MATH SCAVENGER HUNT!

Math may seem like an abstract concept to some students, but it actually exists all
around us in the physical world. Scavenger hunts can be an engaging and educational
activity that encourages critical thinking. These activities can be conducted in
person or virtually, and involve creating specific clues for your group. The winner is
then chosen based on their ability to solve the puzzle.

Materials Required:

 Pencils or crayon
 Boxes for collected items
 Printed list of classroom-theme scavenger hunt items

Activity Instructions:

1. Decide the location

Define the area where participants will be allowed to search for items. It can
be within the classroom, library, or a park. Ideally big enough so groups can
make independent discoveries but small enough that they still cross paths and
feel they are all playing together.

2. Decide a time limit

Set a time limit to provide a little sense of urgency and keep people interested.
We suggest 30-45 minutes.

3. Define or solve the list of items

Create a checklist of 20 items that groups should find. We provide solving

cards for player to solve. They’re not about finding answers to problems but
rather to look at the world around us like mathematician does.

4. How to find and capture items

When an item in the list is found the team should take a picture of it. If
cameras are not available, it’s appropriate to draw found items, write them in
the back of the card, or mark their location on a map of the play area with a
number or sticker.
 5. Share the findings

After the hunt is over all groups share their findings. There are no individual
winners or collaborative game where the goal is having fun and looking at thing
from a different point of view, focusing on some aspects of things that are part
of different branches of mathematics.

BEFORE THE EVENT

1. Decide the play area and time limit

2. Define the item checklist
3. Plan how teams will be formed and how items will be captured
4. Plan how teams will share the findings with everyone

DURING THE EVENT

1. Gather people and explain the activity

2. Form the teams
3. Inform about location, time limit and meeting point
4. Hand out cards with the items to find.
5. Hunt!
6. Share everyone’s finding
An odd number. (1,3,5,7,9,11….)

2 parallel lines (=======)

A number that is bigger than 10 pesos

Something that comes in pairs (socks)

A number written in word form

Find someone in the room was born in an even year

There were 19 girls and 13 boys in the room. How many students was there in the room? (32)

Something worth 150 pesos. (Answer may vary)

How many zeroes are in one million? (6)

I have 4 places, but I only show the digit 4 sometimes; on the left I only count up to 12 or 24, but on the right I can
go as high as 59. What am I? (CLOCK)

When my dad was 31, I was just 8 years old. Now his age is twice as old as my age. What is my present age? (23
years)

It is 9 am now. Rita studies for 2 hours, takes bath for 1 hour, and then has lunch for 1 hour. How many hours are
left before 9 am tomorrow? (20 hours)

If you multiply this number by any other number, the answer will always be the same. What is the number? (zero)

I am an odd number; take away a letter and I become even. What number am I? (Seven. SEVEN-S=EVEN)

Something that tells time (clock)

Something with symmetry (butterfly)

A number written in Something worth A number that is I have 4 places, but
word form 150 pesos bigger than 10 I only show the
pesos digit 4 sometimes;
on the left I only
count up to 12 or
24, but on the
right, I can go as
high as 59. What
am I?
It is 9 am now. Rita An odd number. If you multiply this How many zeroes
studies for 2 hours, number by any are in one million?
takes bath for 1 other number, the
hour, and then has answer will always
lunch for 1 hour. be the same. What
How many hours are is the number?
left before 9 am
tomorrow?
2 parallel lines Find someone in the I am an odd Something that
room was born in an number; take away comes in pairs
even year a letter and I (socks)
become even. What
number am I?

There were 19 girls Something with When my dad was Something that
and 13 boys in the symmetry 31, I was just 8 tells time
room. How many years old. Now his
students was there age is twice as old
in the room? as my age. What is
my present age?
TITLE: COLLEGE QUEST!

OBJECTIVE: The objective of a simulation game involving real-life scenarios for managing
personal finance for college students would be to help students develop the skills and
knowledge they need to manage their finances effectively

Gameplay:
1. Start the game: The player starts the game as a college student who must manage their
personal finances. The goal is to make informed decisions about how to manage expenses,
create a budget, and save and invest money.

2. Set the scene: The player is given a scenario, such as choosing between two different
situations.

3. Evaluate the options: The player must evaluate the pros and cons of each option

4. Solve a problem and make a wise decision!

CHALLENGE 1:

Suppose a student is considering two different universities. University A has a tuition cost
of 15,000 per year and is located in the student's hometown, so the student can live at
home and save on housing costs. University B has a tuition cost of 25,000 per year but is
located in a city with more job opportunities for the student's field of study. The student
estimates that living expenses at University B will be 10,000 per year compared to 5,000
per year at University A. If the student is deciding which university to attend for a four-
year program, which option will be more cost-effective?

CHALLENGE 2:
Suppose the player is attending a university with a tuition cost of 20,000 per year. If the
student is enrolled in a four-year program, how much money will the student need to pay in
tuition over the course of their degree program?
SITUATION 1:

1. Identify the given information:

- Tuition cost at University A: $15,000 per year
- Tuition cost at University B: $25,000 per year
- Living expenses at University A: $5,000 per year
- Living expenses at University B: $10,000 per year

2. Determine what needs to be calculated:

- The more cost-effective option between University A and University B

3. Use the given information to calculate the total cost of attending each university for the four-year
program:
- Total cost of attending University A = (Tuition cost per year at University A + Living expenses per year at
University A) x Length of program
- Total cost of attending University A = ($15,000 + $5,000) x 4
- Total cost of attending University A = $80,000
- Total cost of attending University B = (Tuition cost per year at University B + Living expenses per year at
University B) x Length of program
- Total cost of attending University B = ($25,000 + $10,000) x 4
- Total cost of attending University B = $140,000

4. Interpret the answer:

- The total cost of attending University A for the four-year program is $80,000, while the total cost of
attending University B for the same program is $140,000. Therefore, University A is the more cost-
effective option for the student.

SITUATION 2:
1. Identify the given information:
- Tuition cost per year: $20,000
- Length of program: 4 years
2. Determine what needs to be calculated:
- Total cost of tuition over the course of the degree program
3. Use the given information to calculate the total cost of tuition:
- Total cost of tuition = Tuition cost per year x Length of program
- Total cost of tuition = $20,000 x 4
- Total cost of tuition = $80,000
4. Interpret the answer:
- The student will need to pay $80,000 in tuition over the course of their four-year degree program.
SIMULATION
GAME
Scavenger
hunt!