**What level(s) of Bloom’s Taxonomy most closely align with the level(s) of the Van Hiele Model? Justify your thinking.**

** Level 0 **in the Van Hiele Model aligns with Bloom’s

*Knowledge*

**and***category, because both levels require identifying, comparing and naming. Students are merely required to recall information.*

**Comprehension*** Level 1 i*n the Van Hiele Model aligns with Bloom’s

**categories, because both levels require students to analyze and differentiate to determine relationships amongst attributes. Students are required to make discoveries.**

**and Analysis***Application** Level 2 i*n the Van Hiele Model aligns with Bloom’s

**categories, because both levels require students to analyze and research to formulate arguments. Students are required to make predictions and formulate arguments, based on their previous discoveries.**

*Analysis and Synthesis** Level 3 *in the Van Hiele Model aligns with Bloom’s

**category, because both levels require students to test proofs and formulate an understanding of geometric ideas.**

*Synthesis** Level 4 *in the Van Hiele Model aligns with Bloom’s

**category, because both levels require students to assess, argue and conclude. Students are required to create and compare their own theorems, and implement a sophisticated level of thought.**

*Evaluation*

**“How can you use the Van Hiele levels to help students learn mathematics?”**

I can use the Van Hiele Model to help students learn mathematics, because the Van Hiele Model clearly indicates what students should master at each level; thus, I can implement the appropriate activities according to students level of development. Since the model provides the opportunity for students to engage in discovery-based learning, students will gain a better understanding of geometric concepts, and a foundation is laid for the next level of learning and thinking. The model can definitely be used to ensure that students progress beyond a basic, superficial understanding of geometric thinking.

**Develop additional questions that you could ask students if you were to use this lesson in your classroom.**

* Knowledge: *Define area & perimeter.

* Comprehension: *Predict what would happen to the perimeter if you were to place tiles in the corners.

**Application:** Is it always true that the corner tiles add no units to the perimeter? Develop a rationale.

**Analysis: **Compare and contrast the area & perimeter when tiles are placed in the corner, as opposed to any other place. What do you notice?

**Synthesis: **Construct a different design that has a perimeter of 16.** ** Does your design have fewer or more tiles? Explain why.

**Evaluation:** Assess the discoveries you made as a result of engaging in this activity. Were some more beneficial that other? Decide which discover was the best. Justify your answer.