Using a Scavenger Hunt to Differentiate Mathematics Instruction Figure 3. Examples of hunt cards for level one and level four equations. Once students completed a hunt, they could check their answers with the teacher and receive feedback if they missed some of the problems. This provided a great opportunity for small group instruction while other students were still out hunting for problems. If a group completed all their problems successfully, then they were sent out on another hunt that allowed them to move to the next level of problems. For instance, if a group completed hunt A easily, then I would send them out on hunt C. In regards to assessing students' understanding, students had to show how they would solve each problem by writing all necessary steps to solving each equation. The goal of the lesson was not for students to get the answers to the problems, but rather for students to focus on the procedures and to learn the intended mathematics by using the problems as a basis for thinking (Seeley, 2017). This activity could be used with a variety of topics. For example, students could engage in "hunting" problems to practice mathematical skills mathematical skills, explore concepts and encourage problem solving. When teachers create activities that are customized for each student, there is greater impact on student learning. In addition, by having more interactive activities students' engagement levels dramatically increase and students, regardless of their age, still enjoy a good egg hunt. Reference Seeley, C. (2017). Turning teaching upside down. Educational Leadership, 75(2), 32-36. Kurt Salisbury * kurt_salisbury@baylor.edu Assistant Principal, Midway Middle School Doctoral Student, Baylor University The pleasure we obtain from music comes from counting, but counting unconsciously. Music is nothing but unconscious arithmetic. 16 | Spring/Summer 2018 ~ Gottfried Leibniz Texas Mathematics Teacher

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