MATHEMATIC TEACHING PLANNING

PRESENTING INFORMATION

Group : 6

Member’s names of Group:

Deti Fitri /A1C010003 /The 5th

Semester

Yeni Astria /A1C010034 /The 5th

Semester

Arie Nugraha /A1C010035 /The 5th

Semester

Herlita Fitria /A1C010039 /The 5th

Semester

Nopen Satria /A1C009074 / The 7th

Semester

Musakim Bilal /A1C009071 / The 7th

Semester

Lecture:

Dewi Rahimah, S.Pd, M.Ed

PROGRAM STUDI PENDIDIKAN MATEMATIKA

JURUSAN MATEMATIKA DAN ILMU PENGETAHUAN ALAM

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS BENGKULU

2012

Group Work

1. Give comments on the following video by connecting it to the

responding to english language learners when presenting

information!

Answer :

On the first video we can see strategies previously mentioned are

also helpful for English Language learners and mathematic learners.

That man explain about volumes of pyramid and prism. We can try

on the class when teach about volume. Followings ideas from this

video:

a. A man use props for demonstrate relationship between

pyramid and prism with same high and same base. That is

shape and liquid.

b. When a man present, he enunciates clearly, but don’t raise his

voice. We can hear at the process demonstrate.

c. A man use Repetition for help understanding. He repeats

demonstrate with different shape. And So, we can see on last

video at conclusion about volume. A man repeat a conclusion.

d. A man explain slowly step by step and use brief pauses at

natural points to allow learners to process.

e. On whiteboard, A man write a formula on the bottom of figure.

Volume of pyramid is V= 1/3 Bh. Volume of prism is V= Bh.

f. A man always making sure to emphasize key vocabulary

words like pyramid, prism , square pyramid , square prism,

tringular pyramid, tringular prism, cone, cylinder. And He

don’t use idioms and slang.

2. Give comments on the following video by connecting it to the ideas

that may help in planning demonstration.

Answer:

On the second video, we can . Remember that it is important to

actually do the demonstration rather than to simply tell how to do it.

You can increase student understanding about the information

being taught by giving effective demonstrations, along with clear

explanations.

a. This method can improve students' understanding of the

concept of a circle, how to determine the circumference and

diameter of a circle. Demonstration of learning methods to

improve the activity, students in learning.

b. teachers can emphasize important words, such tools are used:

Circles, calculator, pencil, thread, and scissors. Then there are

the coordinates of the emphasis which consists of a round the

x-axis and the axis of the object across the objet.

c. in this video, the words that are used quite consistent.

Students are not to be confused with the words that are used

because of early teaching until the end of the words used is

appropriate and not out of the learning material.

d. measures used is good because it step by step. But it helps if

students are given practical modules that students can try for

themselves and use their thinking so that they know the

concept of what they will be.

e. This video has been used in a real object which coordinates

boards and other tools.

More video is good, because it describes a theory not only by

theory but not directly to the performance / practice, students

will better understand the learning process if it is done as in

this video.

3. Give examples responding to diversity when planning visual

supports in teaching one topic in mathematics.

Answer:

the teacher will explain about beam : For example teacher use the visual supports is power point Teacher want to explain about triangle

try to use simple

language, for

example, as shown above, to describe the triangle directly

using example. like a triangle has three sides and three angles.

for the example:

the slide shows that the sentence of the long side underlined and colored red to indicate that the sentence is a key sentence in the division of the triangle.

the slide shows that the sentence of the three sides the same lenght underlined and colored red to indicate that the sentence is a key sentence in the division of the triangle.

all slides were teached by teachers should also be printed,

and then distributed to the students, because each student's

understanding is different - different, there are students who

just by looking directly understood but there are also students

who took at look at and read over and over again then

understood.

For example

on the xample slide above, the teacher also insert images

isosceles triangle, so students will easily be imagined and can

clearly distinguish the form of an isosceles triangle.

4. Give examples responding to diversity when giving directions in

teaching one topic in mathematics. 

Answer:

Examples responding to diversity when giving directions in teaching

one topic in mathematics is Teacher give students a task to find

area of triangle base a question or problem given.

a. Directions:

Students, to do this work you have some steps, they are:

1. You must know about formula of triangle areas

2. You must know how much high and base of triangle.

3. Input and calculate high and base of triangle in formula

of triangle areas

Teacher give the directions above in a time, and have student

repeat or paraphrase what are to do. In giving this directions,

teacher use your finger to communicate sep by step to

students. Then, teacher give emphasize to words are bold and

underline. Finally teacher check for understanding by asking

specific questions to prevent cultural misunderstanding.

Teacher says: “do you understand the directions?”, or the

other questions about: “what is the second thing you shoul

do ?” or can you tell me what the key word on every step you

must do ? .