1. MATHEMATICS TEACHING PLANNING
“Critical Teaching Skills For
Presenting Information”
Group II
Name NPM
Pipin Devi Erasanti A1C010018
Nia Winiarti A1C010004
Risnanda Arifin A1C010027
Alif Aditya A1C010022
Hapni Puspita Sari A1C010037
Semester : V
Lecturer : Dewi Rahimah, M. Ed
Study Program of Mathematics Education
Mathematics and Natural Science
Faculty of Teachersip and Education Science
Bengkulu University
2012

2. Critical Teaching Skills for Presenting Information
1. Give comments on the following video by connecting it to the
responding to english language learners when presenting information.
a. Communicate meanings of new terms and concepts by using
gestures, facial expressions, voice changes, pantomimes,
demonstrations, rephrasing, visuals, props, manipulatives, and
other cues (Salend and Salinas 2003).
According to us, teacher‟s explanation about the relationship
between volume of pyramid and volume of prism uses nice
gestures. The demonstrations are also very interesting by using
sequence steps. So, it can making us understand what the
teacher„s meaning. Beside that, teachers also uses best way by
using more than one props to teach one material, so it can make
all students including english language learners understand what
the expected from the lesson, being taught by the teacher.
This video is very interesting presentation and very helpful for
students when they are learning about how the relationship
between volume of pyramid and volume of prism is. Moreover,
here teacher uses more than one examples, to show the
relationship between volume of pyramid and volume of prism.
Teacher uses the square pyramid and square prism, then
triangular pyramid and triangular prism, after that circular prism
and cone.
b. When you present, enunciate clearly, but don’t raise your
voice (Reed and Railsback 2003).
We think, the teacher teaches very well because he enunciate
clearly and doesn‟t raise his voice.

3. c. Repetition can help students acquire the rhythm, pitch, volume,
and tone of the new language (Salend and Salinas 2003).
In our opinion, the teacher in the video, he try to explain by
repetition that can help students acquire the rhythm, the point
what he is teaching. For example: when the teacher want to show
that the height of triangular pyramid is equal triangular prism,
teacher try to repeat that and show that by props.
d. Don’t speak too quickly and use brief pauses at natural points
to allow learners to process what they are hearing.
According to us, the teacher‟s speaking is not too quickly and it‟s
also clear. So easy for us to understand.
e. It is important to write clearly and legibly. Print rather than
use cursive until you are sure your English Language learners
can read cursive (Reed and Railsback 2003).
In the video, teacher doesn‟t write the steps but just write the
conclusion at the end. But according to us, it‟s important to write
the steps for making us more understand.
f. Avoid idioms and slang, as they can be confusing for English
language learners (Reed and Railsback 2003).
We think, the teacher doesn‟t use avoid idiom or slang. It‟s very
clear for us, so we can understand his idiom
g. Summarize the important points of the presentation frequently,
always making sure to emphasize key vocabulary words (Reed
and Railsback 2003).
We think, the teacher emphasizes the important point and
show the important point more than once. For example when he
want to demonstrate that volume of triangular prism can be got
by three time volume of triangular pyramid, in the first teacher
emphasize that the height and the base area of triangular
pyramid and triangular prism are equal, and show them by props.

4. 2. Give comments on the following video by connecting it to the ideas
that may help in planning demonstration.
a. Actually act out the skill you are teaching, rather than just
explaining and asking students to imagine what you want them
to do.
We think, in the video teacher has well explanation because she
acts out her skill when teaching. For example: when
demonstrating about pie, teacher bring real abject that is
circular object. ”All right, start the carefully in the urgent, and I
can do very best job that I can” and she is rounding the circular
object.
b. Use a “think-aloud” to explain what you are doing as you do it.
For example, when teaching the steps for finding of coordinate
teacher says “Next thing to do is get the calculator, use the tool
that is calculator to find 4.66 divided by 1.5 I get 3,11”
c. Supplement the demonstration with visual supports.
In our opinion, teacher explain well because when demonstrating
for getting the point of pie teacher use circular object to make it
clear.
d. Demonstrating the new skill or knowledge only once is
generally not enough.
According to us, in the video when the teacher put the circular
object in the urgent point and she rounds the circular for getting
new point of pie, that‟s step is not enough if only once. Because
we think that is new skill for student. So, more than once is better
for making student understand.

5. e. Actively involve students in the demonstration as appropriate,
being careful about not asking them to do the demonstration
for you.
In our opinion when teaching how to calculate the coordinates
teacher should involve student. The first coordinate she has got,
for the next teacher should involve student. But in this video
teacher doesn‟t involve student in demonstration.
f. When teaching a complicated skill, demonstrate each individual
step of the skill, but also demonstrate all steps together.
We think when teaching about pie, in this video teacher try to
explain every individual steps well and practice it. She explain the
steps then she practice it. She also says the step while she is
demonstrating the step.
3. Give examples responding to diversity when planning visual supports
in teaching one topic in mathematics.
Topic: Triangle
a) Increase the number of visual supports used.
In topic triangle we can use some visual support. For instance: we
can use power point, GSP, overhead transparency, carton,
millimeter block, origami. Power point for explaining the material
concept, picture of triangle, and other. GSP for drawing triangle,
overhead transparency carton can be used for explaining the
material, showing the draw that has been drawn by the teacher,
millimeter block and origami can be used for drawing triangle or
to proved area of triangle.

6. b) Be sure that all students, including those who are English
language learners, can understand wording on visual supports.
For example: when drawing triangle teachers show the ways to
draw in power point so student understand, then teachers ask
student to draw and follow the way in power pint. Ways for
drawing triangles and the picture:
1. By using pair of compasses , make small arc wit has center in
point B, measure the radius that is not equal AB, called it arc 1
2. By using same measure of pair of compasses in the first step,
make next arc that has center in point A and called arc 2. The
intersection of arc 1 and 2 called C
3. Drag line from A to C, and drag line from B to C, so we get a
triangle.
c) Use visual prompts (for example, color-code) to highlight
essential information.
For example: Teachers use blue color to show the formula in
triangles, or green color to show every concept of triangle.

7. d) Provide individual copies of the visual support (such as
checklists of steps to follow for getting help) for students to
have at their desks.
For example: when teacher explain the material about drawing
triangle, then teacher share the hardcopy that has been copied to
students.
e) Use pictures to supplement written words o a visual support.
For example: teacher explains definition of triangle and teacher
will give the picture for making clear.
“Triangle is a plan that formed by three point that aren‟t linear
and each of point connected by segment”.
4. Give examples responding to diversity when giving directions in
teaching one topic in mathematics.
Topic : Circle
a) Shorten and simplify directions.
For example: teachers ask students to draw circle that has radius
3 cm by using pair of compasses. The purpose: student can draw a
circle if known the radius.
b) Give fewer directions at a time and have students repeat or
paraphrase what are to do (check for understanding).
For example: teacher give direction how to draw and find the area
of circle, then teacher give question to students ” draw and find
the area of circles if we know the diameter: a) 4cm ; b) 6cm ;
c) 8cm ; d) 10cm ”
(Here student will repeat again the knowledge that has been given
by the teacher).

8. c) Cue directions with numbers (for example, “first” or “second”)
and gestures (showing one finger, then two).
For example: teacher explains how to draw circle, then teacher
give direction to students for drawing circle that has radius 4 cm,
for drawing the circle. First, draw a point. Second, Find the
distance of both feet of jangka by using ruler, the distance 2 cm.
Third, put the needle of pair of compasses feet in the point has
been drawn. Fourth, round pencil part of pair of compasses feet
in 3600.
d) Emphasize key words with intonations in your voice and with
gestures.
For example: teacher says about radius ” Remember, radius is the
distance from the center of a circle to its perimeter. The radius is
equal to half the diameter”. (teacher‟s gesture can be, teacher‟s
show his/her finger).
e) Make the directions into a list of steps that students can check
off as they complete each step.
According to our example in point (4.b), then teacher give the
way for getting the correct answer in the white board. For
example: to draw circle that has diameter 6 cm
1. Draw a point.
2. Find the distance of both feet of pair of compasses by using
ruler, the distance 3 cm.
3. Put the needle of pair of compasses in the point has been
drawn.

9. 4.
Round pencil part of pair of compasses feet in 3600 . So, we get
a circle.
ways for finding the area of circle
1. Find the radius of circle
Diameter = 6 cm
Radius =1/2 dari diameter
Radius i= ½ 6
radius = 3 cm
2. Area of Circle
A = πr2
3. Put the known value to the formula
A= 3,14 (3)2 = 28,26
(And like as the example above for the other questions. So,
student can check their works)
f) Check for understanding by asking specific questions to prevent
cultural misunderstandings.
Example: we want to know students‟ understanding of step to
draw circle. So teacher ask “ What is the first thing you should do
for drawing a circle?”