lesson plan vii sem 2

LESSON PLAN

SMP : SMP 3 Cepu

Class / Semester : VII / 2

Subject : Mathematics

Theme : Sets

Standard Competence : 4. Using sets concepts and Venn diagram in problem

solving

Basic Competence : 4.1 Understanding the definition of sets and its

interpretations

Indicator : 1. Expressing the daily problems in sets and listing the

elements of sets

2. List names of elements and not elements of a sets

A. Learning Objectives

1. Students are able to present the daily problem in set form and make a list the

members of set.

2. Students are able to mention the member and non member of set

3. Students are able to present the notation of sets

B. Sources and Medias

1. Mathematics Book I for English program

2. Mathematics worksheet class VII

3. Mathematics for SMP class VII published by Erlangga

C. Learning Approach and Methods

1. Learning Approach : Contextual

2. Methods

a. Expository

b. Interactive

D. Teaching and Learning Activity

Stage ActivitiesClass

OrganizationTime

Opening Connects the topic with daily

activities

Asks the students to mention group

of anything which related with sets

Group

Individual

15’

Main

Activity

Explain the definition of set

Giving some examples of set and non

set

Asking the students to forming set

Introducing the symbol for a set

Explain member and non member of a

set

Giving some examples the members of

set

Introducing the symbol of member of a

set

Explain the number from member of set

Giving exercise

Asking students to answer and write the

result on whiteboard

Discussing the result

Group

Individual

Individual

Group

50’

Closing Discussing the conclusion of this lesson

Giving homework

Group 15’

E. Assessment

1. The technical of Assessment

written assessment

show the ability

2. The form of Assessment

worksheet

questions in examples and exercises

3. Example of the question

Mention all the collections of objects that form sets In your class !

In your class, there is a set of students that wear glasses. Mention all the

elements that form set!

Cepu, 3 January 2011

Head Master

Mathematics Teacher

Sri Kusharyanti, S.Pd Lilik Purwati, S.Pd

Reg. 19600403 198503 2 005 Reg. 19610501 198403 2 011

LESSON PLAN

SMP : SMP 3 Cepu



Theme : Sets


solving


interpretations

Indicator : 1. Expressing the set builder notation

2. Ways of expressing sets


1. Students are able to determine the numbers of sets

2. Students are able to mention many kinds of ways to present set

3. Students are able to changes representation a set with other representation







2. Methods

a. Expository

b. Interactive

c. Drill

Stage Activities Class

Organization

Time

Opening Reminds the definition of a set and

the symbol

Discuss the homework

Group

Individual

15’


Main

Activity

Explain how to stating a set

Giving some examples the 3 ways to

present a set

Giving exercise




Group

Individual

Group

50’


Giving homework

Group 15’

E. Assessment


written assessment

show the ability


worksheet


3. The example of question

Express by set builder notation: set of prime numbers less than 20!


Head Master

Sri Kusharyanti, S.Pd Reg. 19600403 198503 2 005

Mathematics Teacher

Lilik Purwati, S.Pd Reg. 19610501 198403 2 011

LESSON PLAN

SMP : SMP 3 Cepu



Theme : Sets


solving


interpretations

Indicator : 1. Recognize an empty set and the notation of empty

set


1. Students are able to understand an empty set and mention an empty set

2. Students are able to differentiate finite and infinite set







2. Methods

a. Expository

b. Interactive

c. Drill



Organization

Time

Opening Reminds stating a set


Group 15’

Main

Activity

Explain definition of empty set

Giving some examples

Explain definition of limited and

unlimited set

Group 20’

Giving some examples

Giving exercise


Group


Giving homework

Group 5’

E. Assessment


written assessment

show the ability


worksheet


3. Example of question

If A = Set of months having names starting with J, then determine n(A). Is set A

finite?

Can you mention two example of infinite set?


Head Master


Mathematics Teacher


LESSON PLAN

SMP : SMP 3 Cepu



Theme : Sets

Sub theme : Subset and Operation of sets


solving

Basic Competence : 4.2 Understanding subset concepts

4.3 Doing intersections operation, union, difference, and

complement of sets

Indicator : 1. Recognize an empty set and the notation of empty

set:

Time Allocation : 2 x 40 minutes


1. Students are able to describe the definition of subset

2. Students are able to determine all subset from a sets

3. Students are able to determine the numbers of subset from a sets

4. Students are able to describe the definition of intersections of sets

5. Students are able to describe the definition of the union of two sets

6. Students are able to present intersections and union of sets with Venn diagram.


1. Mathematics Book I for English immersion program





2. Methods

a. Orally

b. Expository

c. Interactive

d. Drill



Organization

Time

Opening Reminds the concept of Venn

diagram


Group

Individual

15’

Main

Activity

Explain the concept of subset and

Giving some examples of subset

Explain the concept of intersections of

sets and how to draw Venn diagram

Giving some examples of intersections

of sets

Explain the concept of union of two sets

and how to draw Venn diagram

Giving some examples of union of two

sets

Giving exercise and asking students to

answer and write the result on

whiteboard

Group

Individual

Group

50’


Giving homework

Group 15’

E. Assessment


written assessment

show the ability


Worksheet

quiz


Mention two possible universal sets of each following sets!

a. A.= {1, 2, 3 }

b. B = { x | 2 < x < 10, x is natural number }


Head Master


Mathematics Teacher


LESSON PLAN

SMP : SMP 3 Cepu



Theme : Sets

Sub theme : Subset and Operation of sets


solving

Basic Competence : 4.4 Presenting set with Venn diagram

Indicator : 1. Present intersection or union of two sets with

Venn diagram

2. Present the difference of a set from the other sets

with Venn diagram

3. Present the complements of a set with Venn diagram



1. Students are able to understand universal set

2. Students are able to mention the universal set from a sets

3. Students are able to describe the definition of Venn diagram

4. Students are able to read Venn diagram





4. Media and any things around us



2. Methods

a. Expository

b. Interactive

c. Drill

D. Learning Activity


Organization

Time

Opening Discuss the homework Group 15’

Main

Activity

Giving some examples of universal set

Explain the concept of universal set

Explain the concept how to draw and to

read Venn diagram

Giving exercise




Group

Individual

Group

50’


Giving homework

Group 15’

E. Assessment


written assessment

show the ability


worksheet



Draw the Venn diagram of the following sets!

U = { 1, 2, 3, …, 10 }

A= { 3, 5, 7 }


Head Master


Mathematics Teacher


LESSON PLAN

SMP : SMP 3 Cepu



Theme : Sets


solving

Basic Competence : 4.5 Using the concepts of Venn diagram to solve

problem

Indicator : 1. Present intersection or union of two sets with

Venn diagram

2. Present complements and the difference of a set

from the other sets with Venn diagram



Students are able to solve the problem with Venn diagram


1. Mathematics Book I for English immersion program





2. Methods

a. Orally

b. Interactive


First Meeting (2 x 40 minutes)


Organization

Time

Opening Reminds the concept of Venn

diagram


Group

Individual

15’

Main

Activity

Giving some examples of using Venn

diagram to solve problems

Giving exercise




Group

Individual

Group

50’


Giving homework

Group 15’

Second Meeting (1 x 40 minutes)


Organization

Time

Opening Reminds the concept of sets Group 15’

Main

Activity

Giving a worksheet to discuss about the

properties of sets

Giving exercise




Individual

Group

20’


Giving homework

Group 5’

E. Assessment


written assessment

show the ability


worksheet



Given : A = { a, b, c, d, e }

B = { b, c, e, g, k }

C = {a, c, e, g, h }

a. Listing all elements, find: A ∩ B , A ∩ C , B ∩ C

b. Draw the Venn diagram showing all sets

Given : U = set of students like buying meals

A = set of students like soup

B = set of students like meatballs

G = set of students like “gado-gado”

Determine the number of students who:

a. Like neither meatballs nor soup

b. Like neither meatballs nor gado-gado

c. Don’t like meatballs

d. Don’t like gado-gado

e. Like meatballs but don’t like gado-gado


Head Master


Mathematics Teacher


LESSON PLAN

U

G

A

B

15 5

1218

17

13

11

SMP : SMP 3 Cepu



Theme : Angles and lines

Standard Competence : 5. Understanding the relationship between lines and

lines, lines and angles, angles and angles, as well as

determining the measures involved in it.

Basic Competence : 5.1 determining the relationship between two lines, with

the size and a kind of angles

Indicator : 1. Explain the position of two lines (parallel, coincide,

intersecting segments and skew) using real things

2. Recognize the units of angles



1. Students are able to understand an angle and their units

2. Students are able to solve the operation such as addition, subtraction,

multiplication, and division in angles


1. Sources




2. Medias

a. Ruler

b. Protractor

c. Pencil

d. Compasses



2. Methods

a. Expository

b. Interactive

c. Drill



Organization

Time

Opening Connect the topic with daily activity

Ask the students to mention group of

anything which related with angles

Group

Individual

15’

Main

Activity

Explain what is the definition of angle

and their units

Giving some examples how to solve the

operation in angles

Giving exercise




Explain how to draw and give name of

angles

Group

Individual

Group

50’


Giving homework

Group 15’

E. Assessment


written assessment

show the ability


Worksheet

Skill on drawing an angles



From the contextual problems below, which one is show parallel concept?

a. Thread of 2 tires on sands

b. 2 lines in crossroad


Head Master


Mathematics Teacher


LESSON PLAN

SMP : SMP 3 Cepu







Basic Competence : 5.1 determining the relationship between two lines, with

the size and a kind of angles

Indicator : 1. Measuring the angles using protractor

2. Explain the difference the kinds of angles ( right

angle, obtuse angle, and acute angle)




2. Students are able to measure an angle using protractor

3. mention the kinds of angle

4. explain the differences from the kinds of angle


1. Sources

a. Mathematics Book I for English program

b. Mathematics worksheet class VII

c. Mathematics for SMP class VII published by Erlangga

2. Medias

a. Ruler

b. Protractor

c. Pencil

d. Compass es



2. Methods

a. Expository

b. Interactive

c. Drill



Organization

Time

Opening Reminds the definition of angles and

its parts


Group

Individual

15’

Main

Activity

Giving some examples how to draw an

angle using the protractor

Giving some examples how to measure

an angle using the protractor

Giving exercise

Giving some examples how to move an

angle using compass and ruler

Giving exercise

Giving some examples how to divide an

angle become two equal parts using

compass and ruler

Giving exercise


Group

Individual

Group

Individual

60’


Giving homework

Group 5’

E. Assessment


written assessment

show the ability


Worksheet




Measure the size of these angles using protractor and then identify the type of

these angle!


Head Master


Mathematics Teacher


LESSON PLAN

SMP : SMP 3 Cepu







Basic Competence : 5.2 Understanding the properties of angles formed by

two lines intersected by a transversal or two lines

parallel with another line

Indicator : 1. Identifying the position of angles if two lines

intersected by a transversal

2. Using the properties of lines and angles to solve

problems




2. Students are able to solve the operation such as addition, subtraction,

multiplication, and division in angles

3. mention the kinds of angle

4. explain the differences from the kinds of angle

5. determine supplementary angles and complementary angles


1. Sources




2. Medias

a. Ruler

b. Protractor

c. Pencil

d. Compass



2. Methods

a. Expository

b. Interactive

c. Drill



Organization

Time

Opening Discuss the homework Group 15’

Main

Activity

With answer and questions teacher

explain the kinds of angle

Ask the students to explain in front of

class about the differences from many

kinds of angles

Giving exercise

Giving the definition of supplementary

angles, complementary angles, backside

angles and how to solve the problems

related with angles

Giving exercise




Group

Individual

60’


Giving homework

Group 5’

E. Assessment


written assessment

show the ability


Worksheet




According to the following picture, which angles that have same size?


Head Master


Mathematics Teacher


4

3

2

14

3

2

1 B

A

LESSON PLAN

SMP : SMP 3 Cepu







Basic Competence : 5.3 Drawing an angle

Indicator : 1. Drawing an angle that the size same with known

angle using protractor and compass



1. Students are able to draw an angle where the size is given (moving and angle)

2. Students are able to dividing an angle become two equal parts

3. Students are able to move an angle using compass and ruler

B. Learning Approach and Methods


2. Methods : Expository, Interactive, Drill

C. Sources and Medias

1. Sources




2. Medias

a. Ruler

b. Protractor

c. Pencil

d. Compass



Organization

Time


its parts


Group

Individual

15’

Main

Activity

Giving some examples how to draw an

angle using the protractor

Giving some examples how to measure

an angle using the protractor

Giving exercise

Giving some examples how to move an

angle using compass and ruler

Giving exercise



compass and ruler

Giving exercise


Group

Individual

Group

Individual

60’


Giving homework

Group 5’

E. Assessment


written assessment

show the ability


Worksheet




Look at the figure on the right. If APB = (11x – 5)o ,

BPC = (7x)o, and APC = 85o, Determine the

value of x and the degree of

Head Master


Mathematics Teacher


. .

..B

CP

A

LESSON PLAN

SMP : SMP 3 Cepu







Basic Competence : 5.4 Dividing an angle

Indicator : 1. Divide an angle become two equal parts

2.. Drawing angles 30o, 45o, 120o, and 150o



1. Students are able to draw an angle where the size is given (moving an angle)

2. Students are able to determine the estimation of the angle’s size

3. Students are able to determine the result on measuring an angle to the closest

units



2. Methods : Orally, expository, interactive, drill


1. Sources




2. Medias

a. Ruler

b. Protractor

c. Compass

d. Pencil



Organization

Time


its parts


Group

Individual

15’

Main

Activity



compass and ruler

Give exercise by drawing angles 30o, 45o,

120o, and 150o


Individual

Group

Group

60’


Giving homework

Group 5’

E. Assessment


written assessment

show the ability


Worksheet

Skill on drawing kinds of angle


Using compasses and ruler, divide the angles beside into

two same parts!


Head Master


Mathematics Teacher


LESSON PLAN

SMP : SMP 3 Cepu







Basic Competence : 5.5 Determining the estimation of angle’s size

5.6 Determining the result of an angles to close the units

Indicator : 1. Using estimation to determine angle’s size

2.. Determine the result of an angles to close the units



1. Students are able to draw an angle where the size is given (moving an angle)

2. Students are able to estimate the angle’s size

3. Students are able to determine the result on measuring an angle to the closest

units





1. Sources




2. Medias

a. Ruler

b. Protractor

c. Compass

d. Pencil



Organization

Time


its parts


Group 15’

Main

Activity

Using questions and answers, teacher

reminds the students abut estimation of

integers and the size of angle

Using questions and answers, teacher

gives examples how to determine the

result on measuring an angle to the

closest units

Giving exercise




Group

Individual

Group

20’


Giving homework

Group 5’

E. Assessment


written assessment

show the ability


Worksheet



30o = ….. minutes

….o = 10 minutes


Head Master


Mathematics Teacher


LESSON PLAN

SMP : SMP 3 Cepu



Theme : Quadrilaterals

Standard Competence : 6. Understanding the concept of quadrilaterals

and triangles and determining the measurements

Basic Competence : 6.1 Identify the properties of rectangle, square, kite,

trapezoid, parallelogram, rhombus

Indicator : 1. Mention the definition of rectangle and square

2.. Mention the properties of rectangle and square



Students are able to

1. Mention the definition of rectangle and square

2. Mention the properties of rectangle and square

3. Derive the formula of perimeter and area of rectangle and square

4. Determine the perimeter and area of rectangle and square

5. Apply the concept of perimeter and area of rectangle and square to solve

problems





1. Sources




2. Medias

a. Worksheet

b. Ruler

c. White Board

d. Paper

e. Teaching Aids



OrganizationTime

Opening a. Apperception

Connect the topic with daily activity


anything which related with rectangle and

square

b. Giving motivation

Individual 15’

Main

Activity

a. Developing Subject Matter

Teacher explains about the definition of

rectangle and square using questions and

answers

Teacher explains about the properties of

rectangle and square using questions and

answers

Divide all students in a small groups

Teacher ask the groups to make a simple

media to find the area of rectangle and

square

Teacher uses teaching aids to help groups

derive the formula rectangle and square’s

area

Each group explains about the formula of

rectangle and square’s perimeter using

media

Teacher gives an example of using the

formula perimeter and area of rectangle and

square

b. Applications Subject Matter

Teacher gives exercises (worksheets) to

students

Teacher gives times for students to do

exercises

Teacher and student discuss some

exercises in worksheets

Group

Individual

20’

30’

Closing a. Discussing the conclusion of this lesson

b. Giving homework

Group

Individual

15’

E. Assessment


written assessment

show the ability


Worksheet



What is the area of rectangle and square ABCD on

the left side figure? Explain!

Sketch rectangle and square RSTU with its diagonal of 6 cm and then measure

the length of the 4 sides. How many rectangle and square can be drawn?


Head Master


Mathematics Teacher


A B

D C

LESSON PLAN

SMP : SMP Negeri1 Ungaran








Indicator : 1. Mention the definition of parallelogram and rhombus

2.. Mention the properties of parallelogram and rhombus




1. Mention the definition of parallelogram and rhombus

2. Mention the properties of parallelogram and rhombus

3. Derive the formula of perimeter and area of parallelogram and rhombus

4. Determine the perimeter and area of parallelogram and rhombus

5. Apply the concept of perimeter and area of parallelogram and rhombus to solve

problems





1. Sources




2. Medias

a. Worksheet

b. Ruler

c. White Board

d. Paper

e. Teaching Aids



OrganizationTime




anything which related with parallelogram

and rhombus


Individual 15’

Main

Activity


Teacher explains about the definition of

parallelogram and rhombus using questions

and answers

Teacher explains about the properties of

parallelogram and rhombus using questions

and answers


Teacher ask the groups to make a simple

media to find the area of parallelogram and

rhombus


derive the formula parallelogram and

rhombus’s area

Each group explains about the formula of

rectangle and parallelogram and rhombus’s

perimeter using media

Teacher gives an example of using the

formula perimeter and area of rectangle and

parallelogram and rhombus



students


exercises



Group

Individual

20’

30’


b. Giving homework

Group

Individual

15’

E. Assessment


Worksheet



RSTU is parallelogram which is RST = 80o,

calculate SRU and TUR!

A rhombus has the perimeter of 52 cm. Find out the length of rhombus sides!


Head Master


Mathematics Teacher


R

S T

U

LESSON PLAN









Indicator : 1. Mention the definition of kites and trapezoid

2.. Mention the properties of kites and trapezoid




1. Mention the definition of kites and trapezoid

2. Mention the properties of kites and trapezoid

3. Derive the formula of perimeter and area of kites and trapezoid

4. Determine the perimeter and area of kites and trapezoid

5. Apply the concept of perimeter and area of kites and trapezoid to solve problems





1. Sources




2. Medias

a. Worksheet

b. Ruler

c. White Board

d. Paper

e. Teaching Aids



OrganizationTime



Ask the students to mention group of anything

which related with kites and trapezoid


Individual 15’

Main

Activity


Teacher explains about the definition of kites

and trapezoid using questions and answers

Teacher explains about the properties of kites

and trapezoid using questions and answers


Teacher ask the groups to make a simple media

to find the area of kites and trapezoid


derive the formula kites and trapezoid’s area

Each group presents the formula of rectangle

and kites and trapezoid’s perimeter using media

Teacher gives an example of using the formula

perimeter and area of rectangle and kites and

trapezoid



students


exercises

Teacher and student discuss some exercises in

worksheets

Group

20’

30’

Closing c. Discussing the conclusion of this lesson

d. Giving homework

Group

Individual

15’

E. Assessment


Worksheet



ABCD is a kite with BE = 15 cm, BCA = 30o and

DAC = 50o. Fill the blank with suitable

measurement!

ED = ….. cm

BD = ….. cm

BAD = ….. o

BEA = ….. o

The area of ABC = The area of …..

The area of ADE = The area of …..


Head Master


Mathematics Teacher


A

B

C

D

LESSON PLAN







Basic Competence : 6.2 Identifying the properties of triangle based on its side

and angles

Indicator : 1. Identificate the kinds of triangle based on the sides

2.. Identificate the kinds of triangle based on the size of

the angles trapezoid




1. Mention the definition of triangle

2. Mention the kinds of triangle

3. Mention the properties of triangle

4. Determine the sum of angles in triangle

5. Prove the sum of angles in triangle using the simple media

6. Determine the sum of the outside angles in triangle





1. Sources




2. Medias

a. Worksheet

b. Ruler

c. White Board

d. Paper

e. Teaching Aids



OrganizationTime




anything which related with triangle


Individual 15’

Main

Activity

a. Students Presentation

Students present the definition of triangle

using questions and answers

Students present of triangle and also its

properties using questions and answers

Students try to find the properties of a

triangle


Teacher gives comment of students

presentation


students


exercises

Teacher chooses students to do some

exercises in front of class

Teacher and student discuss some exercises

in worksheets

Group

Individual

10’

40’


b. Giving homework

Group

Individual

15’

E. Assessment


Worksheet



Look at the flag on the right figure. Names

the triangle on the flag!


Head Master


Mathematics Teacher


LESSON PLAN







Basic Competence : 6.2 Identifying the properties of triangle based on its side

and angles

Indicator : 1. Identificate the kinds of triangle based on the sides

2.. Identificate the kinds of triangle based on the size of

the angles trapezoid




1. Prove the sum of angles in triangle using the simple media

2. Determine the sum of the outside angles in triangle





1. Sources




2. Medias

a. Worksheet

b. Ruler

c. White Board

d. Paper

e. Teaching Aids



OrganizationTime


Remind the concept of triangle


anything which related with triangle

b. Discussing the homework

Individual 15’

Main

Activity


Teacher ask the student to make a simple

media to find the sum of triangle’s angles

Teacher explains about the sum of angles in

triangle using questions and answers

Teacher explains about the relation between

the length of side and the size of angles in

triangle using questions and answers

Teacher explains about of the outside angles

in triangle


Teacher gives comment of students

presentation


students


exercises

Teacher chooses students to do some

exercises in front of class



Group

Individual

25’

25’


b. Giving homework

Group

Individual

15’

E. Assessment


Worksheet



Look at the figure on the right

How many equlilateral triangles are there each

side one unit long?

How many equilateral triangles are there with

each side two units long?


Head Master


Mathematics Teacher


LESSON PLAN







Basic Competence : 6.4 Drawing a triangle, an altitude, median, bisector and

perpendicular bisector of a triangle

Indicator : 1. Drawing triangles that given all the sides, two sides

and one angle, one side and two angles

2. Drawing an isosceles triangle and an equilateral

triangle




1. Draw triangles that given all the sides, two sides and one angle, one side and two

angles

2. Drawing an isosceles triangle and an equilateral triangle





1. Sources




2. Medias

a. Worksheet

b. Ruler

c. White Board

d. Paper

e. Teaching Aids



OrganizationTime

Opening Remind the concept of triangle Individual 5’

Main

Activity

Using ruler, compass, and protractor, the

teacher ask the students to draw triangles if

known: - all the sides

- two sides and one angle

- a side and two angles

Drawing an isosceles triangle using ruler,

compass and protractor

Using ruler and compass to draw perpendicular

bisector, median, bisector, and altitude of a

triangle

Individual 20’

20’

20’


Giving homework

Group

Individual

15’

E. Assessment


Worksheet



Draw a triangle ABC wih AC = BC = 3 cm.

Draw a triangle if known the length of the sides are 2 cm, 3 cm, and 1,5 cm


Head Master


Mathematics Teacher


lesson plan vii sem 2

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