Using Blooms Taxonomy in Mathematical

Questioning
Knowledge

o observation and recall of information

o knowledge of dates, events, places
o knowledge of major ideas
o mastery of subject matter
 What is a hexagon/parallel line/multiple?
 Can you list three properties of a triangle/of the number 3?
 Give the definition of a prime number/fraction/polygon.
 Describe the number/shape.
 Identify the triangle from this selection of shapes.
 Show me where the numerator is/where the edges are on the
shape.
 Label the numerator & denominator/right angles.
 Where are the sides/mixed numbers?

Comprehension
o understanding information
o grasp meaning
o translate knowledge into new context
o interpret facts, compare, contrast, order, group, infer
o predict consequence
 Can you explain what is happening when we rotate this shape 90
degrees clockwise/multiply this number by 10?
 What do we mean by equal angles/a squared number under 100?
 Can you summarise what (pupil’s name) said.
 Describe the number/shape.
 Interpret the Venn/Carroll Diagram.
 Can you predict what the next number of the sequence will be?
What the answer will be?
 What is the difference/the same from this selection of
shapes/numbers?
 Order these set of numbers from smallest to largest.
 Which is the best answer?
 Can you think of possible reasons why this happened?

Application

o use information
o use methods, concepts
o theories in new situation
o solve problems using required skills and/or knowledge
 How would you use a protractor/the tracing paper?
 What other examples can you find to explain your answer/of
multiples of 4?
 What would happen if this point of the line graph was at 0/we
could only use each number once?
 What other way could you start this calculation/investigation?
 Analysis

o seeing patterns
o organisation of parts
o recognition of hidden meanings
o identification of components

 What evidence can you find that the statement is true/false?

 What are the features of a square number/quadrilateral?
 What information will you need to solve this problem/draw the
mystery shape?
 What conclusions can you draw from the graph/outcomes of the
investigation?
 Can you see a pattern?
 What might this mean?

Synthesis

o Use old ideas to create new ones

o generalise from given facts
o relate knowledge from several areas
o predict, draw conclusions

 How could we solve this 2-step problem/investigation?

 How would you check to see if your answer was correct?
 Suppose you could only use triangles/prime numbers/numbers
under 10. What would you do?
 If we know 4x7 = 28. What else do we know?
 Is there a rule we could apply to this sequence?

Evaluation

o compare and discriminate between ideas

o assess value of theories, presentations
o make choices based on reasoned argument
o verify value of evidence
o recognise subjectivity
 How effective was the strategies you used?
 Which strategy is better? Why?
 Compare the two interpretations of the graph/shape/number.
Which one gives a more accurate picture?
 What shall we do next? Why?
 If you were doing the investigation/graph interpretation again
what would you do?

J. Knapp 2/05