ACTION PLAN OF BLOOMS TAXONOMY PRESENTED BY: MRS SAMINA MALIK D.A PUBLIC SCHOOL (O AND A LEVELS)

Lesson 1: PLACE VALUE Remembering: the students must know about the numbers which have one or more digits. Each digit has a place or position having a special name. they are; thousand, hundred, tens, ones. Example 1: no.3 has a place called “ones”. Example 2: the digit 4 in no. 24 has a position called “tens” place. understanding: the students must be able to identify the number valuethrough the position of digits. E.g. twenty six. Ones: 2, tens: 6 To add numbers, they must be set down in the correct columns Applying: by using the above information the students will be asked to write the figures into numbers i.e. thirty four as 34. Analyzing: have students compare numbers by observing their positions. Have them expand numbers by writing the value of each digit i.e. no. 25 = Have them change the expanded numbers back into their shortened form. i.e = 142 one hundred+ 4 tens + 2 ones = 142 Evaluating : notice the importance of positions of digits. A number becomes smaller or bigger by moving it from it’s place. Creating: arrange a few activities such as counting beads or sweets. Have them sorted out into tens and ones. Remembering: the students must know about the numbers which have one or more digits. Each digit has a place or position having a special name. they are; thousand, hundred, tens, ones. Example 1: no.3 has a place called “ones”. Example 2: the digit 4 in no. 24 has a position called “tens” place. understanding: the students must be able to identify the number valuethrough the position of digits. E.g. twenty six. Ones: 2, tens: 6 To add numbers, they must be set down in the correct columns Applying: by using the above information the students will be asked to write the figures into numbers i.e. thirty four as 34. Analyzing: have students compare numbers by observing their positions. Have them expand numbers by writing the value of each digit i.e. no. 25 = Have them change the expanded numbers back into their shortened form. i.e = 142 one hundred+ 4 tens + 2 ones = 142 Evaluating : notice the importance of positions of digits. A number becomes smaller or bigger by moving it from it’s place. Creating: arrange a few activities such as counting beads or sweets. Have them sorted out into tens and ones.

LESSON 2: TELLING TIME Remembering: time can be told in 5 minute intervals by the numbers that are written round the clock or watch. Recall the forward counting by 5s. Learn the units of time; minutes, hours. Understanding: to explain that it takes the minute hand five minutes to move from one number to another number. there are 60 minutes in 1 hour. Applying: by using the above information, practice through problem solving. Writing time in two ways Writing time in two ways: E.g. 5 minutes past 7 or 7:05. 9:30 or half past nine. Analyzing: to think why it is incorrect to write 4:60 or to say 60 minutes past four, When it is 10:40 we can say “40 minutes past 10” or 20 minutes before 11. e.g. How many minutes are there we have learnt between 7:15 and 7:20? Evaluating: we have learnt how to find ending and the time between events.  E.g. How can skip counting help us count the minutes? Creating: arrange some clocks made of paper plates for telling the time and think of activities that take one or two minutes etc.

Lesson 3: FRACTIONS Remembering: to evaluate the students to recognize part of a whole thing. We name it as it’s fraction. Understanding: students must identify a fractional number by knowing the terms “numerator” and “denominator”. Applying: the students should be of the shaded parts out of equal pieces. Analysing: the students must be able to compare fractions on the basis of known information. Evaluating: the students will be asked what “numerator” and “denominator” shows, a certain fraction of a given quantity. Creating: the students may create fractions from the things or food they have.

Lesson 4: MULTIPLICATION Remembering: recall the previous knowledge of addition by forward counting by 25, 35, 55, ___ and so on. Understanding: explaining the concept of multiplication by repeating the addition of the same number certain times. Applying: the students must be able to apply the repeated addition and know their tables. Analyzing: the students must identify the relationship between addition and multiplication. Evaluating: the students will be asked the times tables to check their assimilation. Creating: choose one or more numbers and build times tables and memorize them.

Lesson 5: graphs Remembering; collect different information about the students of a class and form “data” Understanding: the students must distinguish different types of graphs and gather information through data. Applying: the students should be able to record the information by seeing a graph. At the same time they should be able to create a graph through given information. Analyzing: to compare different graphs suitable fo different situations. Creating: choose and create types of graphs with the help of data.