Task 4: Listing effective questions in Bloom’s Revised Taxonomy table

Levels What pupils need to Examples of possible question Your questions

do structures

Remembering a) Pupils need to - Can you give the name of the What kind of shape do you see?
arrange the shape you have made ?
knowledge that
they learn about - How many types of shapes can
the topic of Is it true that the shapes that you made have
you make using the square and
shapes. the same number of sides?
triangle?
b) Pupils can define
then recall it
back to describe How many side does your shape have?
the label of the
shape.

c) Pupils should
A triangle would have how many side?
identify with
matching with
the name of
each shape

d) Pupils might list

out the formula
of the area of
shape and
memorize it
 while carrying
out the lesson.

Understanding a) Pupils should How do you identify and know the How do you know they got the same area?
identify the shape with the size of how many times
shape they
the area of the square?
create with the
size of the How else do we know the area is the same?
square

b) Pupils can
predict and Do you think that’s a four-sided shape?
explain their
answer using
their estimation
and description.

Applying a) Pupils can How many times of square for one Did any group make a shape that is four
demonstrate on table? sided?
how to solve the
critical HOTS Give the explanation based on the
questions about
formula of the shape.
the topic of Any other group manage to make a four-sided
shape of area. shape?

b) Pupils can try it

in a new context
by using the
 concept of
calculating the
area of shape

c) Pupils can use

the formula to
interpret the
knowledge that
they learn on
applying their
own idea, then
they can start to
sketch 2D and
3D shape areas
to calculate
correctly.

Analysing a) Pupils can - How to calculate the area of …? Anyone else can explain why the different
analyse and shapes have the same area?
explain the - How do you know both of the
details of shape areas of the shape but in
confidently. The shape that you made, is it a bigger area
different sizes?
than this? How many times?
b) Pupils can infer
the area of the
shape
Which shape do you think is the most
c) Pupils can
 prioritise what is common one in this class?
important and
state the reason
logically and How many group manage to get a square?
critically in
different aspect
of the shape Is it really a four-sided?
area

d) Pupils can draw

conclusion in the
form of mind
map and
appraise

Evaluating a) Pupils can - Is it possible to make 3 squares So what if I want to make a shape that has a
design and to get this rectangle? smaller area? What should I do?
create the
compose of - How to identify the 4 sided
different shapes Do you think it’s ever possible to use the
shape is rectangle or square?
by combine area pieces you have, to make a four-sided shape?

b) Pupils need to
reorganise the
formula of the Is it really possible to make a square?
different shapes
to find out the
 total area of the How many time is it as big as this one?
shape

c) Pupils can state

Is it possible to make a for sided shape using
the hypothesis
two triangles?
then summarise
it a short way

Creating a) Pupils can - Which was the better way to Anyone else make a shape different from a
assess the calculate the area without square?
concept of the
making mistakes?
shape by judging
,compare or
- How could we determine the
contrast What else is possible? What do you have?
different shape area of your water bottle?
of area
- Can you sketch the house with
b) Pupils can What other four sided shape is possible?
the suitable base area?
evaluate the
concept properly
while the
questions keep Anyone else manage to make a different four-
changing but still
sided shape?
can find answer
Can you please draw at least two different

shapes that have a same area?