LP KD 1.1 new. - Nikmatul Husna's Blog fileDocument of Nikmatul Husna Ninth Meeting : 1. Determine scientific notation. 2. Determine the rounded of decimals fractions. 3. Give example

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Document of Nikmatul Husna

LESSON PLAN

School : …………….

Subject : Mathematics

Main Topic : Number

Grade/Semester : VII/I

Meeting : 9 meetings

A. Standard Competence

1. Understanding the properties of arithmetic operations and use it in solving

problem.

B. Basic Competence

1.1 Doing arithmetic operations on integers and fractions.

C. Indicators

1. Doing arithmetic operations (addition, subtraction, multiplication and division)

of integers and also mixed operations.

2. Determining the properties of arithmetic operations (addition, subtraction,

multiplication and division) of integers.

3. Doing arithmetic operation (multiplication, division and exponential) on

exponential integers and also determine the properties.

4. Calculating squared and cubed then the root of square and the root of cubed in

integers.

5. Changing fractions into another form.

6. Determining equivalent fractions.

7. Comparing and ordering the fractions.

8. Explaining decimals, percent and per mill.

9. Doing arithmetic operations (addition, subtraction, multiplication, division and

exponential) of fractions.

10. Determining scientific notation.

11. Determining the rounded of decimals fractions.

12. Give example of very large and very small numbers such as mega/million (106),

giga/billion (109), tera/trillion (1012), micro (10-6), nano (10-9) and pico (10-12)


D. Learning Objectives

After following this learning activities, Studentss can:

First Meeting :

1. Give example about integers.

2. Determine the position of integers in number line

3. Do arithmetic operations (addition and subtraction) of integers.

4. Determine the properties of arithmetic operations (addition and subtraction)of

integers.

Second Meeting :

1. Do arithmetic operations (multiplication and division) of integers and also mixed

operation.

2. Determine the properties of arithmetic operations (multiplication and division)

of integers.

Third Meeting :

Do arithmetic operation (multiplication, division and exponential) on exponential

integers and also determine the properties.

Fourth meeting :

Calculate squared and cubed then the root of square and the root of cubed in

integers.

Fifth Meeting :

1. Give example about fractions

2. Explaine the definition of fractions and types of fraction.

3. Change fractions to another form.

Sixth Meeting :

1. Determine the position of fractions in number line.

2. Determine equivalent fractions.

3. Compare and order the fractions.

Seventh Meeting :

Explain decimals, percent and per mill.

Eigth Meeting :

Do arithmetic operations (addition, subtraction, multiplication, division and

exponential) of fractions.


Ninth Meeting :

1. Determine scientific notation.

2. Determine the rounded of decimals fractions.

3. Give example of very large and very small numbers such as mega/million (106),

giga/billion (109), tera/trillion (1012), micro (10-6), nano (10-9) and pico (10-12)

E. Learning Material : Integers and fractions

F. Time Allocation : 23 x 40 minutes

G. Method of Lesson

Inquiry, expository, discussion and giving task.

H. Learning Resources :

1. “Mathematics Students Book Year VII” Published by Ministry of National

Education

2. Bilingual Book “Mathematics for Junior High School Year VII” written by

Marsigit, Published by Yudhistira

3. “Matematika untuk SMP Kelas VII” written by M. Cholik Adinawan, Published

by Erlangga

Topic integers in The Al-Qur’an : Q.S At-Taubah:36, Q.S Al-Fajr:1-3.

Topic fractions in The Al-Qur’an :Q.S An-Nisaa:11-12

I. Learning Activities

First Meeting (3 x 40 Minutes)

1. Opening Activities Time

a. Teacher prepares the students for learning mathematics.

b. Teacher gives some rules while studying mathematics.

c. Teacher tells the learning objectives of this lesson.

Motivation : Explaining the function of integers in daily life. For

example to read the temperature and etc.

Prerequisite Topic : Whole number

10’


2. Core Activities Time

Exploration

a. Students mention the appliances in our daily life that use integers.

b. Students do pre test about arithmetic operations of integers. This pre

test to check the competence of Studentss about integers.

Elaboration

c. Students write vocabularies about this topic.

d. Students explain the meaning of integers.

e. Students demonstrate how to put integers in number line.

f. Teacher gives illustration in power point to do addition and

subtraction of integers. This illustration from a media with the name

“MOLAT or Ruler of Integers”

g. Students determine the properties of addition and subtraction of

integers.

h. Students do exercise about addition and subtraction of integers.

Confirmation

i. Students give exercise to the teacher.

j. Students give questions related to this topic.

5’

15’

10’

10’

10’

15’

10’

15’

5’

5’

3. Closing Activities Time

a. Make the conclusion from today’s lesson.

b. Students are given homework

5’

5’

The Problem for Pre Test

1) 8 + 12 − 36 = −16 2) 24 + (12 − 4) =32 3) 11 + 6 × 8 = 59 4) 12 × (4 + 2) − 12 = 60 5) 3 + 4 × (9 − 3) =27 6) 3 × (10− 2): 4 + 4 = 10 7) (18 − 3) × 3: 5 = 9 8) −2 + 6 × 3 − 10 = 6 9) 17 − 8 × 2 + 6 × (11 − 5) = 37 10) 10: (5 + 5) × 9 × 9 = 81


The Problem for Exercise

1) 45 + 56 × 48 − 216 ∶ 9 = 2709 2) 15762 ∶ 37 − 512 + 96 × 72 =6826 3) 19 × 27 + 5.205 ∶ 15 − 269 =591 4) (−9) − 6 × (−72): 16 − 20 =-2 5) (8.742 − 9.756) × 36 ∶ (4.356 − 4.360) = 9126 6) 168 ∶ (17 − 24) × (−19 + 15) = 6

7) 24 × 240 ∶ (−36 + 40) × (−23 + 17) = −240

8) 360 ∶ 15 + (27 − 32) × (−9 + 16) =-18

9) 420 ∶ (−7) + 70 − 30 × (−8) + 15 =265 10) 13 × 140 ∶ (−7) + (−2) × 19 = -298

“Molat”

Ruler of Integer

Using “Molat” show by line number

Addition and Subtraction

Prerequisite:

For addition, the movement is forward For subtraction, the movement is backward Row direction based on integer’s kind. Positive integer, “Molat” go to the

right. Negative integer, “Molat” go to the left.

Example:

4 + 3 = 7

4 + (-3) = 1

-4 -3 -2 -1 0 1 2 3 4 5 6 7 -5 -6 -7 -8

-4 -3 -2 -1 0 1 2 3 4 5 6 7 -5 -6 -7 -8


(-4) + 3 = (-1)

(-4) + (-3) = (-7)

4 – 3 = 1

4 – (-3) = 7

(-4) – 3 = (-7)

-4 -3 -2 -1 0 1 2 3 4 5 6 7 -5 -6 -7 -8

-4 -3 -2 -1 0 1 2 3 4 5 6 7 -5 -6 -7 -8

-4 -3 -2 -1 0 1 2 3 4 5 6 7 -5 -6 -7 -8

-4 -3 -2 -1 0 1 2 3 4 5 6 7 -5 -6 -7 -8

-4 -3 -2 -1 0 1 2 3 4 5 6 7 -5 -6 -7 -8


(-4) – (-3) = (-1)

Notes:

= movement backward

= movement forward

-4 -3 -2 -1 0 1 2 3 4 5 6 7 -5 -6 -7 -8


Second Meeting (2 x 40 Minutes)



b. Students remind the topic in the last meeting about addition and

subtraction of integers.

c. Students ask the teacher about homework that difficult for them.

d. Teacher tells the learning objectives of this lesson.

Motivation : Arithmetic operations are important while studying

mathematics and another subject. For the next topic

will use this operation

Prerequisite Topic : Addition and subtraction of Integers

10’

2 Core Activities Time

Exploration

a. Students explain how to do multiplication and division of integers.

Because of the students ever studied before in elementary school.

Elaboration

b. Students tell the rule of multiplication and division of integers

c. Students discuss the properties of multiplication and division of

integers.

d. Students remind about the rule of mixed operation and give example

about mixed operation.

e. Students do exercise about multiplication, division and mixed

operation of integers.

Confirmation

f. Students give exercise to the teacher.

g. Students give questions related to this topic

5’

10’

10’

10’

15’

5’

5’




5’

5’


Third Meeting (3 x 40 Minutes)



b. Students remind the topic in the last meeting about arithmetic

operations.



Motivation : Arithmetic operations on exponential integers are

important for studying mathematics and another

subject.

Prerequisite Topic : Arithmetic operations of Integers

10’


Exploration

a. Students remind again about positive and negative integers exponent.

Elaboration

b. Students do worksheet to find the properties of arithmetic operations

(multiplication, division and exponential) on exponential integers.

c. Discuss student’s worksheet.

d. Students do exercise about arithmetic operations (multiplication,

division and exponential) on exponential integers.

Confirmation

e. Students give exercise to the teacher.

f. Students give questions related to this topic.

10’

25’

25’

30’

5’

5’




5’

5’


TITLE: Exponential Integers 1. Multiplication on Exponential Integers

24 × 25 = (2 × 2 ×……….) × (2 ×……………………………..)

= 2 × 2 × 2 ……………………..

= 2 …

= 2 … + ….

So, 24 × 25 = ………

2. Division on Exponential Integers

55 =

5 × 5 × 5 … … … … … … … … . .5 × 5 × … … … .

=5 × 5 × 5 × 55 × 5 … … … … . × 5 × …

= 5 ×

= 5…..

= 5…. ⋯..

So, = ………

NAME:

1. 2.

Conclusion :

am × an = …………..; For a is an integers, the exponents are m and n

Conclusion :

풂풎

풂풏 = …………..; For a is an integers, the exponents are m and n, m > n


15 =

5….

5…. = 5…. ⋯ = 5…..

So, = 5…..

3. Exponential on Exponential Integers

(ퟒퟑ)ퟒ = (ퟒퟑ) × (ퟒퟑ) × … … … . . … …

= (ퟒ × ퟒ × ퟒ ) × (ퟒ × ퟒ… … . ) × … … … … … … . . … … … …

= ퟒ….

= ퟒ…..×…..

So, (ퟒퟑ)ퟒ =………..

Exercise:

1. Simplify the following problems

a. 3 × 3 =

b. (푎 + 푏 − 푐) × (푎 + 푏 − 푐) =

c. 7 : 7 × 7=

d. × =

e. (5 : 5 ) =

f. ( ) × ( ) =

2. Determine the value of n:

a. 9 = 3

b. 5 × 25 = 5

c. 16: 2 = 2

d. 81 ∶ 3 = 3

Conclusion :

(풂풎)풏 = …………..; For a is an integers, the exponents are m and n

Conclusion (풂) ퟏ = ퟏ……

(풂) 풏 = ퟏ……


Rubric for Problem Sheet

Problem Indicators 1 2 3 4

1. Can fill the blank with right answer

Can make the conclusion







1= achieve the indicator less than 25% 2= achieve indicator between 25%-50% 3=achieve indicator indicators between 50%-75% 4= achieve indicator more than 75%


Fourth Meeting (2 x 40 Minutes)




operations on exponential integers.



Motivation : This topic we can apply to another subject, for

example in physics and chemistry.

Prerequisite Topic : Arithmetic operations of exponential integers.

10’


Exploration

a. Students remind again about squared and cubed then the root of

square and the root of cubed in integers.

Elaboration

b. Students discuss to calculate square and the root of square in integers

without and with calculator.

c. Students discuss to calculate the root of square in decimal numbers.

d. Students discuss to calculate cubed and the root of cubed of integers

with calculator.

e. Students do exercise about calculate squared and cubed then the root

of square and the root of cubed in integers.

Confirmation


g. Students give questions related to this topic

5’

5’

5’

5’

20’

5’

5’



b. Evaluate the lesson by giving quiz

c. Students are given homework

5’

10’

5’


Problems for quiz:

Calculate:

1) (-2)3

2) 132496

3) Given : √7,04 = 2,65 푎푛푑 √70,4 = 8,39

Determine: a. √0,000704 and b. √70400000

Key of problems:

1) (-2)3 = -8

2) 364132496

3) a. √0,000704 = √7,04:√10000 = 2,65 ∶ 100 = 0,0265

b. √70400000 = √70,4 × √1000000 = 8,39 × 1000 = 8390


Fifth Meeting (3 x 40 Minutes)



b. Students ask the teacher about homework that difficult for them.

c. Teacher tells the learning objectives of this lesson.

Apperception : Students remind about fractions that already studied

in elementary school.

Motivation : We can apply this topic in our daily life. For

example we want to divide something.

Prerequisite Topic : Integers.

10’


Exploration

a. Teacher guides students to mention the problems in our daily life that

use fractions.

b. Give pre test about arithmetic operations on fractions to check

student’s competence about fractions.

Elaboration

c. Students explain the meaning of fractions.

d. Students discuss about the type of fractions.

e. Students change form of fractions to another form.

f. Students do the exercise about changing form of fractions to another

form.

Confirmation

h. Students give exercise to the teacher.

i. Students give questions related to this topic

10’

15’

10’

15’

15’

25’

5’

5’




5’

5’


Problem for Quiz 1. Write down the following fractions in the form of mixed fractions.

a. b. 2. Write down the following fractions in the form of improper fractions.

a. 8 b. 12 3. Determine two equivalent fractions of:

a. b. 4. Write in the simplest form:

a. b. 5. Use the sign > or < for the relation of these fractions.

a. … … b. … …

6. Arrange these fractions from the smallest to the biggest : , 푎푛푑 7. Simplify these fractions:

a. + (− )=

b. −1 − −4 =

8. Simplify these fractions: a. − × 2 =

b. 1 : 2 =


Sixth Meeting (2 x 40 Minutes)



b. Students remind the topic in the last meeting about type of fractions.



Motivation : This topic will help us to do arithmetic operations

of fractions.

Prerequisite Topic : Integers.

10’


Exploration

a. Students try to put fractions in number line. Because it is similar with

to put integers in number line.

Elaboration

b. Students discuss about equivalent fractions.

c. Students discuss to compare and order fractions.

d. Students do exercise about equivalent, comparing and ordering

fractions.

Confirmation



5’

10’

10’

15’

5’

5’



b. Evaluate the lesson by giving quiz.


5’

10’

5’


Problems for Quiz :

1) Determine two equivalent fractions of

2) Which fractions is greater and ?

3) Arrange the following fractions in order, with the smallest on the left

, , , and .

Key of problems:

1) = =

2) LCM of 3 and 7 is 21

= and =

So, <

3) LCM of 15, 10, 20 and 4 is 60 1315 =

5260 ,

910 =

5460 ,

1120 =

3360 푎푛푑

34 =

4560

So, , , ,


Seventh Meeting (2 x 40 Minutes)



b. Students remind the topic in the last meeting about equivalent,

comparing and ordering fractions.



Motivation : We can apply this topic in our daily life. For

example in economic activities.

Prerequisite Topic : Fractions

10’

2 Core Activities Time

Exploration

a. Students tell their experience about decimals, percent and per mill in

daily life.

Elaboration

b. Students discuss about decimals, percent and per mill.

c. Students do exercise about decimals, percent and per mill.

Confirmation

d. Students give exercise to the teacher.

e. Students give questions related to this topic.

10’

15’

15’

5’

5’





5’

10’

5’


Problems for Quiz :

1) Write as decimal.

2) Write 32% as simple fractions.

3) Write in per mill.

Key of problems:

1) = 0,25

2) 32% = =

3) = × 1.000%0 =500 %0


Eighth Meeting (3 x 40 Minutes)



b. Students remind the topic in the last meeting about decimals, percent

and per mill.



Motivation : Arithmetic operations of fraction are important.

Because we usually use it while studying

mathematics.

Prerequisite Topic : Fractions

10’


Exploration

a. Students remind again about arithmetic operations (addition,

subtraction, multiplication and division) of fractions. Because the

Students already studied before in elementary school.

Elaboration

b. Students discuss about arithmetic operations (addition, subtraction,

multiplication, division, exponential and mixed operation) of

fractions.

c. Students determine the properties of exponential fractions.

d. Students do exercise about arithmetic operations (addition,

subtraction, multiplication, division, exponential and mixed

operations) of fractions.

Confirmation



10’

20’

20’

30’

5’

5’





5’

10’

5’


Problems for Quiz:

1) + (− )

2) 5,8 – 4,37

3) 1 312 4

4) 6 1:5 2

5) ( , )( , )

Key of problems:

1) + − = − = − =

2) 5,8 – 4,37 = − = − = = 1,43

3) 1 × = × =

4) : = × = = 3

5) ( , )( , ) = (0,3) = (0,3) = 0,09


Ninth Meeting (3 x 40 Minutes)

1 Opening Activities Time



operations of fractions.



Motivation : This topic will help us to simplify the result of

arithmetic operations and another subjects.

Prerequisite Topic : whole number

10’


Exploration

a. Students discuss in pairs about the rule of scientific notation and the

rounded of decimals fractions.

Elaboration

b. Students explain in front of the class rule of scientific notation and the

rounded of decimals fractions.

c. Teacher gives more explanation about scientific notation and rounded

decimals fractions.

d. Students discuss about very large and very small numbers such as

mega/million (106), giga/billion (109), tera/trillion (1012), micro (10-6),

nano (10-9) and pico (10-12)

e. Students do exercise about scientific notation and the rounded of

decimals fractions.

Confirmation


g. Students give questions related to this topic.

15’

15’

10’

15’

25’

5’

5’





5’

10’

5’


Problems for Quiz :

1) Write these number in scientific form:

a. 2.732

b. 0,00000007051

2) Round this following numbers off up to two decimal places.

a. 6,321

b. 78,4934

Key of problems:

1) a. 2.732 = 2,732 x 103

b. 0,00000007051= 7,051 x 10-8

2) a. 6,321 = 6,32

b. 78,4934 = 78,49

J. Assessment :

1. Technical assessment : observation and written test.

2. Procedure of assessment : process assessment and last result.

3. Instrument of assessment : Exercise, quiz and daily test.

Padang, June 2011

Known By:

Headmaster of SMPN Mathematics Teacher

…………………………. Nikmatul Husna, S.pd

Documents

LP KD 1.1 new. - Nikmatul Husna's Blog fileDocument of Nikmatul Husna Ninth Meeting : 1. Determine scientific notation. 2. Determine the rounded of decimals fractions. 3. Give example