rpp mtk gi english

7/29/2019 Rpp Mtk Gi English

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NAMA : SUSI NUR KHAMIDAH

NIM : 1402408157

ROMBEL : 07

DOSEN PENGAMPU : NURSIWI NUGRAHENI

LEARNING IMPLEMENTATION PLAN (RPP)

Class / Semester : II / 2

Subject : Mathematics

Day / Date:

Allocation of Time : 2 x 35 minutes

Competency Standards

3. Perform multiplication and division of numbers up to 2 digits

Basic Competence

3.1 Perform multiplication of numbers which result number 2 digits

Indicator

3.1.1 Identifying the meaning of multiplication as repeated addition

3.1.2 Identifying the nature of the exchange on multiplication

3.1.3 Perform multiplication of two numbers 1 point

3.1.4 Perform multiplication of three numbers 1 point

Goal

1. By giving examples and compile card numbers so students can decipher the meaning of

multiplication as repeated addition.

2. With the provision of examples and then write sample numbers to identify the nature of the

exchange students on multiplication.

3. By using the multiplication table, the student can perform multiply two numbers 1 number.

4. By giving examples and multiplication tables so students can perform multiplication 3

number 1 number.


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Instructional Materials

Multiplication

1. Meaning of MultiplicationMultiplication is an essential part. Let us learn multiplication.

On the page there are 4 chickens.

How many feet of a chicken?

How many ft 4 in chickens?

Many ft 4 in chickens

2 + 2 + 2 + 2 = ....

Many ft 4 in chickens

4 2 = 2 + 2 + 2 + 2 = ....

Multiplication is repeated addition

Example:

There are 4 groups of apples.

Each group there are 3 apples.

How many apples it all?

Completion:

3 + 3 + 3 + 3 = ....

Just means 4 3 = ....

Many apples are all 4 3 = 12

2. Nature Exchange in MultiplicationThings to know!


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Approaches and Methods of Learning

1. Cooperative Approach

2. Model of Learning Group Investigation (GI)

Learning Steps

A. Pre Activities

1. Teacher greetings

2. Teachers with students pray

3. Teachers conditioned students - students to be ready to accept the lesson.

4. Teachers perform Presence

B. Early Activities

1. Teachers give apersepsi

2. Teacher sings the song balonku there are five.

3. Teachers give motivation

4. Teachers inform the learning objectives

C. Core Activities

Exploration

1. Teachers ask questions about place value to students. "Children - children,,, if you press

the number 4 on the calculator and then number 2 and the last number 5. What number

are made? based on place value, value of 4 occupies what? Value 2 occupies what?

Value of 5 occupies what? "

2. The teacher explains about multiplication.

Elaboration

1. Students choose various subtopics in multiplication problems described earlier by the

teacher. The students then divided into groups and task oriented (task-oriented groups)

which consists of 2 to 6 people. Composition of heterogeneous groups in both genders,

ethnicity and academic ability.

2. Students and teachers plan a variety of specific learning procedures, tasks and general

objectives that are consistent with a variety of topics and subtopics that have been

selected from step 1 above.

3. Students carry out the plan has been formulated in step 2. Learning must involve

various activities and skills with a wide variety and encourage students to use various


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sources, both contained within and outside of school. Teachers continually follow the

progress of each group and provide assistance if needed.

4. Students in groups to analyze and synthesize a variety of information obtained in step 3

and planned for can be summarized in an interesting presentation to the class.

5. All the group presents an interesting presentation of various topics that have been

studied for all students in each class involved and reach a broad perspective on the

topic. The presentation was coordinated by teacher groups.

6. Representatives of each group presented the results of the discussion group and other

groups to respond.

Confirmation

1. Teachers and students reflect on the learning that has been done

2. Teachers and students to evaluate the contribution of each group to work as a whole

class. Evaluation may include each student as an individual or group, or both.

3. Teachers provide feedback and reinforcement to the questions and answers about the

results of class discussions.

D. Cover

1. Teachers together - the same learning outcomes concluded.

2. Teachers provide an evaluation of the process and learning outcomes.

3. No information and public relations

4. Greeting

Tools and Learning Resources

1. Mathematics textbooks for elementary school class II

2. Mathematics Syllabus Grade 2 semester 1

3. Card Number / Numbers.

Rating

1. Assessment procedures: The process and final

2. Technical assessment:

Written Test

oral tests

3. Assessment Criteria


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The assessment is based on student activity during the follow. LearningActivities assessed

were:

Active students forteaching and learning.

Accuracy in answering questions.

Cooperation within the group.

Semarang, May 2011

Knowing,

Headmaster of School Class Teacher School

NIP. NIP. _______________

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