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Matter : Set
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LESSON PLAN
Unit of Education : SMP
Subject : Mathematics
Class/Semester : VII/One
Subject Matter : Set
Times : 1 meeting (2 JP)
A. Main Competences
1 : Respect and appreciate the teachings of their religion
(Menghargai dan menghayati ajaran agama yang
dianutnya)
2 : Respect and appreciate the honest behavior, discipline,
responsibility, caring (tolerance, mutual assistance), polite,
confident, in interacting effectively with the social and
natural environment in a range of socially and existence
Menghargai dan menghayati perilaku jujur, disiplin,
tanggungjawab, peduli (toleransi, gotongroyong), santun,
percaya diri, dalam berinteraksi secara efektif dengan
lingkungan sosial dan alam dalam jangkauan pergaulan
dan keberadaannya.)
3 : Understanding knowledge (factual, conceptual, and
procedural) based on his curiosity about science,
technology, arts, culture and events related phenomena
seem by eyes.
(Memahami pengetahuan (faktual, konseptual, dan
prosedural) berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya terkait fenomena
dan kejadian tampak mata.)
1
B. Basic Competence and Indicators of Competency
Achievment
No Kompetensi Dasar Indikator Pencapaian Kompetensi
1. 2.2 Curious, confident, and interest in mathematics and have confidence in the power and usefulness of mathematics, which is formed through the learning experience.( Memiliki rasa ingin tahu, percaya diri, dan ketertarikan pada matematika serta memiliki rasa percaya pada daya dan kegunaan matematika, yang terbentuk melalui pengalaman belajar.)
2.2.1 Having confidence in solving problems
2. 3.2 Explain the meaning of set, subsets, complements of the set, the operatioins of set, and shows examples and not examples(Menjelaskan pengertian himpunan, himpunan bagian, komplemen himpunan, operasi himpunan danmenunjukkan contoh dan bukan contoh)
3.5.1 Explain the concept of the meaning of the set
3.5.2 Menyajikan himpunan3.5.3 Explain the concept of
universe set and Venn Diagram
3.5.4 Determining the cardinality of the set
3.5.5 Explain the concept of empty set
3.5.6 Determine the relation between the sets
C. Learning Objective
1. Given some examples of sets in daily life, students can deduce
and explain the meaning set
2. Given a set, student can present it in 3 different ways
3. Given some sets, students can explain the universe set and
draw the Venn diagram
2
4. Given a set, students can determine the cardinality of the set
5. Given a problem of set, student can explain which one is the
empty set
6. Given sets, students can determine the relationship between
the sets
D. Subject Matter
1. The meaning of set
2. How to serve set
3. Cardinality of set
4. Universe set and Venn diagram
5. Empty set
6. Relation between sets
E. Learning Method
1. Scientific approach
2. Discovery Learning
F. Learning Recources
1. Sinaga, Bornok, dkk. 2013. Matematika. SMP/MTs Kelas VII.
Kementrian Pendidikan dan Kebudayaan. Jakarta : Politeknik
Negeri Media Kreatif.
G. Learning Instructions
Tools and Materials
Computer
LCD
Power point
Props set consisting of:
1. Colorful nails (a nail consists of 2 different colors)
2. Styrofoam board
3
3. Colorful rope
H. The Steps of Learning Activity
Preliminary Activities (10 minutes)
Phase 1 : Stimulation
1. Teachers prepare students to follow the learning process
2. The teacher reminds students that since childhood we have
been taught that humans are social beings, can not live
alone and always need other people. Even in the holy book
Qur'an, Allah mentions humans as "Al Nas" which shows the
function of humans as social beings who can not live alone.
Humans need to maintain good relations with other human
beings. From the beginning of creation, a human came from
a pair of men and women. This shows that humans should
live as siblings and help each other. Because of that,
human tend to form groups or communities to perform an
activity.
3. Through questioning, the teacher asks the students to give
examples of groups or communities that exist around us.
4. Teacher shows a picture of a map of Indonesia on the
computer and then ask the students, what groups we can
see from the map? (For example, a group of cities in the
island of Java, the group districts in the city of Surabaya,
and so on) and ask the student to mention the other
example of group according to map of Indonesia.
4
5. The teacher asks the students if anyone knows what
material would be studied today in connection with the
discussion that has been discussed at the beginning of the
meeting
6. Teacher tells learning objectives
Main Activity (65 minutes)
Phase 2 : Problem statement
7. The teacher divides students into groups ( maximum consist of 5 people
for each group), then the teacher distributed a set of student worksheets
(appendix 3) and learning media (colorful nails, colorful ribbons,
styrofoam boards, colorful markers) for each group.
8. The teacher asks the students to read and comprehend literature on Student
Worksheet (Observing Phase)
Phase 3 : Data collection
5
9. The teacher asks the students to work on the first part of worksheets
according to the instructions that have been written and answer the
question
Phase 4 : Data P rocessing
10. After the students have finished the first part worksheets, teachers guide
students to analyze what they have done and also guided to the student
handbook (Associating Phase)
Phase 5 : Verification
11. Teachers create an atmosphere of questioning so that students can create
their own conclusions of the material that has been discussed (Questioning
Phase)
12. The teacher asks the students to continue their work to the next section.
Phase 4 : Generalization
13. The teacher asks some students to summarize and generalize the overall
material they have discussed
14. The teacher asks some students to make an example that includes all of the
material on that day (Experimenting Phase)
15. Teacher commanding students to do individual task (Appendix 2)
Closing (5 minutes)
16. The teacher asks the students to collect individual tasks after a timeout
17. The teacher asks some students to retell what they have done today
briefly and then ask the other students to do exercise at student;s
handbook page 29
18. Teacher tells the next matter and close the class
I. Assesment
1. Social Attitudes
a. Assessment techniques : Tests
b. Form of Instruments : Questionnaire
6
c. Grating :
No.
Attitudes / values Item of Instrumen
1. Confident 1Instrument: See Appendix 1
2. Knowledge
a. Assessment techniques : Tests
b. Form of Instruments : Essay
c. Grating :
No.
Indicator item of Instrument
1. Explain the concept of the meaning of the set
1
2. Express the set in 3 different ways 23. Explain the concept of universe set and
Venn Diagram3
4. Determine the cardinality of set 45. Explain the concept of empty set 56. Determine the relation between the
sets6
Instrumen: See Appendix 2
7
Appendix 1
Sample Instrument of Social Attitudes
Sample of Confidence Assessment Questionnaire
No Statements 1 2 3 4
1 Being able to collaborate with others
2 Placing themselves well in a variety of
situations
3 Active in discussions in class
4 Get good grades
5 Have a role in the school environment
6 Careful in work on the problems
7 Mediate in the debate in the discussion
in class
Information of Value
Always = 4
Often = 3
Rare = 2
Never` = 1
Criteria
A = Total Score 12-16
B = Total Score 8-12
C = Total Score 4-8
D = Total Score 4
8
Appendix 2
Example of Knowledge Instruments
Instructions :
1. Pray before work on the problems
2. Please answer on the answer sheet that has been provided
3. Complete the following questions shortly and clearly
Question :
1. A = { car, motor cycle, plane, rabbit }
B = { duck, chicken, bird, table }
C = { 1,3,5,7,9 }
D = { A, I, U, E, O}
E = { AB, A, O, B, L, Z}
a.) From the above, which one is called set? And why?
b.) If any of them is not a set, can you turn it into a set? Which
elements should be used as not element of the set?
2.
Express that set by registering elements (enumeration), declare
the properties owned by its elements, and write the notation of
set forming !
3. C = {1,3,5,7,9}
F = {2,4,6,8}
G = {1, 4, 9}
Draw those set into Venn diagram and determine the universe !
4. Determine the cardinality of these sets !
I = The set of all positive integer less than 10
J = The set of the member of Cherrybelle
K = The set of odd number between 1-10
5. Read back the question on number 3, make 1 example of empty
set of that universe
6. L = { The set of even number between 1 – 5}
M = { The set of natural number between 0- 10}
January, June, July
9
N = { The set of positif integer less than 11}
Can you explain what are the relationships that exist in those
sets?
Guidelines for Knowledges Instruments Assessment
Question Answer Scor
e
No. 1 a.) C and D are sets because the elements in C
or D have the same characteristics or well-
defined.
b.) A = { car, motor cycle, plane }, rabbit ∉ A
B = { duck, chicken, bird}, table ∉ B
E = { AB, A, O, B, L, Z}, L, Z ∉ E
5
5
No 2.
registering elements (enumeration) :
A = { January, June, July}
declare the properties owned by its elements :
A = months names starting with the letter J
write the notation of set forming :
A = { z | z is months names starting with the
letter J }
5
5
5
No. 3
S = the set of positif integer/Natural
number/rasional number between 0 and 10
5
5
No. 4 n(I) = 9
n(J) = 9
5
5
10
n(K) = 5 5
No. 5 The set of squares number between 5 and 8
(example)
10
No. 6 M = N
L ⊂ M
L ⊂ N
5
5
5
Calculation of final grade in the scale of 0-100, as follows :
Final Score = acquisition Score X (100)
Total Maximum Score
11
Appendix 3
Worksheet 1
Main Matter : Set
Day/Date : ............................/.......................................
Time : 50 minutes
Class : VII .....
No of group/Name : ........./....................................
Note the props that you get and read the instructions below:
The nails are likened to sample some of the people who live in the
major islands in Indonesia. Body color nail describe the place where
he lived and the color of the nail heads described their work
Body color of nails :
red: stay on the island of Sumatra
Blue: stay on the island of Java
Yellow: Stay on the island of Kalimantan
Green: staying on the island of Sulawesi
White: Staying on the island of Irian
Color nail heads :
White: Police
Yellow: PNS
Red: Doctors
Blue: TNI
Green: Merchant
The steps:
1. Separate multiple spikes in body color nail according to
information given
12
2. Plug nail into Styrofoam boards and classified according to the
color of each group then surrounded spikes body with the same
color with the same color ribbon as well as the body spikes
3. Consider one group of nails then grouped again nails the head
without removing the appropriate color ribbon ties initial group
Answer these questions in accordance with the opinion of each of
you
1. See on the Styrofoam board? What can you call for each group?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
…………
2. Disscus with your friend how to serve the set !
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
…………
3. See on the Styrofoam board, discuss with your friend if the
Styrofoam board is a container that filled by the set of people
who stay in Sumatera, Jawa, Kalimantan, dll, so what is the
container called?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
…………
4. Can you move what you do on a styrofoam board to the top of
the paper so it resembles the shape of the diagram?
13
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
…………
5. Calculate the number of nails that is in the ribbon, then you will
get a number. What it is called?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
…………
6. Can you find a group of people that work as Mafia in any island?
Why? What it is called in math?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
…………
7. Concentration in a group of people who live in one of the islands !
you find again a group inside it. What your opinion about that?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
…………
8. If I ask you to call the people who work as police in Sulawesi, how
many ways can you make to bring the people? May you bring
none of them? So, what it is called in set?
………………………………………………………………………………………
………………………………………………………………………………………
14
………………………………………………………………………………………
………………………………………………………………………………………
…………
9. Find the same group among them. why do you call them the
same?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
…………
CONCLUSION :
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
…………
REFERENCE
Sinaga, Bornok, dkk. 2013. Matematika. SMP/MTs Kelas VII.
Kementrian Pendidikan dan Kebudayaan. Jakarta : Politeknik Negeri
Media Kreatif.
15