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Aaron Cripe

Blooms Taxonomy

Pre-Algebra
Chapter 7.1
Solving Equations with Variables on Each Side


1) What is the Addition or Subtraction Property of Equality that we learned in Chapter
3.3?

Knowledge, this question is checking previously learned material. The students should
already know the answer, so all they have to do is recall their knowledge.

2) What does it mean to have an equation with one variable on one side? What does it
mean to have one variable on each side?

Comprehension, this question is just making sure that they understand what a variable
is, and what it means for a variable to be on one side or two sides. The students probably
have not heard a question asked exactly like this one, however they should be able to
understand the question and answer the question. They are more or less comprehended
the question so that they can answer it because they should know the answer.

3) Now write your own equation with one variable on each side. Then solve.

Application, this question is asking them to create their own equation. I am not giving
them any numbers; this question is all up to them to see if they can apply their own
knowledge with any help from a book or a teacher. Then they have to solve the problem
which is just more practice on doing the math.

4) If I have the equation 2X +3 =3X, what is the overall goal to solve this problem?
Not this solution, but what do we need to do to solve this problem?

Analysis, this question is checking to see if students understand what we are even trying
to do. I do not care about the solution; I want the students to be able to tell me what they
need to do to solve the problem. This is testing more there understanding of the overall
concept instead of their ability to do the math.

5) Critical Thinking- Three times the quantity y +7 equals four times the quantity y 2.
What value makes the sentence true? Is their only one solution?

Synthesis, this question is testing to see if they understand a problem in words. This
problem should not to too challenging however they need to relate the words and
numbers from the same problem. Then the students have to decide if there is only one
solution. This question is synthesis because the students need to relate words and
numbers together and then go into deep questions to decide if there is only one solution.

6) Define a variable then write an equation to solve. Then solve. Twice a number is 220
less than six times the number. What is the number? Briefly explain why you only get
one solution instead of multiple solutions. How do you know there is only one solution?

Evaluation, this question is putting the entire lesson into one problem. The students
need to define their own variable and set up the entire equation. This is a very
challenging problem, thus it is evaluation because it really evaluates where the students
are. Also the teacher should be able to tell exactly what the student needs help in, from a
problem like this because it is asking for several specific things for the student to
do/solve.