Math Log #2

Student A, B, and C(ordered from left to right) are walking down the hall and get stopped by administration. Which student(s) will receive

a disciplinary infraction and why?

Bloom’s TaxonomyBloom’s Taxonomy

Creating a Foldable

• Today you are going to make a foldable that is similar to the flip chart I used in college and still use today.

• You can pull this out at any time we have discussion or presentation of projects or in any other class when you have discussions!

Step 1

• You will need the 4 sheets of the colored paper that I have provided for you.

• You will stack the sheets like the ones below.

Step 2

• Take the top and fold it down until you have your flaps even.

Step 3

Staple the top of the your foldable.

Step 4

• The top flap is the title of your foldable, You are going to title this foldable: ?Questions?

• So, label your top flap ?Questions? You can decorate this flap however you want as long as it’s appropriate!

Step 5

• Label the flaps! Start with the one under the title!

• The following flaps should go in this order from top to bottom:– Level 1 – Knowledge– Level 2 – Comprehension– Level 3 – Application– Level 4 – Analysis– Level 5 – Synthesis– Level 6 – Evaluation– MY QUESTIONS

Let’s Fill Out Our Flaps!

• Let’s start with knowledge

• What do you think knowledge means?

• Fold the flap above knowledge up, and on the top part of the flap you are going to write this in your own words:– Recalling facts, terms, basic concepts and

answers– Key Words: who, what, why, when, omit, where,

which, choose, find, how, define, label, show, spell, list, match, name, etc.

Level 1: Knowledge

• Underneath the top flap above the word knowledge, you are going to write some examples of what these type of questions might start with.

• Any ideas?• Here are a few:• What is…? How is….? Where is…?• Why did…? How would you explain…?• Why did…? How would you describe…?• Can you recall…? Which one…?

Comprehension

• Fold the knowledge flap up• What do you think comprehension means?• At the top of the flap you are going to write

this in your own words: Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas.

• Key Words: compare, demonstrate, interpret, explain, illustrate, outline, relate, summarize, show, classify, etc.

Comprehension

• On the bottom part, above the word comprehension, you are going to write some examples of what these questions might start with.

• Any ideas?• Here are a few:• How would you compare…? What facts or ideas

show…? What is the main idea of…? Can you explain what is happening…? What can you say about…? How would you summarize…?

Thursday, August 13Last 10 minutes of:3rd and 6th Period

I.D. POLICY•Students will not be allowed to enter a classroom without their I.D. in its proper location

•Your I.D. must be worn on YOUR COLLAR at ALL TIMES

•There is NOTHING allowed on the front or back of your I.D. The ID cannot be damaged, cut, chewed on, etc...

•If you forgot or lost your I.D. you must go to the I.D. table BEFORE 7:25 to purchase a temporary or new I.D.

This means students should report to the I.D. table as soon as they arrive on campus

•Following the 7:25 bell, any I.D. infraction can result in discipline

•Your I.D. must be worn at all times on campus between 6:55 am – 2:30 pm

•While properly dressed out for P.E. students are excused from the I.D. policy

Application

• Fold the comprehension flap up• What do you think application means?• At the top of the flap you are going to write

in your own words: Solve problems to new situations by applying acquired knowledge, facts, techniques, and rules in a different way.

• Key Words: apply, build, choose, construct, develop, interview, make use of, organize, experiment with, plan, select, solve, utilize, model, identify, etc.

Application

• On the bottom part, above the word application, you are going to write some examples of what these questions might start with.

• Any ideas?• Here are a few.• How would you use…? What examples can you

find to…? How would you solve ___ using what you’ve learned? How would you show your understanding of…? What other way do you plan to…? What would result if…? What elements would you use to change…?

Analysis

• Fold the application flap up• What do you think analysis means?• At the top of the flap you are going to write in your

own words: Examine and break down information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations.

• Key Words: analyze, categorize, classify, compare, discover, dissect, divide, examine, inspect, simplify, survey, take part in, distinguish, list, theme, relationships, conclusion, etc.

Analysis

• On the bottom part, above the word analysis, you are going to write some examples of what these questions might start with.

• Any ideas?• Here are a few.• What are the parts or features of…? How is __

related to…? Why do you think…? What is the theme…? Can you list the parts….? What conclusions can you draw from…? How would you classify…? Can you identify the different parts…? What evidence can you find…? What is the relationship between…? What ideas justify…?

Synthesis

• Fold the analysis flap up• What do you think synthesis means?• At the top of the flap you are going to write in your

own words: Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions.

• Key Words: build, compile, choose, compose, create, design, develop, estimate, formulate, imagine, invent, make up, plan, predict, propose, solve, discuss, modify, change, improve, adapt, elaborate, test, etc.

Synthesis

• On the bottom part, above the word synthesis, you are going to write some examples of what these questions might start with.

• Any ideas?• Here are a few.• What changes would you make to solve…? How

would you improve…? What would happen if…? Can you elaborate on the reason…? Can you predict the outcome if…? Could you construct a model, that would change….? Can you think of an original way for the….?

Evaluation

• Fold the synthesis flap up• What do you think evaluation means?• At the top of the flap you are going to write in your

own words: Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria.

• Key Words: award, choose, conclude, decide, defend, determine, dispute, evaluate, judge, justify, measure, compare, mark, rate, recommend, agree, interpret, explain, prove, disprove, assess, influence, perceive, etc.

Evaluation

• On the bottom part, above the word evaluation, we are going to write some examples of what these questions might start with.

• Any ideas?• Here are a few.• What is your opinion of…? How would you

prove…? Would it be better if…? How would you rate the….? What judgment would you make about….? Based on what you know, how would you explain…? What was it better that…?

MY QUESTIONS

• Fold the evaluation flap up

• What do you think we have this section for?

• You are going to get with your opposite shoulder partner, and you are going to come up with one question per level that you can ask the class about their name plate.

• Example:

• Level 1: Knowledge: How would you classify the shape of the name plate?