# 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

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

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

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

Examples of guiding questions:
form?
After reading and observing the
Does any form of algebra can
problem.
If the students have finished making a Students solve problem with the
mathematical model. what do you think?
be multiplied?.
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. the teachers ask guiding
questions gradually.Activities
Scientific
Activities
Inquiry
Activities
Teacher Activities
Experimenting
Collecting
Data
Associating
Processing
Data
Student Activities
based on observations. 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. the teachers asked guiding
How to multiply algebraic
questions gradually.
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. If the
worksheets
Time
Allocation
. ect.
that have been given. the teacher asks
help of AEM and do their
students to show their work.
Teacher moves around to observe the Students discuss the problem and
make a mathematical model of it.

the teacher
gives student the manipulative media
(attachment 3: AEM.
Teacher asks some of students to
present the results of group
discussions in front 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. especially to observe
Teachers around to assess the
performance of each group.
Teachers around to guide student do
the worksheets.Activities
Scientific
Activities
Inquiry
Activities
Teacher Activities
Verification
Communicating
Generalization
student answers correctly. question.
Students from the other group
gives an opinion. or
advice to presented group. 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.
Teacher leading the class discussion
Teacher
verify
the
students
conclusion.
.

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

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

Constant?
Core
Closing
.

H. Assessment
1. 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
.
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. Assessment procedure:
No
.

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
.

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

10 piece
x
(the backward
is piece −x ). each group is provided 2 piece of
x 2 . so that the left positive part is show:
(x+ 2)(x−1)
.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. and 20 piece 1 (the backward is piece −1 ).
Use:
Example: to show (x+ 2)(x−1)
x+ 2
x
The Positive Pieces
The vertical edges (x) must be x .
In this learning this time.

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

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

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

they keep a number. Rani and Uriva. express algebraic form for the asked
c. What is the value of (a+ b) ?
4. After calculated. the difference between Rani and Uriva number is
15.Attachment 9
WRITTEN TEST (QUIZ) MATERIAL
Basic Competency : 3. express algebraic form for the given
b.
b. If the two numbers they have
multiplied. express the algebra that were asked in the form of the given
.
(ax +b) ×(cx+d)
2
2
3.
Indicator
: 3. Given a +b =40 and a−b=4 .
1.1 Using the Algebra and multiplication operation for
modeling the situation.2 Solve the multiplication in algebraic form
4.
( a−b )2
c. What is the sum of numbers they have?
a.1
Recognize and describe the algebra and its operation
involving rational numbers. the result is 1000.1.1.1
Using the algebra and its operation for modeling the
situations. Determine the product of:
( a+b )2
a. Rani’s number is greater than uriva’s
number. Determine the product of algebra (a+ b) ×(a−b)
2.
4.

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

4a.00
Excellent
2.
c.33< Final Score ≤3.33
Good
1.33< Final Score ≤ 4.
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.Predicate value of knowledge:
Final Score
Statement
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< Final Score ≤2.33
Poor
0 ≤ Final Score ≤ 1.33
Fail
Attachment 11
RUBRIC ASSESSMENT OF WRITTEN TEST (QUIZ) OF
SKILLS
No
.

33< Final Score ≤3.33
Fail
.33< Final Score ≤2.33< Final Score ≤ 4.00
Excellent
2.33
Poor
0 ≤ Final Score ≤ 1.33
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.