Mathematics Teaching Planning

Skills Development

Group II

Name NPMPipin Devi Erasanti A1C010018Nia Winiarti A1C010004Risnanda Arifin A1C010027Alif Aditya A1C010022Hapni Puspita Sari A1C010037

Semester : VTeacher : Dewi Rahimah, M. Ed

Program Study of Mathematics EducationMathematics and Natural Science

Faculty of Teachersip and Education ScienceBengkulu University

2012

The Examples Of Skills Development

1. Do an experiment for counting the appears probability of each

dice in six times throwing, twelve times throwing, eight teen

times throwing and thirty six times throwing. Firstly, the

teacher explains the usage of the props, then teacher divide

students into 7 groups and each group consist of 4 students.

After that, the teacher gives each of group one props. Every

group begins to do first experiment, they throw the die as

many as six times, then they record the result of each

throwing in the table, such as the example below,

Dice 1 2 3 4 5 6

Throwin

g1 2 0 3 0 0

Then students do the experiment for twelve times throwing,

eight teen times throwing, and thirty six times throwing. After

get all the results, students determine the probability each of

dice by comparison. Finally, students conclude the result of all

experiments that has been got .

Development of cognitive aspect:

The process of students in counting the probability

each of dice according to the experiment results using

formula of comparison, between the quantity of each

appear dice with the quantity of throwing.

Process when students think the conclusion of all

experiments that they have done.

Development of affective aspect:

Cooperation means team work that done by students in

the experiment such as student do task division exactly.

In a group there is a student that’s throwing the die,

seeing and writing the experiment results then counting

the results.

Accurateness means the carefulness of students to see

the sum of dice face that is appears whether for, five or

six.

Honesty means the students write the result base on

the experiment that they have had.

Development of physicomotor aspect:

Students activities when they throw the die.

Students activities when they write the experiment

result in the table.

Students activities when they collect the discussing

results.

2. Make rectangular prism frame by using wire, known the

measure of rectangular prism frame 15 cm in length, 10 cm in

height, 5 cm in width and wire is provided 2 meters in length.

The teacher explains the concept of rectangular prism frame.

After that, students are divided into 5 groups and each of

group consist of 5 students. The teacher provides the

equipments for making rectangular prism frame, they are

wire, ruler, scissors and yarn. Teacher asks student to make

rectangular prism frame by wire that’s provided. After that,

teacher asks student to conclude their discussion result and

present their works.

Development of cognitive aspect:

Students think how long wire that they need to make a

rectangular prism frame. In here, student will count the

length of wire by using formula of rectangular prism

circumference.

Process when student think how many wire that‘s left. In

here, they will do mathematics operation such as

division, multiplication, subtraction.

The process when they think what conclusion that

should be in that task

.

Development of affective aspect:

Cooperation means the students cooperation in team,

for instance the division of the task, there is student

that measure the wire length, cut the wire, splice the

wire.

Accurateness means the students carefulness when

they use ruler to measure the length of wire that’s

needed, cutting and splicing the wire.

Development of physicomotor aspect:

Students activities when cut the wire by using scissors.

Students activities when measure the length of the wire

using ruler.

Students activities when bind the wire for making

rectangular prism frame.

Students activities when present their discussion

results.