1. Mathematics teaching planning
Thingking 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. A. Please give two examples for each type of knowledge in
teaching mathematics :
Example 1
a. 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. Example 2
a. 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. 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. 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. 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. 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. 2(3)+ y = 6
6 + y = 6 so, we get y = 0
Using elimination term
So, we can conclude from both of term that often using to find value of
variabel x and y. It‟s that subtitution and elimination. And for student
will be happen simple work if our student using elimination term. But, in
this learning we can‟t pressure our student. Because they have thinked
that diversity in receive material and application material in matter.

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. 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 wake
Calculate the area of triangles and rectangles wake
b) Concept analysis:
1. Students are given examples of the triangular and rectangular shape
2. Then students look for examples that include triangular and
rectangular and non-examples.
3. From the examples of existing definitions learners analyze the
properties of triangles and rectangles and triangular elements and
rectangular.
4. Teachers guide students to understand the steps to find the formula
for the area and circumference of a triangle and a rectangle.

11. 5. From this formula the student can then calculate the area and
perimeter get up triangles and rectangles.
c) Principles Statement
Students find the relationship between the circumference of the triangle
and the square-up and the relationship between the area of a triangle
and rectangular-up of activities carried out experiments, that of the
circumference of two triangles nagun didapatlah get up around the
square. And from extensive two broad didaptlah get up get up in the
square triangles.
d) Task Analysis
1. Student conduct experiments to know the formula of the
circumference around the quadrilateral triangle. Student activities step
by step in accordance with the teacher taught.
2. Student conduct extensive experiments to know the formula
quadrilateral get up get up when it is widely known triangle. Student
activities step by step in accordance with the teacher taught.