1. MATHEMATIC TEACHING PLANNING
PRESENTING INFORMATION
Group : 6
Member’s names of Group:
Deti Fitri /A1C010003 /The 5th Semester
Yeni Astria /A1C010034 /The 5th Semester
Arie Nugraha /A1C010035 /The 5th Semester
Herlita Fitria /A1C010039 /The 5th Semester
Nopen Satria /A1C009074 / The 7th Semester
Musakim Bilal /A1C009071 / The 7th Semester
Lecture:
Dewi Rahimah, S.Pd, M.Ed
PROGRAM STUDI PENDIDIKAN MATEMATIKA
JURUSAN MATEMATIKA DAN ILMU PENGETAHUAN ALAM
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS BENGKULU
2012

2. Group Work
1. Give comments on the following video by connecting it to the responding to
english language learners when presenting information!
Answer :
On the first video we can see strategies previously mentioned are also
helpful for English Language learners and mathematic learners. That man
explain about volumes of pyramid and prism. We can try on the class when
teach about volume. Followings ideas from this video:
a. A man use props for demonstrate relationship between pyramid and
prism with same high and same base. That is shape and liquid.
b. When a man present, he enunciates clearly, but don’t raise his voice.
We can hear at the process demonstrate.
c. A man use Repetition for help understanding. He repeats demonstrate
with different shape. And So, we can see on last video at conclusion
about volume. A man repeat a conclusion.
d. A man explain slowly step by step and use brief pauses at natural
points to allow learners to process.
e. On whiteboard, A man write a formula on the bottom of figure.
Volume of pyramid is V= 1/3 Bh. Volume of prism is V= Bh.
f. A man always making sure to emphasize key vocabulary words like
pyramid, prism , square pyramid , square prism, tringular pyramid,
tringular prism, cone, cylinder. And He don’t use idioms and slang.
2. Give comments on the following video by connecting it to the ideas that
may help in planning demonstration.
Answer:
On the second video, we can . Remember that it is important to actually do
the demonstration rather than to simply tell how to do it. You can increase
student understanding about the information being taught by giving
effective demonstrations, along with clear explanations.

3. a. This method can improve students' understanding of the concept of a
circle, how to determine the circumference and diameter of a circle.
Demonstration of learning methods to improve the activity, students
in learning.
b. teachers can emphasize important words, such tools are used: Circles,
calculator, pencil, thread, and scissors. Then there are the
coordinates of the emphasis which consists of a round the x-axis and
the axis of the object across the objet.
c. in this video, the words that are used quite consistent. Students are
not to be confused with the words that are used because of early
teaching until the end of the words used is appropriate and not out of
the learning material.
d. measures used is good because it step by step. But it helps if students
are given practical modules that students can try for themselves and
use their thinking so that they know the concept of what they will be.
e. This video has been used in a real object which coordinates boards
and other tools.
More video is good, because it describes a theory not only by theory
but not directly to the performance / practice, students will better
understand the learning process if it is done as in this video.
3. Give examples responding to diversity when planning visual supports in
teaching one topic in mathematics.
Answer:
the teacher will explain about beam :
 For example teacher use the visual supports is power point
 Teacher want to explain about triangle

4. try to use simple language, for example, as shown above, to describe
the triangle directly using example. like a triangle has three sides and
three angles.
 for the example:
the slide shows that the
sentence of the long side
underlined and colored
red to indicate that the
sentence is a key
sentence in the division
of the triangle.
the slide shows that the
sentence of the three
sides the same lenght
underlined and colored
red to indicate that the
sentence is a key
sentence in the division
of the triangle.
 all slides were teached by teachers should also be printed, and then
distributed to the students, because each student's understanding is
different - different, there are students who just by looking directly
understood but there are also students who took at look at and read
over and over again then understood.

5.  For example
on the xample slide above, the teacher also insert images isosceles
triangle, so students will easily be imagined and can clearly
distinguish the form of an isosceles triangle.
4. Give examples responding to diversity when giving directions in teaching
one topic in mathematics.
Answer:
Examples responding to diversity when giving directions in teaching one
topic in mathematics is Teacher give students a task to find area of triangle
base a question or problem given.
a. Directions:
Students, to do this work you have some steps, they are:
1. You must know about formula of triangle areas
2. You must know how much high and base of triangle.

6. 3. Input and calculate high and base of triangle in formula of
triangle areas
Teacher give the directions above in a time, and have student repeat
or paraphrase what are to do. In giving this directions, teacher use
your finger to communicate sep by step to students. Then, teacher
give emphasize to words are bold and underline. Finally teacher
check for understanding by asking specific questions to prevent
cultural misunderstanding. Teacher says: “do you understand the
directions?”, or the other questions about: “what is the second thing
you shoul do ?” or can you tell me what the key word on every step
you must do ? .