This action might not be possible to undo. Are you sure you want to continue?

# 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

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

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

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

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

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

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. 3. Teacher checks student attendance. Time Allocatio n Orientation: 1. 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. 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. 2. Time Allocation 20’ .

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

Constant? Core Closing .

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

Headmaster of Junior High School Mathematics’ Teacher .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. March 2016 Sincerely.

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

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. and 20 piece 1 (the backward is piece −1 ).1 by using the negative pieces: Positive pieces covered with negative pieces. so that the left positive part is show: (x+ 2)(x−1) . each group is provided 2 piece of x 2 . 10 piece x (the backward is piece −x ). Use: Example: to show (x+ 2)(x−1) x+ 2 x The Positive Pieces The vertical edges (x) must be 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 . 2 2. And for visualization factoring a x + bx+ c is only able to a positive.

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

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

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) ...

Indicator : 3. the difference between Rani and Uriva number is 15. express the algebra that were asked in the form of the given . the result is 1000. b. 4. What is the value of (a+ b) ? 4. they keep a number. Given a +b =40 and a−b=4 . Determine the product of: ( a+b )2 a. If the two numbers they have multiplied. After calculated.1.1.1 Using the Algebra and multiplication operation for modeling the situation.1 Using the algebra and its operation for modeling the situations. express algebraic form for the given b. Rani and Uriva. What is the sum of numbers they have? a. ( a−b )2 c. 1. Rani’s number is greater than uriva’s number. express algebraic form for the asked c. (ax +b) ×(cx+d) 2 2 3.1 Recognize and describe the algebra and its operation involving rational numbers.Attachment 9 WRITTEN TEST (QUIZ) MATERIAL Basic Competency : 3.2 Solve the multiplication in algebraic form 4. Determine the product of algebra (a+ b) ×(a−b) 2.

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

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 . 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.00 Excellent 2. 4a. c.33 Poor 0 ≤ Final Score ≤ 1.33 Good 1.33< Final Score ≤2.33 Fail Attachment 11 RUBRIC ASSESSMENT OF WRITTEN TEST (QUIZ) OF SKILLS No .33< Final Score ≤3.Predicate value of knowledge: Final Score Statement 3.33< Final Score ≤ 4.

33< Final Score ≤ 4.33 Poor 0 ≤ Final Score ≤ 1.33 Fail .33< Final Score ≤3.00 Excellent 2.33< Final Score ≤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.