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Mathematics Teaching Planning     Skills Development                  Group 3 Elwan Stiadi              A1C010015 Ahyar Fo...
A. Activity : Demostrate this prop in front of class.  ”SECOND MODEL INSTRUMENT/PROP OF PARALLELOGRAM AREA”Function:Second...
Way of usage :A. Indicator   Students can derive a formula of parallelogram area with a approach   of rectangle area. (Cog...
2. Move piece of large right triangle, a piece of small right triangle,       and a piece of right trapezoid to form a rec...
Addition:Affective aspect :   1. The attitude class when practicing.   2. Discipline in practice of step by step of this p...
 Step of using / how to use :      1. Put eighth of beams to the uncovered transparent box.            There is psychomot...
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Task 1 PPM - Group 3 - Skill Development

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Task 1 PPM - Group 3 - Skill Development

  1. 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.EdProgram Studi Pendidikan MatematikaFakultas Keguruan dan Ilmu Pendidikan Universitas Bengkulu 2012
  2. 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 studyGeometry in the sixth grade elementary school. This model instrumentisused 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. 3. Way of usage :A. Indicator Students can derive a formula of parallelogram area with a approach of rectangle area. (Cognitive aspect) This part thereB. 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. 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. 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. 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.

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