Action Verbs for Teaching Science and Mathematics When we teach, we ask our students to perform tasks of different

levels of difficulty. We use different action verbs to express these tasks. Match the following action verbs with their definitions. Then, try to construct sentences that you could use in the classroom with these action verbs. memorize name recall show state define label identify list

demonstrate discuss describe determine

express classify select review

compare explain translate summarize

differentiate interpret visualize report

interpret choose

illustrate calculate

apply use

solve act

relate modify

examine contrast organize

deduce test experiment

question categorize appraise

criticize analyze

plan set up

prepare support

propose manage

formulate hypothesize

construct create

defend assess

value justify

estimate predict

assess

to carefully consider a situation, person, or problem in order to make a judgment to calculate what something costs or is worth to create something such as an idea or system by making various things fit together to draw a shape in geometry to make something new or original that did not exist before to say things to support someone or something that is being criticized to write or talk about a subject in detail to say what you think an amount or value will be, either by guessing or by using available information to calculate it to develop a plan, system, or proposal carefully, thinking about all of its details

construct create defend discuss estimate

formulate

to prepare a product by combining substances or chemicals in the right amounts to express an idea or opinion in a careful organized way

hypothesize justify manage plan predict prepare propose

to suggest a possible explanation for something based on the information you have, but without knowing whether the explanation is really true to show that there is a good reason for something, especially something that other people think is wrong to deal successfully with a problem or difficult situation to think carefully about a series of actions that you need to take in order to achieve something to think about something that you intend to build or make, and to draw a picture of how it will look to say what you think will happen in the future to make something ready for use to make a medicine or chemical by mixing substances together to suggest a plan, idea, or action to organize or plan something such as an event or system

set up

to build a structure, or to put it in a particular place to make a piece of equipment ready for use to make something start to happen

support test value

to show that an idea, statement, theory etc is true or correct to examine something to find out if it is satisfactory, or if it has a particular quality to state how much something is worth

act analyze apply appraise calculate categorize choose contrast criticize deduce differentiate discuss examine

to do something for a particular reason or in a particular way to study or examine something in detail in order to understand or explain it to use a particular method, process, law etc to form an opinion about how successful, effective etc someone or something is to discover a number or amount using mathematics or with a piece of equipment such as a calculator to put people or things into groups according to their qualities to decide which you want from a number of people or things to compare two things in order to show how they are different to consider something carefully and judge what the good and bad aspects of it are to know something as a result of considering the information or evidence that you have to see or show a difference between things to write or talk about a subject in detail to look at something carefully in order to find out about it or see what it is like to study a subject or consider an idea or plan carefully to try new ideas, methods, or activities in order to find out what results they will have

experiment

to perform scientific tests in order to find out what happens to someone or something in particular conditions to show what something is like, or to show that something is true to show something by using pictures, diagrams, lists of numbers etc to explain the meaning of something to change something slightly, especially in order to improve it or to make it less extreme to put things into a sensible order or into a system in which all parts work well together to have or express doubts about something to show or make a connection between two different things to find the reason or explanation for something to find the answer to a problem in mathematics to do something using a machine, tool, skill, method etc in order to do a job or to achieve a result

illustrate interpret modify organize question relate solve use

 to put people or things into particular groups according to the features that they have

classify

to decide which group someone or something belongs to, according to the particular features they have to consider how things or people are similar to say that one thing or person is similar to another to describe clearly and exactly what something is to show clearly that something is true or that it exists to give details about what someone or something is like to say that someone or something is a particular type of person or thing to calculate something, or to discover it by examining evidence to give a reason for something that happens, especially when this is not easy to understand to show a quantity or problem in a particular way, especially in mathematics to recognize something and understand exactly what it is to use a word or phrase to describe someone or something to mention or write a list of things, one after another to learn something so that you remember it perfectly to remember something to provide information about something that exists or has happened to examine all the information that is relevant to a situation or subject

compare define demonstrate describe determine explain express identify label list memorize recall report review select state summarize translate visualize

to study or examine a situation, policy, or idea again in order to decide whether it is suitable or satisfactory to choose someone or something from a group to give information to express something in speech or writing, especially in a definite or formal way to provide a short account of the most important facts or features of something to cause a particular situation or result to change something into a different form, or to express something in a different way to form a picture of someone or something in your mind

Action Verbs with Examples

Using behavioral verbs in our course and assessment activities has a number of benefits for engaging students in the learning process. First, because they describe an observable product or action, we can use them to devise activities that make the student an active participant in his or her learning. Secondly they may be used to help to translate our course goals and objectives into situations that are more concrete to the student and others. Their use also facilitates assessment because it allows us to make inferences about student learning through observable student behavior or products. The first section includes general definitions that describe only the observable behavior and do not include linkages to any specific content. Examples in selected discipline areas (science, math, social sciences) are provided at the end of the handout. APPLY A RULE: To state a rule as it applies to a situation, object or event that is being analyzed. The statement must convey analysis of a problem situation and/or its solution, together with the name or statement of the rule that was applied. CLASSIFY: To place objects, words, or situations into categories according to defined criteria for each category. The criteria must be made known to the student. COMPOSE: To formulate a written composition in written, spoken, musical or artistic form. CONSTRUCT: To make a drawing, structure, or model that identifies a designated object or set of conditions. DEFINE: To stipulate the requirements for inclusion of an object, word, or situation in a category or class. Elements of one or both of the following must be included: (1) the characteristics of the words, objects, or situations that are included in the class or category, (2) the characteristics of the words, objects, or situations that are excluded in the class or category. To define is to set up criteria for classification. DEMONSTRATE: The student performs the operations necessary for the application of an instrument, model, device, or implement. NOTE: There is a temptation to use demonstrate in objectives such as, "the student will demonstrate his knowledge of vowel sounds." As the verb is defined, this is improper use of it. DESCRIBE: TO name all of the necessary categories of objects, object properties, or event properties that are relevant to the description of a designated situation. The objective is of the form, "The student will describe this order, object, or event," and does not limit the categories that may be used in mentioning them. Specific or categorical limitations, if any, are to be given in the performance standards of each objective. DIAGRAM: To construct a drawing with labels and with a specified organization or structure to demonstrate knowledge of that organization or structure. Graphic charting and mapping are types of diagramming, and these terms maybe used where more exact communication of the structure of the situation and response is desired. DISTINGUISH: To identify under conditions when only two contrasting identifications are involved for each response. ESTIMATE: To assess the dimension of an object, series of objects, event or condition without applying a standard scale or measuring device. Logical techniques of estimation, such as are involved in mathematical interpolation, may be used. See MEASURE.

EVALUATE: To classify objects, situations, people, conditions, etc., according to defined criteria of quality. Indication of quality must be given in the defined criteria of each class category. Evaluation differs from general classification only in this respect. IDENTIFY: To indicate the selection of an object of a class in response to its class name, by pointing, picking up, underlining, marking, or other responses. INTERPRET: To translate information from observation, charts, tables, graphs, and written material in a verifiable manner. LOCATE: To stipulate the position of an object, place, or event in relation to other specified objects, places, or events. Ideational guides to location such as grids, order arrangements and time may be used to describe location. Note: Locate is not to be confused with IDENTIFY. MEASURE: To apply a standard scale or measuring device to an object, series of objects, events, or conditions, according to practices accepted by those who are skilled in the use of the device or scale. NAME: To supply the correct name, in oral or written form for an object, class of objects, persons, places, conditions, or events which are pointed out or described. ORDER: To arrange two or more objects or events in accordance with stated criteria. PREDICT: To use a rule or principle to predict an outcome or to infer some consequence. It is not necessary that the rule or principle be stated. REPRODUCE: To imitate or copy an action, construction, or object that is presented. SOLVE: To effect a solution to a given problem, in writing or orally. The problem solution must contain all the elements required for the requested solution, and may contain extraneous elements that are not required for solution. The problem must be posed in such a way that the student that the student is able to determine the type of response that is acceptable. STATE A RULE: To make a statement that conveys the meaning of the rule, theory or principle. TRANSLATE: To transcribe one symbolic form to another of the same or similar meaning.

Examples of Activities: Science Apply a Rule: The student could be asked to explain why a shotgun "kicks" when fired. His response would include a statement to the effect that for every action there is an equal and opposite reaction (Newton's Law of Motion), and that the "kick" of the shotgun is equal to the force propelling the shot toward its target. The faster the shot travels and the greater the weight of the shot, the greater the "kick" of the gun. Classify: Given several examples of each, the student could be asked to classify materials according to their physical properties as gas, liquid, or solid. Construct: The student could be asked to construct a model of a carbon atom. Define: Given several types of plant leaves, the student could be asked to define at least three categories for classifying them. NOTE: Defining is not memorizing and writing definitions created by someone else -- it is creating definitions. Demonstrate: Given a model of the earth, sun, and moon so devised that it may be manipulated to show the orbits of the earth and moon, the student could be asked to demonstrate the cause of various phases of the moon as viewed from earth. Describe: The student could be asked to describe the conditions essential for a balanced aquarium that includes four goldfish. Diagram: The student could be asked to diagram the life cycle of a grasshopper. Distinguish: Given a list of paired element names, the student could be asked to distinguish between the metallic and non-metallic element in each pair. Estimate: The student could be asked to estimate the amount of heat given off by one liter of air compressed to one-half its original volume. Evaluate: Given several types of materials, the student could be asked to evaluate them to determine which is the best conductor of electricity. Identify: Given several types of materials, the student could be asked to identify those which would be attracted to a magnet. Interpret: The student could be asked to interpret a weather map taken from a newspaper. Locate: The student could be asked to locate the position of chlorine on the periodic table. NOTE: To locate is to describe location. It is not identification of location. Measure: Given a container graduated in cubic centimeters, the student could be asked to measure a specific amount of liquid. Name: The student could be asked to name the parts of an electromagnet. Order: The student could be asked to order a number of animal life forms according to their normal length of life. Predict: From a description of the climate and soils of an area, the student could be asked to predict the plant ecology of the area. Solve: The student could be asked to solve the following: How many grams of H2O will be formed by the complete combustion of one liter of hydrogen at 70 degrees C? State a Rule: The student could be asked to state a rule that tell what form the offspring of mammals will be, i.e. they will be very similar to their parent organisms. Translate: The student could be asked to translate 93,000,000 into standard scientific notation.

Examples of Activities: Mathematics Apply a Rule: Given a pair of equations such as 2 + 4 + 7 = 13, and 7 + 2 + 4 = ___, the student could be asked to apply a rule that would give him the solution to the second equation of the pair without adding the factors. His response should include a statement to the effect that the same numbers are to be added in each equation, but in different order (analysis) and that the order of addition makes no difference in the solution of the equations. Therefore, the sum of both equations is the same. Classify: Given a series of numbers drawn at random from 1 - 1000, the student could be asked to classify them into categories of even divisibility by 2, 3, 4, and so on. Construct: Given a straight edge, compass, and paper, the student could be asked to construct an equilateral triangle. Define: Given an assortment of various kinds of coins, the student could be asked to define some categories into which the coins could be classified. His response would include definitions such as, "All of the pennies, all of the nickels, all of the dimes, etc., could be put in separate piles. Or all the coins containing silver could be put in one pile and those that don't into another pile." Demonstrate: Given a sufficient number of concrete objects and an equation such as 3 x 4 = 12, the student could be asked to use the objects to demonstrate that multiplication is repeated addition. His response would include placement of twelve objects in three groups of four each, or four groups of three each. He may also be asked to describe how the demonstrations show repeated addition. Describe: The student could be asked to describe a method of determining a number of groups of five objects in a collection of 45 objects. The response would include a statement that groups of five members would be counted out and then the number of groups could be counted. The student may also be asked to demonstrate the process he described. Diagram: The student could be asked to graph the equation y = 2x2 - x + 3. Distinguish: Given pairs of numbers, one number of each pair a prime number, the student could be asked to identify the prime number in each pair. Estimate: Given multiplication examples with three-digit numerals in both the multiplier and multiplicand, the student estimates the products to the nearest thousand. Identify: The student could be asked to point to the numeral ninety-four on a numeration chart. Interpret: Given a bar graph showing the per unit cost of food products when purchased in various size packages, the student interprets it by stating the lowest and highest per unit cost and by describing the relationship between increased package size and per unit cost of the product. Locate: The student could be asked to locate a particular desk in his classroom by stating the row it is in and the ordinal position from the front of the room. "John's desk is the fourth one from the front, in the second row, from the east wall." Name: What is the name of this collection of objects? Answer: "A set." What is the name of this type of equation? Answer: "A quadratic equation." Order: Given a number of objects of different lengths, the student orders them from lesser to greater length. Predict: The student could be asked to predict the next term in an increasing arithmetic series such as 2, 5, 9, 14 ____. Solve: The student could be asked to solve the following: 2 + 3 = ____. In this example, the type of operation is clearly indicated. Or, he could be asked to solve the following: "Jimmy, John, Bill, and Sam each had three marbles. John gave Bill two of his marbles. How many marbles did Jimmy and Sam have together then?" In this

example, the operation to be performed is not specified, and extraneous factors are introduced. State a Rule: In response to the question: "Why is the sum of two numbers no different if the order of adding them is reversed?" The student answers: "Because of the commutative principle," or "Because the order makes no difference in addition."

Learning Objectives: Stems and Samples Generally, learning objectives are written in terms of learning outcomes: What do you want your students to learn as a result of the lesson? Follow the three-step process below for creating learning objectives. 1. Create a stem. Stem Examples: After completing the lesson, the student will be able to . . . After this unit, the student will have . . . By completing the activities, the student will . . . At the conclusion of the course/unit/study the student will . . . 2. After you create the stem, add a verb: analyze, recognize, compare, provide, list, etc. For a list of action verbs see below. 3. One you have a stem and a verb, determine the actual product, process, or outcome: After completing these lessons, the student will be able to recognize foreshadowing in various works of literature. Below you will find numerous examples of learning objectives used by teachers. Modify them as necessary. Action Verbs for Learning Objectives Abstract Activate Acquire Adjust Analyze Appraise Arrange Articulate Assemble Assess Assist Associate Breakdown Calculate Carry out Build Catalog Categorize Change Check Cite Classify Collect Combine Compare Compute Contrast Complete Compose Compute Conduct Construct Convert Coordinate Count Criticize Critique Debate Decrease Define Demonstrate Describe Design Detect Develop Differentiate Direct Discuss Discover Distinguish Draw Dramatize Employ Establish Estimate Evaluate Examine Explain Explore Express Extrapolate Formulate Generalize Identify Illustrate Implement Improve Increase Infer Integrate Interpret Introduce Investigate

Judge Limit List Locate

Maintain Manage Modify Name Observe Operate Order Organize

Perform Plan Point Predict Prepare Prescribe Produce Propose Question

Rank Rate Read Recall Recommend Recognize Reconstruct Record Recruit Reduce Reflect Relate Remove Reorganize Repair Repeat Replace Report Reproduce Research Restate Restructure Revise Rewrite

Schedule Score Select Separate Sequence Sing Sketch Simplify Skim Solve Specify State Structure Summarize Supervise Survey Systematize

Tabulate Test Theorize Trace Track Train Transfer Translate

Update Use Utilize Verbalize Verify Visualize Write

Math Examples After completing the lesson, the student will be able to: sort _____ by _____ (color, size, etc.) follow directions to create _____ (a product) acquire data by measuring with _____ (a yardstick, etc.) display data using _____ (a graph, etc.) calculate . . . identify and describe _____ (polygons) using the language of _____ (geometry) record observations of . . . exercise the skills of _____ (multiplication, addition, etc.) to . . . discuss, interpret, and ascribe meaning to the organized data . . . explain the elements of _____ (a pictograph, etc.) use collected data to answer the question(s): _____ construct _____ (picture graphs, bar graphs, etc.) create a series of mathematical steps to be used to . . . plot a set of points of graph paper . . . interpret the results of the calculations . . . solve a numerical expression using _____ (the standard order of operations, etc.) use a spreadsheet to calculate . . .

Science Examples After completing the lesson, the student will be able to: recall information about the reading . . . develop a basic knowledge of _____ (the solar system, etc.) record observations about . . . record and compare facts about _____ (the sun, moon, etc.) collect, organize, display, and interpret data about _____ demonstrate an understand of _____ in terms of _____ create a visual representation of _____ (the water cycle, etc.) understand the basic structure of _____ (an atom) identify states of matter . . . create a concept map of . . . identify relevant questions for inquiry sequence and categorize information . . . demonstrate learning by producing a _____ present their findings of _____ to the class

Definitions of Behavioral Verbs for Learning Objectives Behavioral verbs are the heart of learning objectives, which are in turn the core component of effective lesson plans. If defined and used consistently, they are a highly effective way to indicate, and communicate to others, specific, observable student behavior. Behavioral verbs describe an observable product or action. Teachers and others constantly make inferences about student learning on the basis of what students do or produce. Valid inferences can only be made when there is little or no doubt regarding what is intended. It follows then, that one way to define curriculum is in terms of intended student behavior. Learning objectives based on a set of verbs that have some measure of agreement as to meaning can provide a useful vehicle for the purpose of developing performance-based curriculum. In education, there is no substitute for clarity, specificity, and a professional vocabulary. Consistent use of defined behavioral verbs in composing, rewriting or selecting learning objectives can lead to improvement in efforts to change and reform education in general and curriculum in particular. The following verbs and their definitions can be helpful when composing learning objectives. These are general definitions that describe only the observable behavior and do not include linkages to any specific content. These definitions are provided for those who seek a basis for a technical vocabulary regarding student performance. To see examples of these verbs used in specific content areas, click here. APPLY A RULE: To state a rule as it applies to a situation, object or event that is being analyzed. The statement must convey analysis of a problem situation and/or its solution, together with the name or statement of the rule that was applied. ASSESS: To stipulate the conditions by which the behavior specified in an objective may be ascertained. Such stipulations are usually in the form of written descriptions. For obvious reasons, assess is rarely used as a verb in learning objectives at the elementary school level. CLASSIFY: To place objects, words, or situations into categories according to defined criteria for each category. The criteria must be made known to the student. COMPOSE: To formulate a composition in written, spoken, musical or artistic form. CONSTRUCT: To make a drawing, structure, or model that identifies a designated object or set of conditions. DEFINE: To stipulate the requirements for inclusion of an object, word, or situation in a category or class. Elements of one or both of the following must be included: (1) The characteristics of the words, objects, or situations that are included in the class or category. (2) The characteristics of the words, objects, or situations that are excluded in the class or category. To define is to set up criteria for classification. DEMONSTRATE: The student performs the operations necessary for the application of an instrument, model, device, or implement. NOTE: There is a temptation to use demonstrate in objectives such as, "the student will demonstrate his knowledge of vowel sounds." As the verb is defined, this is improper use of it. DESCRIBE: To name all of the necessary categories of objects, object properties, or event properties that are relevant to the description of a designated situation. The objective is of the form, "The student will describe this order, object, or event," and does not limit the categories that may be used in mentioning them. Specific or categorical limitations, if any, are to be given in the performance standards of each objective. When using this verb in an objective, it is helpful to include a statement to the effect of what the description, as a minimum, must reference. DIAGRAM: To construct a drawing with labels and with a specified organization or structure to demonstrate knowledge of that organization or structure. Graphic charting and mapping are types of diagramming, and these terms may be used where more exact communication of the structure of the situation and response is desired. DISTINGUISH: To identify under conditions when only two contrasting identifications are involved for each response. ESTIMATE: To assess the dimension of an object, series of objects, event or condition without applying a standard scale or measuring device. Logical techniques of estimation, such as are involved in mathematical interpolation, may be used. See MEASURE. EVALUATE: To classify objects, situations, people, conditions, etc., according to defined criteria of quality. Indication of quality must be given in the defined criteria of each class category. Evaluation differs from general

classification only in this respect. IDENTIFY: To indicate the selection of an object of a class in response to its class name, by pointing, picking up, underlining, marking, or other responses. INTERPRET: To translate information from observation, charts, tables, graphs, and written material in a verifiable manner. LABEL: To stipulate a verbal (oral or written) response to a given object, drawing, or composition that contains information relative to the known, but unspecified structure of these objects, drawings, or compositions. Labeling is a complex behavior that contains elements of naming and identifying. LOCATE: To stipulate the position of an object, place, or event in relation to other specified objects, places, or events. Ideational guides to location such as grids, order arrangements and time may be used to describe location. Note: Locate is not to be confused with IDENTIFY. MEASURE: To apply a standard scale or measuring device to an object, series of objects, events, or conditions, according to practices accepted by those who are skilled in the use of the device or scale. NAME: To supply the correct name, in oral or written form for an object, class of objects, persons, places, conditions, or events which are pointed out or described. ORDER: To arrange two or more objects or events in accordance with stated criteria. PREDICT: To use a rule or principle to predict an outcome or to infer some consequence. It is not necessary that the rule or principle be stated. REPRODUCE: To imitate or copy an action, construction, or object that is presented. SOLVE: To effect a solution to a given problem, in writing or orally. The problem solution must contain all the elements required for the requested solution, and may contain extraneous elements that are not required for solution. The problem must be posed in such a way that the student that the student is able to determine the type of response that is acceptable. STATE A RULE: To make a statement that conveys the meaning of the rule, theory or principle. TRANSLATE: To transcribe one symbolic form to another of the same or similar meaning. Examples of Behavioral Verbs and Student Activities The following examples of student activities are meant to illustrate the uses of the defined behavioral verbs in classroom settings involving the specific subject content areas listed below. Although these examples could be turned into behavioral learning objectives rather easily, they are not complete objectives. They are missing one component. A very popular new program that expands on this list within the context of lesson planning is available now from ADPRIMA. Please click here for details. Learn how to write lesson plans that use these, and an expanded list of verbs! Most of the examples contain descriptions of student behavior and the general conditions under which it occurs. Both of these are required for the interpretation of student behavior. However, none contains criteria of acceptable performance, the third segment of a behavioral objective. The purpose of these examples is to clarify the meaning of the definitions of behavioral verbs. With a clear knowledge of the meaning of these verbs, a person should be able to classify the learning behavior of any student he observes, whether or not he knows the learning objective. It's all about understanding what a student is doing that shows the intended behavior. For example, a person who observes a student pointing out on a chart of atomic diagrams, the diagrams that represent elements named by the teacher, will be able to classify the behavior as identifying. Please send any comments or questions to Dr. Bob Kizlik at ADPRIMA. Be sure to also see the generic definitions of the behavioral verbs , as they will help you put the examples below in the proper context.

Examples of Activities : Science Apply a Rule: The student could be asked to explain why a shotgun "kicks" when fired. His response would include a statement to the effect that for every action there is an equal and opposite reaction (Newton's Law of Motion), and that the "kick" of the shotgun is equal to the force propelling the shot toward its target. The faster the shot travels and the greater the weight of the shot, the greater the "kick" of the gun. Classify: Given several examples of each, the student could be asked to classify materials according to their physical properties as gas, liquid, or solid. Construct: The student could be asked to construct a model of a carbon atom. Define: Given several types of plant leaves, the student could be asked to define at least three categories for classifying them. NOTE: Defining is not memorizing and writing definitions created by someone else -- it is creating definitions. Demonstrate: Given a model of the earth, sun, and moon so devised that it may be manipulated to show the orbits of the earth and moon, the student could be asked to demonstrate the cause of various phases of the moon as viewed from earth. Describe: The student could be asked to describe the conditions essential for a balanced aquarium that includes four goldfish. Diagram: The student could be asked to diagram the life cycle of a grasshopper. Distinguish: Given a list of paired element names, the student could be asked to distinguish between the metallic and non-metallic element in each pair. Estimate: The student could be asked to estimate the amount of heat given off by one liter of air compressed to one-half its original volume. Evaluate: Given several types of materials, the student could be asked to evaluate them to determine which is the best conductor of electricity. Identify: Given several types of materials, the student could be asked to identify those which would be attracted to a magnet. Interpret: The student could be asked to interpret a weather map taken from a newspaper. Locate: The student could be asked to locate the position of chlorine on the periodic table. NOTE: To locate is to describe location. It is not identification of location. Measure: Given a container graduated in cubic centimeters, the student could be asked to measure a specific amount of liquid. Name: The student could be asked to name the parts of an electromagnet. Order: The student could be asked to order a number of animal life forms according to their normal length of life. Predict: From a description of the climate and soils of an area, the student could be asked to predict the plant ecology of the area. Solve: The student could be asked to solve the following: How many grams of H 2O will be formed by the complete combustion of one liter of hydrogen at 70 degrees C? State a Rule: The student could be asked to state a rule that tells what form the offspring of mammals will be, i.e. they will be very similar to their parent organisms. Translate: The student could be asked to translate 93,000,000 into standard scientific notation.

Examples of Activities: Mathematics Apply a Rule: Given a pair of equations such as 2 + 4 + 7 = 13, and 7 + 2 + 4 = ___, the student could be asked to apply a rule that would give him the solution to the second equation of the pair without adding the factors. His response should include a statement to the effect that the same numbers are to be added in each equation, but in different order (analysis) and that the order of addition makes no difference in the solution of the equations. Therefore, the sum of both equations is the same. Classify: Given a series of numbers drawn at random from 1 - 1000, the student could be asked to classify them into categories of even

divisibility by 2, 3, 4, and so on. Construct: Given a straight edge, compass, and paper, the student could be asked to construct an equilateral triangle. Define: Given an assortment of various kinds of coins, the student could be asked to define some categories into which the coins could be classified. His response would include definitions such as, "All of the pennies, all of the nickels, all of the dimes, etc., could be put in separate piles. Or all the coins containing silver could be put in one pile and those that don't into another pile." Demonstrate: Given a sufficient number of concrete objects and an equation such as 3 x 4 = 12, the student could be asked to use the objects to demonstrate that multiplication is repeated addition. His response would include placement of twelve objects in three groups of four each, or four groups of three each. He may also be asked to describe how the demonstrations show repeated addition. Describe: The student could be asked to describe a method of determining a number of groups of five objects in a collection of 45 objects. The response would include a statement that groups of five members would be counted out and then the number of groups could be counted. The student may also be asked to demonstrate the process he described. Diagram: The student could be asked to graph the equation y = 2x 2 - x + 3. Distinguish: Given pairs of numbers, one number of each pair a prime number, the student could be asked to identify the prime number in each pair. Estimate: Given multiplication examples with three-digit numerals in both the multiplier and multiplicand, the student estimates the products to the nearest thousand. Identify: The student could be asked to point to the numeral ninety-four on a numeration chart. Interpret: Given a bar graph showing the per unit cost of food products when purchased in various size packages, the student interprets it by stating the lowest and highest per unit cost and by describing the relationship between increased package size and per unit cost of the product. Locate: The student could be asked to locate a particular desk in his classroom by stating the row it is in and the ordinal position from the front of the room. "John's desk is the fourth one from the front, in the second row, from the east wall." Measure: Given a protractor and a set of obtuse and acute triangles, the student could be asked to measure the interior angles. Name: What is the name of this collection of objects? Answer: "A set." What is the name of this type of equation? Answer: "A quadratic equation." Order: Given a number of objects of different lengths, the student orders them from lesser to greater length. Predict: The student could be asked to predict the next term in an increasing arithmetic series such as 2, 5, 9, 14 ____. Solve: The student could be asked to solve the following: 2 + 3 = ____. In this example, the type of operation is clearly indicated. Or, he could be asked to solve the following: "Jimmy, John, Bill, and Sam each had three marbles. John gave Bill two of his marbles. How many marbles did Jimmy and Sam have together then?" In this example, the operation to be performed is not specified, and extraneous factors are introduced. State a Rule: In response to the question: "Why is the sum of two numbers no different if the order of adding them is reversed?" The student answers: "Because of the commutative principle," or "Because the order makes no difference in addition."