Tuesday, October 11, 2011

Blooms Taxonomy Math Question Stems

Bloom's Taxonomy Math Question Stems
Creating a dialogue with the Math using Bloom's higher level math questions!
My RIT Level Math Wall! I have a Blooms Wall!
The Blooms Wall is Rotated Quarterly!
Bloom's Taxonomy is a classification of learning objectives within education proposed in 1956 by a committee of educators chaired by Benjamin Bloom who also edited the first volume of the standard text, Taxonomy of educational objectives: the classification of educational goals (referred to as simply "the Handbook" below). Although named for Bloom, the publication followed a series of conferences from 1949 to 1953, which were designed to improve communication between educators on the design of curricula and examinations.
It refers to a classification of the different objectives that educators set for students (learning objectives). Bloom's Taxonomy divides educational objectives into three "domains": Cognitive, Affective, and Psychomotor (sometimes loosely described as knowing/head, feeling/heart and doing/hands respectively). Within the domains, learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels. A goal of Bloom's Taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education. source wiki http://en.wikipedia.org/wiki/Bloom%27s_Taxonomy
Bloom's Taxonomy Questions Stems Math
  • Knowing questions focus on clarifying, recalling, naming, and listing
    • Which illustrates...?
    • Write... in standard form....
    • What is the correct way to write the number of... in word form?
  • Organizing questions focus on arranging information, comparing similarities/differences, classifying, and sequencing
    • Which shows... in order from...?
    • What is the order...?
    • Which is the difference between a... and a...?
    • Which is the same as...?
    • Express... as a...?
  • Applying questions focus on prior knowledge to solve a problem
    • What was the total...?
    • What is the value of...?
    • How many... would be needed for...?
    • Solve....
    • Add/subtract....
    • Find....
    • Evaluate....
    • Estimate....
    • Graph....
  • Analyzing questions focus on examining parts, identifying attributes/relationships/patterns, and main idea
    • Which tells...?
    • If the pattern continues,....
    • Which could...?
    • What rule explains/completes... this pattern?
    • What is/are missing?
    • What is the best estimate for...?
    • Which shows...?
    • What is the effect of...?
  • Generating questions focus on producing new information, inferring, predicting, and elaborating with details
    • What number does... stand for?
    • What is the probability...?
    • What are the chances...?
    • What effect...?
  • Integrating questions focus on connecting/combining/summarizing information, and restructuring existing information to incorporate new information
    • How many different...?
    • What happens to... when...?
    • What is the significance of...?
    • How many different combinations...?
    • Find the number of..., ..., and ... in the figure below.
  • Evaluating questions focus on reasonableness and quality of ideas, criteria for making judgments, and confirming accuracy of claims
    • Which most accurately...?
    • Which is correct?
    • Which statement about... is true?
    • What are the chances...?
    • Which would best...?
    • Which would... the same...?
    • Which statement is sufficient to proven...?
       

  • More Stems Science and Social Studies 
  • http://www.rogersherr.dpsnc.net/links/question_stems/math.shtml 
  • More Math Question Stems
  • Questions to Develop Mathematical Thinking
  •  What do the numbers used in the problem represent?
  • What is the relationship of the quantities?
  • How is _______ related to ________?
  • What is the relationship between ______and ______?
  • What does_______mean to you? (e.g. symbol, quantity,
  • diagram)
  • What properties might we use to find a solution?
  • How did you decide in this task that you needed to use...?
  • Could we have used another operation or property to
  • solve this task? Why or why not?
  • What mathematical evidence would support your solution?
  • How can we be sure that...? / How could you prove that...?
  • Will it still work if...?
  • What were you considering when...?
  • How did you decide to try that strategy?
  • How did you test whether your approach worked?
  • How did you decide what the problem was asking you to
  • find? (What was unknown?)
  • Did you try a method that did not work? Why didn’t it
  • work? Would it ever work? Why or why not?
  • What is the same and what is different about...?
  • How could you demonstrate a counter-example?
  • What number model could you construct to represent the
  • problem?
  • What are some ways to represent the quantities?
  • What is an equation or expression that matches the diagram,
  • number line.., chart..., table..?
  • Where did you see one of the quantities in the task in your
  • equation or expression?
  • How would it help to create a diagram, graph, table...?
  • What are some ways to visually represent...?
  • What formula might apply in this situation?\
  • What mathematical tools could we use to visualize and
  • represent the situation?
  • What information do you have?
  • What do you know that is not stated in the problem?
  • What approach are you considering trying first?
  • What estimate did you make for the solution?
  • In this situation would it be helpful to use...a graph...,
  • number line..., ruler..., diagram..., calculator..., manipulative?
  • Why was it helpful to use...?
  • What can using a ______ show us that _____may not?
  • In what situations might it be more informative or
  • helpful to use...?
  • What mathematical terms apply in this situation?
  • How did you know your solution was reasonable?
  • Explain how you might show that your solution answers
  • the problem.
  • What would be a more efficient strategy?
  • How are you showing the meaning of the quantities?
  • What symbols or mathematical notations are important in
  • this problem?
  • What mathematical language...,definitions..., properties can
  • you use to explain...?
  • How could you test your solution to see if it answers the
  • problem?
  • What observations do you make about...?
  • What do you notice when...?
  • What parts of the problem might you eliminate...,
  • simplify...?
  • What patterns do you find in...?
  • How do you know if something is a pattern?
  • What ideas that we have learned before were useful in
  • solving this problem?
  • What are some other problems that are similar to this one?
  • How does this relate to...?
  • In what ways does this problem connect to other
  • mathematical concepts?
  • Explain how this strategy work in other situations?
  • Is this always true, sometimes true or never true?
  • How would we prove that...?
  • What do you notice about...?
  • What is happening in this situation?
  • What would happen if...?
  • Is there a mathematical rule for...?
  • What predictions or generalizations can this pattern support?
  • What mathematical consistencies do you notice ?
  • 1 comment:

    1. I accidently hit "Biased" and lost it before I changed it. I apologize.
      This information is helpful to me as a reading teacher to familiarize students with the language of math and I will share it with colleagues. Thank you for posting! ltw

      ReplyDelete