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Khoerul Umam, S.

Pd (117785002)

Mathematics Department Dual Degree Program

AN INSTRUCTION PERFORMANCE PLANNING Lesson Class / Semester Total Performances : MATHEMATICS : IX / Odd : 1 Performance ( 2 x 40 Minutes )

I.

Standard of competence

:

To understand the properties of cylinder, cone, and sphere and their measurements. II. Basic Comptence To understand the properties of cylinder, cone, and sphere and their measurements. III. Indicator IV. Objectivity By doing discussion and guiding with teacher, students are able to determine the formula volume of cylinder such that students are able to apply the cylinder volume formula for counting volume of sardeni can, milk can, and etc. V. Learning Approach
Problem Solving

:

Determine the volume of cylinder.

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Khoerul Umam, S.Pd (117785002)

Mathematics Department Dual Degree Program

THE CONVERSATION BETWEEN STUDENTS AND TEACHER IN THE MATHEMEATICS INSTRUCTION PROCESS Step 1 Present the problem in a general form. Teacher :“I was in the oil station last sunday, I encountered a challanging mathematical problem. I found an empety cylinderical oil drum stood beside me. I wonder to know the volume of cylinderical oil drum” Note : (Although this problem was not “discovered” by student, the statement of the situation in which the problem did occur does suggest one source of mathematical problems to students) Step 2 Restate the problem in a solvable form. Teacher : What is the volume of cylinderical drum oil? ( this question denotes students’ understanding about the problem).

Note : (after the teacher asks this question there are puzzled looks on students’ faces and a minute of silence ) A Student A Student Teacher :“I don’t understand what you mean..” :“Yeah.....yes, I do....I don’t understand it either” :“Does anyone understand my question?”(Teacher try to investigate and analyze the real problem that student face)

Note : (the class indicates that they do not understand the problem.) Teacher A Student Teacher :“Oh...I think I didn’t state my question very well. What does make sense?” :“What do you mean by cylinderical drum oil?” : “Drum oil formed in cylinder”

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Khoerul Umam, S.Pd (117785002)

Mathematics Department Dual Degree Program

A Student Teacher A Student Teacher Same Student Another Student Teacher

:“I am still confuse..what do you mean by cylinder ?” : “an other example of cylinder is a milk can” (Teacher gives an example of cylinder since they are still confuse) :“Milk can have a lot of shapes and features. Which can of milk do you mean?” :“What could I do to help you?” : “Why don’t you draw an example ?” :“No, get a milk can and show us ” :“ok, this is a can milk. Can you see what I hold ! Now, would you like to give another example which is similiar to a milk can?.” (Teacher encourage students to give another examples of cylinder in daily life. The purpose of question is investigating their understanding about the cylinder after the teacher give an example) Note (students now appear to understand the meaning of cylinder)

Same Student Another Student A Student Teacher

: “Sardines can.....” : “Cornet can ” :“Oh....I know. Lubricant can ? ” :“Are you sure that all the things that you have mentioned before have the cylinder ?” (Teacher ask the question for convincing that they are understand the cylinder)

A Student Teacher Same Student Another Student

:“Yes, Sir.” :“Why?” : “The base of a milk can is circle ” :“The top of sardenis can is also circle”

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Khoerul Umam, S.Pd (117785002)

Mathematics Department Dual Degree Program

Teacher A Student Teacher A Student

: “Great. Now, let’s focus on the given problem. Can anyone tell us the cylinder more clearly ?” : “The shape with circular ends and long straight sides !” :“Now, is this problem stated in a way that is understandabe to everyone?” :“Yeah ........I understood” Note : the sentence above indicates that students have understood the shape of cylinder

Teacher

:“Can anyone see an applications of this problem?”

Step 3 Formulate hypotheses and procedures for solving the problem. Teacher : “Our goal is to determine the volume cylinder of the drum. Does anyone have an idea?”

Note ; (A minute and three passes. Teacher should always provide time for students to think about answers to their questions) Another Student Teacher : “We can pour the milk into the drum such that we can measure the volume of it. Then counting the number of milk cans used for it” : “That’s good. However, is that general solution enough?” (Teacher ask the student to think critically about the method which has been suggested) A Student Another Student Teacher Another Student : “No, if we buy a lot of milk can. It will spend much money. Why don’t we use sand” : “Using sand then pouring it into the drum by using pail such that we can measure the volume. Then counting the number of pail used for it” : “Where can we get sand ?” : “We can get it behind our school but if we were carrying all the sand, it would be very heavy”

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Khoerul Umam, S.Pd (117785002)

Mathematics Department Dual Degree Program

Another Student Another Student A Student Teacher

: “Why don’t we use water !” : “Since it is easily to find and carry, right !” : “We can pour the water by using pail, one by one until the volume of cylinder oil drum is full. Then counting the pail used for the volume” : “That’s good idea. Can anyone think of another way ?” (teacher wants to make a strong discussion among the students until they find the best method to solve this problem)

Another Student Teacher Same Student A Student Another Student Teacher

: “Water is quite good. But if we use water, our class is going to be wet. We had just cleaned the class....!” : “Yes I agree with you,because if every cylinder shape volume must be counted by pouring the water. It took a lot of time whilst we are in the classroom.” : “Then how to count the volume of cylinder ?” : “We counted the volume of cube by using formula when we studied in the 7th grade. Why don’t we do the same things as well” : “Yeah......I see. What we need is formula !” : “That’s another good idea. We will try it ! Does anyone else have another ideas?” Note ;( No more ideas were offered.)

Teacher

: “Now, let’s summarize our methods and list the strenghs and weaknesses of each method” Note : the class lists the 2 methods and list the strengths and weaknesses of each method)

Teacher Same Student Teacher Same Student

: “Let’s try to find a formula. What have we known about this problem ? ” : “We should find the radius of circle in base, and the height of cylinder” : “Would these dimensions be easy to find?” : “Sure, we could use a centimeters”

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Khoerul Umam, S.Pd (117785002)

Mathematics Department Dual Degree Program

Step 4 Test hypotesises and carry out strategies to solve the problem. Teacher : “Suppose we let t represent the height of the cylinder, r is the radius circle in base. Does anyone have a suggestion to find the formula?” (Three minutes of silince occurs) Teacher Same Student Teacher Another Student Teacher : “Have you ever found the volume of any figures before?” : “Yes, we have studied the volume before” : “Would you like to tell me, what’s kind volume of figures have you studied?” : “We studied about volume of prism, cube, and etc, in the last year. When we were in the 7th grade” : “That is great........Do you still remember what is the volume formula for prism?” ( Teacher try to remind the students with the previous knowledge) Note : (Let the students think for a while to remember.............) A Student Another Student Teacher Another Student A Student : “If I am not mistaken......the area of the base times the height of prism...........!” : “Yes. I do agree with you....! his answer is right, sir ! ” : “Ok..good. Can you compare those shapes? : “I don’t understand what you mean ?” : “Why don’t you try to draw these figures ! so that we can see the different ”

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Khoerul Umam, S.Pd (117785002)

Mathematics Department Dual Degree Program

Teacher

: “Is there anyone who wants to help me to draw the cylinder and an example of prism on the white board ! ”

Cylinder Same Student Teacher Students Teacher : “Ok....I can do it, sir”

Upright rectangular Prism

: “Thank you very much for your pleasure to draw on the white board. Look at the drawing ! Are those right ?” : “Eh.......I think. Those are right” : “Well .......so can you see the difference between those things?”

Note : (Students discuss each other to find the difference between upright rectangular prism and cylinder. After waiting for a minute, teacher ask again) Teacher Another Student Teacher Another Student A Student : “Is there any differences between the height of cylinder and upright rectangular prism ?” : “No, the height of both are the same” : “So, can you see the differences between cylinder and upright rectangular prism ?” : “I guess the base of them are different.” : “I guess the top of them are also different.” 7

Khoerul Umam, S.Pd (117785002)

Mathematics Department Dual Degree Program

Another Student Same Student Teacher

: “So....the bottom and the top of both cylinder and upright rectangular prism are different ” : “Oh.....I see....you are right. The base and top of both cylinder and upright rectangular prism are different” : “What are the different of those shapes?” (Teacher check students’ understanding about the comparasion in two shapes)

Another Student Teacher A Student Teacher A Student Same Student Teacher Another Student Teacher Same Student Teacher Same Student

: “The top and base of cylinder are circle whilst the base and top of upright rectangular prism are rectangular ” : “Can anyone help me to remind us about the formula of volume prism ?” : “If I am not mistaken......the area of the base times the height of prism...........!” : “Great....What’s our next step to find the formula of cylinder ?” : “Using the formula of volume prism which is the area of the base times the height of prism........!” : “Just change the area of base of prism into the area of base of cylinder.” : “Wonderful, it is awesome. What is the base of cylinder ?” : “The base of cylinder is circle.” : “Would you like to show us, what is the area of circle?” : “The area of circle is ”

: “Anyone can help me to answer the problem. What is the volume of cylinder ?” : “Then the volume of cylinder is ”

Note : it is clear to do this step since the students have known the formula of cylinder Step 5 Verify the solution and analyze the solution strategies 8

Khoerul Umam, S.Pd (117785002)

Mathematics Department Dual Degree Program

Teacher

: “ Now, how do we know that is correct?” (Teacher wants to know how students prove the formula)

Same Student Teacher Student Another Student

: “Try it out” : “OK...let’s try the formula. What’s kind of media we want to try? : “ Yes, we can use the milk can? We find it’s height, and radius of base cylinder” : “So.....afterward, we have to find the area base of milk can then times it with the height of milk can” Note : (Teacher is waiting students to find the volume of milk can for 10 minutes)

A Student Teacher Same Student Teacher Students Same Student Another Student

: “ Yes, we get it” : “Are the volume of cylinder by using formula the same as the volume of information given in the milk can ?” : “Yes, they are not the same exactly but they are very close” : “Now, let’s try use this formula by using other kinds of material ? : “ We can use sardine can as well” : “Let’s do it ” : “We have to find the area base of sardine can then times it with the height of sardine can” Note : (Teacher is waiting students to find the volume of sardine can for 10 minutes)

A Student Teacher Same Student Teacher

: “ Yes, we get it” : “Did you get the same answer by using formula as you did by using the information given in the sardine can ?” : “Yes, they are almost the same” : “How could we prove the formula is true ?” 9

Khoerul Umam, S.Pd (117785002)

Mathematics Department Dual Degree Program

Note :After a brief discussion the class concludes that the formula is true because we have try the formula with two different kind of examples. Those answers are similar to the information given on those cans. Teacher : “What general strategies did you see in solving this problem ?” (Teacher asks students to restate the steps of general strategy in the learing process based on their experiences) Same Student A Student Another Student Teacher A Student Same Student Same Student Teacher Same Student Same Student Same Student Teacher : “We have to understand the real shape of cylinder first” : “Afterwards, we try to find the other shape which is similar to cylinder” : “Then, we compare those two shapes and find the comparison and the same things between two shapes” : “Is there any additional ? : “Using the formula of volume shape which is similar to solve our problem” : “Then we change the formula after analyzing the comparison and the equality of them” : “Then we tried out the formula” : “Is there anything else ?” : “After applying the formula for several kinds of material. We check whether the formula is right or wrong” : “Afer checking the formula, we conclude that it is true...” : “You give a lot of question to us......... it took a lot of time to think and remember our previous lesson” : “ You have stated some of general step to solve this problem, by doing discussion, using our previous lesson, and comparing two shapes. You can solve the problem easily.”

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