1. MATHEMATICS TEACHING PLANNING
Critical Teaching Skills for
Presenting Information
GROUP 8:
1. KARTIKA CANDRA (A1C010019)
2. MIFTAHUL JANNAH (A1C010020)
3. RIKA FEBRIANTI (A1C010021)
4. MARIZA ELIANORA (A1C010038)
5. EKI RAHMAD (A1C010042)
SEMESTER 5
COURSE LECTURER: DEWI RAHIMAH, S.Pd., M.Ed.
MATHEMATICS EDUCATION STUDY PROGRAM
DEPARTMENT OF MATHEMATIC AND SCIENCE
EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY BENGKULU
2012

2. 1. Give comments on the following video by connecting it to the
responding to english language learners when presenting
information.Following are more ideas:
a. Men in video presentation this content by used props
b. Men in video explanation this content enunciate clearly and for my
group, his voice to slow. So, some word that he say, We don’t
understand.
c. Men in video do some repetition for instance he say that “ equal
height and equal base” so we always remember it and understand it.
d. I agree with men in video, he don’t speak too quickly and he use
brief pause. But, his voice too slow at some word.
e. he written on the board is not in accordance with his demonstration.
He demonstrated that three times volume of pyramid equal the
volume of prism. But, he directly write that volume of pyramid ( V=
1/3 bh),for student who have low comprehension level, they can
difficult.so, it is important to write down volume of prism equal
three times volume of pyramid(Vprism = 3.Vpyramid).
f. in explaination, we don’t find his idiom and his slang.
2. Give comments on the following video by connecting it to the ideas that
may help in planning demonstration.
 For example from the video, we know that teaching not just explaining
or asking student. But, we act out to student. At time teacher give us
practice, teacher for first time introduce props that will be use. Let
teacher hold up scissors together with told or at time teachers have
circle object and give know us with say and hold up the props.
 Use a “think-aloud” to explain what you are doing as you do it. As a
teacher, we prepare our lesson study before all of us teaching to
student. For example; things that will be used, steps work, and etc.
 As teacher the visual support if we have used props. We give student
know what kind of props that may be use. So, any real props that

3. students look. Example; at introduce in practice using is scissors, pencil,
string, circle object, and so on. And next we want to find or calculate
and proof the circumference of circle. We using cabin board with y axis
is across the object and x axis is around the object (ask student to look
the props).
 Demonstrating the new skill or knowledge only once is generally not
enough. For example, if you are teaching students to find the
circumference of circle, let them watch you find the circumference of
circle with several different pairs of circle.
 On the video, we not find actively involve students in the demonstration
as appropriate. But we can do it. For example; at time we want to mark
side of circle we provide to student to do it with guideline from
teacher. One example again; at moment we want measure
circumference of circle, we involvement student to do it. To put the
circle to plane, stick mark at the zero point. We ask students to scroll
the circle from start mark until start mark again.
 We can find that as like teacher, we must be explain from first steps
until last steps by clearly. For example; first time as teacher give
students know the utility of learn. Second time, we introduce things
that may be we using in practice. Third time, begin to work to calculate
circumference of circle with practice. And the last time, conclude what
the concluded of our practice about circumference of circle.
3. Give examples responding to diversity when planning visual supports in
teaching one topic in mathematics.
Topic : Addition and subtraction of integer.
To help teacher presentation this material, we use props as a visual
support.
I. We can use card number(kartu bilangan), or we use beam the
number line(balok garis bilangan)

4. II. In powerpoint we writte rule play or step to use card number or
beam the number line to help students understand our props.
III. We use underline to mark essential information and we use
picture to supplement written word in rule play or steps. For
example:
Rule play beam the number line and we give the underline to the
essential information
a. Every star demonstration, the position of the beginning of the
show should always star from the number or scale zero(0)
-4 -3 -2 -1 0 1 2 3 4 5 6 7 8
b. Consistently positive number indicated by arrows facing to the
right and a negative number is always indicated by arrows to the
left.
c. If the first number in an arithmetic operation is positive, then
the tip of the arrow is directed to the positive number and move
forward with a scale equal to the first number. Conversaly, if the
first number are negative, then the tip of his arrow directed to
move with a negative number.
d. If the arrow stepped forward, then in term of the principle of
arithmetic operation can be interpreted as the sum advance. If
arrow backwards stepped, can be interpreted as a subtraction.
for example:

5. rule play card number
if we find the card like , it is equal to zero(0).
IV. Then we print out the step or rule play, so that the student have
it and can be use at home.
4. Give examples responding to diversity when giving directions in
teaching one topic in mathematics.
a. Shorten and simplify directions.
Example:
In mathematics in material algebra, we using elimination method
and substitution method. We provide students’ question with first
equation is 2x + 3y = 16 and second equation is x + 2y = 4. Calculate
value of x and y.
b. Give fewer directions at a time and have students repeat or
paraphrase what are to do (check for understanding).
Example:
We give students material about circle, and we give explain to
student about characteristic of circle, and after that we ask student
to make definition of circle based on their comprehension.
c. Cue directions with numbers (for example, “first” or “second”)
and gestures (showing one finger, then two).
Example:
In multiplication, exactly in multiplication 9.
Example: 2 × 9
1. row ten of our finger, so we can calculate 1-10. If need, mark
with a pen. To more clear, look at the picture bellow.

6. 2. fold finger in sequence 2 number. 2 number, we take from 2 ×
9. If in multiplication 6 × 9, so finger that must be fold is sixth fold.
3. calculate each finger in the left side and right side that we
could be calculate. In the left finger that second finger, can we look
one finger. In the finger right can we find eighth finger. So, we can
find 18 from practice and suit with multiplication 2 × 9.
d. Emphasize key words with intonations in your voice and with
gestures.
Example:
We explain definition about circle or formula of the circle, we using
loud voice with emphasize.
e. Make the directions into a list of steps that students can check
off as they complete each step.
Example:
Based on answer from number 3, point 3. We make that steps, and
make it empty in some of sentence. And we ask to student to
completed that sentence.
f. Check for understanding by asking specific questions to prevent
cultural misunderstandings. Some students will say they

7. understand the teacher’s directions (even when they don’t) to be
respectful. Avoid asking, “Do you understand the directions?”
Instead, ask a question like, “What is the first thing you should
do?” (Zirpoli,2005).
Example:
At this point, we give student rectangle. And we ask student to show
the area of rectangle to we are. May be any student that show as
like picture bellow :
Red color is side that student show to we are as form of the area of
rectangle. And may be any student that show to we are as like picture
bellow:
Red point that show at the interior of rectangle, and this is can’t
declare as area of rectangle.