1. MATHEMATICS TEACHING PLANING
Critical Teaching Skills for Presenting
Information
GROUP 7
1. Rien Dioni Lestari (A1C010008)
2. Dewi Puspita Sari (A1C010017)
3. Dendrit Gunawan (A1C010023)
4. Sri Pirwanti (A1C010026)
5. Meta Tri Manyang Sari (A1C010033)
Semester : V (Five)
Lecturer : Dewi Rahimah, S.Pd., M.Ed
MATHEMATIC EDUCATON STUDY PROGRAM
DEPARTEMENT OF MATH AND SCIENCE EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF BENGKULU
2012

2. 1. Give comments on the following video by connecting it to the
responding to english language students when presenting
information.
Our opinion about this video :
a. Communicate meanings of new terms and concepts by using
gestures facial expressions, voice changes, pantomimes,
demonstrations, rephrasing, visuals, props, manipulatives, and
othercues :
We think that Speaker using a high tone emphasis when told the
keyword about prism and rectangular (example) he use the high tone
when tell about prism and rectangle. He also juga do action like show
the figure of prism to explain about it. He demonstrate with using
props clearly, and repeat the important sentence example
congclusion of this experiments, and he use the visual support
object like proofs ( example rectangular pism and pyramids) and
some picture in the white board. So that we think he can
Communicate meanings of new terms and concepts well
b. When you present, enunciate clearly, but don’t raise your voice.
This explanation is very clear, because he describes it slow but sure ,
and speaker use the different tone when said the key word like prism
and rectangle.
c. Repetition can help students acquire the rhythm, pitch, volume, and
tone of the new language .
From the video, we listen the explanation given by the good
explanation , it can be seen from:
 rhythm: speaker use the rhythm good enough so listener can
listen well
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3. pitch: Here, we hear the pitch of the speaker does not exist,
em, with the other word , we think picth of speaker just flat,
so that this explanation is less
Volume: Sounds volume of speaker is not too high ot not too
low so it make students easier to listen all explanation that
given.
d. Don’t speak too quickly and use brief pauses at natural points
to allow students to process what they are hearing.
In this video, speaker speak calmly without haste so that listeners
more easily hear what he talk and in here has presence of a brief
pauses for to process the all word that he said. So this video is very
easy to learn because we can accept every word that described.
e. It is important to write clearly and legibly. Print rather than
use cursive until you are sure your English Language students
can read cursive.
In this material, of course, the speaker does not write his material on
the board, but he gave visual support such as describing a prism and
a rectangular prism on the white board to support his explanation.
And, at the conclusion of the material, he did not only talk but also
writes this congclusion on the white board. But unfortunately,
speaker did not write any conclusions clearly in each experiment,
because as we know there are some experiments were showed.
Maybe speaker should write the conclusion of each experiments so
that we can compare each experiments.
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4. f. Avoid idioms (backseat driver, cute as a bug’s ear) and slang
(hangout, deep pockets), as they can be confusing for English
language students.
In our opinion, in this video, speaker didn’t use the idiom or slang
word. Because we think, he use the formal language and just said
the important word
g. Summarize the important points of the presentation frequently,
always making sure to emphasize key vocabulary words .
Speakers emphasize key words, such as when he said prism is a three-
dimensional geometrical shapes identical to the lid base, he give the
different intonation in the prism word and lid base.
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.
In this video, we think it’s good explanation because she not only
explain about phi, but she show value of phi with the relationship
between circumference and diameter of circle and use the real
object to show it. So that we have not a difficult thinking to imagine
about value of phi.
b. Use a “think-aloud” to explain what you are doing as you do it.
Yeah, she used a think aloud, We can look from her explanation for
example, when 04:25 , she corrected the incorrect answer about the
last relationship point between circumference and diameter, and the
corrected answer is (8.25 as circumference and 2.5 as diameter) .
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5. Why it’s include a thinking aloud?” because she explain and invite
students to think about the relationship point of circumference and
diameter, and when she gave the incorect anwer , she invite students
to think and replace her answer.
c. Supplement the demonstration with visual supports.
In this video, she use some visual support, example a graph in the
whiteboard with the horizontal line as value of circumference of
object and the vertical line as value of diameter of object, and she
use some objects that have form like circle. And this visual support
help students to understand about this material well.
d. Demonstrating the new skill or knowledge only once is generally not
enough.
We think in this video, she just not show about value of phi one
times, but she find the several times with different pairs of value
of diameter and circumference with using a graph. She also show the
value of phi with using string. So that, we can congclude easily that
value of phi approaches 3.14.
e. Actively involve students in the demonstration as appropriate, being
careful about not asking them to do the demonstration for you.
In this video, she explain enough good because she include this point
in her explanation (although just one times). We can look it for the
last minute of this video, when she showed the value of phi using
string, she gave the brief pauses, so that student can answer
together to mention how many times string that arround the circle
can across the circle (diameter)
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6. f. When teaching a complicated skill, demonstrate each individual step
of the skill, but also demonstrate all steps together.
In this video, she just explain by her self, and not invite student to
take a part in this demonstrate. Actually, as we know if we become a
teacher, we should invite student to take a part so that student know
all steps in our explanation. So that the point f is not include in this
video.
3. Give examples responding to diversity when planning visual supports
in teaching one topic in mathematics.
Topic: Understanding and mentions elements of a circle
Teachers explained the circle by a image and material in the
powerpoint slides. From that image, teacher explained the definition
of circle.
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7. Teacher has asked students to bring objects or images that have a circle
form like circular coin, drawing wheel, tire image, images alarm clock,
cake donuts, rings, bottle caps, and so forth. Of objects and images
that brought students, teachers ask students to identify the elements of
the circle.
To equate an opinion on the elements of the circle. Teachers told to
bring an alarm clock, it is considered that the meeting point between
the minute hand and second hand as the central point of the circle.
Then the teacher showed elements of the ring of the alarm clock.
From the example above, we can see :
Increase the number of visual supports used.
o Teacher explains a lot of this material with supports used .
namely:
o Objects, such as: Coins, drawing wheel, tire image, images
alarm clock, cake donuts, rings, bottle caps, and so forth.
o Multimedia in the presentation, such as power point slides.
Be sure that all students, Including those who are english language
students, can understand wording on visuaal support (for example, a
list of steps for using the reading comprehension strategy).
o Students can understand the definition of circle from some
objects that explanation from teacher that using an alarm
clock. From there we can know they are understood or not
about this lesson through visual support used by their
conclusion about this lesson
Use visual prompts (for example, color-code) to highlight essential
information.
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8. o In the power point slides about circle, teachers give the
different collor on the important words, such as in this
example :
o A circle is a simple closed curve that is the set of points in
the plane that are equidistant from a given point, the centre.
The distance between any of the points and the centre is
called the radius.Teacher also give the different volume of
that important words
Provide individual copies of the visual support (such as checklists of
steps to follow for getting help) for students to have at their desks.
o For example, teacher gives handout to each students from this
material, so that students can read this material in their desk.
Use pictures to supplement written words oa visual support. For
example, include picture cues for behavior expectations written on a
poster so that students can read and see what is expected.
o For example, to explains the meaning of the circle, teacher
use an images in power point slide and to explains the
elements of the circle , teacher uses alarm clock to be visual
support used.
4. Give examples responding to diversity when giving directions in
teaching one topic in mathematics.
Topic: the surface area of a prism
Teacher explains to students about how to find the surface area of the
prism with using the formula
The surface area of a prism = 2 * base area +sum of area of lateral faces
Then the teacher gives her students a task to find the surface area of
prism. To proving this formula, teacher brought the prism props and
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9. makes a triangular prism nets so that students know exactly the form of
prism and what plane that can bulid a riangular prism. Some plane that can
build a triangular prism is 3 rectangle and 2 triangle, where is rectangle is
lateral faces of prism, and triangle is base of this prism.
Well, so `that students can know
= area of area of area of  area of  area of 
The surface area of a prism 2 area of 3 area of 
(2 base area ) (3 uprights side )
From the outline of lesson we can know about responding to diversity
when giving directions that are:
a. Shorten and simplify directions.
In this lesson, we can look thatt raacher gives the shorten and simply
direction, until students understand abouut how to calculate the The
surface area of a prism step by step.
b. Give fewer directions at a time and have students repeat or
paraphrase what are to do (check for understanding).
After teacher give fewer direction, teacher can give question to
repeat step by step to calculate the surface area of a prism, and we
can look their understanding from their answer
c. Cue directions with numbers (for example, “first” or “second”)
and gestures (showing one finger, then two).
To proving the formula of surface area of a prism, teacher explain
that first we can look from that nets,
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10. second we look what are planes that can build a triangular prism,
third we calculate the area of each planes that can build a triangular
prism , and finally we can get a congclusion about the surface area of
prism. That is :
= area of area of area of  area of  area of 
The surface area of a prism 2 area of 3 area of 
(2 base area ) (3 uprights side )
d. Emphasize key words with intonations in your voice and with
gestures.
from example, teacher want to tell that Some plane that can build a
triangular prism is 3 rectangle and 2 triangle, where is rectangle is
lateral faces of prism. So that teacher gives the different intonation
in the rectangle and triangle words and can give the different gesture
like appoint triangle and rectangle from the prism nets
e. Make the directions into a list of steps that students can check off as
they complete each step
We can look in the example of point 3, teacher can gives a list of
steps in the white board, and check did students know what must
they know first, second, thirs, and last, and we can check that
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11. students can complete each step from students task or our question
about it to them.
f. Check for understanding by asking specific questions to prevent
cultural misunderstandings.
After students know about the formula, teacher give an question
that is “ what the first step to find a area of prism?”, from this
question example, we can know that the understanding of students
from their answer.
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