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**Educational Units : Junior High School
**

Subject

: Mathematics

Class/Semester

: VIII/I

Core Material

: Algebraic Operation

Meeting

: 3rd of 5 meeting (1 meeting = 2 x 40 minutes)

A. Core Competencies

Core Competency 3 : Understand the knowledge (factual, conceptual,

and procedural) level on curiosity about science,

technology, arts, and culture related to phenomena

in daily life.

Core Competency 4 : Try, process, and present in concrete domain (use,

parse, compose, modify, and create) and the

abstract domain (write, read, calculate, draw, and

arrange) that suitable with have been studied in

school

and

other

similar

sources

in

viewpoint/theory.

B. Basic Competencies and Indicators

Basic Competencies

Indicators

3.1 Recognize and 3.1.1 Recognize the algebra

describe the algebra

3.1.2 Identify the elements of the algebra.

and its operation3.1.3 Describe the addition and substraction operation

involving rational

numbers.

of algebra

**3.1.4 Solve the addition and substraction in algebraic
**

form

3.1.5 Describe the multiplication operation of

algebra

3.1.6 Solve the multiplication in algebraic form

3.1.7 Describe the division operation of algebra

3.1.8 Solve the division in algebraic form

Basic Competencies

Indicators

3.1.9 Factorising the algebraic form

4.1 Using the algebra

4.1.1 Using the algebra for modeling the situations.

and its operation4.1.2

for Using addition and substraction operation of

modeling the

situations.

**algebra for modeling the situation
**

4.1.3 Using multiplication operation of algebra for

modeling the situation

4.1.4 Using division operation of algebra for modeling

the situation

C. Instructional Objective

Through the process of observing, questioning, experimenting, associating,

and communicating in individual and group assignments, students able to:

1. Recognize the algebra,

2. Identify the elements of the algebra.

3. Describe the operation of algebra.

4. Solve the operation (addition, substraction, multiplication, and division)

in algebraic form.

5. Factorising the algebraic form.

6. Using

the

algebra

and

its

operation

(addition,

substraction,

**multiplication, and division) for modeling the situations.
**

D. Instructional Material (Attachment 1)

Integer multiplication apply distributive property of multiplication to

the addition, which is

property

of

a × ( b+ c )=( a × b ) +( a ×c )

multiplication

to

the

and the distributive

subtraction,

which

is

**a × ( b−c )= ( a ×b ) −( a× c) , for each a, b, and c is integers. These
**

properties also applies to the multiplication algebraic form.

**Multiplying a constant number
**

parts expressed as follows.

k

with the algebra of one parts and two

k ( ax )=kax k ( ax +b ) =kax +kb Multiplying two parts of algebra can be used distributive property in the following paragraphs. Example of daily life activity related to Algebra (Attachment 5) . Kemdikbud b. Abdur Rahman. LCD. References : a. 2014. Matematika SMP/MTs Kelas VIII. Kementerian Pendidikan dan Kebudayaan. dkk. Group Discussion F. Balitbang. As’ari. Manipulative Media: AEM (Attachment 3). (ax +b)(cx +d ) ¿ ax ( cx+ d )+ b(cx + d) ¿ ax × cx +ax × d +b × cx+ b ×d ¿ ac x 2 +adx +bcx +bd ¿ ac x 2 + ( ad +bc ) x +bd E. Worksheet (Attachment 4) Tools : Laptop. Jakarta: Puskur dan Perbukuan. Tools and Instructional References Media : PowerPoint (Attachment 2). Instructional Methods Approach : Scientific Method : Inquiry Strategies : Question and answer. Board Marker.

teacher checks the students’ understanding of the material requirement related to algebra and Student Activities Students greet and pray. Instructional Activities (3rd Meeting) Activities Introduction Scientific Activities Inquiry Activities Teacher Activities Orientation Teacher greets and led students to pray. Students answered questions about the material requirement from the teacher Time Allocation 10’ . Teacher tells student about the learning objectives and the activities plan today that they will work individually and or in group (attachment 1: PowerPoint slide 3). Teacher tells students that today they will learn about algebraic form and its operations Teacher asks the students to pay attention to the PowerPoint presentation (attachment 1: PowerPoint slide 1&2). Student notice the learning objective today. Students listening to teacher. Teacher checks student attendance. Apperception Through question and answer session.G.

Sample question: How is the math sentence of "a number if added with 2 equals 5"? If Asti is 10 years old and Caca’s age is three time Asti’s age. Teacher gives one problem to each group related to multiplication of algebra. (attachment 1: PowerPoint slide 4-7). (Attachment 2). Each group consisted of 4-5 children. (Attachment 5) Teacher divides students into several groups in heterogeneous. How old Caca and Leo if Leo’s age is 5 years older than Caca? What is the definition of term? Variable? Coefficient? Constant? Motivation Teacher motivates student through example of algebra in daily life. Students with their group observe problem that given by teacher. Teacher encourages students to ask Student Activities Student are motivated to study about algebra Students gathered with group of their friends. Students are encouraged to ask Time Allocation 50’ .Activities Scientific Activities Inquiry Activities Core Observing Stimulation Questioning Identification Teacher Activities multiplication operation.

If the students have finished making a Students solve problem with the mathematical model. what do you think? be multiplied?. questions based on observations If the process to ask of students is not Alternative questions that may be asked of students: smooth. process of student discussion. Try to make questions related to these problems Teacher encourage student to find and In group students are encouraged write down the information. Teacher moves around to observe the Students discuss the problem and make a mathematical model of it. Examples of guiding questions: form? After reading and observing the Does any form of algebra can problem. the teachers asked guiding How to multiply algebraic questions gradually. the teachers ask guiding questions gradually. If the worksheets Time Allocation . to find and write down the Teacher ask student to make a information on problem based on what is known and what is being mathematical model of the problem asked of the problems. ect. that have been given. If the process of collecting information is not smooth.Activities Scientific Activities Inquiry Activities Teacher Activities Experimenting Collecting Data Associating Processing Data Student Activities based on observations. the teacher asks help of AEM and do their students to show their work.

Teachers lead students to process information obtained into a conclusion and make a summary of the activities to be presented to the class. especially to observe Teachers around to assess the performance of each group. Teacher asks some of students to present the results of group discussions in front class. Teachers around to guide student do the worksheets. Algebraic Experiencing Material) to help them solve problems related to multiplication algebra and worksheet (attachment 4). or advice to presented group. . Teacher leading the class discussion Teacher verify the students conclusion. question. Students from the other group gives an opinion. the teacher gives student the manipulative media (attachment 3: AEM. Time Allocation Student Activities In group Worksheet In group students do a careful checks of the tables on a worksheet Students write down the conclusion or the result of discussion students discuss Some students present the results of group discussions in front class.Activities Scientific Activities Inquiry Activities Teacher Activities Verification Communicating Generalization student answers correctly.

Teachers together with the students summarize the learning outcomes today Teachers give awards to the best group of the results of the assessment of performance and mastery of concepts Teachers give quiz to assess their knowledge and skill.Activities Scientific Activities Inquiry Activities Teacher Activities Closing Activities Introductio n Detail Activities Teachers assess the performance of the group. Teacher give peer assessment to assess their sosial attitute Teachers greet and lead students to pray. 2. Time Allocation 20’ . Teacher checks student attendance. Time Allocatio n Orientation: 1. 3. Teacher greets and led students to pray. Teacher tells students that today they will learn Student Activities Student guided by teacher to summarizes the study result today. Student do the quiz Student do their peer assessment Student pray together.

example: Apperception: 7. Through question and answer session. Sample question: How is the math sentence of "a number if added with 2 equals 5"? If Asti is 10 years old and Caca’s age is three time Asti’s age. 4. (attachment 1: PowerPoint slide 3-6). Motivation: 6. Teacher tell students the advantage of learning multiplicaton operation of algebraic form. Teacher asks the students to pay attention to the PowerPoint presentation (attachment 1: PowerPoint slide 1&2).about multiplicaton operation of algebraic form. Teacher tells student about the learning objectives and the activities plan today that they will work individually and or in group (attachment 1: PowerPoint slide 3). teacher checks the students’ understanding of the material requirement related to algebra and multiplication operation. How old Caca and Leo if Leo’s age is 5 years older than Caca? What is the definition of term? Variable? Coefficient? . 5.

Constant? Core Closing .

Assessment 1. Assessment procedure: No . 1 Spiritual Attitude Assessment Technique Observation Sosial Attitude Observation Aspect Assessed 2 3 Mathematics Knowledge 3 Mathematics Skills Peer Assesment Worksheet Individual written test (Quiz) Individual written test (Quiz) 2.H. Instruments Spiritual Attitude: Observation Sheet (Attachment 5) Social Attitude: Observation Sheet (Attachment 6) Time Assessment Introduction and closing activities Core activities Close activities Core activities Close activities Close activities .

March 2016 Sincerely.Peer Assessment Sheet (Attachment 7) Mathematics Knowledge: Worksheet (Attachement 4) Rubric Assessment of worksheet (Attachment 8) Written Test (Attachment 9) Rubric Assessment of written test of knowledge (Attachment 10) Mathematics Skills: Written Test (Attachment 9) Rubric Assessment of written test of knowledge (Attachment 11) Malang. Headmaster of Junior High School Mathematics’ Teacher .

. NIP.NIP.

Attachment for Lesson Plan Third Meeting of Algebraic Operation Attachment 1 : Media PowerPoint Attachment 2 : Problem related to multiplication of algebra Attachment 3 : Media AEM (Algebraic Experience Material) Attachment 4 : Worksheet Activities about multiplication of algebra Attachment 5 : Observation Sheet of assessment instrument for spiritual attitude Attachment 6 : Observation Sheet of assessment instrument for sosial attitude Attachment 7 : Peer Assessment Sheet of assessment instrument for sosial attitude Attachment 8 : Rubric Assessment of worksheet Attachment 9 : Written test (Quiz) material of assessment instrument for mathematics knowledge and skills Attachment 10 : Rubric Assessment of written test (Quiz) for knowledge Attachment 11 : Rubric Assessment of written test (Quiz) for knowledge .

Attachment 1 MEDIA POWERPOINT Slide 1 Slide 2 Slide 3 Slide 4 .

Slide 5 Slide 7 Slide 6 .

Firda’s orchard substacted with 1. Determine the area of Mr. Determine the area of Mrs. Mrs. Caca’s watermelon orchard is 8 meters longer than the side of Mrs. While the width is 1 meters shorter than the length of the side of Mrs. Putri has a rectangular-shaped watermelon orchard. Yahya’s orange orchard! 4. Ilham’s orchard is twice of side of Mrs. Asti’s apple orchard. Widi has a square-shaped apple orchard and Mr. Desi’s orchard. While the width is 4 meters longer than the length of the side of Mrs. Caca has a rectangular-shaped watermelon orchard. Length of Mrs. Mrs. Length of Mr. Laila has a rectangular-shaped watermelon orchard. Mrs. While the width is 2 meters longer than the length of the side of Mrs. Determine the area of Mrs. Ratna’s apple orchard. Desi’s orchard. Mrs. While the width is 4 meters longer than the length of the side of Mrs. Asti has a square-shaped apple orchard and Mrs. Length of Mrs. Determine the area of Mr. Lisa has a square-shaped orange orchard and Mrs. Lisa’s orchard. Laila’s orchard is 8 meters longer than the side of Mrs. Length of Mr. Mrs. Length of Mrs.Attachment 2 PROBLEM RELATED TO MULTIPLICATION OF ALGEBRA 1. Length of Mrs. Determine the area of Mrs. Determine the area of Mrs. Ratna’s apple orchard. While the width is 2 meters shorter than the length of the side of Mrs. Putri’s watermelon orchard! 3. Elly’s watermelon orchard! 5. Lisa’s orchard. Mrs. While the width is 3 meters longer than the length of the side of Mrs. Ratna has a square-shaped apple orchard and Mrs. Yahya has a rectangular-shaped orange orchard. Putri’s watermelon orchard is 5 meters longer than the side of Mrs. Widi’s orchard. Firda’s orchard. Desi has a square-shaped orange orchard and Mrs. Elly has a rectangular-shaped watermelon orchard. Caca’s watermelon orchard! 2. Yahya’s orchard is twice of side of Mrs. Ilham has a rectangular-shaped orange orchard. Widi’s orchard substacted with 1. Laila’s watermelon orchard! 6. Firda has a square-shaped apple orchard and Mr. Elly’s watermelon orchard is 6 meters longer than the side of Mrs. Ilham’s orange orchard! . Asti’s apple orchard.

and 20 piece 1 (the backward is piece −1 ).1 by using the negative pieces: Positive pieces covered with negative pieces. In this learning this time.Attachment 3 Media AEM (Algebraic Experience Material) Purpose Illustration : Understanding the concepts of basic algebra operations : (there are five different types of visual pieces that represent 5 algebraic form) x2 x −x 1 −1 Each piece above are provided in sufficient quantities. each group is provided 2 piece of x 2 . so that the left positive part is show: (x+ 2)(x−1) . Use: Example: to show (x+ 2)(x−1) x+ 2 x The Positive Pieces The vertical edges (x) must be x . 10 piece x (the backward is piece −x ).

x2 x The piecess are separated so that it can be shown: 0 −2 x 2+ x−2 Note: These props still have limitations that: 1. Only able to help visualize the calculation (ax +b)(cx +d ) where a and c positive integers. are . And for visualization factoring a x + bx+ c is only able to a positive. 2 2.

___________________________ 4. Discuss and answer the following questions 2. ___________________________ 3. as follows: a × ( b+ c )=( a × b ) +( a ×c ) and a × ( b−c )= ( a ×b ) −( a× c) Complete the table below: No A B 1 5 x+ 10 2 7 x−3 3 x+ 10 x+ 3 4 x−2 x+ 7 5 x+ 1 3 x−8 6 3 x−2 2 x −4 7 2 x −1 1−x 8 x 2+ 4 x 3 x−7 9 a+b x+ y A +¿ B Describe by your own word about the multiplication operation of algebra! Note(s) .Member of Group: 1. ___________________________ 2. ask to the teachers for help. ___________________________ 5. Do you remember Multiplication operations on the integer apply distributive property. If you're having trouble. ___________________________ Attachment 4 Worksheet Multiplication of Algebra Instructions 1.

1.Attachment 8 RUBRIC ASSESSMENT OF WORKSHEET Basic Competency: 1.x − 14 = 5 x+ 1 3 x−8 2 3 x − 5x − 8 1 x 2 + 5x − 14 x.1 No A Describe the multiplication operation of algebra B A × B Note(s) Score 1 5 x+ 10 5 x+50 ( 5 × x )+ ( 5× 10 )=5 x +50 1 2 7 x−3 7 x−21 ( 7 × x ) + ( 7 ×(−3) ) =7 x−21 1 3 x+ 10 x+ 3 x +13 x +30 ( x × x ) + ( x × 3 ) + ( 10 × x ) + ( 10 ×3 ) 1 2 ¿ x 2+3 x +10 x+30 ¿ x 2+13 x +30 4 x−2 x+ 7 2 x +5 x−14 (x × x) + (x × 7) + (−2) × x + (−2) × 7 2 = x +7x − 2. Indicator: 1.1 Recognize and describe the algebra and its operation involving rational numbers.(3x) + x × (−8) + 1 × (3x) + 1 × (−8) 2 = 3 x − 8x + 3x − 8 1 2 = 6 x − 5x − 8 6 3 x−2 2 x −4 6 x 2 − 16x +8 (3x)(2x) + (3x)(-4) + (−2)(2x) + (−2) (-4) 2 = 6 x − 12x − 4x + 8 1 2 = 6 x − 16x + 8 7 2 x −1 1−x −2 x 2 −1 + 3x (2x) × 1 + (2x)(−x) + (−1) × 1 + (−1) (−x) 2 = 2x − 2 x − 1 + x 2 = −2 x + 3x − 1 1 .

24 Students Name Score (C) ...8 x 2+ 4 x 3 x−7 2 3 x + 5x − 2 2 ( x )(3x) + ( x )(−7) + (4x)(3x) 28x 1 + (4x)(−7) 3 2 = 3 x − 7 x + 12x2 − 28x 3 2 = 3 x + 5 x − 28x 9 a+b x+ y ax +ay +bx +by a × x +a × y+ b × x+ b × y=ax+ ay +bx+ by 1 Aspect Describe by your own word about 3 the multiplication operation of algebra! Can you find the other way to find the multiplication of 2 algebra? Explain! Scoring Criterion The student indicates a proper explanation about the concept of algebraic multiplication systematically The student indicates a proper explanation about the concept of algebraic multiplication but not 1 systematically The student answer the question by an 0 incorrect answer No answer Scoring Table No 1 2 3 .

b.1.1. 4. What is the sum of numbers they have? a.1 Using the Algebra and multiplication operation for modeling the situation.1 Recognize and describe the algebra and its operation involving rational numbers. Rani’s number is greater than uriva’s number. Determine the product of algebra (a+ b) ×(a−b) 2. the difference between Rani and Uriva number is 15. If the two numbers they have multiplied.1 Using the algebra and its operation for modeling the situations. Indicator : 3. Given a +b =40 and a−b=4 . they keep a number. ( a−b )2 c. Rani and Uriva. After calculated. What is the value of (a+ b) ? 4. express algebraic form for the given b. express the algebra that were asked in the form of the given . the result is 1000. 1.2 Solve the multiplication in algebraic form 4.Attachment 9 WRITTEN TEST (QUIZ) MATERIAL Basic Competency : 3. (ax +b) ×(cx+d) 2 2 3. express algebraic form for the asked c. Determine the product of: ( a+b )2 a.

(a+ b)2 =( a+b ) × ( a+b ) =a2 +2 ab+b 2 2 b. 1 Alternative Answer Description ( a+b ) × ( a−b )=a× ( a−b ) +b × ( a−b ) 2 Score (D) 2 2 ¿ a −ab+ab−b 2 2 ¿ a −b 2 a. (a−b)2=( a−b ) × ( a−b )=a 2−2 ab+b2 2 c. ( ax +b ) × ( cx + d )=ac x 2 +adx +bcx +bd 2 3 2 2 Given : a +b =40 and a−b=4 2 2 Asked : a+b Solution : 2 ( a−b )2=a2+ b2−2 ab 2 2 4 =40−2 ab 2 ab=40−16=24 2 2 2 ( a+b )2=a2 +b 2+ 2ab ( a+b )2=40+ 24=64 a+b=√ 64=8 Total 22 Calculation of the final score og mathematical knowledge using the formula: Final Score= C+ D ×4 34 .Attachment 10 RUBRIC ASSESSMENT OF WRITTEN TEST (QUIZ) OF KNOWLEDGE No .

4a.Predicate value of knowledge: Final Score Statement 3. Alternative Answer Description Algebraic form for the given: Let x is Rani’s number and y is Uriva’s number x × y=1000 Score 2 2 2 x− y=15 b.33 Fail Attachment 11 RUBRIC ASSESSMENT OF WRITTEN TEST (QUIZ) OF SKILLS No .33 Good 1.33< Final Score ≤2. c.33< Final Score ≤ 4.33 Poor 0 ≤ Final Score ≤ 1.00 Excellent 2.33< Final Score ≤3. Algebraic form for the asked: x+ y 2 ( x− y )2=x 2 + y 2−2 xy 2 152=x 2 + y 2−2 ( 1000 ) 2 2 2 x + y =225+2000=2225 ( x+ y )2=x 2+ y 2 +2 xy 2 2 2 ( x+ y )2=2225+2 (1000 )=2225+2000=4225 x+ y=√ 4225=65 Total 18 .

33 Fail .33< Final Score ≤ 4.33 Poor 0 ≤ Final Score ≤ 1.33< Final Score ≤2.33< Final Score ≤3.00 Excellent 2.33 Good 1.Calculation of the final score of mathematical skills using the formula: Final Score= Obtained Score ×4 18 Predicate value of Skills: Final Score Statement 3.

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