Lesson plan 9th grade junior high school

LESSON PLAN

School : SMP Negeri 1 PalembangSubject ` : MathematicsClass/ Semester : IX / ITime Allocation : 2 X 45’

A. Standard Competence 2. Understanding the characteristics of cylinders, cones, and spheres and then finding the measures

B. Basic Competence 2.1 Identification part of cylinder, cone, and sphere

C. Character Building Discipline, respect, diligence, responsibility

D. Indicators Mention the elements : the radius, the diameter, the height, the surface, the

base of cylinder , a cone and sphere

E. Learning ObjectivesStudent will be able to mention the elements of a cylinder, e. g radius, diameter, base, height, face,

lateral surface mention the elements of a cone, e. g radius, diameter, base, height, face, slant

surface, slant height and vertex mention the elements of a sphere, e. g radius, diameter, curved surface

F. Learning Material The element of cylinder, cone and sphere

G. Learning Method/Learning Model Discussion Demonstration Giving task Question and answerApproach Contextual Teaching and Learning Cooperative Learning

Rahma Siska Utari – Lesson Plan Page 1

H. Learning Activity 1. Opening

Teacher tells students that they are going to learn about cylinders, cones, and spheres

Teacher gives some illustration of them in the daily life and asks them another illustrations

Teacher explains the learning purpose and gives students motivation

2. Main Activity a. Exploration

The students are grouped into 7 groups, consist of 4 or 5 students who represent across-section of the class in terms of academic performance and sex.

Using worksheet, each group observe surrounding the class and discuss it.(The teacher controls the discussion and gives motivation to the student to work cooperatively with their group. If anyone missed a question, his or her teammates have a responsibility to explain it. Remind the student that if they have questions, they should ask all teammates before asking the teacher)

b. Explanation After finishing the worksheets, some students from 3 group choose

present the results of discussion, while the other groups perceive and note attentively

If there is a group has the different answers, the teacher gives a chance to the other group to present their opinion to the class.

If The students formulate the right answers and work together to make the conclusions.

c. Elaboration The students do the assessment individually to clarify their

comprehension

d. Confirmation Students do the exercise One of student is asked to answer on the board

3. Closing Students are directed to make a summary Students are given homework Teacher informs students what will learn in the next meeting


I. Learning Sources Directorate of junior high school development. Mathematics for Junior High

School Year IX Student Book. Jakarta. Environment Slides Presentation

J. Assessment

Technique of assessment : individual taskForm of instrument : written testType of assessment : essay

K. Form of Instrument

Students worksheet and item test

Assessment

Special table of assessmentNo Indicators Number of item1. Mention cylindrical, conical and spherical objects 12. Mention the elements of cylinders, cones, and spheres: e.g radius,

diameters, height, edge, base, face, lateral surface, slant surface, slant height and vertex

2, 3, 4

Answer the following question correctly

1. Mention cylindrical, conical and spherical objects !

2. Draw cylinder and mention the elements of cylinder completely !

3. Look picture below!

a. Shade the base of the cone

b. Draw the height of the cone

4. a. Does sphere have face ? if there are how may face sphere have?

b. Does sphere have edge ? if there are how may face sphere have?


c. Does sphere have vertices ? if there are how may face sphere have?

Solution of Assessment

No Solution Score

1. Cylindrical :can, milk can, pipe, lipstick, etc

Conical : ice cream’s cone, birthday’s hat. etc

Spherical : globe, soccer, ball, volley’s ball, etc

15

2.

15

3.

10

4. a. Yes, it does. there’s 1 face.

b. No, it does not.

c. No, it does not.

10

Total Score 50

Palembang, October 2nd 2012 Mathematics Teacher, Practice Teacher.

Nurjannah, S.Pd Rahma Siska UtariNIP.196310111984112001 NIM.06091008003

Student’s Worksheet

Subject : Member of group : 1.Class / Semester : 2.Topic : 3.Time Allocation : 15 minutes 4.

5.


Cylinders, Cones And Spheres

1. Find model of cylindrical, conical and spherical objects around you

sketch the objects.

2. Discuss in your group to complete the following table.

No Name of

the

object

Models

The Number Of

Faces EdgesLateral

Surface

1.

2.

3.

3. Present the result of your group discussion in front of class !

(Answer :

No Name of

the

object

Models

The Number Of

Faces EdgesLateral

Surface


1.

2.

3.

LESSON PLAN




B. Basic Competence2.2 Calculate the surface area and volume of cylinder, cone, and sphere


D. Indicators To find out the formula of surface area and volume of cylinder

E. Learning ObjectivesStudent will be able to Students are able to find out the surface area formula of cylinder Students are able to use the surface area formula of cylinder Students are able to find out the volume formula of cylinder

F. Learning Material Cylinder, cone and sphere

G. Learning Method/Learning Model Expository InteractiveApproach Contextual Teaching and Learning Cooperative Learning

I. Learning Activity 1. Opening

Teacher tells students that they are going to learn about find out formula of area and volume of cylinders

Teacher explains the learning purpose and gives students motivationApperception : The teacher remains the area of the plane figure, i.e. rectangle, circle,

and triangle 2. Main Activity a. Exploration

The students are grouped into 7 groups, consist of mathematics group that had been made before

Using worksheet, each group observe surrounding the class and discuss it.(The teacher controls the discussion and gives motivation to the student to work cooperatively with their group. If anyone missed a question, his or her teammates have a responsibility to explain it. Remind the student


that if they have questions, they should ask all teammates before asking the teacher)

b. Explanation After finishing the worksheets, some students from 2 group choose




c. Elaboration Students do the exercise One of student is asked to answer on the board

d. Confirmation The students make the summary lesson about the surface area of cylinder

3. Closing Students are given homework Teacher informs students what will learn in the next meeting The teacher asks the students to brows internet to find the material about

the surface area of cone


School Year IX Student Book. Jakarta. Environment Slides Presentation

J. AssessmentTechnique of assessment : individual taskForm of instrument : written testType of assessment : essay




Assessment

Answer the question below correctly !

1. The lateral surface of a cylinder is 50.24 cm in height and 12 cm in width.Find:

a. The height of the cylinder,

b. Radius of the base, taking π ≈ 3.14

2. If the volume of a cylinder is 240π cm3 and the height is 15 cm, what is the radius

of the cylinder?

No Solution Score

1. Known:

The height of The lateral surface of a cylinder = 50.24 cm

The width of The lateral surface of a cylinder = 12 cm

Unknown:

a. The height of the cylinder,

b. Radius of the base, taking π ≈ 3.14

Solution:

a. The height of the cylinder = The width of The lateral surface

of a cylinder.

So, The height of the cylinder is 12 cm

B. The height of The lateral surface of a cylinder = The

circumference of base

The circumference of base = 50.24 cm

The circumference of base=2 πr

50.24=2 (3.14 ) r

r=8

So, the radius of the base is 8 cm

1

2

1

2

2

1

1

2. Known:

Volume of a cylinder = 240π cm3

1


the height = 15 cm

Unknown:

the radius of the cylinder?

Solution:

V=π r2 t

240 π=13

π r215

(240 )15

=r2

16=r2

r=√16

r=4

So, the radius is 4 cm

2

2

1

1

1

1

1

Total Score 20

Palembang, October 3rd 2012 Mathematics Teacher, Practice Teacher.




5.

Surface Area of CylinderA cylinder is a 3-dimensional shape that have two circular bases on the opposite sides. The two circular sides are connected together by a curve side. Cans are examples of cylinder.


cylinder model net of cylinder

Area Of circle =Because of lateral surface area = rectangle area Lateral surface area =And Length of rectangle = circumference of circle thereforeLateral Surface Area =

Formula for Cylinder Surface Area = 2 x Circle area + lateral surface area= 2 …………. + ………..=

Volume of Cylinder

Base Area of Cylinder =


Volume of cylinder = Base area x height=

Therefore Formula of Surface area of Cylinder`=

Formula of Volume of Cylinder ``=


LESSON PLAN



B. Basic Competence2.2 Calculate the surface area and volume of cylinder, cone, and sphere


D. Indicators To find out the formula of surface area and volume of sphere

E. Learning ObjectivesStudent will be able to Students are able to find out the surface area formula of sphere Students are able to use the surface area formula of sphere Students are able to find out the volume formula of sphere

F. Learning Material Cylinder, cone and sphere


J. Learning Activity 1. Opening

Teacher tells students that they are going to learn about find out formula of area and volume of sphere

Teacher explains the learning purpose and gives students motivationApperception :


The teacher remains the area of the plane figure, i.e. rectangle, circle, and triangle



Using worksheet, each group do the activity that ordered.(The teacher controls the discussion and gives motivation to the student to work cooperatively with their group. If anyone missed a question, his or her teammates have a responsibility to explain it. Remind the student that if they have questions, they should ask all teammates before asking the teacher)

b. Explanation After finishing the worksheets, some students from 1 group choose to





d. Confirmation The students make the summary lesson about the surface area and

volume of sphere

3. Closing Students are given homework Teacher informs students what will learn in the next meeting


School Year IX Student Book. Jakarta. Environment Learning video about volume of sphere Slides Presentation


J. AssessmentTechnique of assessment : individual testForm of instrument : written testType of assessment : essay



Assessment

Special table of assessment

No Indicators Number of item

1. Surface area of sphere 1,3

2. Volume area of sphere 2,4

Answer the questions below correctly11. if known the surface area of a sphere is 500 in2, and π = 3.14, find the

diameter of sphere !2. A pool shaped hemisperical (half of sphere) filled with water, then dipped by

tank shaped cylinder make the volume of hemisperical lost 1/4 from volume before. If volume of tank is 315 m3. Find the diameter of pool !

3. To make a plastic ball with diameter 10 cm, the home industrion need Rp15.000,00 to buy plastic material per m2. How much it pay for producting 1500 units ball ?

4. Balloons shape sphere will filled by freon gas. If the freon gas available 105 l to fill 30 ballon. Find the radius of balloon!

No Answer Score1. Known : SA = 500 in2

Unkwon diameter ?

d = 2 x r = 2 x 6.31 in = 12.62 in

25

2. Known :Vc = 1/3 Vhs


315 = 1/3 VhsVhs = 3 x 315Vhs = 945 m3

Unkwon : Radius of hemispherical ?Vhs = ½ 4/3 π r3

945 = 2/3 22/7 t3

r3 = 451,022d = m

25

3. Known :Diameter = 10 cm e = 5cm150 unit ballsUnknown : the total production pay?SA = 4πr2

= 4 x 3.14 x (5 cm)2

= 314 cm2 = 0,314 m2

The Total Price = 0,314 m2 x 1500 x 15000 = Rp706.500,00

25

4. Known : 105 l = 105000 cm3

Eacj ballon get = 105 / 30 = 3500 cm3

Unkwon the radius of ballonVs = 4/3 π r3

3500 = 4/3 22/7 t3

r3 = 835,22

25

Total score 100

Acquired ScoreFinal score = --------------------- x Ideal score = ………..

Maximum score

Palembang, October 10th 2012 Mathematics Teacher, Practice Teacher.





5.

Surface Area of SphereEach group will get one orangeSo, do the instruction below !

1. Cut the orange to 2 part identicly

2. Make 6 circle using orange in the next page. (Same radius with ball)3. Using scissor, cut the orange skin to small pieces.4. With glue, put the pieces of irange skin in to circle fully.5. Answer the question below :

a. After you do the activity above. How many circle can be filled fully by the pieces of orange?

b. Make the conclusion from this Activity with you group !


Volume of SphereWatched the learning video about volume of sphere and then answer the question below!What do you get from the learning video? Make conclusion by your

group !1. Find the surface area and volume of each figure..

a. b.


= 21 cm= 4 dm

LESSON PLAN

School : SMP Negeri 1 PalembangSubject : MathematicsGrade/Semester : IX/1 (Odd)Time Allocation : 2 x 45 minutes

A. Competency Standard 3. Analyzing and presenting data

B. Basic Competences3.1 To find out the means, medians, and modes of the single data

C. Indicators To find out the mean of the single data To find out the median of the single data To find out the mode of the single data To find out the range of the single data

D. Character buildingHonestly and knowledgement

E. Topic/ Main MaterialStatistica : - Measures of central tendency (single data)

Mean Median Mode

- Measures of dispersion (single data) Range

F. Learning Experiences The students able to determine median of the single data The students able to determine range of the single data The students able to determine quartiles of the single data

G. Learning ObjectiveDiscuss how to find Mean, Median, Mode and Range of the data

H. Sources/Material and Tool


Directorate of junior high school development. Mathematics for Junior High School Year IX Student Book. Jakarta.

Learning video about Mean, Median and Mode Slides Presentation

I. Learning Activities 1. Opening

The teacher tell to students about the lesson The teacher inform the indicators for this lesson The teacher remind about statistics in elementary school

Apperception : The teacher meaning of population and sample, and then the teacher ask

student to make some example of population and sample.




b. Explanation After finishing the worksheets, some students from 1 group choose to





d. Confirmation The students make the summary lesson about the range, mean , median,

and mode in single data



J. Learning Strategy

Learning Method/Learning Model Expository InteractiveApproach Contextual Teaching and Learning Cooperative Learning

K. Assesment

Technique of assessment : individual task Form of instrument : written test Type of assessment : essay

1. Data on the weights ( in kg) of ten junior high school students collected. The results are45,40,48,50,47,39,42,43,55,52a. Find the rangeb. Find the meanc. Find the mediand. Find the mode

2. The following list is a data collected in a survey on how long ( in days) the foreign tourists stay in Indonesia in April.4,7,8,21,16,13,15,15,18,8,17,20,23, 11,12,12,21,25,14,15a. Find the range of datab. Find the median

No Solution Score

1. Known:

The weights of ten junior high school

45,40,48,50,47,39,42,43,55,52

Unknown:

Range, Mean, Median and Mode

Solution:

1


39,40,42,43,45,47,48,50,52,55

a. Range = largest data – smallest data

= 55 – 39 = 16

b. Mean

Mean= Total of datanumber of data

¿ 39+40+42+43+45+47+48+50+52+5510

=46710

=46.7

c. Median

39,40,42,43,45,47,48,50,52,55

Median = Q2 = 46

d. Mode

Mode nothing

2

2

1

2

2

2

1

2

2. Known:a data collected

4,7,8,21,16,13,15,15,18,8,17,20,23, 11,12,12,21,25,14,15Unknown:

a. the range of datab. the median Solution:

a. Range = largest data- smallest dataRange = 25 – 4Range = 21

b.4,7,8,8,11,12,12,13,14,15,15,15,21,16,17,18,20,21,23,25

Q2= (15+15)/2=15

2

2

2

2

2

Total Score 25


Maximum score


Q2

Q2



\



5.

Fill the column with your group !


Population : All students in IX.1 / IX.2 SpensaSample :

No Name Shoe’s Size12345

Based the table above:Sort the shoe’s size from smallest to largest

1. Who do have a largest shoe’s size? What’s he/she shoe’s size?

2. Who do have a Smallest shoe’s size? What’s he/she shoe’s size?

3. Calculate all your group shoe’s size! Total of your group shoe’s size =

number of member in your group =

Mean=Total of your group shoe ’s ¿¿number of member ∈ your group=¿¿

4. The Middle shoe’s size after you sorted them is =

5. The shoe’s size frequently outcomes =

Range = The Largest data – the smallest data= the largest shoe’s size – the smallest shoe’s size

From the activity above, Make conclusion with your group !


LESSON PLAN


A. Competency Standard 3. Analyzing and presenting data

B. Basic Competences1.1 To present data in the forms, of the tables, bar graphs, line graphs, and pie

diagram

C. Indicators To present data in the bar graphs To present data in the pictogram To present data in the line graphs To present data in the pie diagram

D. Character building


Hardwork, knowledgement, critically, and Logic.

E. Topic/ Main MaterialStatistica : - Presenting statistical data

F. Learning Experiences The students able to present data into bar graphs The students able to present data into pictogram The students able to present data into line graphs The students able to present data into pie diagram

G. Learning ObjectiveExplain how to present data in the form of bar graphs, pictogram, line graphs, and pie diagram.

H. Sources/Material and Tool Directorate of junior high school development. Mathematics for Junior High

School Year IX Student Book. Jakarta. Presentation slide

I. Teaching Learning Activities1. Opening

The teacher tell to students about the lesson The teacher inform the indicators for this lesson The teacher remind about statistics in elementary school

Apperception : The teacher ask students about measures of central Tendency (single data)

and measures of dispersion (single data).


The teacher show the kind of diagram from slide The teacher explain about the function of presenting data into diagram

(Explanation by using Ask and Answer method) The teacher explain about material (how to present data in form of bar

graphs, pictogram, line graphs and pie diagram) The teacher give a problem which has made by teacher about presenting

statistical data.

b. Explanation


After finishing solving the problem some students present the results, while the other perceive and note attentively

If there is another students has the different answers, the teacher gives a chance to the them to present their opinion to the class.



d. Confirmation The students make the summary lesson about presentating statical data


J. Learning StrategyMethods : Direct learning

K. EvaluationIndicators Technical Instrument- To present data in the form of

Bar graphs Pictogram Line graphs Pie diagram

Activity Short question

L. AssessmentNo Exercise Key1

ProvincesNumber of dentist

DKI Jakarta

West JavaCentral

JavaDI

YogyakartaEast Java

Bali

900800700200700100

Build

Known:Table of number of Dentists

Unknown:a. Pictog

ramb. Bar


ProvincesNumber of dentist

DKI Jakarta

West JavaCentral

JavaDI

YogyakartaEast Java

Bali

900800700200700100

- a pictogram - a bar graph- a line graph- a pie diagramof a data set on the number of dentist

graphc. Line graphd. Pie diagram

Solutiona. pictogram

b.B

ar chart

DKI Jaka

rta

West

Java

Centra

l Java

DI Yogy

akart

a

East

Java

Bali0

400

800

Number of Dentists

Number of Debtists

c. line chart

DKI Jaka

rta

West

Java

Centra

l Java

DI Yogy

akart

a

East

Java

Bali0

400

800

Number of Dentists

Number of Debtists

d. pie chartB.


DKI Jakarta26%

West Java24%

Central Java21%

DI Yogyakarta6%

East Java21%

Bali3%

Number of Dentists

Provinces Number of dentistDKI Jakarta

West JavaCentral Java

DI YogyakartaEast Java

Bali




LESSON PLAN


A. Competency Standard2. Understanding the simple probability

B. Basic Competences2.1 To determine sample space of an experiment2.2 To determine relative frequency of an event

C. Indicators To know definition of sample space To know definition of sample point To know definition of event Determine the sample space Determine the sample point Determine relative frequency of an event To find out probability with relative frequency

D. Character buildingSmart and knowledgement

E. Topic/ Main Material : Probability

D. Learning Experiences The students able to know definition of sample space and sample point


The students able to determine the sample space and sample point The students able to determine realative frequency of an event The students able to find probability with relative frequency

E. Learning ObjectiveExplain and discuss how to determine the sample space and sample point, relative frequency of an event, and probability with relative frequency

F. Sources/Material and Tool Directorate of junior high school development. Mathematics for Junior High

School Year IX Student Book. Jakarta. Macromedia flash about probability 9th grade in junior high school, made by

Riza Aprilia

G. Teaching Learning Activities1. Opening

The teacher tell to students about the lesson The teacher inform the indicators for this lesson Teacher ask the student about kinds of event in daily life

Apperception : The teacher ask students about measures of central Tendency (single data)

and measures of dispersion (single data).


The teacher explain about sample space, sample point, and event. The teacher give an example to get sample space with some ways The teacher give a problem to the students

.b. Explanation After finishing solving the problem some students present the results,

while the other perceive and note attentively If there is another students has the different answers, the teacher gives a

chance to the them to present their opinion to the class. If The students formulate the right answers and work together to make the

conclusions.



d. Confirmation The students make the summary lesson about sample space, sample point

and an event


H. Learning StrategyMethods : Direct learning and cooperative learning

I. EvaluationIndicators Technical Instrument Determine the sample space and

sample point Determine probability with

relative frequency

Activity

Activity

Short question

Short question

J. AssessmentNo Exercise Key1.

2

Survey. Rita conducted a survey investigating the fruits that her 45 classmates liked most. In the survey, 21 friends selected the orange. What was the probability that one of her classmates selected the orange as the favorite fruit?

Two dice are rolled at once. Determine the sample points for the following events!a. The first die rolls a 4 and

the second die rolls a 3.b. The first die rolls a 3.c. Getting a sum of 10.

Known:Rita conducted a survey investigating the fruits that her 45 classmates liked most and 21 friends selected the orange.Unknown:the probability that one of her classmates selected the orange as the favorite fruit.Solution:

¿ number of friend s selected the orangenumber all of friend

P=2145

=0.47

Know: Two dice are rolled at onceUnknown:the sample pointsa. The first die rolls a 4 and the second die

rolls a 3.b. The first die rolls a 3.c. Getting a sum of 10.Solution:a. A= event of the first die rolls a 4 and the

second die rolls a 3.A= {(4,3)}

b. B= event of the first die rolls a 3.B= {(3,1),(3,2),(3,3),(3,4),(3,5),(3,6)}

c. C= event of getting a sum of 10


C={(4,6),(5,5),(6,4)}

Palembang, November 5th of 2012 Mathematics Teacher, Practice Teacher.



LESSON PLAN


A. Standard Competence. 4. To Understand sample event probability.

B. Basic Competence 4.1 Finding the sample space of an experiment

C. Learning ObjectivesStudent will be able to understand about probability determine the impossibility and certainty give the examples of the probability in daily life Determine the sample space of an experiment Determine the sample points of an experiment Determine the probability of an event

D. Character buildingSmart and knowledgement

E. Learning Material Probability1. The examples of probability in daily life

a. The election of the president of Indonesiab. Rolling a dice in playing the snake and ladder gamec. Tossing a coin

2. A sample space is a set of all possible result in a statistical experiment. 3. Sample point is a subset of the sample space4. An event is a subset of the sample space.


5. A coin is tossed n times. The figure occurs p times, and the number occurs q times. The relative frequency of the occurrence figure is and the relative frequency of the occurrence of the number isIf n is large enough, then the probability that the figure will occur can be approximated by

and the probability that the number will occur can be approximated by

F. Learning Method/Learning Model Expository

Approach Contextual Teaching and Learning Cooperative Learning

G. Learning Activity 1. Opening

Teacher says greeting and makes sure whether the students are ready to study

Teacher informs the basic competence, indicators and learning objectives.

Teacher informs about the used material in the daily life Apperception:

Teacher gives students motivation The teacher reminds the students about set in rooster way, Cartesian

diagram and table.




b. Elaboration


qn

pn

P( H )= pn

P(T )=qn

After finishing the worksheets, some students from some group choose to present the results of discussion, while the other groups perceive and note attentively



Students do exercisec. Confirmation

Making a conclusion about the lesson Students get a homework Students and teacher get reflection

3. Closing

Students are given homework Teacher informs students what will learn in the next meeting

H. Learning resources Directorate of junior high school development. Mathematics for Junior High

School Year IX Student Book. Jakarta. Macromedia flash about probability 9th grade in junior high school, made by

Riza Aprilia

I. Assessment

Students Worksheet

Class : Members : 1.Subject : 2.Material : 3.Group’s N ame: 4.Date : 5.

Discuss in your group and then answer the following question :1. Prepare 3 coins identically in your group

a. a fair coin is tossed

Problems Answer


Find all possible outcomes H, TFind the probability of showing head P = ½Find the probability of showing tail P= ½Find the probability of showing eitherhead or tail

P = 1

Find the probability of showing neitherhead nor tail

P = 0

b. Two fair coins are simultaneously tossed

Problems AnswerFind all possible outcomes HH. HT, TH, TTFind the probability of showing head onthe first coin

P = 2/4 = ½

Find the probability of showing tail onthe second coin

P= 2/4 = ½

Find the probability of showing at leastone head

P = ¾

Find the probability of not showing onlytails

P = ¾

c. Three fair coins are simultaneously tossed

Problems AnswerFind all possible outcomes HHH . HHT. HTH, HTT. , THH, TTH,

THT. TTTFind the probability of showing head onthe first coin

P = 4/8 = ½

Find the probability of showing tail onthe third coin

P = 4/8 = ½

Find the probability of showing at leastOne head

P = 7/8


P = 1/8

2. A day is chosen from a week.Problems Answer

Find all possible chosen Sunday , Monday , Tuesday . Wednesday . Thursday. Friday, Saturday

Find the probability of choosing aWednesday

P = 1/7

Find the probability of selecting a daystarts with the letter S

P = 2/7


Find the probability of selecting a daystarts with the letter T

P = 2/ 7

Find the probability of selecting theweekends

P = 2/7

Find the probability of selecting aSunday

P = 1/7

3. Look at tthe spinner below

Problems AnswerFind all possible chosen 0, 1, 2 3 , 4, 5, 6, 7.8 .9What is the probability of choosing an odd number?

P = 5/ 10 = ½

What is the probability of choosing an even number?

P = 5/ 10 = ½

What is the probability of choosing a prime number?

P = 4 / 10 = 2/5

What is the probability of choosing numbers can divided by 3?

P = 3/10

Conclusion :

1. Sample space : set of all posible resulys be s

2. Sample point :member ofset S

3. An event : the appearance of something

4. From the question no 1.b and 1.c .How to determine the sample

space ?

a. Using table

b. Using tree diagram


5. What’s the formula of probability ? p = n( A)n (S)

Indicators ofattainment

Technique AssessmentType of instrument

Examples

To Identify the examples of probability in the daily life

To Find the sample space, sample point and event of statistical experiments

written test essay 1. Write 3 examples of probability in daily life !

2. State the following statements are True or Falsea. The number of sample points is equal to the number of elements of the sample spaceb. A sample point is also an eventc. A sample point is a setd. A sample space is an evente. Each sample space must be an event, but each event might not be a sample space

3. Two pair of dices are rolleda. Find the all possible outcomes !b. Find the probability of showing addition of both number is prime number?c. Find the probability of showing factorsof 3 on the second dice ?

4. A card is drawn from a deck of 52 cards.


a.Find the probability of drawing a club ?.b.Find the probability of drawing a picture card. (includes jack, queen orking) ?

5. There are 5 white balls, 8 red balls, 7 yellow ballsand 4 green balls in a container. A ball is chosenat random.a.What is the probability of choosing red?b.What is the probability of choosing green?c.What is the probability of choosing other thanyellow?d.What is the probability of choosing black?

\Scorer’s Rubrics No Answer Score1. Some example of probability in daily life :

a. It will rainb. The president of USA will ccome to Indonesia in 2013c. I Will gradiate from SMP Negeri 1 Palembang as the best students , etc

111

2. a. Tb.Tc.Fd.Fe.F

11111

3. 1 2 3 4 5 61 (1,1) (1,2) (1,3) (1,4) (1,5) (1,6)2 (2,1) (2,2) (2,3) (2,4) (2,5) (2,6)3 (3,1) (3,2) (3,3) (3,4) (3,5) (3,6)4 (4,1) (4,2) (4,3) (4,4) (4,5) (4,6)5 (5,1) (5,2) (5,3) (5,4) (5,5) (5,6)6 (5,1) (6,2) (6,3) (6,4) (6,5) (6,6)

b. P (A) = 1536

= 512

4

2

2


c. P (B) 1236

=13

4.a. P (A) =

1352

= 14

b. P (B) = 1252

= 3

13

2

2

5a. P (A) =

824

= 13

b. P (B) = 4

24 =

16

c. P (A) = 1724

d. P (B) = 0

24 = 0

2

2

2

2

Total score 30


Maximum score

Palembang, November 7th of 2012 Mathematics Teacher, Practice Teacher.



Students Worksheet

Class : Members : 1.Subject : 2.Material : 3.Group’s N ame: 4.Date : 5.

Discuss in your group and then answer the following question :1. Prepare 3 coins identically in your group

a. a fair coin is tossed

Problems AnswerFind all possible outcomesFind the probability of showing headFind the probability of showing tailFind the probability of showing eitherhead or tailFind the probability of showing neitherhead nor tail

b. Two fair coins are simultaneously tossed

Problems AnswerFind all possible outcomesFind the probability of showing head onthe first coinFind the probability of showing tail onthe second coinFind the probability of showing at leastone headFind the probability of not showing onlytails

d. Three fair coins are simultaneously tossed

Problems AnswerFind all possible outcomesFind the probability of showing head onthe first coinFind the probability of showing tail onthe third coinFind the probability of showing at leastOne head



2. A day is chosen from a week.Problems Answer

Find all possible chosenFind the probability of choosing aWednesdayFind the probability of selecting a daystarts with the letter SFind the probability of selecting a daystarts with the letter TFind the probability of selecting theweekendsFind the probability of selecting aSunday

3. Look at tthe spinner below

Problems AnswerFind all possible chosenWhat is the probability of choosing an odd number?What is the probability of choosing an even number?What is the probability of choosing a prime number?What is the probability of choosing numbers can divided by 3?

Conclusion :

6. Sample space :

7. Sample point :

8. An event :


9. From the question no 1.b and 1.c .How to determine the sample

space ?

c. Using table

d. Using tree diagram

10. What’s the formula of probability ? p = n( A)n (S)

LESSON PLAN

School : SMP Negeri 1 PalembangSubject : MathematicsClass/ Semester : IX / ITime Allocation : 2 X 45’

A. Standard Competence. 4. Comprehend the probability of an elementary event

B. Basic Competence 4.3 Some Elementary Probability Rules


C. Indicators 4.3.1 Understanding the probability of the some elementary probability rules :

Complement, Union, Intersection, Addition, Conditional probability and Multiplication

4.3.2 Determining the probability of the some elementary probability rules : Complement, Union, Intersection, Addition, Conditional probability and Multiplication

D. Learning ObjectivesStudent will be able to: Understand the probability of the some elementary probability rules :

Complement, Union, Intersection, Addition, Conditional probability and Multiplication

Determine the probability of the some elementary probability rules : Complement, Union, Intersection, Addition, Conditional probability and Multiplication

E. Character building Smart and knowledgement

F. Learning Material the probability


H. Learning Activity 1. Opening

Teacher says greeting and makes sure whether the students are ready to study

Teacher informs the basic competence, indicators and learning objectives.

Teacher informs about the used material in the daily life Apperception:

Teacher gives students motivation The teacher reminds the students about sample space, sample point

and an event



Remind about set, element of set and not element of set, union and intersection .

Ask student to draw area of elements of set, not element of set, union of two set and intersection of two set.

e. Elaboration Students discuss some elementary probability rules : Complement,

Union, Intersection, Addition, Conditional probability and Multiplication

Students do some question about some elementary probability rules Students formulate the right answers and work together to make the

conclusions. Students do exercise

c. Confirmation Making a conclusion about the lesson Students get a homework Students and teacher get reflection



School Year IX Student Book. Jakarta. Power point slide about probability Macromedia flash about probability 9th grade in junior high school, made by

Riza Aprilia

J. Assessment1. You flip a coin and toss a 1-6 number cube. P(5 and tails)2. You flip a coin and toss a 1-6 number cube. P(not tails and not a 3)3. You roll a cube which has the numbers 13, 7, 8, 11, 8, and 13 on it. You then spin a

spinner which has 8 sections. The letters on the spinner are G, H, E, G, H, C, E, and E.P(13 and H)

4. You roll a cube which has the numbers 17, 20, 23, 26, 28, and 29 on it. You then spin a spinner which has 6 sections. The letters on the spinner are G, E, F, K, C, and H.P(E and not 20)

5. You roll a cube which has the numbers 16, 18, 24, 18, 24, and 26 on it. You then spin a spinner which has 5 sections. The letters on the spinner are C, F, H, H, and


H.P(a number less than 24 and not F)

Palembang, November 12st of 2012 Mathematics Teacher, Practice Teacher.


LESSON PLAN

School : SMP Negeri I PalembangSubject : MathematicsGrade/Semester : VII/1Time Allocation : 2 x 45’

A. Standard of Competence :1. Understanding the properties of arithmetic operations and the uses in

problem solving.

B. Basic Competence :


1.2 Doing arithmetic operation on integers and fractions.

C. Character Building :Smart, hard work, dicipline,respect, diligence, responsibility and self confidence.

D. Indicators1. Explain the definition of fraction and simplest form of fraction2. Convert the fraction to other forms of fraction 3. Compare the fraction4. Order the fraction5. Express the fraction into decimal, percent, and permil.

E. Learning Objectives1. Students can explain the definition of fraction and simplest form of fraction2. Students can convert the fraction to other forms of fraction 3. Students can compare the fraction4. Students can order the fraction5. Students canexpress the fraction into decimal, percent, and permil.

F. MaterialFraction

G. ModelModel : Cooperative type STAD Methode : Invetably, question and answer, disscuss, assesment

H. Sources1. Student books from Directorate General Management of Primary and Secondary

Education ,20092. Presentation slide3. Student Worksheet

I. Teaching and Learning ActivitiesOpeningo Apperception : Review about integers Deliver the learning objectiveso Motivation

Giving motivation to the student how important the material in the daily life by using power point presentation.

Main ActivitiesEksplorationo Students are given the material by teacher about the definition of fraction and

simplest form of fraction, convert the fraction to other forms of fraction,compare the fraction, order the fraction,express the fraction into decimal, percent, and permil


by using Power Point Presentation. And then, teacher and student discuss about the material.

o Some of students who are chosen by the teacher give an example about the kind of fractions.

Elaborationo Students are devided into 7 groups consist of 4 or 5 person and then the teacher

gives a the worksheet to each group.o Students discuss in their group while the teacher give some help to the group which

have problem and keep an eye (supervise) to each group. (± 10 minutes ¿ .o Every group have to ready to present their work. The group which have choosen by

lots have to present their work in front of class and the other groups have to pay attention to the group. (teacher guiding the lots)

o If the answer is true the teacher will give an achivement to the group. If not, the teacher gives the chance to the an other group (by lots) to present their work.

Confirmationo The teacher give feed back and reinforcement to the students.o The teacher give an achivement to the group which have the best score.o The teacher inform to the student to prepare for the next material.Closingo Teacher and students make a conclution or summary about the materials are

discussed.o Teacher gives home work.

J. AssessmentTechnique of assessment : individual taskForm of instrument : written testType of assessment : essay





5

1. Let's do some counting

a. How many birthday cake are below?


Answer : ( 5 / five)

Now Miss take one cake and Miss divide it be any pieces, like picture below

b. Miss gives you the cake like picture above. How much part of the cake left ?

(Answer : 78

)

2. In this picture of some brownies, one person's share is the shaded part. How much brownie is this person's share?____________

(Answer : 234

)

3. Look the hexagon below and then answer the question !


A B

a. Make the fraction form the purple part for picture (A) and (B) ?

(Answer : 46

(A) and 9

12 (B) )

b.What does happen Hexagon (B) if you divide nomerator and denomerator with 2?

( Answer : both of hexagon is equivalent because jexagon A= hexagon B, 4/6=8/12 the numerator and the denumerator are divided by 2 )

4. Make a sign from this fraction?Give your reson!( greater then / “> “or smaller then / “<” )

a. 34

…7

10

( Answer : < )

b. 14

…1

10

( Answer : > )

5. Put the following numbers in order from largest to smallest.

1/2 3/8 9/5 1/6 3/2

(Answer : 9/5 , 3/2 . ½ , 3/8 , 1/6 )

Assessment

Answer the question corectly !

1. Shade in 5/8 of the following shape.


2. Mr. Yates, Ms. Luchow, and Mrs. Miller went to a pizza party. There was a pizza divided into 8 slices. They each had 1 piece of pizza. What is the fraction of the whole pizza that Mr. Yates, Mrs. Miller, and Ms. Luchow ate in all?

3. Which is more?

5/6 or 3/6_____ 1/2 or 1________ 1/2 or 1/4______1/6 or 2/3______ 3/4 or 2/8_____ 5/9 or 2/7_______

4.Write an equivalent fraction for each of the fractions below.

1/2 = _______ 2/6 = ______ 2/8=______ 1/9=______

5. Write an explanation that proves that these two shapes have equal area .


Acknowledge by Palembang, October 4th 2012 Mahtematics Teacher, Practice Teacher,

Nurjannah, S.Pd Rahma Siska UtariNIP. 196310111984112001 NIM. 06091008003



Subject : Member of group : 1.Class / Semester : 2.Topic :Fraction 3.Time Allocation : 10 minutes 4.Group Name : 5

1. Let's do some counting

a. How many birthday cake are below?

Now Miss take one cake and Miss divide it be any pieces, like picture below

b. Miss gives you the cake like picture above. How much part of the cake left ?

2. In this picture of some brownies, one person's share is the shaded part. How much brownie is this person's share?____________

3. Look the hexagon below and then answer the question !


A B

a. Make the fraction form the purple part for picture (A) and (B) ?

b.What does happen Hexagon (B) if you divide numerator and denumerator with 2 ?

4. Make a sign from this fraction ?Give your reason!( greater then / “> “or smaller then / “<” )

a. 34

…7

10

b. 14

…1

10

5. Put the following numbers in order from largest to smallest.

1/2 3/8 9/5 1/6 3/2

"Man Jadda Wajada"

(Who serious will success)

A.Fuadi

LESSON PLAN


School : SMP Negeri I PalembangSubject : MathematicsGrade/Semester : VII/1Time Allocation : 2 x 45’

A. Standard Competence 2. Understanding the algebraic form of linear equation and inequality with one variable

B. Basic Competence2.3 Solving Linear Equation with One Variable (LEOV)

C. Indicators2.3.1 Knowing LEOV in various forms and variables2.3.2 Solving problem in LEOV

D. Learning Objectives After studying this lesson, student will be able to:a. Know LEOV in various forms and variablesb. Solve problem in LEOV

E. Character Building :Smart, hard work, dicipline,respect, diligence, responsibility and self confidence

F. Learning Materials Algebraic form

G. Learning Methods and Learning Models Teaching and learning model : Direct instruction Method : discussion and expository

H. Learning Activity

First Meeting Opening

Teacher greets and makes sure whether students are ready to study.

Teacher tells the purpose of learning

Main activitya. Exploration

Reminds operation of algebraic form Asks the students to mention operation of algebraic form

b. Elaboration The teacher makes some true statements and also false

statements. The teacher asks the student to determine


whether each of the statements is true or false.Problem :1. The number of players in a football team is 122. The prima number always odd number3. The sun surround earth4. 1 kg sponge is lighter then 1 kg iron5. X + 7 = 15

The students solve problem in group, the teacher gives a motivation to do them to work together.

The teacher and the students discuss the problem. The teacher and the students discuss the sentences which are

correct and sentences wrong. The teacher and the students discuss the definition of open

sentence.c. Confirmation

Giving exercise Discussing the results

Closing The teacher and the students make resume of the topic that

has been discussed. The teacher gives some questions to some students in order

to get information about the understanding of the students to the topic that has been discussed and also to give a feedback to the student answer.

The teacher gives homework that are taken from individual exercises or other problem that have not been discuccion in the class.

I. Learning Sources Mathematics Book I for English program Slide presentation about algebraic Mathematics Erlangga book for SMP class VII

J. AssesmentIndicator of attainment

Technique Types of Instrument

Examples

Knowing LEOV in various forms and variables

Written test

Essay 1. Which the following statement is LEOV?

a. 2x = 5b. 5yc. 9g – 4 = 10d. 6 – 5m = 12e. 2xy = 10


Solving LEOV2. Determine the solution of a. 3m – 2 = 10b. 21x - 13 = 4x + 7c. 2(3x – 4) = 2(2x + 6)

d.

x+42

= x−13

Scorer’s RubeicsNo Answer Score

1.

2.

a. Yes. it isb. No, it is norc. Yes, it isd. Yes, It ise. No, it is not

a. 3m – 2 = 10 3m – 2 + 2 = 10 + 2 3m = 12

3 m3

=123

m = 12

b. 21x - 13 = 4x + 7 21 z – 4x – 13 + 13 = 4z – 4x + 7 + 13 17 z = 2017 x17

=2017

x = 2017

c. 2(3x – 4) = 2(2x + 6) 6x – 8 = 4x + 12 6x – 4x = 8 + 8 = 4x – 4x + 12 + 8 2x = 20

2 x2

=202

x = 10

d.

x+42

= x−13

11111

11111

111111

111111

1

1

1


x+42

∗6= x−13

∗6

3(x + 4) = 2(x -1) 3x + 12 = 2x – 2 3x – 2x + 12 – 12 = 2x – 2x -2 -12 X = - 14

111

Total Score 27

Acquired ScoreFinal Score = -------------------------- x Ideal Score = ...............

Maximum Score

Acknowledge by Palembang, November 17th 2012 Mahtematics Teacher, Practice Teacher,

Nurjannah, S.Pd Rahma Siska UtariNIP. 196310111984112001 NIM. 06091008003
