Texas Mathematics Teacher Spring/Summer 2018 - 16

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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