A few months ago, I designed a training on applying Bloom’s Taxonomy to create higher order thinking questions in mathematics.

I showed two figures: (1) A right triangle and (2) an equilateral triangle.

## Right Triangle |
## Equilateral Triangle |

The following were questions that I developed to help the instructors think through the various levels of Bloom’s Revised Taxonomy in regards to mathematics.

**Knowledge –**What can you tell me about the first triangle?*The students provide any information they***know**about the mathematical concept.

**Comprehension –**What makes the first triangle a right triangle?*The students use the information they already know about triangles to rightly identify a specific triangle.*

**Application –**Based on what you know about right triangles, why is the second triangle not a right triangle?*The students apply the information they already know about triangle to differentiating one triangle from another based on their characteristics.*

How is the first triangle similar to a rectangle?**Analysis –***The students compare the characteristics of a right triangle with those of a rectangle.*

How would you prove that all right triangles fit in a circle, with each vertex (or corner) of the triangle touching the circle?**Evaluation –***The students extend their understanding of triangles by proving a well-known theorem of geometry (see Thale’s Theorem)*

**Synthesis –**How could you use the right triangle to design our next engineering project?*The students integrate information they know and understand about the right triangle into designing a new project.*

Any comments/suggestions?

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