1. Mathematics Teaching Planning
Skills Development
Group 3
Elwan Stiadi A1C010015
Ahyar Formadi A1C010016
Tendi Novika A A1C010013
Intan Tia Enggraini A1C010025
Eka Noprianti PP A1C010024
Semester :5
Lecturer : Dewi Rahimah S.Pd, M.Ed
Program Studi Pendidikan Matematika
Fakultas Keguruan dan Ilmu Pendidikan
Universitas Bengkulu
2012

2. A. Activity : Demostrate this prop in front of class.
”SECOND MODEL INSTRUMENT/PROP OF PARALLELOGRAM AREA”
Function:
Second model instrument of parallelogram area can be used for study
Geometry in the sixth grade elementary school. This model instrumentis
used to help students to derive a formula of parallelogram area.
In this part there is a affective aspect that is “to help student”
Cognitive aspect is “to derive a formula of parallelogram area”.
Picture :
t
a
This model instrument consist of a frame, 2
pieces of large right triangleare congruent, a
piece of small right triangle, and a piece of
right trapezoid.
There is a psychomotor aspect in this
part, because to make all of this part of
this prop we make a design, to measure
length of the parts, and to cut the paper.

3. Way of usage :
A. Indicator
Students can derive a formula of parallelogram area with a approach
of rectangle area. (Cognitive aspect) This part there
B. Terms that must be owned by students is a cognitive
aspect, because
Understand the concept of a rectangle area. we have to
Understand about parallelogram and its elments. understand
about this
material.
C. The steps of usage
There is a psychomotor aspect in the part of step of usage,
because we have to practice/demonstrate this prop (for step 1
and 2). We must move/put the part of triangle to the frame.
1. Place 2 pieces of large right triangle are congruent, a piece of
small right triangle, and a piece of right trapezoid to the frame
to form a parallelogram with base length is a and height is the
distance between the base and top side is t. (Figure 1)
t
a
Figure 1

4. 2. Move piece of large right triangle, a piece of small right triangle,
and a piece of right trapezoid to form a rectangle with length = a
and width = t. (Figure 2)
t
a
Figure 2
3. Because of rectangle area is the product between length and
width has been known before, so rectangle area at figure 2 is a x
t.
There is a cognitive aspect in this part, because we have to
remember the material that we have known before.
4. Considered that rectangle area as same as parallelogram area,
therefore :
Parallelogram area = a x t
or
.
L = base length x height
There is a cognitive aspect in this part, because we have to
make a conclution from our demonstrate/proof of this
prop.

5. Addition:
Affective aspect :
1. The attitude class when practicing.
2. Discipline in practice of step by step of this props proof.
B. Activity: Demonstrate a prop of (a + b)3 = a3 + 3a2b + 3ab2 + b3
in front of class.
“(a + b)3 = a3 + 3a2b + 3ab2 + b3”
Uses :
To shows Algebra identity (a + b)3 = a3 + 3a2b + 3ab2 + b3
geometrically as step to abstraction of the Algebra concept.
There is a cognitive aspect in this part, because we have to
understand about Algebra identity (a + b)3 = a3 + 3a2b + 3ab2 +
b3
 Image :
Blue
Red
Yellow
Blue
Green
Red
Blue
Red

6.  Step of using / how to use :
1. Put eighth of beams to the uncovered transparent box.
There is psychomotor aspect in this part, because we have
to put/move the beams to the uncovered transparent box.
2. Maybe there is a student who false on putting the eighth of
beams. As a teacher, we suppose to facilitate it so that
student can put eighth of beams correctly to get the formula.
There is a affective aspect in this part, because teacher
suppose/help student so the student can put the beams
correctly.
3. We can see that red rectangular prism has volume , blue
rectangular prism has volume , green rectangular prism has
volume , and yellow cube has volume .
There is a cognitive aspect in this part because we have to
know the formula of rectangular prism volume and cube
volume. And we must remember the colour each beams
with the formula.
4. We will find that all of the beams will occupy the transparent
box, so we can conclude that
“(a + b)3 = a3 + 3a2b + 3ab2 + b3”
There is a cognitive aspect in this part because we can make a
3 3 2 2 3
conclution that “(a + b) = a + 3a b + 3ab + b ”
Addition:
Affective aspect :
1. The attitude class when practicing.
2. Discipline in practice of step by step of this props proof.