1. MATHEMATICS TEACHING PLANNING
“Thinking About Content”
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
Study Program of Mathematics Education
Mathematics and Natural Science
Faculty of Teachersip and Education Science
Bengkulu University
2012

2. THINKING ABOUT CONTENT
1. The examples for type of knowledge in teaching mathematics:
a. Declarative Knowledge
 Facts
Symbol “ 1 ” used for declaring that number of something
just one.
Symbol “ : ” is the symbol of division operation.
 Concepts
Concept of quadrilateral. All quadrilateral have four sides
and four angles.
Concept about the sum of interior angels of a Triangle. All
triangles have sum of the interior angles equals 1800 .
 Principles
Two congruent right triangle if it is combined, will shape a
square.
Two straight lines aren’t parallel and located in a plane will
have intersection in a point. And two straight lines are
parallel and located in a plane will not have intersection in
a point.
b. Procedure Knowledge
a. Knowing how to calculate percentile.
b. Knowing how to draw perpendicular line with a line of a point
located at the line.
2. The example for way in creating a diversity responsive curriculum
in teaching mathematics:
a. Teaching content about diversity
Teacher gives an understating of the formula on rectangular
prism volume. Then, teacher give task for calculating how

3. much volume of the water needed by school’s bathing tub, so
it can be full of water.
Students can apply the concept of rectangular prism formula in
their life. Such as: counting volume of aquarium, volume
cardboard.
b. Teaching content that is complete and inclusive
Material :Trigonometry
Contributing: students involve in the process for counting the
height of a tree directly.
Voice: students discuss the result of their activity (counting
the height of a tree) and they ask the opinion of every member
in a group. For instance, how high the tree if known the
elevation angle is 450.
Perspective: students give a piece of their mind to the appear
problem when they do observation.
Students can find the satisfy solution (result of the tree’s
high) from the practice that they have been done.
By using observation, they can take general conclusion from
trigonometry formula.
c. Connect to the content taught to students’ life
Equipment : Bridge cards
Students in junior high school have hobby to play bridge cards.
Then, teacher use bridge cards for counting the probability.
Firstly, teacher asks students to bring bridge cards. Then,
teacher ask students to play bridge. In other side, teacher also
asks students to count the probability while they were playing
the bridge. For instance, counting the probability of red card
in the first taking.

4. Equipment : full color pictures
Students of elementary school in first grade usually enjoy full
color pictures and in this age, students have understood about
concrete things. It can be used for teaching students in
addition and subtraction concept. It’s appropriate with unit
props where there are many pictures loved by children in that
props. For instance, the girls love flowers and the boys love
cars. By using that pictures, student will be easy to answer
teacher’s question. For example, teacher asks how many
pictures are there in his/her hand. By using their loved
pictures students can understand easier about addition and
subtraction concept.
3. The examples for understanding in teaching mathematics
Material : Linear Equation in Two Variable
a. Introductory knowledge
On a table, there are five books and eight pens. Then, teacher
take two books and three pens. After that, teacher asks to
students how many books that we will get if we add two books
and three books again. Then, teacher explains that this thing
related to concept about linear equation in two variables.
b. Develop a thorough understanding of important knowledge
and skills
Teacher explains linear equation in two variables specifically.
The way for adding and subtraction in linear equation. The
teacher gives example addition in story problem.

5. c. Strengthen students’ understanding of previously learned
information
After teacher finished their explanation about linear equation
in two variable. Then, for deepening the student’s
understanding, teacher give task to the students related to the
material.
Material : concept of arithmetic operation
a. Introductory knowledge
Teacher gives comprehension about subtraction by using coins
valued Rp 500,00. Teacher has ten coins valued Rp 500,00. So,
the sum of teacher’s money is Rp 5000,00. Then, teacher gives
money valued Rp 2000,00 to the students A and Rp 500 to
student B. Then, teacher asks student to think how many coin
left in the teacher.
b. Develop a thorough understanding of important knowledge
and skills
After teachers explained all material, teacher explains the
other examples. Teacher explains the addition and subtraction
concept specifically. Teacher explains all kinds of arithmetic
operation such as addition and subtracting related to the
linear equation’s problem.
c. Strengthen students’ understanding of previously learned
information
For strengthen the understanding of students in arithmetic
concept such as addition and subtraction. Teacher gives post
test to examine the understanding of the students.

6. 4. The example for analysis in teaching mathematics
a. Subject matter outlines
Identify problem related to linear equation system, determine
mulberry from of the problems as variables, make the
mathematics model, solve the model, and interpreted the
solution.
b. Concept analysis
Students analyze statistics data. For instance, given disordered
single data. Then, teacher asks student to look for the modus,
kuartil, percentile. In this activity, students have to analyze the
data first, so that they can get modus, kuartil, percentile by using
the formula.
c. Principle statement
In the statistics case where students have to determine average
and the standard deviation of given data. Here, we get relation
between average and standard deviation. For getting standard
deviation, we have to find the average of the data first.
d. Task analysis
How to make frequency distribution
1. Arrange data from smallest up to biggest.
2. Determine the range.
3. Determine how many the interval class are there.
4. Determine how long the interval class.
5. Choose lower point of interval class.