LESSON PLAN

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

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

Apperception  Through question and answer session. teacher checks the students’ understanding of the material requirement related to algebra and Student Activities     Students greet and pray.  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). Student notice the learning objective today.  Teacher checks student attendance.  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). Students answered questions about the material requirement from the teacher Time Allocation 10’ .G. Students listening to teacher. Instructional Activities (3rd Meeting) Activities Introduction Scientific Activities Inquiry Activities Teacher Activities Orientation  Teacher greets and led students to pray.

 Students with their group observe problem that given by teacher. (Attachment 2).  Teacher encourages students to ask Student Activities  Student are motivated to study about algebra  Students gathered with group of their friends. 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. Each group consisted of 4-5 children.  Students are encouraged to ask Time Allocation 50’ . 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. (Attachment 5)  Teacher divides students into several groups in heterogeneous. (attachment 1: PowerPoint slide 4-7).  Teacher gives one problem to each group related to multiplication of algebra.Activities Scientific Activities Inquiry Activities Core Observing Stimulation Questioning Identification Teacher Activities multiplication operation.

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

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

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

teacher checks the students’ understanding of the material requirement related to algebra and multiplication operation. 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). Motivation: 6.about multiplicaton operation of algebraic form. 5. 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. (attachment 1: PowerPoint slide 3-6). How old Caca and Leo if Leo’s age is 5 years older than Caca?  What is the definition of term? Variable? Coefficient? . example: Apperception: 7. 4. Teacher asks the students to pay attention to the PowerPoint presentation (attachment 1: PowerPoint slide 1&2). Teacher tell students the advantage of learning multiplicaton operation of algebraic form.

Constant? Core Closing .

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 . Assessment 1.H. 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.

Headmaster of Junior High School Mathematics’ Teacher . 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.

. 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 .

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

each group is provided 2 piece of x 2 .1 by using the negative pieces: Positive pieces covered with negative pieces.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. 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 . and 20 piece 1 (the backward is piece −1 ). 10 piece x (the backward is piece −x ). In this learning this time.

2 2. And for visualization factoring a x + bx+ c is only able to a positive. are . Only able to help visualize the calculation (ax +b)(cx +d ) where a and c positive integers.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.

Do you remember Multiplication operations on the integer apply distributive property. ___________________________ Attachment 4 Worksheet Multiplication of Algebra Instructions 1. Discuss and answer the following questions 2.Member of Group: 1. 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) . ___________________________ 2. ___________________________ 4. If you're having trouble. ask to the teachers for help. ___________________________ 3. ___________________________ 5.

(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 .1. Indicator: 1.1 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 − 2.1 Recognize and describe the algebra and its operation involving rational numbers.x − 14 = 5 x+ 1 3 x−8 2 3 x − 5x − 8 1 x 2 + 5x − 14 x.Attachment 8 RUBRIC ASSESSMENT OF WORKSHEET Basic Competency: 1.

.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 . 24 Students Name Score (C) ..

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

( 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 . (a−b)2=( a−b ) × ( a−b )=a 2−2 ab+b2 2 c. 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.Attachment 10 RUBRIC ASSESSMENT OF WRITTEN TEST (QUIZ) OF KNOWLEDGE No . (a+ b)2 =( a+b ) × ( a+b ) =a2 +2 ab+b 2 2 b.

33< Final Score ≤2.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< Final Score ≤ 4.33 Poor 0 ≤ Final Score ≤ 1.33 Fail Attachment 11 RUBRIC ASSESSMENT OF WRITTEN TEST (QUIZ) OF SKILLS No . c.33< Final Score ≤3.33 Good 1.00 Excellent 2. 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 . 4a.

00 Excellent 2.33< Final Score ≤2.33< Final Score ≤3.33 Poor 0 ≤ Final Score ≤ 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 3.33< Final Score ≤ 4.33 Good 1.33 Fail .

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