LESSON PLAN

TOPIC: RATIO, RATE, AND UNIT RATE

With Blooms Taxonomy

Grade level: 7th Math
North American University
EDUC5312 Curriculum and Instructional Design
Project 1
Bekir Inalhan
Instructor: Dr. Dogan

Blooms Taxonomy

Blooms Taxonomy was found in 1956 by Dr.

Benjamin Bloom with the group of the psychologists at
the University of Chicago that they developed
educational learning objective into level of complexity
and mastery. Blooms Taxonomy build on the six
category and purpose of the this theory is cover the
learning objective in cognitive.

Blooms Taxonomy of cognitive

originally Bloom Taxonomy includes 6 group and Andersons revised
this taxonomy with another 6 six group.
Blooms Original Taxonomy 1950s

Knowledge
Comprehension
Application
Analysis
Evaluation
Synthesis

Andersons Taxonomy 1990s

Remembering
Understanding
Applying
Analyzing
Evaluating
Creating

Blooms Taxonomy of cognitive process

Knowledge: Recall or recognition of factual information ex: what is

25 square
Comprehension: Show an understanding of given information ex:
explain how to use 25square to show multiple of the 2.
Application: Use some previous knowledge, rule method in a new
situation ex; color in square and triangle.
Analysis: Break information into parts to explore understandings
and relationship ex: compare multiple of 3 and multiple of 4 on same
square
Synthesis: Put together ideas in a new way to develop a new
product or original product. Ex: create color code for the factor and
multiplication chart
Evaluation : judge the value of material or ideas on the basis of new
criteria

Remembering: Students will be able to remember what is

fraction and how simplifying fraction from before this
chapter with asking warm up question to recall earlier
subject which they learn earlier.

Understanding: Students represent and solve

proportional relationship:
Calculate unit rate from rates
Represent rates of change given a table, verbal
description, equation in real graph
Determine constant of proportionality

Applying: Students will able applies mathematical

process standards to represent and solve problems
involving proportional relationship.

Analyzing: Students will able to explain how to

solve problem ex: Lisa hike 1/3 miles every 1/6
hour. How far does she hike in 1 hour? Student
will explain how to set up proportion and solve
this problem

Evaluating: Students will able to define and will

connect proportional and non-proportional
relationship and slope and proportionality and
direct variation.

Creating: Students will able to create real word

problem to write in math expression to figure out
it.

Informational Objective: Students represent and solve

proportional relationship calculate unit rate from rates or
rate of change given a table, verbal description, equation, or
graph and real world problems.

Self Evaluation
I evaluated myself that score was 90. I have been teaching more
than 10 years and every year I learn new stuff and believe I will
learn more. My school use interdisciplinary planning that we
share our plan with school team and get help from expert
teacher. Also we have to follow curriculum that curriculum
consist all lesson activities. Also I believe teacher can make
connection between students and subjects. In addition, I believe
that it does not matter how much do you experiment on your
subjects which you teach you always learn new things. And
There are many thing I need improve myself to during lecturing,
activities, or subjects.

References:

Anderson, Lorin W.; Krathwohl, David R., eds.

(2001). A taxonomy for learning, teaching, and
assessing: A revision of Bloom's taxonomy of
educational objectives. Allyn and Bacon

2006-2013 by http://www.pedagogyideas.com
https://en.wikipedia.org/wiki/Bloom%27s_taxonomy