Task 2 PPM - Group 2 - Thinking about Content


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Task 2 PPM - Group 2 - Thinking about Content

  1. 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 ScienceFaculty of Teachersip and Education Science Bengkulu University 2012
  2. 2. THINKING ABOUT CONTENT1. 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. 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. 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. 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 operationa. 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. 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.