Use of QRs in Math Class to add a bit of Fun

My schedule has been very hectic as of late; busy taking MOOCs and taking care of school work.

The current MOOC that I am taking through coursera is "Emerging Trends & Technologies in the Virtual K-12 Classroom". The topic of using QRs came up and I recalled that two years ago I prepared a little game a la scavenger hunt to help my students review for the Precalculus test. 

Following is a brief description of the said activity:

1) I used classtools.com (I strongly recommend this cool site; Coolism!) to generate the scavenger hunt for this activity. The site guides you through the whole process.

2) I entered my five questions, generated the corresponding QR codes (try them out by pointing your own mobil device that has a QR reader), printed them, cut them up, and then posted them around the building in conspicuous places that the students will have to find. 

3) The students were split into groups and the adventure started.

4) The five questions were appropriate for the 50-minute class. The group that completes all solution processes first and correctly got sweets.

5) The session was fun as the students attested and they got a bit of a review.

QR Code of Question 1

QR Code of Question 2

QR Code of Question 3

QR Code of Question 4

QR Code of Question 5

6) These are just a few examples of how such a technology may be used. Adding games and fun to any learning activity is a big plus.

Please, reply to this post and make sure you add your own game and fun-filled activities in the comments area. Thank you 

Nadji's Personalized Conceptual Problems (PCP) [How to make assessment personalized, inventive, & concept-driven?]

Generally, there seems to be a tendency in our mathematical curricula to encourage the inertial, linear, and algorithmic-heavy approach to learning and assessment. It is imperative that, as educators, we break the cycle of these mind-numbing approaches and disturb them with various pedagogical tools that offer students the chance to let their resistive, non-linear, creative selves shine through. 
One such method (aka PCP, read on) would be to insist that students every now and then invent their own mathematical functions, expressions, equations, or real-life application (word) problems that address specific concepts on one hand and allow the students to demonstrate their true conceptual grasp of those concepts on the other hand.
I conceived and started using the Personalized Conceptual Problem (PCP) idea to address some of the shortcomings of routine-laden problems that students typically encounter in most textbooks. These PCPs are personalized and tailored to each student's individual conceptualization of the concepts at hand, open-ended, and still do not sacrifice any procedural or algorithmic processes that are equally important in our students' progress in their mastery of mathematics. Following are two examples of such PCPs that deal with algebra topics.

PCP 1: Invent your own absolute-value equation that uses one of your initials as its variable (unknown) and would have no solutions at all. Show the detailed process of solving your equation for the given variable, graph the solution on a number line, and share how you conceived your equation in the first place. (EC: How about inventing your own inequality that has no solutions at all?)

PCP 2: Write your own math application problem (word problem) whose solution process must eventually involve the use of the equation 7x + 13 = 41, solving it, showing the detailed solution process, and providing the real life meaning of each of the equation's constants.

In the comments area, share your thoughts about the PCP assessment approach, your variation on it, and sample problems of your own. Thank you