UNIT PLAN: BIVARIATE DATA ANALYSIS (STAGE 6) STANDARD 2

MATHEMATICS, MS-S4

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2
Unit Plan Cont.

Additional Notes.

Class organisation

Divide the class into groups of 4 students for the investigative task throughout the lesson.

Adjustments

Assign groups based on mixed ability. Some students will need some help using technology.

Digital Technologies used

Excel will be used to construct a scatterplot, determine the trendline (line of fit) and the correlation
coefficient. The calculator will be used also to determine correlation coefficient and line of best fit.

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 Lesson Plan

Topic area: Bivariate Data Stage of Learner: 6 Syllabus Pages:71-72

Analysis

Date: 20/3/2017 Location Booked: yes Lesson Number:1/5

Time: 50 minutes Total Number of students 30 Printing/preparation

30 worksheets

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Unit assessment Scatterplots, identifying, and analyses representations of data
describing associations between in order to make inferences,
pairs of numerical variables. predictions and conclusions
MS2-12-2
Formative assessment
MS1-12-9 chooses and uses appropriate
through observation and technology effectively and
MS1-12-10 class discussion and recognises appropriate times for
group work such use

uses mathematical argument and

reasoning to evaluate conclusions,
communicating a position clearly
to others

Cross Curriculum themes Explicit subject specific concepts and skills

None

General capabilities Students interpret biometric data and real world data
and make predictions.
Numeracy

Literacy

Critical and creative thinking

Information and communication technology capability

Personal and social capability

Ethical understanding

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Quality Teaching Elements (lesson focus). Coded sheet below with scores (Attachment 4 (a) and (b) )
Intellectual Quality
This refers to pedagogy focused on producing deep 1.1 Deep knowledge 1.4 Higher-order thinking
understanding of important, substantive concepts, skills and 1.2 Deep understanding 1.5 Metalanguage
ideas. Such pedagogy treats knowledge as something that 1.3 Problematic 1.6 Substantive
requires active construction and requires students to engage knowledge communication
in higher-order thinking and to communicate substantively
about what they are learning.

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

This refers to pedagogy that creates classrooms where criteria 2.5 Students’ self regulation
students and teachers work productively in an environment 2.2 Engagement 2.6 Student direction
clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations
explicit expectations and develops positive relationships
between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more knowledge 3.5 Connectedness
meaningful and important to students. Such pedagogy 3.2 Cultural knowledge 3.6 Narrative
draws clear connections with students’ prior knowledge and 3.3 Knowledge
identities, with contexts outside of the classroom, and with integration
multiple ways of knowing all cultural perspective.

How are the quality teaching elements identified above achieved within lesson (see attachments 4
(a) and (b))

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 Time Teaching and learning actions Organisation Centred

T/S
Intro Review of previous and new terminology Teacher: Leads Discussion. What do T
we already know

5 min Univariate data, bivariate data

Student: Brainstorming
Coordinate geometry

Linear trends
Resources: SmartBoard

Body Todays lesson will cover scatterplots and how to make Teacher: Introduces the lesson and T
them and interpret them. These are one of the most shows Video
essential things we need to learn in the workforce if you
10 min are a scientist or researcher. Highlight this.
Student:

By the end of the lesson we will be able to analyse

representations of two sets of data to make inferences, Resources: Internet/ screen
predictions and conclusions.

Teacher shows video about scatterplots to start

https://www.youtube.com/watch?v=e9YQhqjKNJ4

What are the two variables (dependent and

independent)

Show video about patterns in scatterplots Teacher: Provides a number of T

scatterplots with different patterns
10 min https://www.youtube.com/watch?v=CWnfwZRAuaY

Student: Student actively participate

Patterns in scatterplot examples questions: Attachment in discussion - feedback S
1

Resources: Internet, screen

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 Group exercise with a worksheet and data to plot Teacher: Walks around helping T

20min (Attachment 2)

Explain to class what is expected of them: Construct a Student: Group work Mixed ability S
scatterplot in both excel and graph paper in your group and Group presentation
using the data presented on the worksheet and answer
the questions. Resources: Laptops, excel,
worksheet, graph paper
Point Out: Data obtained by measuring physical
characteristics, such as height, arm span and bone length
are called biometric data.

Give out graph paper

Need Laptop using Excel.

Choose one group to present their work so answer is

presented to all class and discussed
One group presents work
Conclude at end: Body measurements usually have a
moderate to strong linear relationship

Teacher makes this conclusion

Conclusion We have covered scatterplots… Teacher: summarised and asks for T

feedback
Teacher asks questions to assess understanding and
plans for next lesson. We will talk about the
5min mathematical formulas and rules to define the patterns S
in next lesson. Student: Answers questions

Summarise results – Notes for HSC – complete for

homework, collected at end of unit Resources: None

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Attachment 1

Attachment 2 (a): Worksheet

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Attachemnt 2 (b) solution

Attachment 3: Example Notes (summary) from lesson

Scatterplot

Scatterplot is a graph of ordered pairs of numbers

Each ordered pair is a dot on a scatterplot

Interpreting a scatterplot:

1) Look for a clear pattern

2) Linear relationships – approximate a straight line
3) Non-linear relationships – approximate a curve

Correlation (descriptive only for now) – strength of the linear relationship

Positive correlation – Both quantities increase or decrease at the same time

Zero correlation- No relationship between quantitates

Negative correlation – One quantity increases and the other decrease

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Reflection

What have I learned about the teaching and learning process when preparing this lesson?

This is included in the 750 word reflection at the end of the assignment. Additional comments are
that timing of the lesson and staying on task will be the main concern for the teacher. Planning prior
to the lesson for any changes if lesson doesn’t go to plan. For example if the video doesn’t work the
teacher will present what is in the video and be mindful that some of the lesson may move into the
next lesson if required. I have used scaffolding in the first lesson so that all necessary items are
learnt by the students before the group activity. It is important to gauge the amount of teaching is
teacher centred and student centred and where appropriate make the lesson as student centred as
possible. Investigative style learning and group work is where deep understanding occurs and this
will help students in later lessons. The final comment is to make the lesson as engaging as possible
as mathematics is better learnt in an engaging environment.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

MS2-12-2 Observation of understanding through group work and final

presentation and discussion

MS1-12-9 Observation of understanding through group work

MS1-12-10 Final discussion of results with presentation and class

discussion with questions from teacher.

WHS

What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson?
Using your syllabus and support documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?

First Aid plans

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Attachment 4: (a) From Quality Teaching in NSW public schools: An classroom practice
guide (2003)

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Attachment 4: (b) From Quality Teaching in NSW public schools: An classroom practice
guide (2003)

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 References

Video 1- Scatterplots - https://www.youtube.com/watch?v=e9YQhqjKNJ4

Video 2- Correlation - https://www.youtube.com/watch?v=CWnfwZRAuaY
Bootsma, K., Hamper, S., Willard, M. & Yen, R. (2013). New Century Maths, 12
Mathematics General 2, HSC Course, 3rd Edition, Nelson Cengage Learning. South
Melbourne VIC.
Mathematics Standard Stage 6 Syllabus 2017, NSW Education Standards Authority from
http://syllabus.nesa.nsw.edu.au/assets/mathematics_standard/mathematics-standard-stage-6-
syllabus-2017.pdf
Powers, G.K. 2017, HSC Mathematics General2, Cambridge Checkpoint maths, Cambridge
University Press, Australia.

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Assessment 2 – Summative assessment
Facts and Formulas for the assessment

Correlation Coefficient

Correlation coefficient (r) measures the strength of a linear relationship (-1 less or equal too r which
is less than or equal to +1)

Positive correlation (0 to +1) – Both quantities increase or decrease at the same time.

Zero correlation (0) - No relationship between quantitates

Negative correlation (-1 to 0) – One quantity increases and the other decrease.

Nb. (Students don’t need to know how to calculate the correlation coefficient) The equation is just
placed below for interest

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Unit Assessment – Bivariate Data Analysis

Name: Class:

General instructions:

Reading time – 5 mins

Working Time -40 mins

Write using a black pen

Calculators may be used

Formulae are presented at top of paper

In Questions 6-10 show relevant mathematical reasoning and or calculation

Total marks 30

______________________________________________________________________________

Section 1

Attempt 1-5 (5 marks)

Allow about 10 minutes for this section

______________________________________________________________________________

1) The graph shows a line which has an equation in the form y=mx+b

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2) Which graph best shows data with a correlation of 0.3

3)

4) What is the best description between living standards and life expectancy

(A) Zero correlation

(B) Constant correlation

(C) Negative correlation

(D) Positive correlation

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5) The graph shows a scatterplot for a set of data

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Section II

25 marks

Attempt Questions 6-10

Allow about 30 minutes for this section

6) Ahmed collected data on the age (a) and height (h) of males aged 11 to 16 years.

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7. Five students sat both a Physics and Chemistry exam. Their results are shown in the table: the
mean and standard deviation of each exam are also shown:

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(7) (b) The graph shows the life expectancy of people born 1900 and 2000.

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8) The shoe size and height of ten students were recorded

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9) (a) What do you expect would the relationship be between:

(i) Car price and Age of car? What type of correlation

(1mark)________________________________

(ii) What is the dependent variable and what is the independent (1 mark)
_____________________________

___________________________________________________________________________
(iii) What would I plot on my x axis and what do I plot on the y (1mark)
___________________________________________________________________________

(b)
Using the graph below, describe any patterns, associations, or outliers.

Birth Month vs Pets Owned

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9
8
7
Pets Owned

6
5
4
3
2
1
0
0 1 2 3 4 5 6 7 8 9 10 11 12
Birth Month
(numerical)

2marks

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

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 10) Graph the data below and provide a description of the data. (6 marks)
Car Age
0 1 2 3 4 5 6 7 8 9 10
(years)
Car
Value 35 32.5 29 23 17 11 5 3 2.5 2 25
(1000's)

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Section II extra writing space

If you use this space, clearly indicate which question you are answering

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

_________________________________________________________________________________

__________________________________________________________________________________

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Assessment 2 – Bivariate Data Analysis – Marking Criteria and Sample Answers

Section I – Multiple Choice Answers

Question Answer
1 A
2 A
3 B
4 D
5 B

Section II

6) (i)

(ii)

(iii)

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(6) cont (iv)

(v)

(7) (a) (i)

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(7) cont (a) (ii)

(7) (b) (i)

(7) (b) (ii)

(8) (i)

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(ii)

(iii)

Teacher Notes:. Question 9 (a) positive (b) dependent = car value, independent Car Age (c) x-axis
(car age), y-axis (car value)

(b) assesses students’ ability to interpret data given a scatter plot. Question 2 requires students to
create a scatter plot and interpret the data based on their scatter plot.

Students should note that there is no relationship or association with the data and there is an outlier
at the 6 month with a value of 9 pets. If a student says there is a nonlinear association, it is an
incorrect statement.

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(10)Possible graph below, students may vary axis labelling. There is a negative, nonlinear association
between car age and car value with an outlier for the car that is 10 years old with a value of $25,000

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35
30
Car Value (1000's)

25
20
15
10
5
0
0 2 4 6 8 10 12
Car Age (years)

Mapping
Grid
Question Marks Content Syllabus outcomes
1 1 ACMGM041, ACMGM042, 30 MS-A2
2 1 ACMGM053, p71 MS2-12-2, MS2-12-7, MS2-12-9, MS2-12-10
3 1 ACMGM053, p71 MS2-12-2, MS2-12-7, MS2-12-9, MS2-12-10
4 1 ACMGM053, p71 MS2-12-2, MS2-12-7, MS2-12-9, MS2-12-10
5 1 ACMGM053,p71 MS2-12-2, MS2-12-7, MS2-12-9, MS2-12-10
6 (i) 1 ACMGM059, p71 MS2-12-2, MS2-12-7, MS2-12-9, MS2-12-10
6 (ii) 1 ACMGM059,p71 MS2-12-2, MS2-12-7, MS2-12-9, MS2-12-10
6 (iii) 2 ACMEM141, p 71 MS2-12-2, MS2-12-7, MS2-12-9, MS2-12-10
6(iv) 1 ACMEM141, p71 MS2-12-2, MS2-12-7, MS2-12-9, MS2-12-10
6(v) 1 ACMGM061,p 71 MS2-12-2, MS2-12-7, MS2-12-9, MS2-12-10
7 (a) (i) 1 ACMGM054,p71 MS2-12-2, MS2-12-7, MS2-12-9, MS2-12-10
7 (a) (ii) 3 ACMGM057,p71 MS2-12-2, MS2-12-7, MS2-12-9, MS2-12-10
7 (b) (i) 1 ACMGM061,p71 MS2-12-2, MS2-12-7, MS2-12-9, MS2-12-10
7(b) (ii) 2 ACMGM059,p71 MS2-12-2, MS2-12-7, MS2-12-9, MS2-12-10
8( i) 1 ACMGM052,p71 MS2-12-2, MS2-12-7, MS2-12-9, MS2-12-10
8(ii) 1 ACMEM141,p71 MS2-12-2, MS2-12-7, MS2-12-9, MS2-12-10
8 (iii) 1 ACMGM054,p71 MS2-12-2, MS2-12-7, MS2-12-9, MS2-12-10
9 (a) (i) 1 ACMGM053,p71 MS2-12-2, MS2-12-7, MS2-12-9, MS2-12-10
9 (a) (ii) 1 ACMEM140,p71 MS2-12-2, MS2-12-7, MS2-12-9, MS2-12-10
9 (a) (iii) 1 ACMEM140,p71 MS2-12-2, MS2-12-7, MS2-12-9, MS2-12-10
9 (b) 2 ACMGM052,p71 MS2-12-2, MS2-12-7, MS2-12-9, MS2-12-10
10) 4 ACMGM052, p71 MS2-12-2, MS2-12-7, MS2-12-9, MS2-12-10

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References
Question 1 – NESA - HSC 2 unit maths – 2016 Question 14

Question 2 – NESA - HSC 2 unit maths – 2013 Question 2

Question 3 – NESA - HSC 2 unit maths – 2008 Question 1

Question 4 - Powers, G.K. 2017, HSC Mathematics General2, Cambridge Checkpoint maths,
Cambridge University Press, Australia. Page 89.Question 250.
Question 5- NESA - HSC 2 unit maths – 2016 Question 3

Question 6 – Question 28 (b) 2013 and Marking Guidelines

Question 7 – Question 29 (d) and (e) -2016 and Marking Guidelines

Question 8 – Question 28 € 2015 and Marking Guidelines

Question 9 (a) L Miller

Question 9 (b) and 10) from http://www.cpalms.org/Public/

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Assessment 1- (alternative) – Bivariate statistics
Name: Class:

Date:

 Time to complete: 2 class lessons (100mins)

 Show all relevant mathematical reasoning and/or calculations
 Marks are given in the form of a rubric
 This assessment is your last chance at learning the topic for the individual assessment
required at the end of this topic

ACTIVITY
Bivariate Numerical Analysis: Fitting a trend line and the correlation
coefficient (Excel 2007)
You will need to get a Random Sample from CensusAtSchool

Go to the site: http://www.abs.gov.au/censusatschool

Follow the instructions in the green box.

How to Get a Random Sample from CensusAtSchool

Go to the CensusAtSchool Random Sampler to download a sample.

Reference year: (select year) Sample size: At least 30 students

Select questions: Height, Foot Length

Location: Select location Year level: (select a range of year levels)

To protect privacy there is a rule built into the sampler that the requested sample size cannot
exceed 10% of the respondents for the parameters entered.

TASK OUTLINE:

From CasQ_24A and CaSQ_24B you are going to use a scatter plot and trend line to test Tilly’s
assertion that a person’s height is 7 times their foot length.

1) You should have downloaded data in a excel spreadsheet.

2) Create a scatter plot in Excel of the data you retrieved from the Census site
Note – while it is reasonable to expect a certain amount of variation in people’sheight
height and foot length, there may be some values in the sample that are obviously outside
this reasonable range. These values are known as outliers, may have been caused by error in
the input and need to be removed.

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3) Identify any points in your scatter plot you believe are caused by errors in your data. Do this
by hovering your cursor over the point to discover the coordinates of the outliers. Go to the
main menu of the spreadsheet and find the data that is an outlier and remove each error
pair or row of your data. This will automatically remove it from the scatterplot.

4) Adjust the axes to get the best possible view of your scatter plot. Label the axis and title
using the menu. To access the menu to add labels note there is a cross in the upper right
hand corner of the chart. Click on this cross and it takes you to the menu chart elements.
Label the chart.

5) Obtain a trend line by right clicking on the graph and selecting Add trendline. It will come up
with a number of options but you will choose a linear trend for this exercise. Put on the
equation of the line onto the graph.

6) Click on three of the original data points that appear on, or very near, the trend line. Enter
the values into a table on your spreadsheet. In the third colum write the formula to see how
many times bigger height is than foot length. Find the mean of these three calculations. Use
MEAN function in excel.

7) Find the correlation coefficient (Pearson’s r) by typing into a cell ‘Correlation’ and then to it
enter the formula = CORREL then highlight the two columns of data, and a blue box will
appear around the columns. This process will enter the cells (Ano:Bno). The data that has
been highlighted will be used in the formula. Note the correlation coefficient of the data is
different to the R squared value on your chart.

(note to students)

8) Use the mean found in Question 7 to answer how many times greater a person’s height is
than their foot length.

9) Test this theory using three people in your group. Find their foot length. Use your result to
estimate their height.

10) Create a presentation of all the work you have done and each person a role in each group
what they need to present. Mention the aim (one person) methodology (one person). The
Results (one person) and a list of conclusions and recommendations (one person). There
should be 4 slides. The results should describe the association between the variables.
Describe the direction of the association. Is it positive or negative? Is the form of the

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 association linear or non-linear? Describe the strength of the correlation. Is it strong,
medium or weak? What does the correlation coefficient tell you about the relationship?
Look at verbs to describe things

11) Write an individual report of your investigation including:

Aim, method, results and conclusion.
How accurate you think your results is
What factors may affect the accuracy of your result
Whether a trend line is a useful tool to make predictions
A discussion of how you could obtain a result that more accurately describes the relationship
between height and foot length for a particular sample of people

References
CAP THAT! Captioned for learning, retrieved 2016
http://www.capthat.com.au/resources/lesson-plans/maths

Censusatschool, http://www.abs.gov.au/censusatschool

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Rubric for assessment one (alternative)

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Present a 750 word critical reflective justification for the strategies and choices employed in
developing the unit, lesson and assessment tasks.

The unit

The unit presented in this assignment is part of the HSC Mathematics Standard syllabus
where students learn about the topic bivariate data analysis. Each lesson is designed to be as
student centred as possible with group activities that are of an investigative nature so that
students can learn together and from each other so that deep understanding and higher-order
thinking are achieved by applying, analysing and evaluating within each lesson (Bloom’s
Taxonomy, 2014). A student-centred approach students are more actively and fully engaged
in their learning, demonstrate better critical thinking and reasoning skills and transfer what
they have learnt to new contexts. It also is very beneficial for students who are passive
learners or students with disabilities (Loreman, Deppeler, Harvey, 2011). The activities have
been designed using real world data and also to provide good use of the technology. The
curriculum documents advocates connections to the real world as a way of motivating and
engaging students (Goos, Stillman & Vale, 2007. Use of technology in maths classrooms are
effective in improving learning outcomes (Orlando and Attard, 2015). The use of excel has
been emphasised as it is one tool that will be extensively in my past career as a scientist and
will provide students with good skills for future employment. A presentation and report are
part of the alternative assessment as they are skills that can benefit a student in their future
working life. These activities are in line with capabilities etc.

The unit is spread over 5 lessons of 50min. The first two lessons are where the topic is
introduced with the combination of teacher led instruction and with presentation of videos.
Topics in the unit are taught in a progressive sequence and are scaffolds for the following
lesson. Every opportunity to include students in discussion are met so that there is feedback
on their learning. Two assessments presented in the unit with the first a project done in
groups which is a formative assessment and the second is a HSC style summative assessment
so that students have some experience with typical questions prior to the HSC. This
assessment can become part of their notes on the topic. Both assessments provides a measure
of the learning outcomes.

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Inclusivity is incorporated into the unit so that different learning needs are catered for. Group
work and the use of multiple means of representation provide a good learning environment
for all students. The formative assessment is particularly useful as it has the ability to
challenge the gifted students and to also help students who find individualised topic tests
more difficult and anxiety promoting.

The lesson Plan

The lesson plan used a number of strategies aiming to deliver the syllabus outcomes with a
high level of intellectual quality, quality learning environment and significance. The lesson
plan starts off with a brainstorming session as a recap of old terminology and the introduction
of new terminology. It follows with the topic of scatterplots which is the main method used
for analysing bivariate data. The lesson incorporates technology, videos and group work. This
provides engagement and caters for a differentiated classroom. An easy task is done at the
end of the first lesson using biometric data within groups. The same set of data is used in the
second lesson so continuity of ideas are maintained throughout lessons. Student outcomes are
assessed through formative assessment during the lessons as the teacher observes student
participation and engagement.

The quality teaching model was used as a guide to achieve the outcomes from the NSW
Mathematics General Stage 6 Syllabus (2012). I have carried out a coding exercise on the
lesson presented in this assignment and it scores at a reasonably high level. Introducing more
cultural data and more student directed activities could have increased the final score.

The assessments

The summative assessment presented in this assignment was a typical HSC style set of
questions with the sole purpose to prepare students for the HSC. This style of assessment
does not generally test for higher-order thinking and creativity but as the HSC has a major
influence on students’ entry into university and to future careers it is necessary to practice for
it. The alternative assessment allows for creativity and higher order thinking through the use
of using a real life example, applying technology and analysing, reporting and presenting and
addresses levels in Bloom’s taxonomy (2014). Students are not marked on the group part of
the alternative assessment. A rubric is used to assess understanding and performance of the
students. The rubric is designed to be part of the learning by providing detailed feedback to
each group. Both students and teacher can evaluate learning and teaching and see areas for
improvement. Rubrics help students understand the goal of the assignment (Andrade, 2005)

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so the rubric is given out before the assessment so that students know what they need to do to
achieve the best results. The individual report associated with the alternative assessment is
part of the assessment and is a homework exercise to make sure the alternate assessment is
taken seriously.

Conclusion

This unit has been designed to demonstrate the use of bivariate data analysis in real life
situations using a number of teaching strategies. The aim of this unit is to achieve the
learning outcomes in the most time efficient and engaging way and allowing for assessment
of each student as an individual and as part of the final HSC ATAR mark.

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 References (essay)

Goos, M., Stillman, G., & Vale, C. (2007). Teaching secondary school mathematics:
Research and practice for the 21st century. Crows Nest, N.S.W.: Allen & Unwin.

Goodrich Andrade, H. (2005). The Good, the Bad, and the Ugly Source: College Teaching,
53.(1), 27-30.

Loreman, T., Deppeler, J., & Harvey, D. (2011). Inclusive education: Supporting diversity in
the classroom (2nd ed.). Crows Nest, Australia: Allen & Unwin

Mathematics Standard Stage 6 Syllabus 2017, NSW Education Standards Authority from
http://syllabus.nesa.nsw.edu.au/assets/mathematics_standard/mathematics-standard-stage-6-
syllabus-2017.pdf

Orlando, J. & Attard, C. (2015). Digital natives come of age: the reality of today’s early
career teachers using mobile devices to teach mathematics. Mathematics Education Research
Journal, 28, 107-112. doi:10.1007/s13394-015-0159-6

Quality Teaching in NSW public schools: An classroom practice guide, © State of NSW,
Department of Education and Training Professional Learning and Leadership Development
Directorate, 2003, RYDE NSW. Good

Quality Teaching in NSW public schools: An assessment practice guide, 2nd edn. © State of
NSW, Department of Education and Training Professional Learning and Leadership
Development Directorate, 2006, RYDE NSW.

Revised Bloom’s Taxonomy, Retrieved from UTAR 01/22/2014,

http://www.utar.edu.my/fegt/file/Revised_Blooms_Info.pdf

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