1. MATHEMATICS TEACHING PLANNING
CRITICAL TEACHING SKILLS FOR
PRESENTING INFORMATION
GROUP 1:
1. ERIS PERMATA SARI (A1C010009)
2. DWI RIZKITE (A1C010032)
3. EKA SUPRIYATNA (A1C010036)
4. MUTIA SRI NOVIANI (A1C010041)
5. HERIJON MR SIMBOLON (A1C010043)
SEMESTER 5
COURSE LECTURER: DEWI RAHIMAH, S.Pd., M.Ed.
MATHEMATICS EDUCATION STUDY PROGRAM
DEPARTMENT OF MATHEMATIC AND SCIENCE
EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY BENGKULU

2. 2012
1. Comment to the 1st video by connecting it to the responding to
english languange learners when presenting information.
Based on the video, according to our group we give a comments
by connecting it to the responding to english languange learners
when presenting information, this video give visual languange
good. Based on the point of 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
othercues (Salend and Salinas 2003). The video communicate
meanings of new term by using the demonstrations and use
the props. Teacher on the video use the props and
demostration good and clearly. The teacher explain the
material with slowly so the student or someone watch the
video can understand because the teacher give clearly
explanation.
b. When you present, enunciate clearly, but don’t raise your
voice (Reed and Railsback 2003). For this point the video give
an enuncieate clearly, teacher’s voice clearly and he still raise
his voice if the are an important information.
c. Repetition can help students acquire the rhythm, pitch,
volume, and tone of the new language (Salend and Salinas
2003). In this video our group didn’t find the repetition.
d. Don’t speak too quickly and use brief pauses at natural points
to allow learners to process what they are hearing. The video
speak slowly, and use brief pause so listeners (student) can
understand the meaning of the lesson. For example to prove
the volume of cube is 3 x volume of square piramid. When

3. the speakers (teacher) explain how to prove the volume of
cube is 3 x volume of square piramid, he speak slowly and he
use the props, and when he explain with props he use bref
pauses so the listeners(student) can think in a minute what is
the speakers say before.
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).
f. Avoid idioms (backseat driver, cute as a bug’s ear) and slang
(hangout, deep pockets), as they can be confusing for English
language learners (Reed and Railsback 2003). We think that in
this video did,t use an idiom. As we say before that video is
good and clearly.
g. Summarize the important points of the presentation
frequently, always making sure to emphasize key vocabulary
words (Reed and Railsback 2003). This video give the
summarize the important point in end of the presentations.
And the speakers(teacher) give an important point what is the
goal of this lesson. For example from this video the teacher in
the end of the presentation give important point that the
volume of cube = 3 x volume of square piramid on the contrary
volume of square piramid = 1/3 volume of cube
2. Comment to the 2nd video by connecting it to the ideas that may
help in planning demonstration.
Our group give comments to the video point by point according 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.

4. After we watch the video, we can see that she act everything
as necessary. She doesn’t just ask to imagine what to do. She
measure the distance across the object by put on the board
and by thread.
b. Use a “think-aloud” to explain what you are doing as you do
it.
Our group can’t find this point in the video.
c. Supplement the demonstration with visual supports.
She has used the visual support. It seems that she use
coordinate on the blackboard that show the pairs between the
across distance of objects (placed vertically) and around the
object (placed vertically).
d. Demonstrating the new skill or knowledge only once is
generally not enough.
In the video, she has several ways to get the across distance
and around distance of the circle object. First, she put the
object on the coordinate and run it. Second, she use the
thread to get the comparation between the circumference of
circle and the diameter of a circle.
e. Actively involve students in the demonstration as appropriate,
being careful about not asking them to do the demonstration
for you.
It’s a good demonstration, If it demonstrated in front of the
class, it can make the student involved actively. Students can
follow what the teacher’s do. Student can measure the
distance across and around the object to get the value of phi.
f. When teaching a complicated skill, demonstrate each
individual step of the skill, but also demonstrate all steps
together.
In the video, we see that she demonstrate all of steps by
herself. But if we’re in a classroom, we just do it when we

5. teaching a complicated skill, more than it, we have
demonstrate the step together with the student.
3. Responding to Diversity When Planning Visual Supports
An example for responding to diversity when planning visual
supports:
Differences Prism and Pyramids
When we teach the students about prism and pyramids, so that
the teacher not only uses handbook to teach the students but also use
some media such as the 3D (Three-Dimensional) figure to represent the
lesson or use power point which contains some 3D figures with animation
to make the lesson more interesting for students. Because when they
learn about three-dimensional figures it more effective when we use
visual media, we can see that students more understand and pay more
attention to our lesson compared by using imagination to imagine about
the figure. When they see or they touch the figure, it will be
remembered well and make the students understand about that material
faster. And then, if the teachers use the visual media, they will be
thriftier when using some words to teach. Because when they see,
teacher only guide the students to get the concepts, not to tell the
concept directly but the students find it then the teachers complete the
concept that they have found. A notice for this, we use little words but
it’s effective to make the students understand about the lesson.
Example:
1. When we want to make student find the concept about prism by
giving them many several example of prism, like cube, rectangular
prism, hexagonal prism, etc. Maybe before we give them the clue,
we can ask them form the pictures that we give what the same of
that pictures and then guiding them to get the concept of prism.

6. Concepts :
In geometry, a prism is a polyhedron with a n-sided polygonal base
and n other faces (necessarily all parallelograms) joining
corresponding sides of the two bases.
After that, we can show the structure of one prism, such as
rectangular prism. Then we can give some explanation of the
characteristics of the prism

7. 2. After they get the concept about what prism is, then we try to ask
them to find again about what pyramid is.
Concepts :
A pyramid is a polyhedron formed by connecting a polygonal base and
a point, called the apex. Each base edge and apex form a triangle. It
is a conic solid with polygonal base.

8. After that, we can show the structure of a pyramid, such as
hexagonal prism. Then we can give some explanation of the
characteristics of the pyramid.
3. From the two steps above, actually the students have had the
concept about what a prism is and what a pyramid is. They knew
about the characteristics of prism and pyramid. The next step,
make them find the differences between prism and pyramid.
Example, we take the rectangular prism and the rectangular
pyramid for comparison.

9. 4. examples responding to diversity when giving directions in
teaching one topic in mathematics
Learning materials: Number of angles in a triangle.
learning objectives: determine the angles in a triangle is 180o
tools and materials:
1. paper
2. period
3. ruler
4. scissors
5. black marker
6. Colorful markers
The steps are:

10. 1. Make-up triangle arbitrary
2. Make an angle on each corner of the triangle (use the term to make it)
3. Paint or mark each corner of a triangle with different colors
4. Make a half-circle arc (magnitude obtained from the corners of the
triangle piece)
5. Cut the corners of the triangle.
6. Arrange the pieces to fit the triangle corner arc image that has been
created.
Conclusion: got the angles in a triangle is 180o
- Shorten and simplify directions.
Teachers provide guidance that is short and simple to make-up
triangle, but no explanation is given as to what kind of triangle
that must be made by the student.
- Give fewer directions at a time and have students repeat or
paraphrase what are to do (check for understanding).

11. Teachers give guidance to students to cut corners but not
explained triangle to be cut to bow or not. The teacher then
checks whether or not performed by the students. if students cut
suit with a bow that has been made, then the student is doing the
right steps, but if not, then the student is doing the wrong move.
- Cue directions with numbers (for example, “first” or “second”)
and gestures (showing one finger, then two).
Teachers say the first step, the second and subsequent followed
by finger movements.
- Emphasize key words with intonations in your voice and with
gestures.
Teachers when giving orders cut by giving emphasis and intonation
practice cutting move.
- Make the directions into a list of steps that students can check off
as they complete each step.
Teachers make the steps work in a lab module. So that students
can check if they do have measures in accordance with the steps
desired by the teacher.
- Check for understanding by asking specific questions to prevent
cultural misunderstandings. Some students will say they
understand the teacher’s directions (even when they don’t) to be
respectful. Avoid asking, “Do you understand the directions?”
Instead, ask a question like, “What is the first thing you should
do?” (Zirpoli 2005).
After memebrikan direction, right or tidakkan teachers check
what is done by the students. whether it is in accordance with the
directives given by the teacher.