Mathematics teaching planning

Skill development

Group 8 :

1. Kartika Candra (A1C010019)

2. Eki Rahmad (A1C010042)

3. Miftahul Jannah (A1C010020)

4. Rika Febrianti (A1C010021)

5. Mariza Elianora (A1C010038)

Teacher : Dewi Rahimah, S.Pd.,M. Ed

Mathematics Education

Faculty of Teacher and Education

University of Bengkulu

1. A teacher given quis as way sudden without given

information at before. It’s material about circumference of

rectangle. The answer as like below : rectangle has a

length 5 cm and width 8 cm. calculate the circumference of

a rectangle?

In the lesson study mathematic’s, a students faced with

case, is that he asked for finding circumference of table(with real

condition the table have form rectangle and that form not

notified to students)

Cognitive

knowledge =>> Students thinking to combining the form

of table as like rectangle, base on it’s character.

comprehension=>> A students try to think about formula

to finding the circumference of rectangle.

application =>> Students have a conclusion to applying

circumference of rectangle to calculate circumference of table.

Analysis =>> Student determine length and width table as

plane component of the table.

Syntesis =>> Student using formula circumference of

rectangle to calculate the circumference of the table.

Evaluation =>> Teacher correction result of student had

working, if the result is true, so student’s passed the evaluation

stage.

The affective

After cognitive process that doing by student and based

result of think in analysis stage, synthesis stage. The student

begin a process to stimulus receive that gived, if us do calculate

with empiric method and used manual method and using scale

gauges and the result it’s same (proven). Then response that

other student give is them want to doing something that same,

like that teacher give with the first student.

Psychomotor domains

Student do measurement with scale gauges as proven to

calculate caircumference of rectangle.

2. Teacher give student question to calculate 1+2+3+4+ . . .

+ 100 = …

Cognitive

kowledge =>> Student try to look that the question that

want to work connected with material series.

comprehension =>> after students see and understand,

and the question has mind to calculate sum n tribe first series

(Sn). It’s sum 100 tribe first series (S100)

applying =>> so the formula that want to apply is Sn =

(n/2) x ( a + Un).

Analysis =>> student analysis component to

measurement and finding

n= 100 a= 1 U100 = 100

a = tribe first series

syntesis =>> process to work the question by student with

calculate sum of 100 tribe first series

S100 = (100/2) x ( 1 + 100)

S100 = 50 x 101

S100 = 5050

Evaluation =>> teacher correct the work of student and if

the result it’s true, so evaluation stage has complete.

The affective

With the work has passing, so we can see attitude the

student, what the student receive or refuse?. If them understand

with that material, could we say that student receive the material

and want to try the other matter or question about series.

Psychomotor domains

Psychomotor stage can be seen with the involvement of

the student. For example, the teacher asks the student had been

working in front of the classroom.