1. MATHEMATIC TEACHING PLANNING
SKILLS DEVELOPMENT
Group Five:
Tria Utari (A1C010028)
Frenti Ambaranti (A1C010030)
Nunung Novisa (A1C010012)
Melia Puspitasari (A1C010014)
Nasri Ardhiansyah(A1C010007)
Course Lecture: Dewi Rahimah, S. Pd, M. Ed
Mathematics Education Study Program
Departement of Math and Science Education
Faculty of Teacher Training and Education
University of Bengkulu
2012

2. 1.. Give comments on the following video by connecting it to the responding to english
language learners when presenting information.
Answer :
a. Using demonstrations strategy, teacher tells us about the relationship between the
volume of the pyramid and the volume of prism, with the same base and high.
And teacher shows the another shapes to look that relationship, such as using the
square pyramid and square prism to show the relationship between the volume of
the pyramid and the volume of prism or using the triangular pyramid and triangular
prism and using the another shape like a cone and cylinder to show the
relationship between the volume of cone and the volume of cylinder.
b. Do the demonstrate clearly from begin until the goals are achieved. Start draw
the figure in the whiteboard and ask to student about the topic, then go to
demonstrate to the student and after demonstrate teacher and student can make
conclusion from demonstration about the relationship between the volume of the
pyramid and the volume of prism .
c. Do the repetition to key term or key point about that topic. When teacher draw
figure, he ask to student about the relationship between the volume of the
pyramid and the volume of prism. When go to demonstrate, teacher explain that
before from the shape has the equal base and high, and from the first demonstrate
has the square pyramid and square prism and the second demonstrate the
triangular pyramid and triangular prism and the last, the cone and cylinder with
the equal base and high.
It must do because it is important to remember when we do demonstrate, so that
the goals can be achieved.
in beginning teacher says both of the figure has the equal base and high, when
demonstrate, teacher says again to introduce the shape and about the relationship
between the volume of the pyramid and the volume of prism, then teacher show
the student that pyramid and prism have the equal base(square in the first
demonsstration) and high. And after the demonstration, write down the
relationship on the whiteboard.
d. When demonstrate, teacher explain the step and explain about what must we
remember (take important point) when we put the blue colour water into the
square prism using the square pyramid, one, two, and three times. And we know
that the pyramid can fill 1/3 of prism.
e. From the steps of demonstration to know the relationship between the volume of
the pyramid and the volume of prism, in the last presenting teacher can give the
conclusion that are about the relationship between the volume of the pyramid and
the volume of prism with write down it on the whiteboard based the result what
the teacher gets.
f. Before the teacher demonstrate, he asks student to know how many times of
pyramid volume equal the prism volume. It is better than teacher ask student
about how many times to take the pyramid that can be put into the prism. Because

3. it is difficult to understand to look the relationship of them if we must arrange the
pyramid into prism.
g. The summarize from video, the teacher write the result of demonstrate about the
relationship between the volume of the pyramid and the volume of prism, so he
get the volume of pyramid is equal 1/3 the volume of prism or the volume of
prism is equal 3 times the volume of pyramid, and the notice it can be happen if
pyramid and prism have the equal base and high.
Or in video, the teacher write :
With
2. Give comments on the following video by connecting it to the ideas that may help in
planning demonstration.
We will comment the video by connecting to the ideas that may help in planning
demonstration per point.
a. Actually act out the skill you are teaching, rather than just explaining and asking
students to imagine what you want them to do
In the video, the teacher has actually act out the skill she is teaching, because she
actually demonstrate how the way to use the props of discovering phi( ). First, she
explains how to use the graph paper, and then she demonstrate all step in
discovering phi( ). It really shows that she is not just explaining and asking
students to imagine what she wants them to do, but, she show them how to do it. It’s
really good.
b. Use a “think- aloud” to explain what you are doing as you do it.
In the video, really, the teacher has explain what she is doing as she do it . Especially
in the part when she demonstrate to find around the object and across the object
with explaining. Also, in the part when she demonstrate how to measure the
circumference and diameter of the circle using some strings with explaining.
c. Supplement the demonstration with visual supports.
Visual supports that is used by the teacher in this video is the graph paper. But, it’s
still not enough. According to our group, the teacher needs to post the steps in

4. discovering phi, just like write the steps in the whiteboard or show the steps using
LCD. Because, if the teacher just do the demonstration and explain it, may be there
are some students that still don’t understand. So we need to use visual support, so
that students can analyze every step while seeing the demonstration and listening
the explanation. But, something that our group see about this video is “everything
that is acted by teacher in this video have been a good visual supports”.
d. Demonstrating the new skill or knowledge only once is generally not enough.
In this video, the teacher just demonstrate how to find the circumference and the
diameter of the circle using graph paper once. Also she just demonstrate how to find
the circumference and the diameter of the circle using strings once. According to us,
it’s not enough. Really, she needs to demonstrate it at least twice. Because, there is a
possibility that in the first demonstration, there are some students that still not
understand what she is demonstrating. But, according to us, the teacher has explain
the demonstrate well. It make the demonstration better although it just done once.
e. Actively involve students in the demonstration as appropriate, being careful about not
asking them to do the demonstration for you.
This video just show the activity of the teacher that is demonstrating and explaining
how to discover phi. But the teacher does,nt involve students in the demonstration.
So, we decide if we want to use this demonstration in class, so we will involve
students in the demonstration. Because, in the fact, if we involve students in the
demonstration, it will make them better to understand the lesson.
f. When teaching a complicated skill, demonstrate each individual step of the skill, but
also demonstrate all steps together.
According to the video, we think that the skill that is demonstrated by the teacher is
not too complicated. It’s simple enough. But, we can see the part when teacher
demonstrate each individual step of the skill. First, the demonstration of using graph
paper, second, the demonstration of using circle object. Also, we can see the part
when teacher demonstrates all steps together, it is the demonstration of both using
circle object and graph paper to find the circumference and the diameter of the
object.

5. 3. Give examples responding to diversity when planning visual supports in teaching one
topic in mathematics.
Increase the number of visual supports used
Example:
Teacher explain a straight line graph equations, so to facilitate the students, the teacher
shows how to draw graphics created using the software, and to better understand their
students, the teachers not only show one example, but more than three examples of graphs.
so that students better understand how to create a graph of an equation.
Be sure that all students, including those who are english language learners, can understand
wording on visual supports (for example, a list of steps for using the reading
comprehension strategy)
Example:
Teacher was explaining about the triangle, and then when the teacher shows a picture of the
triangle to the students, there is a high word triangle, triangle base and coordinate points.
then the teacher should explain to the students in advance what those words mean. so that
students could understand it thoroughly.
Use visual prompts (for example, color code) to highlight essential information
Example:
when the teacher was explaining about the graph there will be significant words from the
image. the teacher to explain and facilitate student understanding, then teachers have to
mark these words by changing the color of the words, or the words to make italic.
Provide individual copies of the visual support (such as checklists of steps to follow for
getting help) for students to have at their desks.
Example:
when the teacher explains about the graph was the teacher should give a copy of the
material he provided to students, so that students can see the teacher penjelaskan from his
seat each. because if it is not copied, it will be difficult for students who are behind the seat
to see the pictures shown on the front of the teacher
Use picture to suplement written words a visual support. for example include picture cues
for behavior expectations written on a poster so that students can read and see what is
expected
Example:
In study of mathematics, for example teacher explain about how to make graph in an
equation knew. Because students that have diversity of ability. So, to help student in
learning, teacher can use software to make graph, and can present in class to students. To
be paid attention, although teacher use software in learning, the teacher also have to know
all of students understand and usage of software. All this because every students have
diversity in learning.

6. 4. give example responding to diversity when giving directions in teaching one topic in
mathematics.
Shorten and simplify directions
Example :
Use comparison method!
Give fewer directions at a time and have students repeat or paraphrase what are to
do (check for understanding).
Example :
Use substitution method!
Write way to solve equation follow:
4x + 2y = 16
3x + y = 8
Cue directions with numbers (for example, “first” or “second”) and gestures
(showing one finger, then two).
Example :
Solve logaritma equation follow with fourth characteristic of logaritma (showing
four fingers) then fifth (showing five fingers).
Emphasize key words with intonations in your voice and with gestures.
Example :
Remember formula : tan = !
Say “tan” with high intonation, during show forefinger. Say “sin” with lower
intonation than before. Then “line” with gesture, do it with drawing in air. Last, say
“cos” with high intonation again.
Make the directions into a list of steps that students can check off as they complete
each step
Example :

7. Drawing particular geometrical cube, easier done on paper puzzle. The steps that
must be done is as follows :
• Draw a square, for example ABFE square that acts as the front side. ABFE field is
referred to as the frontal plane, meaning that the field is made according to the
actual shape.
• The next step, make a line segment that is parallel and equal in length from each
corner of the square has been made before. Ruasruas long the line is
approximately half of the length of the square with a slope of approximately 45 °.
The line AD drawn dashed, this indicates that the segment is located in the
square behind ABFE.
• Then, make a square with a way to connect the ends of the line segment that has
been made before. Name the CDHG square. The square serves as the back side of
the cube to be created. In the picture, it seems that the top side, bottom side, and
a side of the parallelogram-shaped portrayed. The field is called the field of
orthogonal, meaning that the field is not drawn in accordance with the actual
situation.
Check for understanding by asking specific questions to prevent cultural
misunderstanding.
Example :
What specify properties of rectangle prism?