LESSON PLAN

Name of School

: SMAN 2 Banda Aceh

Subject

: Mathematics

Class / Semester

: VII / I

Topic

Subtopic

Time allocation

: 2 x 40Minutes

Tahun ajaran

: 2014/2015

A. Mean Competence, Base Competence and Indicator:

Mean Competence
1. Respect and
appreciate their
beliving

Base Competence
1.1 Respect and appreciate
their believing

2. Respect and
2.1 Shows the logical

appreciate the
attitude, critical,
honest behavior,
analytical, consistent,
discipline,
and conscientious,

responsibility, caring
responsible,
(tolerance, mutual
responsive, and does
cooperation), polite,
not easily give in
confident, in
solving the problem;
interacting
2.2 Having a curiosity,

effectively with the

confidence, and interest
social and natural
in math and have
environment in a
confidence in the

range of social and

power and usefulness
existence
of mathematics, which
are formed through
learning experiences
4. Understanding
3.4 Determine the equation
knowledge (factual,
of a straight line and
conceptual, and
the graph
procedural) based on

his curiosity about

science, technology,
arts, culture and

Indicator
Feeling grateful to God for the
gift of the opportunity to study
the usefulness of mathematics in
everyday life through the study
of gradient
Demonstrate a responsible
attitude in completing the task
of the teacher
Demonstrate a persistent
attitude (no quitter) in solving
problems related to gradient
Demonstrate curiously marked
by asking other students or
teachers
Demonstrate an attitude of
confidence in communicating
the results of the task
Discovering how to determine
the slope of a line with a
formula.
Using the concept of slope of a
line to solve the daily life
problems

Mean Competence
events related
phenomena visible
4. Tries, process, and
present in the realm
of concrete (using,
parse, compose,
modify, and create)
and the realm of the
abstract (writing,
reading, counting,
drawing, and
fabricated) according
to the learned in
school and other
sources in the same
viewpoint / theory

Base Competence
4.5 Determine the equation
of a straight line and
the graph

Indicator

Discovering how to determine

the slope of a line with the
formula
Using the concept of slope of a
line to solve the daily life
problems

B. Learning Objectives
Through observation and discussion, students are expected to actively engage in learning
activities and have a curiosity to be able to:
Finding how to find the slope of a line
Using the concept of slope of a line to solve everyday problems associated with slope
C. Teaching Materials
Determine the slope of a straight line equation
D. Methods / models / learning approaches
Learning approaches
: Scientific.
Model
: Discovery learning
Metode
: discovery, assignments, group discussions and problem solving
E. Learning Activities
First meeting
: 30 menutes

Learning Activities
Cooperative
Learning Activities

Syntax

Time
Allocation

Opening Activities
5

Present
goals and
set.

Teacher begins the lesson with greetings and praying.

Teacher checks the attendance list of students as a discipline.

minutes

Apperception :
Teacher reviews the previous topic about equation of a
straight line, Student asked to mention its characteristic
Motivation :
Motivate students by showing a picture related to the
arrangement of the objects of God's creation and man-made
diligent study
Teachers demonstrate a variety of different forms of slope.

1. Delivering the learning objectives to be achieved

2. Delivering learning with discovery learning step

Fase 2

Probleme
statement

MAIN ACTIVITIES
Observing
Students are asked to observe the following cases (not
accompanied by pictures)
Cases:
Mr. Mudi build a house with a sloping roof. The driver was
forced to make a roof with a certain slope so that rainwater
quickly running dry.
Questioning:
Ask the students to ask questions pertaining to the cases.

22 minutes

Fase 3

Data
Collecting

Collecting information:
Teachers guide students in groups to discuss the following issues.
a. In observance of the slope of the existing models, which
specify the slope of the roll, which makes things faster.
b. Write down the number of ways to produce different slopes.
Associating:
Write your conclusions about the relationship of the field
upright and horizontal plane (horizontal) to the slope
Write down how the slope of the two parallel lines cut at two
different points.
Observing
Study the figure

Questioning

Ask questions pertaining figure relating to the slope

Example: is the slope in picture a same with picture b ?
Collecting Information
By knowing the value of the slope, determine whether the two
lines will be parallel or perpendicular.

Fase 4
Data
processing

Associating
Discuss, if the upright (vertical) and horizontal side
(horizontally), how the slope of the line to change the value of X
y 2 y1
x 2 x1
and Y where the gradient m =
by completing Worksheet activity
Check your answer on the slope (Working Worksheet 2 activity)

Fase 5
Verification

Fase 6
Generalizatio
n

Communicating
Representatives of the group provide reinforcement of the
slope (gradient)
Some groups present their work, other groups respond
- Students work on individual test item
Close Activities

Students make conclusions about the topics guided by

teacher.
Inform character building for the topic
Every group gave reward based on their ability
Students answer some reflection questions:
- What did you get today?
- What is your opinion about our learning today?
- Which part of the lesson needs more explanation?
Teacher gives home work to students.
Teacher informs learning topics for the next meeting is about
Teacher gives the moral value that is related to the topic.
Example :

3 minutes

F. Resource, Media, tools and learning materials

Resource
- Taskin, A Gafur. 2005. 2. Turkey: Zambak
- SMP Mathematics Instructional Materials (LKS Ratio). Publisher: Viva Pakarindo,
Central Java.
- Student worksheets
- Powerpoint
- Other reference books.
Learning media and tools :
- Laptop
- LCD Projector
- White board
- Board marker

WORK SHEET
Lesson

: Matematika

Grade / Semester

: VII / I (Ganjil)

Materi Pokok

: Linear Equation

G. Learning Objectives
Through observation and discussion, students are expected to actively engage in learning
activities and have a curiosity to be able to:
Finding how to find the slope of a line
Using the concept of slope of a line to solve everyday problems associated with slope
instructions discussion

a. Sit in accordance with your group!

b. Fill in the name of the group members in the fields below!
c. Read and understand worksheets were distributed!
d. Work and complete the worksheets in an orderly and quiet!
e. If there are things that are not clear please ask your teacher!
Group
Group name
1. ..
2. ..........
3. .

Good Luck
-

See the picture !!

2. Which floor can makes things fall faster?

3. Which floor has the biggest slope?

4. See the picture

a.

b.

c.

d.

5. Which triangle has the biggest slope?

6. What is the relationship of the the field upright and horizontal plane (horizontal) to the slope?
Write your argument!

1. What do you thing about the graph?

2. What is gradient of the line to change the value of X and Y?

Attachment 2

Observation Sheet of Cognitive Assessment

Component

Score

Student can answer Question 1 (a) correctly

25

Student can answer Question 1 (b) correctly

25

Student can answer Question 2 (a) correctly

25

Student can answer Question 2 (b) correctly

25

Total Score

100

Attachment 3

Observation Sheet of Attitude Assessment

Subject

: Mathematics

Class/Semester

: VII/1

School Year

: 2013/2014

Observation time

: 2 x 40 minutes

Basic Competences

: Number1.1, 2.2, 3.3, 4.3

Attitude developed in the learning process is curiousity and resposibility in group.

Development indicator of curiousity :
1.

Not good enough : If studentshowsnot attempt at all to try or ask or do not want to know in

learning process.
2.

Good

: If student shows the the attempt to try or ask in learning process but stil not

consistent yet.
3.

Very good : If student shows the attempt to try or ask continuouslly and consistent in

learning process.
Development indicator of resposibility (in group) :
1.

Not good enough : If student shows not attempt at all to participate in doing group task.

2. Good

: if student shows the attempt to participate in doing group task stil not

consistent yet.
3.

Very good

If

student

taskcontinuously and consistent.

shows

the

attempt

toparticipate

in

doing

group

Give the sign

to the columns according to observation results.

No

Attitude
Students name
VG

Curiousity
Responsibility
G NGE NG V
G
NGE NG
G

1
2
3
4
5
6
7
8
9
Complement:
NG

: Not Good

NGE

: Not Good Enough

: Good

VG

: Very Good