Lesson Plan Full

8/3/2019 Lesson Plan Full

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LESSON PLAN

Name of School : Junior High School 9 Palembang

Subject : Mathematics

Grade / Semester : VIII / 1

Meeetings : 15

Time Allocation : 10 x 40 minutes

Standard Competence

Understanding algebra forms

Basic Competence

Operating Algebra Forms

Indicator

1. Explaining coefficient, variable, constanta, monomials, binomials, polynomials in

same or different variable

2. Solving addition, substraction, multiplication, division, and exponentiation in

monomials and polynomials

3. Solving division operation in same or different terms

4.

Reducing terms division5. Solving exponentiation constanta and terms

6. Solving addition, substraction, multiplication, division, and exponentiation in

fractions on algebra forms

7. Reducing fraction on algebra form

A.Learning Objective1. Students be able to explain coefficient, variable, constanta, monomials, binomials,

polynomials in same or different variable

2. Students be able to solve addition, substraction, multiplication, division, and

exponentiation in monomials and polynomials

3. Student be able to solve division operation in same or different term

4. Students be able to reduce terms division

5. Students be able to solve exponentiation constanta and terms

6. Students be able to solve addition, substraction, multiplication, division, and

exponentiation in fractions on algebra forms

7. Students be able to reduce fraction on algebra forms


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B.Learning Material Algebra forms

C.Teaching Learning StrategiesDemonstration, question and answer, discussion

D.Teaching Learning ActivitiesMeeting 1

Introduction

a. Teacher informs learning objectives

b. Teacher reviews the prerequsite material

Main Activity

a. By questions and answers, teacher asks students to recall some of algebra definition

which has been studied

b. By questions and answers, teacher explains how to solve addition and substraction on

algebra forms

Closing

a. The teacher guides the students to make a summary of the material.

b. Teacher gives homework

c. Teacher informs the next material for next meeting.

Meeting 2

Intoduction



Main Activity

a. By question answer, students recall how to solve solve addition and substraction on

algebra forms

b. By grouping, students ask to solve some of quetions from the book and present it in

front of class

Closing





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Meeting 3

Introduction



Main Activity

a. By question answer, students ask to solve multiplication and exponentiation on

algebra forms


front of class

Closing




Meeting 4

Introduction



Main Activity

a. By question answer, students determine adding, substraction, multiplication, division,

and exponentiation in fraction on algebra forms


front of class

Closing


b.

Teacher gives homework


Meeting 5

Introduction




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Main Activity

a. By question answer, teacher explain again how to reduce fraction

b. By grouping, students ask to discuss to solve some of the question from the book and

present it in front of class

Closing




E.Sources, Materials, ToolsStudent book

F.Assesmenta. The technical of assesment

Written assesment

Show the ability

b. The form of assesment

Questions in examples and exercises

c. Instrument

Find the solution

a) (2x + 3 ) + (5x +4)

b) (x2

+ 2x3)(3x +9)

c) (x + 6) (6x2)

d) (x24x4) : (x2)

Acknowledge, Palembang, 2010

Head Master Teacher Practitioner

Drs. Basyaruddin, M.Si Arfani, S. Pd Rosmalia Septiana

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LESSON PLAN




Meeetings : 68


Standard Competence


Basic Competence

Operating Algebra Forms

Indicator

Factoring Algebra Expressions

A.Learning ObjectiveStudent be able to factor Algebra expressions

B.Learning Material Algebra forms



Introduction



Main Activity

a. By some of the questions, student showed algebra forms which can be write in factor

of algebra.

b. By discussion, students write algebra factor in constanta or variable

Closing





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Meeting 7

Intoduction



Main Activity

By dicussion, students ask to solve some of question from the book and present it in front

of class

Closing




Meeting 8

Introduction



Main Activity

a. By discussion, students ask to factoring algebra form to its factor

b.

Some of student present it in front of class

Closing




Meeting 9

Introduction

c. Teacher informs learning objectives

d. Teacher reviews the prerequsite material

Main Activity

a. By question answer, students factoring algebra forms to its factor from the question

given by teacher

b. By grouping, students ask to discuss to solve some of the question and present it

infront of class


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Closing






Written assesment

Show the ability



c. Instrument

Factor the following algbraic expression

2x22x - 4

x216




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LESSON PLAN




Meeetings : 911


Standard Competence

Understanding relation and function

Basic Competence


Indicator

1. Expressing daily problem related with relations and functions

2. Expressing a funtion related daily activity notations

A.Learning Objective1. Student be able to express daily problem related with relations and functions

2. Student be able to express a funtion related daily activity notations

B.Learning Material Relations and Functions


D.Teaching Learning ActivitiesMeeting

Introduction



Main Activity

a. By example in daily life, sutudents express relations

b. By example, students know relations

c. By question answer, students explain with their own word and express daily problem

related with relations

d. By grouping, students ask to discuss to solve some of question from the book and

present in in front of class


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Closing




Meeting

Intoduction



Main Activity

a. By example in daily life, student know which one function and not function

b. By question answer, students explain with their own word and express daily problem

related with functions

c. By grouping, students ask to discuss to solve some of question from the book and


Closing



c.

Teacher informs the next material for next meeting.

Meeting

Introduction



Main Activity

a.

By question and answer with example, student express function with notations

b. By grouping, students ask to solve some of question from the book and present it in

from of class.

Closing





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F.Assesmentd. The technical of assesment

Written assesment

Show the ability

e. The form of assesment


f. Instrument

In first day, Bita saves her money Rp 10.000,00. If every next day she saves

Rp. 1.000,00, express Bitas money at t-day in function




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LESSON PLAN




Meeetings : 1218


Standard Competence


Basic Competence

Determining function value

Indicator

1. Calculating value of the function

2. Calculating the change value of the function

3. Determining function forms

A.Learning Objective1. Students be able to calculate value of the function

2.

Students be able to calculate the change value of the function3. Students be able to determine function form

B.Learning Material Relations and Functions



Introduction



Main Activity

a. By discussion, students express function in arrow diagram, cartesian diagram, and sets

of ordered pairs

b. By grouping, students ask to discuss to solve some of the question from te book


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Closing




Meeting 14

Intoduction



Main Activity

a. With arrow diagram, teacher explain about how many posibble mapping between two

sets

b. By grouping, students ask to discuss to solve some of question from the book and


Closing




Meeting 15

Introduction



Main Activity

a. By question and answer with example, teacher explain one to one correspondence

b.

By discussion, students determine how many possible one to one correspondence

between two sets

Closing





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Meeting 16

Introduction



Main Activity

a. By demonstration, teacher shows the using fact of function in daily life

b. By discussion, students find how to determine function if the notation function known

c. By grouping, student ask to discuss to solve some of question from the book

Closing




Meeting 17

Introduction



Main Activity

a.

By question answer with example, teacher shows rlation of function and the necessary

data to compile a function

b. By discussion, students ask to identfy the necessary condition that needing to compile

a function formf(x) = ax + b

Closing



c.


Meeting 18

Introduction



Main Activity

Daily test about function value and function forms


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Closing






Written assesment

Show the ability



c. Instrument




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LESSON PLAN




Meeetings : 2729


Standard Competence


Basic Competence

Making function graph skecth on cartesian coordinat

Indicator

1. Compiling function table

2. Drawing function graph

A.Learning Objective1. Students be able to compile function table

2. Students be able to draw function graph

B.Learning Material Relation and Function


D.Teaching Learning ActivitiesMeeting

Introduction



Main Activity

a. By question answer, students determine function value if the change value known

b. By discussion, students determine change value and value of function in table

Closing





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Meeting 26 - 27

Intoduction



Main Activity

a. By dicussion, students drawfunction graph from the table

b. By grouping, student ask to discuss to solve some of question from the book

Closing




Meeting 28

Introduction



Main Activity

a. By question answer, students determine coordinat points on cartesian coordinat from

given function graph

b. By grouping, students ask to discuss to solve some of question from the book

Closing






Written assesment

Show the ability


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c. Instrument

Factor the following algbraic expression




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LESSON PLAN





Meeting : 30 - 32

Standard Competence

Understanding algebra form, relation, function, and equation of straight lines

Basic Competence

Determining gradient, straight lines equation and graph

Indicator

1. Understanding various form of equations

2. Understanding form of linear equation

3. Graphing a linear equation from its table

4. Graphing a linear equation from its intersection point

A.

Learning Objective1. Students be able to explain linear equation

2. Students be able to explain the difference between equation and linear equation

3. Students be able to draw linear equations graph from its table

4. Students be able to draw linear equations graph by determining its intersection point

B.Learning MaterialLinear Equations

Linear equations and their graph

C.Teaching Learning StrategiesDemonstration, question and answer

D.Teaching Learning ActivitiesIntroduction

c. Teacher informs learning objectives


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d. Teacher reviews the prerequsite material about linear equations in one variable,

arithmetical operations on integers and fractions, algebraic operations, and Cartesian

coordinate system.

Main Activity

a. Teacher gives example of various equations

b. Teacher explains the difference between equation adn linear equation

c. Teacher gives the way to graphing linear equation from its table

d. Teacher gives the way to graphing linear equation from determining its intersection

point

e. Students do excercises

Closing


b. Teacher gives exercises


E.Sources, Materials, Toolsa.

Student book

b. Ruler

F.Assesmentd. The technical of assesment

Written assesment

Show the ability

e.

The form of assesment


f. Instrument

Determine which of equations falls into linear equation

y = 5x + 3

4x3y = y

3x + 2xy = 7


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3a5b + 4 = 0

Construct the line given by building their corresponding table

y = 3x

y = 2x + 3

y = 3/4 x2

y = 1/3 x + 4

construct the line by finding the valu of y when x = 0 and x when y = 0

x + y = 3

2x + y = 4

x + 3y = 6

4x3 y = 12




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LESSON PLAN





Meeting : 33-35

Standard Competence


Basic Competence


Indicator

1. Understanding gradient

2. Determining gradient from two points on the plane

3. Determining gradient of parallel lines

4. Determining gradient of perpendicular lines

A.Learning Objective1. Students be able to explain gradient (slope)

2. Students be able to determine gradient from two points on the plane

3. Students be able to determine gradient of parallel lines

4. Students be able to determine gradient of perpendicular lines


Gradient





Main Activity

a. Teacher explains about gradient


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b. Teacher shows the way to determine gradient from two points on the plane

c. Teacher shows the way to determine gradient of parallel lines

d. Teacher shows the way to determine gradient of perpendicular lines

e. Students do excercises

Closing


b. Teacher gives exercises


E.Sources, Materials, Toolsa. Student book

b. Ruler

c. Square book


Written assesment

Show the ability



c. Instrument

Find the gradient of each line connecting every pair of points below

A (4,1) dan B (6,7)

C (-3,6) dan D (1,10)

A line q has a gradient of 3. Find the gradient of a line which is :

Parallel to the line q

Perpendicular to the line




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LESSON PLAN





Meeting : 36-27

Standard Competence


Basic Competence


Indicator

1. Detrmining the equation for a line having a gradient ofm and running through (x1, y1)

2. Determining the equation for a line having a gradient of m and running through (x1,

y1)

3. Determing the equation for a line running through (x1, y1) and paraller or

perpendicular to the other linear equation

4. Determining the equation for a line running through (x1, y1) and (x, y2)

5.

Determining the equation for a line running through (x1, y1) and (x, y2)

A. Learning Objective1. Students be able to determine the equation for a line having a gradient of m and

running through (x1, y1)

2. Students be able to determine the equation for a line having a gradient of m and

running through (x1, y1)

3. Students be able to determine the equation for a line running through (x1, y1) and

paraller or perpendicular to the other linear equation

4. Students be able to determine the equation for a line running through (x1, y1) and (x,

y2)

5. Students be able to determine the equation for a line running through (x1, y1) and (x,

y2)


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The equation for a line having a gradient ofm and running through (x1, y1)

The equation for a line running through (x1, y1) and(x2, y2C.Teaching Learning Strategies

Demonstration, question and answer




Main Activity

Teacher Students

Explains the equation for a line having

a gradient of m and running through

(x1, y1)

Give attention to teacher

Gives example how to determine the

equation for a line having a gradient

ofm and running through (x1, y1)

Give attention

Asks students to do exercises 5

number 1, 2, 3

Do exercises

Helps the students Do exercises

Chooses some of the students to

answer exercises in front of class

One of students answer exercises, the other

give attention and correct their answer

Explains the equation for a line

running through (x1, y1) and(x2, y2)

Give attention

Gives example how to determine the

equation for a line running through

(x1, y1) and (x2,y2)

Give attention

Asks student to do exercise 5 number Do exercises


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4, 5, 6




One of students answer exercises, the other

give attention and correct their answerClosing





b. Ruler

c. Grid paper


Written assesment

Show the ability



c. Instrument

Determine the equation for a line running through (3,5) and having a gradient

of 4

Determine the equation for a line running through (-18, -12) and parallel to the

lines given by x + 2y = 10

Determine the equation for a line running through (12, -18) and perpendicular

to the lines given by 3x + y = 10

Determine the equation for the lines running through (1,3) and (4,6)




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LESSON PLAN





Meeting : 38-39

Standard Competence


Basic Competence


Indicator

1. Determining relationship between parallel lines

2. Determining relationship between coincident lines

3. Determining relationship between perpendicular lines

4. Determining relationship between intersecting lines

5. Determining intersect point between 2 lines

A.Learning Objective1. Students be able to determine relationship between parallel lines

2. Students be able to determine relationship between coincident lines

3. Students be able to determine relationship between perpendicular lines

4. Students be able to determine relationship between intersecting lines

5. Students be able to determine intersect point between 2 lines


Relationship between gradient and linear equation



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Main Activity

Teacher Students

Explains how to determine

relationship between parallel lines

m1 = m2

Give attention to teacher

Gives example how to determine

determine relationship between

parallel lines

Give attention


relationship between coincident lines

m1 = m2 and c1 = c2

Give attention



coincident lines

Give attention


relationship between perpendicular

lines

m1 x m2 = -1

Give attention



perpendicular lines

Give attention


relationship between intersecting lines

m1 m2

Give attention



intersecting lines

Give attention


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Explains how to determining intercep

point between 2 lines

y1 = y2

m1x + c

1= m

2x + c

2

Give attention

Asks student to do exercise 6 Do exercises




Some of students answer exercises, the other

give attention and correct their answer

Shows the graph of line using Winplot

Software to proof studentss answer

Correct their answer

Closing





b. Ruler

c. Grid paper

d. LCD


Written assesment

Show the ability



c. Instrument

Indicator Instrument

Determining relationship between parallel

lines

Show that the line given by y = -2x + 4 and

8 x + 4y + 12 = 0 are parallel

Determining relationship between Show that the line given by y = 2/3x -4 and


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coincident lines 4x6y24 = 0 are coincident

Determining relationship between

perpendicular lines

Determine the relationship between a line

given by 4y = 6x 8 and a line given by

2x + 3y = 6

Determining relationship between

intersecting lines

Determine relationship between a line given

by y = 2x + 4 and a line given by 3x + 4y =

12

Determining intercep point between 2 lines Determine intercept point coordinat

between a line given by x + y =3 and a line

given by y = 2x -1




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LESSON PLAN





Meeting : 40

Standard Competence


Basic Competence


Indicator

1. Determining the demand function

2. Determining the supply function

A.Learning Objective1. Students be able to determine demand function

2.

Students be able to determine the supply function


Application of linear equations






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Main Activity

Teacher Students

Discusses with the students about

application of linear equation in daily

life

Discuss with the teacher

Explains how to determine the

demand function

Give attention

Ask students to do exercises about

demand function

Do exercises

Chooses some of students to answer

the question

Answer the exercises, the other correct their

answer

Explains how to determine the supply

function

Give attention

Ask students to do exercises about

supply function

Do exercises

Chooses some of students to answer

the question

Answer the exercises, the other correct their

answer

Closing





b.

Ruler

c. Grid paper

d. LCD


Written assesment

Show the ability


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c. Instrument

Indicator InstrumentDetermining the demand function Draw the graph of demand function Q

= 301,5P

Determine the highest possible

demanded amount

Determine the highest posible price P

in thousand rupiahs

Determining the supply function A supply function for acertain good is given

by Q = -25 + 5P

Draw its corresponding graph

At what price seller are not willing to

sell their good to the market

What is the amount of good supplied

as it is offered at a price o 15




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LESSON PLAN





Meeting : 42 - 44

Standard Competence

Understanding System of Linear Equations in Two Variables and its application on

problem solving

Basic Competence

Finalizing System of Linear Equations in Two Variables

Indicator

1. Determining difference between linear equations in one variable and linear equations

in two variable

2. Determining solution of linear equations in two variable

3.

Determining difference between linear equations in two variable and system oflinear equations in two variable

4. Determining solution of a system of linear equations in two variable

A.Learning Objective1. Students be able to determine difference between linear equations in one variable

and linear equations in two variable

2. Students be able to determine solution of linear equations in two variable

3. Students be able to determine difference between linear equations in two variable

and system of linear equations in two variable

4. Students be able to determine solution of a system of linear equations in two variable

B.Learning Material System of Linear Equations in Two Variables



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Main Activity

Teacher Students

Recall the student about linear

equations

Remembering previous material

Asks the students the difference

between linear equations in one

variable and linear equations in two

variable

Discuss with their friend to answer the

questions

Explains how to find solution of linear

equations in two variable

Give attention

Explains system of linear equations in

two variable

Give attention

Ask the students the difference

between linear equations in two

variable and system of linear


Answer the question

Explains how to find solution of

system of linear equations in two

variable

Give attention

Ask students to do exercises 1 and

guide them

Do execises

Closing





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b. Ruler

c. Grid paper

d. LCD


Written assesment

Show the ability



c. Instrument

Indicator Instrument

Determining difference between linear

equations in one variable and linear


Can you explain the difference between

linear equations in one variable and linear


Determining solution of linear equations in

two variable

Find as many solutions as possible of x + y

= 4

Determining difference between linear

equations in two variable and system of

linear equations in two variable

Tell the differences between x + y = 7 and

{

Determining solution of a system of linear


Do x = 6 and y = 2 form a solution to the

system of linear equations consisting of x +

2y = 10 and 2xy = 5



Drs. Basyaruddin, M.Si Arfani, S. Pd Rosmalia SeptianaNIP. 131909558 NIP. 131786043 NIM. 06071008028


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LESSON PLAN





Meeting : 45 - 47

Standard Competence


problem solving

Basic Competence

Solving System of Linear Equations in Two Variables

Indicator

1. Solving system of linear equations in two variables using graph method

2. Solving system of linear equations in two variables with fractions

A.Learning Objective1.

Students be able to solve system of linear equations in two variables using graphmethod

2. Student be able to solving system of linear equations in two variables with fractions







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Main Activity

Teacher Students

Explains how to solve system of linear

equations in two variables using

method graph

Give attention

Give an example how to solve system

of linear equations in two variables

using method graph

Give attention

Shows the students the the solution

graph by using Winplot Software

Give attention

Ask the student what the solution if

the lines are parralel and coincident

Discuss with their friend to answer the question

Explains how to solve system of linear

equations in two variables with

fractions

Give attention



with fractions

Give attention

Give exercises Do exercises

Closing





b. Ruler

c. Grid paper

d. LCD


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F.Assesmentg. The technical of assesment

Written assesment

Show the abilityh. The form of assesment


i. Instrument

Indicator Instrument Score

Solving system of linear

equations in two variables

using graph method

Find the solution of the following system of

linear equations in two variable by using graph

method 2y = -3x + 12 and x + 2y =4

50



with fractions

Find the solution of the root of each of the

system of equations by using alliance method

(elimination and substitution)

50

j. Scorring

No. Steps Score

1 Write the known from the question

2y = -3x + 12 and x + 2y = 4

2

Change the explicit form to implicit form2y = -3x + 12 (exp) 3x + 2y = 12 (imp)

x + 2y = 4(imp)

3

Determine its intercept by using the table

3 x + 2y = 12

x 0 4

y 6 0

(x,y) (0,6) (4,0)

10


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x + 2y = 4

x 0 4

y 2 0(x,y) (0,2) (4,0)

Put the points to the coordinat cartesius 10

Draw the graph 5

Determine the intersect point by looking at the graph on coordinat

cartesius

15

Make the conclusion

thus, the solution to the above system of equations is given by x = 4

and y = 0

5


2

Change the equation into a new equivalent equation with no fractions

( )

( )

13


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Eliminate one of variables

15

Substituting y = -10 to one of the equation

y = -10

5x + 2y = 10

5x + 2 (-10) = 10

5x20 = 10

5x = 30

x = 30/5

x = 6

15

Make the conclusion


and y = -10

5




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LESSON PLAN





Meeting : 48 - 49

Standard Competence


problem solving

Basic Competence


Indicator

1. Determining difference between linear equations in two variable and system of

linear equations in two variable.

2. Determining solution of a system of linear equations in two variable using graph

method.

3.

Determining solution of a system of linear equations in two variable usingsubstitution method.

A.Learning Objective1. Students be able to determine difference between linear equations in two variable

and system of linear equations in two variable


using graph method


using substitution method




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Main Activity

Teacher Students

Gives examples about SLETV in daily

life

Think another examples

Ask student about linear equations Answer the questions

Asks the students the difference

between linear equations in one

variable and linear equations in two

variable


questions

Explains how to determine solution of

a system of linear equations in two

variable using graph method

Give attention



using method graph

Give attention



Give attention

Ask the student what the solution if

the lines are parralel and coincident


question



variable using substitution method

Give attention



using substitution graph

Give attention

Gives exercises Do execises


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Closing





b. Ruler

c. Grid paper

d. LCD


Written assesment

Show the ability



c. Instrument


Determining difference

between linear equations in

two variable and system of

linear equations in two

variable

Can you explain the difference between linear

equations in two variable and system of linear


10

Determining solution of a

system of linear equations in

two variable using graph

method.


linear equations in two variable by using graph

method 2y = -3x + 12 and x + 2y =4

45



two variable using substitution

method.


linear equations in two variable by using

substitution method 5x + y = 10 and 4x2y =

- 6

45


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d. Scorring

No. Steps Score

1 LETV :

Only one linear equation

has an infinite number of solution

the solution to a LETV is independenton other LETVs

SLETV :

Two or more linear equations

Have only one pair of values as their solution

The solution must simultaneously satisfy both LETVs

10


2y = -3x + 12 and x + 2y = 4

2

Change the explicit form to implicit form

2y = -3x + 12 (exp) 3x + 2y = 12 (imp)

x + 2y = 4(imp)

3

Determine its intercept by using the table

3 x + 2y = 12

x 0 4

y 6 0

(x,y) (0,6) (4,0)

x + 2y = 4

x 0 4

y 2 0

(x,y) (0,2) (4,0)

10

Put the points to the cartesius plane 10

Draw the graph 5

Determine the intersect point by looking at the graph on cartesius plane 10

Make the conclusion


and y = 0

5


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5x + y = 10 and 4x2y = - 6

2

Replacing (substituting)y

Change 5x + y = 10 (imp) to y = -5x + 10

3

Substituting y = -5x + 10 into the equation 4x2y = - 6

4x2 (-5x + 10) = -6

4x + 10x20 = -6

14x = 14

x = 1

18

Substituting x = 1 into one of the equations

x = 1

4x2y = -6

4 (1)2y = -6

42y = -6

-2y = -10

y = 5

17

Make the conclusion

thus, the solution to the above system of equations is given by x = 1 and

y = 5

5




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LESSON PLAN





Meeting : 50 - 51

Standard Competence


problem solving

Basic Competence


Indicator

1. Determining solution of a system of linear equations in two variable using

elimination method.

2. Determining solution of a system of linear equations in two variable with fractions

A.Learning Objective1. Students be able to determine solution of a system of linear equations in two variable

using elimination method


with fractions

B.Learning MaterialSystem of Linear Equations in Two Variables


D.Teaching Learning ActivitieIntroduction



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Main Activity

Teacher Students

Explains how to determine solution of

a system of linear equations in two

variable using elimination method

Give attention



using elimination method

Give attention



Give attention



variable with fractions

Give attention



with fractions

Give attention

Gives exercises Do execises

Closing




E.Sources, Materials, Toolsa.

Student book

b. Ruler

c. Grid paper

d. LCD


Written assesment


48/66

Show the ability



c.

InstrumentIndicator Instrument Score



two variable using elimination

method.


linear equations in two variable by using

elimination method 4y = 2x 10 and x = 9

2y

50



with fractions

Find the solution of the root of each of the

system of equations by using alliance method

(elimination and substitution)

50

d.

Scorring

No. Steps Score

1 Write the known fromthe question

4y = 2x10 and x = 92y

2

Change the explicit form to implicit form

4y = 2x10 2x4y = 10

x = 92y x + 2y = 9

8

Elimination one of variable

|

5

15

15


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Make the conclusion


y = 1

5


2

Change the equation into a new equivalent equation with no fractions

( )

( )

13

Eliminate one of variables

15

Substituting y = -10 to one of the equation

y = -10

5x + 2y = 10

5x + 2 (-10) = 10

5x20 = 10

5x = 30

x = 30/5

15


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x = 6

Make the conclusion


y = -10

5




NIP. 131909558 NIP. 131786043 NIM. 06071008028


51/66

LESSON PLAN





Meeting : 52

Standard Competence


problem solving

Basic Competence


Indicator

Determining solution of application of system of linear equations in two variable

A.Learning ObjectiveStudents be able to determine solution of application of a system of linear equations

in two variable

B.Learning MaterialApplication of System of Linear Equations in Two Variables





Main Activity

Teacher Students

Give example of SLETV problem in Give attention and another example


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daily life

Explain how to solve SLETV problem

in daily life by build its mathematical

models

Give attention

Give exercises Do exercises

Closing






Written assesment

Show the ability



c. Instrument


Determining solution of

application of system of linear


Asti and Anton work at shoes factory. Every

hour, Asti can make 3 pairs of shoes and

Anton can make 4 pairs of shoes. Total of their

office hour is 16 hours a day. If Asti and

Anton can make 55 pairs of shoes and they

have different office hours, determine Asti and

Anton office hours !

100

d. Scorring

No. Steps Score


53/66

1 Build its mathematical models

Suppose :

Asti office hour = x

Anton office hour = y

10

Total of their office hour is 16 hours

x + y = 16

15

Asti can make 3 pairs of shoes

Anton can make 4 pair of shoes

3x + 4y = 55

20

Build SLETV

x + y = 16

3x + 4y = 55

5

Determine the solution

Eliminating one of variable

|

15

15

Substituting y = 7

x + y = 16

x + (7) = 16

x = 167

x = 9

15

Make the conclusion

thus, Asti office hour is 9 hours and Anton office hour is 7 hours

5




NIP. 131909558 NIP. 131786043 NIM. 06071008028


54/66

LESSON PLAN





Meeting : 53

Standard Competence


problem solving

Basic Competence


Indicator

Determining solution of system of linear equations in two variable

A.Learning ObjectiveStudents be able to determine solution of a system of linear equations in two variable

B.Learning MaterialSystem of Linear Equations in Two Variables





Main Activity (100 minutes)

Teacher Students

Give Test about SLETV Do the test


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Closing

d. Teacher informs the next material for next meeting.

E.Sources, Materials, ToolsPaper

Ruler


Written assesment

Show the ability



c. Instrument

No Instrument Score

1 Find the solution ofx + y = 7and x + 4y = 4 by using graph method ! 25

2 Find the solution of

and 3x y + 5 = 0 by using

elimination and substitution method !

35

3 5 books and 3 pencils are sold for Rp 19.250, 00, while 2 books and a

pencil at the same store are sold for Rp 7.250,00. If Irfan want to buy 4

books and 2 pencils and he pay with Rp. 50.000,00, how much money

will be returning to him ?

40

d. Scorring

1 Given :

x + y = 7

x + 4y = 4

2

Question :

Solution of the system by using graph method

2

Answer :

x + y = 7

x 0 7

3


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y 7 0

(x,y) (0,7) (7,0)

x + 4y = 4

x 0 4y 1 0

(x,y) (0,1) (4,0)

3

Draw the graph 10

Make the conclution

thus, the solution is given by x = 8 and y = -1

5

2 Given :

3xy + 5 = 0

2

Question :

Solution of the system by using elimination and substitution method

2

Answer :

Make new equivalent equation :

( ) (

)

3x2y = 94

3x2y = 5

15

3xy + 5 = 0 3xy = -5 1

Elimination system

3x2y = 5

3xy = -5

- y = 10

y = - 10

5

Substituting y = - 5

3xy = -5

5


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3x(-10) = - 5

3x + 10 = -5

3x = - 510

3x = - 15

x = -5

Make conclusion

thus, the solution is given by x = -5 and y = -10

5

3 Given :

5 books and 3 pencils = Rp 19.500

2 books and 2 pancils = Rp 7250

2

Question :

how much money will be returning to Irfan if he pay with Rp 50.000

2

Answer :

Suppose

Book = a

Pencil = b

3

Make mathematical models

5a + 3b = 19500

2a + b = 7250

3

Elimination system

5a + 3b = 19500 x1

2a + b = 7250 x3

5a + 3b = 19500

6a + 3b = 21750

-a = - 2500

a = 2500

10

Substitutituting b = 2500

2a + b = 7250

2(2500) + b = 7250

5000 + b = 7250

b = 72505000

b = 1250

5

4 book and 2 pencils price is 5


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4 (2500) + b (1250)

10000 + 4500

14500

The money will be returning

5000014500

35500

5

Make conclusion

thus the money will be returning is Rp 35.500,00

5




NIP. 131909558 NIP. 131786043 NIM. 06071008028


59/66

LESSON PLAN





Meeting : 54 - 63

Standard Competence

Using Pythagorean Theorem on problem solving

Basic Competence

Using Pythagorean Theorem to determine right triangle length

Indicator

Finding Pythagorean Theorem

A.Learning ObjectiveStudents be able to find Pythagorean Theorem

B.Learning MaterialPythagorean Theorem





Main Activity

Teacher Students

Grouping the students into 5 group Make groups

Give different exercises to each

groups

Do exercises


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Help students Discuss the exercises in group

Choose some of group to presentate

their discussion

Some of the group presentate their discussion

Closing





LCD


Show the ability



c. Instrument

Students presentation

d. Scorring

Observating the students while they presentate their presentation




NIP. 131909558 NIP. 131786043 NIM. 06071008028


61/66

LESSON PLAN





Meeting : 64

Standard Competence

Using Pythagorean Theorem on problem solving

Basic Competence

Using Pythagorean Theorem

Indicator

1. Finding the length of a side of a right triangle

2. Identifying types of triangle

3. Comparing the sides of a right triangle with one of its angles measuring 300, 45

0, 60

0

4. Using pythagorean theorem on plane and space figures

5. Appliying Pythagorean Theorem

A.Learning Objective1. Students be able to find the length of a side of a right triangle

2. Student be able to identify types of triangle

3. Students be able to compare the sides of a right triangle with one of its angles

measuring 300, 45

0, 60

0

4. Students be able to use Pythagorean Theorem on Plane Figures and Space Figures

5. Students be able to apply Pythagorean Theorm

B.Learning MaterialPythagorean Theorem




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Main Activity

Teacher Students

Give test Do test

Closing



Students activity sheet


Show the ability



c. Instrument

No Instrument Score

1 Write The Pythagorean Theorem for linesAC, AB, BC, CD, and AD

2 Look at the picture of steel frames

BC = 9,6 cm

AC = 12 cm

CD = 16 cm

AE = 25 cm

Find the lenght from all of steel frames !


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3 Which of the following triple forms Pythagorean triples ?

a. 15, 36, 39

b. 10, 20, 10c. 7, 24, 25

d. 12, 10, 6

4 Which of the following triple form a right triangle, an acute triangle, or an

obtuse triangle ?

a. 10, 8, 6

b. 9, 12, 12

c. 15, 12, 9

d. 5, 8, 10

e. 6, 12, 10

5 Find the lenght ofx, y, z, and w from the following picture

6 In the cuboidABCD.EFGH, AB = 8 cm, BC = 6 cm, CG = 24 cm,

a. Draw the cuboid

b. Find the lenght of AC and AG

c. Find the area of ACGE

7 A ship travels a distance of 11 km to the west, then 8 km to the south. Find

the distance from the starting point to the ending point !

d.Scorring

No Step Score

1 AC2

= AB2

+ BC2

AB2

= AC2BC

2

BC2

= AC2AB

2

CD2

= AC2AD

2

AD2

= AC2

CD2

10

2 AB2

= AC2BC

2

AB2

= (12)2(9,6)

2

AB = 7,2

AD2

= AC2

+ CD2

AD2

= (12)2

+ (16)2

AD = 20

ED

2

= AE

2

AD

2

15


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ED2

= (25)2(20)

2

ED = 15

The lenght

AB + AC + AD + AE + BC + CD + DE

7,2 + 12 + 20 + 25 + 9,6 + 16 + 15

104,8

3 a. 15, 36, 39

152

+ 362

= 392

225 + 1296 = 1521

1521 = 1521

Pythagorean Triple

b. 10, 20, 1010

2+ 102 = 202

100 + 300 = 400

Pythagorean Triple

c. 7, 24, 25

72+ 24

2= 25

2

49 + 576 = 625

Pythagorean Triple

d. 12, 10, 6

62+ 10

2= 12

2

36 + 100 = 144

136 144

Not Pythagorean Triple

20

4 a. 10, 8, 6

62+ 8

2= 10

2

36 + 64 = 100

100 = 100

Right triangle

25


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b. 9, 12, 12

92

+ 122

= 122

81 + 144 = 144

225 > 144

Acute triangle

c. 15, 12, 9

92

+ 122

= 152

81 + 144 = 225

225 = 225

Right triangle

d. 5, 8, 10

52+ 8

2= 10

2

25 + 64 = 100

89 < 100

Obtuse triangle

e. 6, 12, 10

6

2

+ 10

2

= 12

2

36 + 100 = 144

136 < 144

Obtuse triangle

5 W = 10X = 20

Y = 20Z = 10

10

6 a. Draw the cuboid

b. Find the lenght of AC and AG

AC2

= AB2

+ BC2

AC2

= (8)2

+ (6)2

AC2

= 100

AC = 10

Thus, AC = 10 cm

25


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AG2

= AC2

+ CG2

AG2

= AB2

+ BC2

+ CG2

AG2

= (8)2 + (6)2

+ (24)2

AG2

= 676

AG = 26

Thus, AG = 26 cm

c. Find the area of ACGE

ACGE = AC CGACGE = 10 24ACGE = 240

Thus the area of ACGE is 240 cm2

7 Draw the picture

AC2 = AB2

+ BC2

AC2

= 112

+ 82

AC2

= 121 + 64

AC2

=185

AC = Thus, the distance is km

10



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