This document describes two skills development activities for mathematics students. The first activity involves students experimenting with dice probabilities by recording results from rolling dice multiple times. This helps develop cognitive skills like calculating probabilities and drawing conclusions, as well affective skills like cooperation, accuracy, and honesty. The second activity has students making rectangular prism frames from wire to develop cognitive skills in calculating lengths and operations, as well as psychomotor skills in measuring, cutting, and assembling with cooperation and accuracy. Both activities aim to strengthen mathematics learning through hands-on experiments.

1. Mathematics Teaching Planning
Skills Development
Group II
Name NPM
Pipin Devi Erasanti A1C010018
Nia Winiarti A1C010004
Risnanda Arifin A1C010027
Alif Aditya A1C010022
Hapni Puspita Sari A1C010037
Semester : V
Teacher : Dewi Rahimah, M. Ed
Program Study of Mathematics Education
Mathematics and Natural Science
Faculty of Teachersip and Education Science
Bengkulu University
2012

2. 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
Throwing 1 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.

3.  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
.

4. 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.