Lesson plan of experimental and control class

LESSON PLAN OF EXPERIMENTAL CLASS 1

Educational Unit : Junior High SchoolSubject Matter : MathematicsClass/ Semester : VIII/ 2(Two)Time Allocation : 2x40 minutes (One Meeting)

Competence Standard: Be able to understand the cube, cuboid, prism, and pyramid characteristics, and their parts, and also determine their size

Basic Competence : Be able to indicate the cuboid characteristics and its parts.

Indicator : 1. Be able to describe the characteristics of a cuboid2. Be able to draw the cuboid nets3. Be able to determine the length of side of a cuboid

A. Learning Objective1. Students are able to describe the characteristics of a cuboid2. Students are able to draw the cuboid nets3. Students are able to determine the length of side of a cuboid

B. Material Defenition of a cuboid The Characteristics of a Cuboid The Nets of a Cuboid

C. Teaching Method: Discussion, catechising, and group discussion.Approach : Realistic Mathematics Education

D. Learning Steps

Characteristics of RME

Aproach

Activity Time Allocatio

n (Minutes)

Teacher’s Activities Students’ ActivitiesInitial

Preliminary

Making class condition becomes

Students preparing to study in order to reach a conducive learning.

10 Minutes

conducive then giving motivation and apperception and conveying the objective and usefulness of the material. Conveying the benefit of learning space plane especially for a cuboid, such as, students could make a gift box by knowing the characteristics and the nets of a cuboid.

Students remember the prerequisite material and listen to the teacher's explanation of the purpose and usefulness of study material

Step 1: Understanding the contextual problemThe use of contextual problems

Giving contextual problem to students by distributing the Student Activity Sheet

Guiding students to understand the contextual problem in Student Activity Sheet

Understanding the contextual problem in Student Activity Sheet

Listen teacher carefully in order that students can understand the problem inStudent Activity Sheet

10 menit

Step 2: Solving The Contextual ProblemsThe use of model, student’s contribution, and the intertwinement of matter

Teacher assists and enhances the results of the students by asking questions to lead students to construct their knowledge about the possibility of appropriate model of

Teacher goes

Students formulate the model of and the solution of contextual problem in group

Students do the activity on SAS-1 then invent their own model of and how to solve the contextual problem given.

Contextual problem: students observe their classroom and observe the characteristics of

35 menit

arround from one group to other groups while observing and giving support to solve problems

Doing interaction with students while observing and giving support to solve problems

it.

Model of: classroom has six rectangles

Contextual problem:Students observe Beng-beng box

Model of: students give label for each angle point of the box.

Model for: students write down their observation result on the table given.

Formal Mathematics: from the above table, students conclude that cuboid is regular space plane which is limited by six rectangles and for each pair of faced flate plane is congruent.the characteristics of a cuboid:a. Sides of a cuboid is rectangleb. The parallel edges have the

same lengthc. Each face diagonal on the

faced side has the same length

d. Each space diagonal in a cuboid has the same length

e. Each diagonal plane on a cuboid has rectangle shape

Step 3: Comparing or discussing the answerThe interactive

Teacher asks one of students to present model of and its solution in front of the class

Teacher gives opportunity to students to present different model of

Teacher gives opportunity to students to respond and choose the appropriate model of

Teacher does negotiation, cooperative intervention, explanation, reflection, and evaluation to guide students till understand the concept of formal mathematics

One of students presents model of and its solution in front of the class

One of the other students presents different model of

Respond and choose the appropriate model of and discuss it with their own group

Listen and respond teacher’s explanation

15 minutes

Step 4: SummarizingSummarizing

Teacher helps students to make summary and conclusion

Students make summary and conclusion

10 minutes

E. Learning Reference(s) and Instrument(s)References :- e-book Matematika Konsep dan Aplikasinya 2- e-book Mudah Belajar Matematika 2- e-book Contextual Teaching and Learning Matematika SMPInstruments :- Student Activity Sheet 1- Visual Aid

- Posttest

To know,Principal of SMPN 1 Lubuk Pakam

( .......................................................)NIP/NIK ………..……………….

Lubuk Pakam........... 2014Researcher

(Maria Priscillya Pasaribu ) IDN. 4103312018

LESSON PLAN OF EXPERIMENTAL CLASS 2


Competence Standard: Be able to understand the cube, cuboid, prism, and pyramid characteristics, and their parts, and also determine their size

Basic Competence : Be able to calculate the surface area and volume of a cuboid

Indicator : 1. Be able to calculate the surface area of a cuboid2. Be able to calculate the volume of a cuboid

A. Learning Objective1. Students are able to calculate the surface area of a cuboid2. Students are able to calculate the volume of a cuboid

B. Material- The surface area of a cuboid- The volume of a cuboid

C. Teaching Method : Debriefing and group discussion.Approach : Realistic Mathematics Education

D. Learning StepsCharacteristi

cs of RME Aproa

ch

Activity Time Allocatio

n (Minutes)

Teacher’s Activities Students’ ActivitiesInitial

Preliminary

Making class condition becomes conducive then giving motivation and apperception and conveying the

Students preparing to study in order to reach a conducive learning. Students remember the prerequisite material and listen to the teacher's explanation of the purpose and usefulness of study material.

5 Minutes

objective and usefulness of the material.Conveying the benefit of learning space plane especially for a cuboid, such as, students could know how much paint that will be used for painting the wall which is shaped like a cuboid.

Step 1: Understanding the contextual problemThe use of contextual problems

Giving contextual problem to students by distributing the Student Activity Sheet

Guiding students to understand the contextual problem in Student Activity Sheet

Understanding the contextual problem in Student Activity Sheet 1

Listen teacher carefully in order that students can understand the problem inStudent Activity Sheet

10 menit

Step 2: Solving The Contextual ProblemsThe use of model, student’s contribution, and the intertwinement of matter

Teacher assists and enhances the results of the students by asking questions to lead students to construct their knowledge about the possibility of appropriate model of

Teacher goes arround from one group to other groups while observing and giving support to

Students formulate the model of and the solution of contextual problem in group

Students do the activity on SAS-2 then invent their own model of and how to solve the contextual problem given.

DETERMINING THE FORMULA OF SURFACE AREA OF A CUBOID

Contextual problem: students observe the soap box they have

35 menit

solve problems Doing interaction

with students while observing and giving support to solve problems

Model of: students cut the soap box in order to get the nets of box and give label for each flat plane on the nets.

Model for: students give label for each plane and angle point on the nets they have as follows.

Flat plane that they have is rectangle

Students groupped the congruent plane.Sisi atas = sisi bawah orEFGH = ABCDSisi belakang = sisi depan orDCGH = EFABSisi kiri = sisi kanan orADEH = CBGF

Students formulate the surface area of soap box nets

The surface area of a soap box = the sum of six flat planes on nets= LEFGH + LABCD + LDCGH + LEFAB + LABEH + LCBGF

= 2 x (p x l) + 2 x (p x t) + 2 x (l x t)Formal Mathematics: students formulate the surface area of a cuboidSurface area of a cuboid = 2 (pl + pt + lt)

DETERMINING THE FORMULA OF VOLUME OF A CUBOID

Contextual Problem: students observe two different boxes and certain unit cubes

Model of: students put unit cubes into two different boxes till full of the box then write the result into the given table:

Model for:students find the relationship between the multiplication of the length, width, and height of a box and the amount of unit cubes that is used for fill two different boxes given.Volume of box I acquired from the multiplication of the length, width, and height of box I (4cm x 3cm x 1cm).Volume of box II acquired from the multiplication of the length, width, and height of box II (5cm x 3cm x 2cm).

Formal Mathematics: students formulate the volume of a cuboid.Volume of a cuboid = p x l x t cm3

Step 3: Comparing or discussing the answerThe interactive

Teacher asks one of students to present model of and its solution in front of the class

Teacher gives opportunity to students to present different model of

Teacher gives opportunity to students to respond and choose the appropriate model of

Teacher does negotiation, cooperative intervention, explanation, reflection, and evaluation to guide students till understand the concept of formal mathematics

One of students presents model of and its solution in front of the class

One of the other students presents different model of

Respond and choose the appropriate model of and discuss it with their own group

Listen and respond teacher’s explanation

20 minutes

Step 4: SummarizingSummarizing

Teacher helps students to make summary and conclusion

Students make summary and conclusion

10 minutes

E. Learning Reference(s) and Instrument(s)References :- e-book Matematika Konsep dan Aplikasinya 2- e-book Mudah Belajar Matematika 2- e-book Contextual Teaching and Learning Matematika SMPInstruments :- Student Activity Sheet 2- Visual Aid- Posttest


( .......................................................)NIP/NIK ………..……………….


(Maria Priscillya Pasaribu) IDN. 4103312018

LESSON PLAN OF CONTROL CLASS 1

Educational Unit : Junior High SchoolSubject Matter : MathematicsClass/ Semester : VIII / 2(Two)Time Allocation : 2x40 minutes (One Meeting)

Competence Standard: Be able to understand the cube, cuboid, prism, and pyramid characteristics, and their parts, and also determine their dimensions

Basic Competence : Be able to indicate the cuboid characteristics and its parts.

Indicator : 1. Be able to describe the characteristics of a cuboid 2. Be able to draw the cuboid nets 3. Be able to determine the length of side of a cuboid

A. Learning Objective1. Students are able to describe the characteristics of a cuboid2. Students are able to draw the cuboid nets3. Students are able to determine the length of side of a cuboid

B. MaterialTHE CUBOIDThere are so many things around you that have the shape of a cuboid. For example, boxes of match, boxes of mineral water, instant noodle boxes, bricks, and others. Why are those objects called like a cuboid? To answer it, try to pay attention and learn the following description.

Defenition of a cuboid

The plane shape of ABCD.EFGH above has three pairs of opposite sides of the same shape and dimension, in which each side is rectangular. It is called a cuboid. The following are the elements that are owned by the cuboid of ABCD.EFGH.

a. FacesCuboid face is the plane that is bounded a cuboid. From the above figure, it can be seen that cuboid ABCD.EFGH has 6 rectangular faces. The six faces are ABCD (bottom side), EFGH (upper side), ABFE (front side), DCGH (back side), BCGF (left side), and Adhe (right side). A cuboid has three pairs of opposite sides of the same shape and dimension. The three pairs of sides are ABFE with DCGH, ABCD to EFGH, and BCGF with ADHE.

b. EdgesIt is the same with a cube, cuboid of ABCD.EFGH has 12 edges. The edges of cuboid ABCD. EFGH are AB, BC, CD, DA, EF, FG, GH, HE, AE, BF, CG, and HD.

c. VerticesFrom the above figure, it can be seen that cuboid of ABCD.EFGH has 8 vertices, i.e. A, B, C, D, E, F, G, and H.

d. Face DiagonalAC line segment which crosses between two opposite angle points on the face, i.e. vertex A and C, called face diagonal of ABCD.EFGH.

e. Diagonal PlaneThere are two parallel diagonal planes, i.e. diagonal plane of HF and DB. Both of these planes and two parallel cuboid’s edges, i.e. DH and BF formed diagonal plane e. BDHF plane is the diagonal plane of cuboid ABCD.EFGH.

The Characteristics of a Cuboid

a. The face of a cuboid is rectangular.b. The parallel edges have similar length. c. Each face diagonal on the opposite side has the same length.d. Each space diagonal of a cuboid has the same length.e. Each diagonal plane of a cuboid has shape of rectangular.

The Nets of a CuboidSimilarly with the cube, cuboid nets obtained by opening the cuboid so that the whole surface area of a cuboid is visible. Notice the following flow to make the nets of a cuboid.

The nets is obtained from image (c) is composed of a series of six rectangular pieces. The series consists of three pairs of rectangles that each pair has the same shape and dimension.

C. Teaching Method : CatechisingApproach : Conventional approach

D. Activity Steps

Teacher’s Activity Student’s Activity Time Allocation

1. Preliminary Teacher does apperception

and gives motivation to students and conveys the learning objectives

Teacher reminds the prerequisite matter to students

1. Preliminary Students listen teacher’s

explanation Students remember the

prerequisite matter

10 minutes

2. Core Activity Teacher explains the

concept of cuboid parts and make cuboid’s nets

Teacher gives problem example and guide students to solve the problem together

Teacher gives excercise to students and asks students to solve the problem in front of the class

Teacher asks students whether they did’nt

2. Core Activity Students listen teacher’s

explanation Students take a note of the

problem example and listen teacher’s explanation of problem solving

Students solve the problem that teacher given in front of the class

Students ask if they didnt understand what teacher explained

60 minutes

understand what he/she explained

3. Closing Activity Teacher makes a summary

from his/her explanation Teacher gives homework to

students

3. Closing Activity Students take a note of

what teacher summarized Students take a note of

their homework

10 minutes

E. Learning Reference(s) and Instrument(s)References :- e-book Matematika Konsep dan Aplikasinya 2- e-book Mudah Belajar Matematika 2- e-book Contextual Teaching and Learning Matematika SMP

.


( .......................................................)NIP/NIK ………..……………….


(Maria Priscillya Pasaribu) IDN. 4103312018

Appendix 6. Lesson Plan of Control Class 2

LESSON PLAN OF CONTROL CLASS 2


Competence Standard: Be able to understand the cube, cuboid, prism, and pyramid characteristics, and their parts, and also determine their dimensions.

Basic Competence : Be able to calculate the surface area and volume of a cuboid.

Indicator : 1. Be able to calculate the surface area of a cuboid 2. Be able to calculate the volume of a cuboid

A. Learning Objective1. Students are able to calculate the surface area of a cuboid2. Students are able to calculate the volume of a cuboid

B. MaterialThe Surface Area of A CuboidThe way to calculate the surface area of a cuboid is the same with a cube, i.e. by calculating the whole area of its nets. Notice this following figure.

Let the vertices of a cuboid are p (length), l (width),and t (height). So that the surface area of a cuboid is:surface area of a cuboid = surface area of rectangular 1 + surface area of

rectangular 2 + surface area of rectangular 3 + surface area of rectangular 4 + surface area of rectangular 5 + surface area of rectangular 6

= (p × l) + (p × t) + (l × t) + (p × l) + (l × t) + (p × t)= (p × l) + (p × l) + (l × t) + (l × t) + (p × t) + (p × t)= 2 (p × l) + 2(l × t) + 2(p × t)= 2 ((p × l) + (l × t) + (p × t)

= 2 (pl+ lt + pt)So, the surface area of a cuboid can be denoted by this following formula:

surface area of a cuboid = 2(pl + pt + lt)Volume of A CuboidTo determine the volume of a cuboid, notice this following figure. This figure shows a unit cube with the length of 1unit length.

Figure (b)shows a unit cuboid withLength dimension = 4 unit of length, width = 2 unit of length, andheight = 2 unit of length.Volume of a cuboid = length of a unit cube x width of a unit cube x height

of a unit cube = (4 x 2 x 2) unit of volume = 16 unit of volume

So, the volume of a cuboid (V) with the dimensions (p x l x t) is formulated as.

Volume of a cuboid = p x l x t

C. Teaching Method : lecturingApproach : Conventional approach

D. Activity Steps

Teacher’s Activity Student’s Activity Time Allocation

1. Preliminary Teacher does apperception

and gives motivation to students and conveys the learning objectives

Teacher reminds the prerequisite matter to students

1. Preliminary Students listen teacher’s

explanation Students remember the

prerequisite matter

10 minutes

2. Core Activity Teacher explains the

formula of surface area and volume of a cuboid

Teacher gives problem

2. Core Activity Students listen teacher’s

explanation Students take a note of the

problem example and

60 minutes

(a) (b)

example and guide students to solve the problem together

Teacher gives excercise to students and asks students to solve the problem in front of the class

Teacher asks students whether they did’nt understand what he/she explained

listen teacher’s explanation of problem solving

Students solve the problem that teacher given in front of the class

Students ask if they didnt understand what teacher explained

3. Closing Activity Teacher makes a summary

from his/her explanation Teacher gives homework to

students

3. Closing Activity Students take a note of

what teacher summarized Students take a note of

their homework

10 minutes

E. Learning Reference(s) and Instrument(s)References :- e-book Matematika Konsep dan Aplikasinya 2- e-book Mudah Belajar Matematika 2- e-book Contextual Teaching and Learning Matematika SMP


( .......................................................)NIP/NIK ………..……………….


( Maria Priscillya Pasaribu )IDN. 4103312018