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. SKILLS DEVELOPMENT
Example 1:
Material: Three dimensional figure- Cube
For Junior High School – 8th grade
Purpose: - Student know about the unsure of cube
-Student can create the nets of the cube
Learning process:
In the last meeting, teacher asked student to bring grid paper, carton
paper, pencil, and scissors.
First: Teacher explains about definition of cube and unsure of cube
(face, edge, and vertice). Then, teacher shows the picture and the
objects that represents a cube.
Second: Teacher explains about the nets of cube and draw the picture on
the white board. After the teacher draw one picture of the nets, teacher
asks student to find the other form of the nets. Student have to draw the
nets on the grid paper.
Third: After student find all forms of the net, teacher make student into
same groups and ask student to use all things that have been asked to be
brought before(carton paper, pencil, and scissors). The activity that
student will do is creating the nets using carton paper.
Activity:
1. Student draw the nets on the carton paper
2. Student cut the pattern of nets
3. Student fold the pattern so that the cube performed

3. Fourth: Teacher and student conclude that there are 11 nets of cube,
cube has six faces, 12 edges, and 8 vertices. Then, they end the
learning.
Information:
1. Cognitive
In the first step, there is a process when the student try to
understand about the lesson, that are understanding about what is
the definition of cube, the unsure of cube. In the second step,
student try to understand about how to draw the nets of cube. In
the other side, student try to analize about how many are there
the nets of cube. So, the cognitive development is found in the
first and second step, where the teacher help student to
understand and analize the material. To know how high the
quality of student cognitive, teacher can do evaluation.
2. Affective
We can find when the student show their affective in all
steps. Teacher can see the attitude of the student. How about
their response when the teacher explain and give the task. Also,
the cooperation will be shown by the student when they work
together.
3. Psychomotor
In the second and the third step, student will show the quality of
their psychomotor. Because in this step the process is practicing.
So, teacher can help student to increase their ability. For
example: the skill in drawing the nets of cube on the grid paper,
the skill in creating the nets of cube using carton paper.

4. Example 2:
Material: Kite
For Junior High School – 7th grade
Purpose:
-Student know about definition and unsure of kite(face, diagonal,
vertice)
-student can create a kite
-student can measure the kite area using the formula triangle area
Learning process:
Teacher has prepared the tools and materials that is needed to make a
kite. They are bamboo, knife, string, onionskin.
First step: teacher explain about definition and unsure of kite, specially
about angle, diagonal, and face. In explaining, teacher use picture of
kite. Also, teacher explain how to find area of kite using formula of
triangle area.
A
D B
O
C
Area of kite ABCD= area of AOD+ area of AOB+ area of COD+ area of COB
Because AOD is congruent to AOB, COD is congruent to COB, so,
Area of kite ABCD= 2 x area of AOD + 2 x area of COD

5. Area of kite ABCD=
= (OD X OA) +(OD X OC)
= OD(OA+OC)
=1/2 OB X AC
If OB = diagonal 1(d1)
And AC = diagonal 2(d2)
So, area of kite = ½ x d1 x d2
Second step: teacher demonstrate how to make a kite using the tools
that have been prepared before.
Third step: teacher make the student into some groups and ask them to
practice the last demonstration.
Fourth step: teacher and student conclude that the kite has right angle
in every piece of intersection area, the kite diagonal have different
length, a pair of side have a different length, and we can find the area
of kite using area of triangle.
Information:
1. Psychomotor
In the third step we can find how to develop the student
psychomotor.
Student measure kite diagonal or bamboo length.
Student combine bamboo segment become kite diagonal.
Student combine every end of the bamboo segment with string
to make the kite side. Then student measure every side.
Student make the kite using onionskin suitable with the frame

6. Student cut the onionskin that have been a kite to be 2 part on
part of the longest diagonal, every part is cutted to be 2 part in
their diagonal line.
Student create the pieces of triangles to be rectangle.
2. Cognitive
In all step we can find how to develop student cognitive.
Student know that the kite has right angle in every piece of
intersection area
Student know that the kite diagonal have different length
Student know that a pair of side have a different length
Student know if the kite is cutted base on the diagonal, so
will be formed two pair of triangle
Student know that piece of triangle of kite can be formed
to be rectangle, so student can find formula of kite area
3. Affective
In all step we can find how to develop student affective.
Student learn to cooperate
Student learn to be responsible
Student learn to be diligent and dicipline