions include: a deck of cards,
baskets of different coloured balls, string, large paper pads, rulers, markers, sand
timers between 1-10 minutes.
● Decide how to present questions:
○ Students could pull them out of a hat
○ Teacher could hide (or place in open view) the questions around the room
○ Questions could be printed on the back of cardstock and stuck to the
board for students to collect one at a time
○ Teacher could attach questions to a Jeopardy-style computer program
and students could work in teams to select and work on questions (could
be made competitive or cooperative)
● Decide on final message or puzzle and how it is to be organized
○ Students could be given pieces of a puzzle that must be arranged in a
certain pattern (example in Question Bank)
○ A message could be coded and written on the board; each solved
question could unlock a different glyph/symbol/part of the code until the
full message is revealed (examples in Question Bank)
● Play On!
Assessment:
We believe this activity is best suited for formative assessment. As students work, the
teacher can circulate and record anecdotal comments relating to the students’
contributions, problem-solving, application of math concepts and communication of
mathematical thinking. Assuming that this activity would take between 2 and 3 math
blocks or approximately 2 ½ hours, the teacher could focus on assessing a different
group per block. If the teacher wanted to focus on one curricular competency, they
could assess in a more defined way using a clipboard check-list format.
Alternatively, students could use this activity as an opportunity to self and/or peer
assess both curricular and core competencies.
Finally, this activity could also be extended into a summative assessment by asking the
students to create their own mathematical puzzles for submission. They would have to
create their own puzzle, provide the solution and potentially 2 possible strategies that
could be used to solve it. This project could be assessed using a single-point rubric
made from co-created criteria. After completing the class activity, students should feel
more confident identifying the criteria that would result in solid math puzzle questions.
B.C. Curricular Content:
● discrete linear relations (extended to larger numbers, limited to integers)
● expressions- writing and evaluating using substitution
● two-step equations with integer coefficients, constants, and solutions
● Pythagorean theorem
● construction, views, and nets of 3D objects
● central tendency
● theoretical probability with two independent events
Curricular Competencies:
● Use logic and patterns to solve puzzles and play games
● Use reasoning and logic to explore, analyze, and apply mathematical ideas
● Demonstrate and apply mental math strategies
● Model mathematics in contextualized experiences
● Apply multiple strategies to solve problems in both abstract and contextualized
situations
● Develop, demonstrate, and apply mathematical understanding through play,
inquiry, and problem solving
● Visualize to explore mathematical concepts
● Use mathematical vocabulary and language to contribute to mathematical
discussions
● Explain and justify mathematical ideas and decisions
● Communicate mathematical thinking in many ways
● Represent mathematical ideas in concrete, pictorial, and symbolic forms
● Reflect on mathematical thinking
● Connect mathematical concepts to each other and to other areas and personal
interests
● Use mathematical arguments to support personal choices