LESSON PLAN

PROJECT BASED LEARNING (PjBL) TEACHING MODEL

MATHEMATICS FOR GRADE 7 OF FIRST SEMESTER
BASED ON 2013 CURRICULUM
RATIO OF TWO QUANTITIES

Arranged by :
Augita Silvania Putri
(14030174013)

2014-U

MATHEMATICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
THE STATE UNIVERSITY OF SURABAYA
2016
 Lesson Plan

School : Junior High School 1 Surabaya

Subject : Mathematics
Grade/Semester : VII/First
Topics : Ratio of Two Units
Time Alocation : 3 meetings ( 8 40 minutes)
Meeting : Second - Third meeting (5 40 minutes)

A. Core of Competence
1. Respecting and feeling the teaching of religion that they are believe.
2. Showing the honesty, dicipline, responsibility, care (tolerant, cooperate), polite,
confidence in their interactions effectively with social and natural environment in
a range of social and existence.
3. Understanding the knowledge (factual, conceptual, and procedural) based on their
curiousity of science, technology, art, culture related to the phenomena and real
events.
4. Trying, processing and presenting various things in the realm of concrete (using,
parsing, composing, modifying, and creating) and the realm of abstract (writing,
reading, counting, drawing and composing) in accordance with they learn in the
school and from the other sources in the same point of view/theory.

B. Basic Competence
3.7 Explaining ratio of two quantities (with same and different units)
4.7 Solving problem related to ratio of two quantities (with same and different units)

C. Competence Achievement Indicators

Indicators of Basic Competences 3.7
3.7.1 Determining ratio of two quantities with same units
3.7.2 Determining ratio of two quantities with different units

Indicators of Basic Competences 4.11

4.7.1 Solving problem related to ratio of two quantities with same units
4.7.2 Solving problem related to ratio of two quantities with different units

D. Learning Objectives
3.7.1 Students are able to determining ratio of two quantities with same units
3.7.2 Students are able to determining ratio of two quantities with different units
4.7.1 Students are able to solving problem related to ratio of two quantities with same
units
4.7.2 Students are able to solving problem related to ratio of two quantities with
different units

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E. Learning Materials
Regular Learning Materials
1. 1st meeting
Ratio of two quantities with same units

2. 2nd 3rd meeting

Ratio of two quantities with different units

Enrichment Learning Material

Enrichment learning material in the form of improved questions and problems based on
ratio of two quantities with same and different units that the students have been learned.

Remedial Learning Material

Remedial decided based on the result of daily test of the student. Prediction of student
difficulties are ratio of two quantities with different units and how to solve the problems
of the topic itself.

F. Learning Model, Learning Methods, and Learning Approach

1. Learning Model : Project Based Learning
2. Learning Methods : Group Project and Discussion
3. Learning Approach : Scientific Approach

F. Learning Activity
Second Meeting (2 40 minutes)
Initial Activity
1. Teacher is greeting the students and let the class leader leads them to pray before
starting the class.
2. Teacher is checking the presence of the student.
3. Teacher is explaining the purpose of learning which are determining ratio of two
quantities with different units (3.7.2) and solving problem related to ratio of two
quantities with different units (4.7.2), assessment methods, and the materials that
needed in the learning process.
4. Teacher is asking the students to remember the material that have learnt last week
that is about ratio of two quantities with same units.
5. Teacher is explaining the material that will be learnt today that is about ratio of two
quantities with different units
6. Teacher is giving motivations to the students about the advantage of learning the
materials that will be learnt today in real life. The advantages of learning this
materials is students can comparing the price of two objects, comparing the speed of
motorcycle, car, or another vehicles with the distance and time, etc.

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Main Activity
1st step (Start With the Essential Question)
7. Teacher asks the students some questions that are essential to explore their
knowledge relating the subject matter
a. What will you concern when you buy something ?
b. What will you choose when you look two objects with different price ?
c. How to determine the low price from two object with different amount?
d. Etc.
nd
2 step (Design a Plan for the Project)
8. Teacher divide the students into some heterogeneous groups consist of 5.
9. Teacher facilitate each group to determine the leader and secretary of the group.
10. Teacher and students making the rules that will apply in the process of to do the
project.
a. The place to do the project.
b. Things that are reported from the project.
c. The tools and materials that can be accessed to assist the project.
d. The obtained sanction for violating the rules.
rd
3 step (Create a Schedule)
11. Teacher to facilitate each group to make a schedule to finish the project.
a. Make timeline to finish the project.
b. Make deadline of the project.
12. Teacher to facilitate the student to making the alternative schedule, if there are sub-
activity that is out of the original schedule.
13. Teacher asks the student to make explanation about the plan that they are chosen.
4th step (Monitor the Students and the Progress of the Project)
14. Teacher gives the student worksheet that contains the project tasks. (Attachment 1)
15. Teacher monitors the student. To monitors the students, teacher can make a
assessment rubric that can record all the important activity. (Attachment 2)

Final activity
16. Teacher is letting a student to make a conclusion of what theyve doing today.
17. Teacher is telling the student that the next meeting there will be a presentation of their
project.
18. Teacher is ending the class.

Third Meeting (3 40 minutes)

Initial Activity
1. Teacher is greeting the students and let the class leader leads them to pray before
starting the class.
2. Teacher is checking the presence of the student.
3. Teacher is explaining the purpose of learning which are determining ratio of two
quantities with different units (3.7.2) and solving problem related to ratio of two
quantities with different units (4.7.2), assessment methods, and the materials that
needed in the learning process.

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 4. Teacher is asking the students to remember the activities that have to do last week
that is about project that must be presented today.

Main Activity
5th step (Assess the Outcome)
5. Teacher asks each group to presents their results of the project in front of the class.
6. Teacher makes an assessment from the presentation and the assessment rubrics of
their project.
7. Teacher give feed back for the each group from their project.

6th step ( Evaluate the Experience)

8. Teacher and students are doing reflection about the activity and the result of the
project. Things that are reflected are the difficulties encountered when completing
the project and how to solve the difficulties. Furthermore, another group respond
that.

Final activity
9. Teacher is letting a student to make a conclusion of what theyve learning today.
10. Teacher is telling the student that the next meeting there will be learnt the next
matter of social arithmetic.
11. Teacher is ending the class.

G. Assessment, Remedial, and Enrichment

1. Technique of assessment Technique of assessment
Cognitive : Project Task (Attachment 1)
Skill : Project Task (Attachment 1)

2. Instrument of assessment
Cognitive : Project Task (Attachment 2)
Skill : Project Task (Attachment 2)
3. Remedial and Enrichment Learning
a. Remedial
Remedial is doing classically if the total student that have school grades under
75 is more than 25%, if the total student that have school grades under 75 is
less than 25%, then teacher gives remedial as individually or contemporary
tutor.
b. Enrichment
Enrichment is given to the student that have school grades passed the
Minimum Completeness Criteria. In this section, teacher asks the student to
solve the Exercise in the Student Book page 194 number 1-5.

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H. Media, Material, and Learning Resource
1. Media/Materials
Whiteboard, board marker and eraser.
2. Learning Resource
a. TEAM. 2014. Mathematics for Junior High School Grade 7 (Teachers Book).
Education and Culture Ministry. Jakarta. Curriculum and Books Centre,
Balitbang. Kemdikbud.
b. TEAM. 2014. Mathematics for Junior High School Grade 7 (Students Book).
Education and Culture Ministry. Jakarta. Curriculum and Books Centre,
Balitbang. Kemdikbud.
c. Worksheet.

..., ..................................2016

Sincerely,

The Principle The Teacher

________________ _________________

NIP. NIP.

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Attachment 1

STUDENT PROJECT WORKSHEET

Material : Ratio of Two Quantities with Different Units

Indicators : 3.7.1. Determining ratio of two quantity with different units
4.7.1. Solving problem related to ratio of two quantity with
different units
Day/Date : ............................/.......................................
Time Allocation : 1 week
Class : VII
Members : ........./....................................
........./....................................
........./....................................

1. Do this project task in group (3-4 students)

2. Find 5 kinds of snack or food and 5 kinds of drink in supermarket or another small
shop.
3. Look at the nutrition facts of each snacks and drinks that you choose. Note the calorie
and the serving size (weight)
4. Make a report of your work in two tables (See the table below).
5. Comparing the nutrition facts of the snacks or foods and the drinks by calculate the
calories in the same units. Which one the highest calorie ?
6. Make a conclusion of your works !
7. Present your project report in front of the class next week !

Table of Food
No Name of Food Weight Calorie
1
2
3
4
5

Table of Drink
No Name of Drink Weight Calorie
1
2
3
4
5

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Attachment 2

ASSESSMENT CARD OF STUDENT PROJECT WORKSHEET

Intervals Score
No. Assessment point
1 2 3
1 Find 5 kinds of food
2 Find 5 kinds of drink
Collect the information of nutrition
3
facts ( weight and calorie ) of foods
Collect the information of nutrition
4
facts ( weight and calorie ) of drink
Make a report of the nutrition facts (
5 weight and calorie ) of foods (on the
table)
Make a report of the nutrition facts (
6 weight and calorie ) of drinks (on the
table)
7. Comparing the nutrition facts of foods
Comparing the nutrition facts of
8.
drinks
9. Making Conclusion
Score Total

Note:

3 = excellent
2 = almost perfect
1 = not so good

Maximal Score = 27

The calculation of the final score on scale 0-100 as follows :

the gained score
Final score = 100
Total of maximal score

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Attachment 3

SHEET OF COGNITIVE ASSESSMENT

Gained Score The Total

Final
No. Name of Gained
Score
Score
1 2 3

1.

2.

3.

The calculation of the final score on scale 0-100 as follows :

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Attachment 4

SHEET OF SKILL ASSESSMENT

Gained Score The Total

Final
No. Name of Gained
Score
Score
1 2 3

1.

2.

3.

The calculation of the final score on scale 0-100 as follows :

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Attachment 5

THE ASSESSMENT INSTRUMENT OF SPIRITUAL AND SOCIAL ATTITUDE

THE EXAMPLE OF JOURNAL

Subject : Mathematics
Grade/ Semester : VII/First
Learning Period : 2015-2016
Attitude
Student The
No. Date Note Follow-up
Name Observed Aspect
Behavior
1. 5 August Arlena Less Pray before Spiritual Given an
2016 Dewi wholeheartedly starting the advise in
Harnum in pray before lesson. order to
starting the make him
lesson. more
serious in
pray

Fernanda Giving back a Carefulness Social

15 August
2. Ubhara
2016 pencil case to
the owner

Note :
To assess spiritual and social attitude of the student :
1. Spiritual Attitude
a. Praying before starting and after closing the lesson.
b. Greeting in the opening and the closure of the lesson.
2. Social Attitude
a. Honesty d. Well behaved
b. Discipline e. Responsible
c. Cooperative f. Carefulness

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Attachment 6

Learning Materials

Ratio

You can compare two quantities by using a ratio. A common way to express a ratio is as
a fraction in simplest form. If the two quantities you are comparing have different units of
measure, this kind of ratio is called a rate. A rate is in the form of a unit rate when the
denominator is 1.

A rate is a ratio of two measurements that have different units. To

write a and a Unit Rate ratio as a unit rate, divide the numerator and
Writing a Rate
denominator by the same number to rewrite the ratio as a fraction with a
denominator of 1.

Example
Express the ratio 15 pencils for $5 as a unit rate. How many pencils can you buy for $1?

Solution
Write the ratio as a fraction.
To rewrite the fraction with a denominator of 1, divide numerator and denominator by 5.
or 3 pencils for $1

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