Mathematics teaching planningThingking about content              Group 8 :     1. Kartika Candra (A1C010019)     2. Mifta...
A. Please give two examples for each type of knowledge in      teaching mathematics :    Example 1a. Declarative Knowledge...
Example 2a. Declarative Knowledge       · Facts         : 2 is symbol or notation of number 2        ·    Concepts        ...
3. then take another step to the left 7 steps.                                                 7 Steps               -5   ...
to mention kind of numbers. For example : maybe any student that       call odd numbers and numbers that any in odd number...
c. Connect the content taught to students’ live·   Select examples, images, and metaphors connected to students’    experi...
for students‟ that have a short understanding concept, we gived student    guidance more to make their skill envolved.·   ...
2(3)+ y = 66 + y = 6 so, we get y = 0Using elimination termSo, we can conclude from both of term that often using to find ...
C. Please give two examples for each level understanding in      teaching mathematics :Material: trigonometry (Cartesian d...
perpendicular lines, then the students were told to count the      corners,   3. Teachers told some of the students to com...
5. From this formula the student can then calculate the area andperimeter get up triangles and rectangles.c) Principles St...
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Task 2 PPM - Group 8 - Thinking about Content

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Task 2 PPM - Group 8 - Thinking about Content

  1. 1. Mathematics teaching planningThingking about content Group 8 : 1. Kartika Candra (A1C010019) 2. Miftahul Jannah (A1C010020) 3. Rika Febrianti (A1C010021) 4. Mariza Elianora (A1C010038) 5. Eki Rahmad (A1C010042) Teacher : Dewi Rahimah, S.Pd.,M. Ed Mathematics Education Faculty of Teacher and Education University of Bengkulu
  2. 2. A. Please give two examples for each type of knowledge in teaching mathematics : Example 1a. Declarative Knowledge · Facts : read one quarter or one divided by four · Concepts : Fractions are numbers presented / displayed in the form of ; a, b integers and b 0 a is called the numerator and b is called the denominator. · Principles : For a, b, and c integers where c 0, applies :b. Procedural Knowledge The usage to circle props of fraction : A circle, if it is divided into two equal parts, its parts is a half with the number symbol . if a circle divided into three equal parts, its parts is a third with the number symbol . Do the same things for the fraction
  3. 3. Example 2a. Declarative Knowledge · Facts : 2 is symbol or notation of number 2 · Concepts : Integers consist of natural numbers (0, 1, 2, 3, ...) and negative (-1, -2, -3, …). Integer can be written without a decimal or fractional parts. · Principles : Suppose a and b are two integers with the condition a ≠ 0. We claim that a low divide b (a divides b) if there is an integer c such that: b = ac. Notation: a | b if b = ac, c ∈ Z and a ≠ 0. (Z = set of integers).b. Procedural Knowledge Integer operation by using the number line. Example: 3 + 2 - 7 = . . . ? 1. Place one point at point 3. -5 -4 -3 -2 -1 0 1 2 3 4 5 2. From that point, move to the right 2 steps. 2 Steps -5 -4 -3 -2 -1 0 1 2 3 4 5
  4. 4. 3. then take another step to the left 7 steps. 7 Steps -5 -4 -3 -2 -1 0 1 2 3 4 5 It appears that the end point at the point -2 so, 3 + 5 – 7 = -2 B. Please give one example for each way in creating a diversity responsive curriculum in teaching mathematics : a. Teach content about diversity · Select objectives that focus on developing skills for a diverse world For example : For coaching students‟ in problem solving. So, material that suit with this purpose is tower of hanoi. · Consider using carrier content related to diversity when teaching any subject matter b. Teach content that is complete and inclusive· Include all contributors, voices, and perspectives when teaching subjects 1. Contributors : student asked by teacher to calculated from 1 untill 10 in understanding natural numbers or teacher ask to student
  5. 5. to mention kind of numbers. For example : maybe any student that call odd numbers and numbers that any in odd numbers. Voices : teacher ask student to out their voice. Perspectives : student think the natural number that possible to continue untill teacher stopped.· Emphasize similarities, avoid focusing only on differences Example: in the class, 8 student was born in 1991 and 5 student was born in 1992. We will form a group consist 6 students.in order to similarity and balance,we decide to devide a group with composition 3 students was born in 1991 and 3 students was born in 1992. Find how to choice the student to form a group. Answer: 3 students choice from 1991 that composition 8 students We use combination 3 students choice from 1992 that composition 5 students So, the ways to choice the students to form a group is 56 x 10 = 560 ways.· To be thorough in your coverage of topics
  6. 6. c. Connect the content taught to students’ live· Select examples, images, and metaphors connected to students’ experienced and cultural backgrounds 1. a. Examples that connected to students‟ experienced and cultural backgrounds : A car move from bengkulu to curup, with velocity v m/s. At t second, velocity of car show with equation v = 10-t. At t=2 second, position of car at distance 30 m from initial point. Find the position car (s) as time function of t. b. Images that connected to students‟ experienced and cultural backgrounds : we can using power point learning to teach to student, for example in up opportunities material props. And we included image coin to the slide. Or at time teacher give geometry material, teacher include book picture (with condition rectangle form) to explain rectangle in real concept.· Learn about your students’ cultural backgrounds and about the community in which you teach.· Consider skill diversity. If all of us to be teacher, in learning integral (example) for students that have good skill in understand concept. We give question more with purpose our student not “BORED”, because for students‟ that have capacity more sometime their no want to finded material or question that always be „SAME‟. They want to something that “CHALLENGE”. And
  7. 7. for students‟ that have a short understanding concept, we gived student guidance more to make their skill envolved.· Engage students by using content based on their interests. In this statment. Our group take an example about unit props. This props have utility to show numbers and simple operation at natural numbers, as like addition and subtraction. This props have picture that interest and colourfull, and can making student spirit in lesson study. And we could gived student collected props, we can using baloon, varian ball that colourfull in understanding relation concept between two of numbers. Or we can make students‟ interested with engaged student to the nature or history palace, for example in trigonometry learning in material elevation angle. We bring student to the Padang and measure elevation of Gadang O‟clock.· Help students learn the skills that will allow them to learn more efficiently.find value of x and y from equation bellows : 2x + y = 6 and x + 2y = 3 Answer : Using subtitution term : Firstly, make the equation on the top with simple equation with make first equation in y form. Y = 6 – 2x then, this equation subtituted to second equation. So, we can finded X + 2(6-2x) = 3 X + 12 – 4x = 3 12 – 3x = 3 -3x = -9 X = 3 and we get value of y with subtituted value of x to first equation
  8. 8. 2(3)+ y = 66 + y = 6 so, we get y = 0Using elimination termSo, we can conclude from both of term that often using to find value ofvariabel x and y. It‟s that subtitution and elimination. And for studentwill be happen simple work if our student using elimination term. But, inthis learning we can‟t pressure our student. Because they have thinkedthat diversity in receive material and application material in matter.
  9. 9. C. Please give two examples for each level understanding in teaching mathematics :Material: trigonometry (Cartesian diagram) 1. Provide knowledge about the material trigonometry rectangular coordinate 2. Teachers give students direct practice using props board plots that have been there the axes x and y axis. for example: students are given the task to find the Cartesian coordinates of a point P (2,1) Q (5.1) S (2.4) T (5.4). After that, students are asked to connect the dots forming a field. 3. Teachers told some of the students for future advanced practice what the teacher had taught earlier. If you need all of the students understand. So, if indeed all the students have to understand and comprehend the novel can be said to have succeeded in giving knowledge teacher learning materials to the students.Material: geometry (counting the corner) 1. Teachers expressed purpose of learning, motivating learners by providing an explanation of the importance of studying this material, as well as providing knowledge about the material geometry to calculate the angle. 2. Teachers give students practice directly by using props such as a ruler, and a big bow huge run to calculate the angle. Example: acute angle, obtuse angle and a right angle. Students are given the task to calculate the angle for example the right angle. The teacher gives the picture a triangle made of two
  10. 10. perpendicular lines, then the students were told to count the corners, 3. Teachers told some of the students to come forward to put into practice what the teacher had taught earlier. If you need all of the students understand. So, if indeed all the students have to understand and comprehend the novel can be said to have succeeded in giving knowledge teacher learning materials to the students. D. Please give one example for each analysis in teaching mathematics :a) Subject matter outlines:Calculate the circumference of a triangle and a rectangle wakeCalculate the area of triangles and rectangles wakeb) Concept analysis:1. Students are given examples of the triangular and rectangular shape2. Then students look for examples that include triangular andrectangular and non-examples.3. From the examples of existing definitions learners analyze theproperties of triangles and rectangles and triangular elements andrectangular.4. Teachers guide students to understand the steps to find the formulafor the area and circumference of a triangle and a rectangle.
  11. 11. 5. From this formula the student can then calculate the area andperimeter get up triangles and rectangles.c) Principles StatementStudents find the relationship between the circumference of the triangleand the square-up and the relationship between the area of a triangleand rectangular-up of activities carried out experiments, that of thecircumference of two triangles nagun didapatlah get up around thesquare. And from extensive two broad didaptlah get up get up in thesquare triangles.d) Task Analysis1. Student conduct experiments to know the formula of thecircumference around the quadrilateral triangle. Student activities stepby step in accordance with the teacher taught.2. Student conduct extensive experiments to know the formulaquadrilateral get up get up when it is widely known triangle. Studentactivities step by step in accordance with the teacher taught.

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