NAMA : Hastomo Danu Ryanto

NPM : A1G015066

PROG STUDI : PGSD

MATA UJI : Teori dan Praktek Pembelajaran Bilingual

DOSEN : Feri Noperman, M.Pd.

TANGGAL : 13-09-2017

INTRODUCTION

NO INSTRUCTION WHAT TEACHER SAYS

1 To begin, tell students that this lesson focuses on
multiplication.
2 Ask students to share what they already know about
multiplication. If you have already been studying
multiplication, build on that, but if you have not, just let
students share what they generally know.
3 Explain that today's lesson will involve pairs, which you
will introduce in a moment. Ask students to give examples
of pairs.
Alright students today we will learning mathematics about
multiplication.
Before we get into our lesson, what do you know about
multiplication.
Thats right, a multiplication is repeated addition or increasing the
number like doubling the number, for example 1+1 is 2. That is a
multiplication we have to learn today.

1
INSTRUCTION/TEACHER MODELING
NO INSTRUCTION
1 Write the number 14 on the board.
2 Ask students if they know what a factor pair is. Explain
that a factor pair is two numbers multiplied together to get
a product..
3 Explain that in today's lesson, students will work together
to find factor pairs of whole numbers. Ask students what a
whole number is. Remind them that a whole number is a
number without fractional or decimal parts.
GUIDED PRACTICE
NO INSTRUCTION
1 Tell students that you will practice finding factor pairs
together, before trying it in pairs.
2 Point out the number 14 on the board. To check for
understanding, ask students if 14 is a whole number and
how they know.
3 Model pulling out 14 cubes.
2
WHAT TEACHER SAYS
Alright what the number I write on the board? 14 thats right.
At this time we will get to know what is factor pair is, the factor
pair is a two numbers multiplied together to get a product.
Thats why in this moment we have to find a factor pair from a
whole of numbers. What do you know what a whole number is?
Whole number is a number without fractional or decimal parts.
WHAT TEACHER SAYS
Right now we will practice finding factor pair together.
At this number (14) who can tell me what cetegory of this
number? Is it whole number or not. How did you know that
number is a whole number?
To be clearly right now I will show you some cubes.
4 Tell students that now we will need to make an array using
the cubes. Ask students to define array. Remind them that
an array is an arrangement in a particular way.
5 Model making a 2 row by 7 column array. Write 2 x 7 on
the board. Explain that you made a 2 x 7 array, which
means that 2 and 7 are a factor pair of 14.
6 Ask students other ways that we could arrange the cubes in You also can arrange the cubes in other ways like a rectangle to
a rectangle, to make an array. Make sure to show 7 x 2, 14
x 1, and 1 x 14, recording the factor pairs as they are made.
7 Explain that they can use factor pairs to help understand
multiples. Ask students if they know what a multiple is.
Define multiple as the number found when multiplying
one number by another.
8 Explain that 14 is a multiple of 1, 2, and 7. Model skip
counting by those numbers to reach 14.
3
With this cubes we will need to make an array, and chose what
array you want to. Also remember that array is must have
arrangement in a praticular way.
(in this instruction I will drawing a cubes 2x7 on the board with
spidol) 2x7 are factor pair of 14
make an array.
With this factor pair we could be easily understand about
multiplies. And by multiplies is what did you know about it?
Define from multiplies is the number we found when we
multipliying one number by another number.
Like 14 is, teh 14 is a multiple of 1, 2, and 7. This model just keep
counting by those numbers to reach 14.
INDEPENDENT WORKING TIME
NO INSTRUCTION
1 Explain to students that they will now work in pairs to find
all of the factor pairs of various whole numbers under 100
2 Pair students up and hand out the How Many Ways Can
You Arrange My Number? worksheet.
3 Remind students to use cubes if they need to. They may
also draw arrays on their papers.
4 As students work, check in with pairs to make sure they
are finding all of the factor pairs for each number.
5 Encourage they to use the cubes for students who need
visual support.
6 Students who finish early can work on the How Many
Ways Can You Arrange 100? worksheet.
WHAT TEACHER SAYS
Right now I have the task that you will do that task in pairs with
your friends to find all of the factor pairs of whole numbers under
100.
Now I need you to be pair with your friend in this class, and then
finish this task like I said.
Remember to use the cubes if you need to finish your task, and
draw that arrays on your papers.
(in this instruction I will guide the students one by one to recheck
their task with pairs to make sure they are finding all of the factor
pairs for each number)
Use the cubes if you need visual support.
Who finished that task early you will get another one task for
added value.