Lesson plan 9th grade junior high school

Rahma Siska Utari – Lesson Plan Page 1
LESSON PLAN
School : SMP Negeri 1 Palembang
Subject ` : Mathematics
Class/ Semester : IX / I
Time 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 Objectives
Student 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 answer
Approach
Contextual Teaching and Learning
Cooperative Learning

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 task
Form of instrument : written test
Type of assessment : essay
K. Form of Instrument
Students worksheet and item test
Assessment
Special table of assessment
No Indicators Number of item
1. Mention cylindrical, conical and spherical objects 1
2. 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 Utari
NIP.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 Edges
Lateral
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 Edges
Lateral
Surface
1.
2.
3.

LESSON PLAN
B. Basic Competence
2.2 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
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
Cylinder, cone and sphere
Expository
Interactive
Approach
I. Learning Activity
1. Opening
Teacher tells students that they are going to learn about find out formula
of area and volume of cylinders
Apperception :

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)
b. Explanation
After finishing the worksheets, some students from 2 group choose
attentively
conclusions.
c. Elaboration
d. Confirmation
The students make the summary lesson about the surface area of cylinder
3. Closing
The teacher asks the students to brows internet to find the material about
the surface area of cone
I. Learning Sources
Environment

Slides Presentation
J. Assessment
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
2. If the volume of a cylinder is 240 and the height is 15 , 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
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
1
2
1
2

circumference of base
The circumference of base = 50.24 cm
So, the radius of the base is 8 cm
2
1
1
2. Known:
Volume of a cylinder = 240
the height = 15
Unknown:
the radius of the cylinder?
Solution:
So, the radius is
1
2
2
1
1
1
1
1
Total Score 20
Palembang, October 3rd
2012
NIP.196310111984112001 NIM.06091008003

Topic : 3.
5.
Surface Area of Cylinder
A 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 therefore
Lateral 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 Competence
2.2 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
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
Cylinder, cone and sphere
Expository
Interactive
Approach
J. Learning Activity
1. Opening
Teacher tells students that they are going to learn about find out formula
of area and volume of sphere
Apperception :

The teacher remains the area of the plane figure, i.e. rectangle, circle,
and triangle
2. Main Activity
a. Exploration
Using worksheet, each group do the activity that ordered.
the teacher)
b. Explanation
After finishing the worksheets, some students from 1 group choose to
attentively
conclusions.
c. Elaboration
d. Confirmation
The students make the summary lesson about the surface area and
volume of sphere
3. Closing
I. Learning Sources
Environment
Learning video about volume of sphere

Slides Presentation
J. Assessment
Technique of assessment : individual test
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 correctly1
1. 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 Score
1. Known : SA = 500 in2
Unkwon diameter ?
25

d = 2 x r = 2 x 6.31 in = 12.62 in
2. Known :
Vc = 1/3 Vhs
315 = 1/3 Vhs
Vhs = 3 x 315
Vhs = 945 m3
Unkwon : Radius of hemispherical ?
Vhs = ½ 4/3 π r3
945 = 2/3 22/7 t3
r3
= 451,022
d = m
25
3. Known :
Diameter = 10 cm  e = 5cm
150 unit balls
Unknown : 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 ballon
Vs = 4/3 π r3
3500 = 4/3 22/7 t3
r3
= 835,22
25
Total score 100
Acquired Score
Final score = --------------------- x Ideal score = ………..
Maximum score
Palembang, October 10th
2012
NIP.196310111984112001 NIM.06091008003

Topic : 3.
5.
Surface Area of Sphere
Each group will get one orange
So, 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 Sphere
Watched 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
Subject : Mathematics
Grade/Semester : IX/1 (Odd)
Time Allocation : 2 x 45 minutes
A. Competency Standard
3. Analyzing and presenting data
B. Basic Competences
3.1 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 building
Honestly and knowledgement
E. Topic/ Main Material
Statistica : - 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 Objective
Discuss how to find Mean, Median, Mode and Range of the data

H.Sources/Material and Tool
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.
2. Main Activity
a. Exploration
the teacher)
b. Explanation
After finishing the worksheets, some students from 1 group choose to
attentively
conclusions.
c. Elaboration
d. Confirmation

The students make the summary lesson about the range, mean , median,
and mode in single data
3. Closing
J. Learning Strategy
Learning Method/Learning Model
Expository
Interactive
Approach
K. Assesment
1. Data on the weights ( in kg) of ten junior high school students collected. The
results are
45,40,48,50,47,39,42,43,55,52
a. Find the range
b. Find the mean
c. Find the median
d. 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, 11,12,12,21,25,14,15
a. Find the range of data
b. 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:
1

Range, Mean, Median and Mode
Solution:
39,40,42,43,45,47,48,50,52,55
a. Range = largest data – smallest data
= 55 – 39 = 16
b. Mean
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, 11,12,12,21,25,14,15
Unknown:
a. the range of data
b. the median
Solution:
a. Range = largest data- smallest data
Range = 25 – 4
Range = 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
Q2
Q2

Total Score 25
Acquired Score
Maximum score
2012
NIP.196310111984112001 NIM.06091008003

Topic : 3.
5.
Fill the column with your group !
Population : All students in IX.1 / IX.2 Spensa
Sample :
No Name Shoe’s Size
1
2
3
4
5
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 =

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

3. Analyzing and presenting data
1.1 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
Hardwork, knowledgement, critically, and Logic.
E. Topic/ Main Material
Statistica : - 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 Objective
Explain how to present data in the form of bar graphs, pictogram, line graphs, and
pie diagram.
H. Sources/Material and Tool
Presentation slide
I. Teaching Learning Activities
1. Opening

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)
.
2. Main Activity
a. Exploration
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.
conclusions.
c. Elaboration
d. Confirmation
The students make the summary lesson about presentating statical data
3. Closing
J. Learning Strategy
Methods : Direct learning
K. Evaluation

Indicators Technical Instrument
- To present data in the form of
Bar graphs
Pictogram
Line graphs
Pie diagram
Activity Short question
L. Assessment
No Exercise Key
1
Build
- a pictogram
- a bar graph
- a line graph
- a pie diagram
of a data set on the number of
dentist
Provinces
Number
of dentist
DKI
Jakarta
West Java
Central
Java
DI
Yogyakarta
East Java
Bali
900
800
700
200
700
100
Known:
Table of number of Dentists
Unknown:
a. Picto
gram
b. Bar
graph
c. Line
graph
d. Pie diagram
Solution
a. pictogram
b. Bar chart
Provinces
Number
of dentist
DKI
Jakarta
West Java
Central
Java
DI
Yogyakarta
East Java
Bali
900
800
700
200
700
100
Provinces Number of dentist
DKI Jakarta
West Java
Central Java
DI Yogyakarta
East Java
Bali








c. line chart
d. pie chart
B.
0
200
400
600
800
1000
DKIJakarta
WestJava
Central…
DI…
EastJava
Bali
Number of Dentists
Number of
Debtists
0
200
400
600
800
1000
DKIJakarta
WestJava
Central…
DI…
EastJava
Bali
Number of Dentists
Number of
Debtists
DKI
Jakarta
26%
West
Java
23%
Central
Java
21%
DI
Yogyaka
rta
6%
East
Java
21%
Bali
3% Number of Dentists

2012
NIP.196310111984112001 NIM.06091008003

LESSON PLAN
2. Understanding the simple probability
2.1 To determine sample space of an experiment
2.2 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
Smart 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 Objective
Explain 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

Macromedia flash about probability 9th
grade in junior high school, made by
Riza Aprilia
G. Teaching Learning Activities
1. Opening
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)
.
2. Main Activity
a. Exploration
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.
conclusions.
c. Elaboration
d. Confirmation
The students make the summary lesson about sample space, sample point
and an event
3. Closing
H.Learning Strategy
Methods : Direct learning and cooperative learning

I. Evaluation
Indicators Technical Instrument
Determine the sample space and
sample point
Determine probability with
relative frequency
Activity
Activity
Short question
Short question
J. Assessment
No Exercise Key
1.
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:
Know: Two dice are rolled at once
Unknown:
the sample points
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.
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
NIP.196310111984112001 NIM.06091008003

LESSON PLAN
. 4. To Understand sample event probability.
B. Basic Competence
4.1 Finding the sample space of an experiment
C. Learning Objectives
 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
Smart and knowledgement
E. Learning Material
Probability
1. The examples of probability in daily life
a. The election of the president of Indonesia
b. Rolling a dice in playing the snake and ladder game
c. 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 space
4. 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 is
If 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
n
p
n
q
n
p
HP )(

F. Learning Method/Learning Model
Expository
Approach
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.
2. Main Activity
a. Exploration
The students are grouped into 7 groups, consist of mathematics group
that had been made before
(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. Elaboration
After finishing the worksheets, some students from some group
choose to 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.
Students do exercise
n
q
TP )(

c. Confirmation
 Making a conclusion about the lesson
 Students get a homework
 Students and teacher get reflection
3. Closing
H. Learning resources
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, T
Find the probability of showing
head
P = ½

tail
P= ½
either
head or tail
P = 1
neither
head nor tail
P = 0
b. Two fair coins are simultaneously tossed
Problems Answer
Find all possible outcomes HH. HT, TH, TT
head on
the first coin
P = 2/4 = ½
tail on
the second coin
P= 2/4 = ½
Find the probability of showing at
least
one head
P = ¾
Find the probability of not showing
only
tails
P = ¾
c. Three fair coins are simultaneously tossed
Problems Answer
Find all possible outcomes HHH . HHT. HTH, HTT. , THH,
TTH, THT. TTT
head on
the first coin
P = 4/8 = ½
Find the probability of showing P = 4/8 = ½

tail on
the third coin
Find the probability of showing at
least
One head
P = 7/8
Find the probability of not showing
only
tails
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 a
Wednesday
P = 1/7
Find the probability of selecting a
day
starts with the letter S
P = 2/7
day
starts with the letter T
P = 2/ 7
Find the probability of selecting
the
weekends
P = 2/7
Sunday
P = 1/7
3. Look at tthe spinner below

Problems Answer
Find all possible chosen 0, 1, 2 3 , 4, 5, 6, 7.8 .9
What is the probability of
choosing an odd number?
P = 5/ 10 = ½
choosing an even number?
P = 5/ 10 = ½
choosing a prime number?
P = 4 / 10 = 2/5
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 =
Indicators of
attainment
Technique Assessme
nt
Type of
instrume
nt
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 False
a. The number of sample
points is equal to the number
of elements of the sample
space
b. A sample point is also an
event
c. A sample point is a set
d. A sample space is an event
e. Each sample space must
be an event, but each event
might not be a sample space
3. Two pair of dices are
rolled
a. Find the all possible
outcomes !
b. Find the probability of
showing addition of both
number is prime number?
c. Find the probability of
showing factors
of 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 or
king) ?
5. There are 5 white balls, 8
red balls, 7 yellow balls
and 4 green balls in a
container. A ball is chosen
at 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 than
yellow?
d.What is the probability of
choosing black?
Scorer’s Rubrics
No Answer Score
1. Some example of probability in daily life :
a. It will rain
b. The president of USA will ccome to Indonesia in 2013
c. I Will gradiate from SMP Negeri 1 Palembang as the best
students , etc
1
1
1
2. a. T
b.T
c.F
d.F
e.F
1
1
1
1
1
3. 1 2 3 4 5 6
1 (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)
4

b. P (A) = =
c. P (B)
2
2
4. a. P (A) = =
b. P (B) = =
2
2
5 a. P (A) = =
b. P (B) = =
c. P (A) =
d. P (B) = =
2
2
2
2
Total score 30
Acquired Score
Maximum score
Palembang, November 7th
of 2012
NIP.196310111984112001 NIM.06091008003

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
Find the probability of showing head
Find the probability of showing tail
Find the probability of showing either
head or tail
Find the probability of showing neither
head nor tail
b. Two fair coins are simultaneously tossed
Problems Answer
Find the probability of showing head on
the first coin
Find the probability of showing tail on
the second coin
Find the probability of showing at least
one head
Find the probability of not showing only
tails
d. Three fair coins are simultaneously tossed

Problems Answer
Find the probability of showing head on
the first coin
Find the probability of showing tail on
the third coin
Find the probability of showing at least
One head
Find the probability of not showing only
tails
2. A day is chosen from a week.
Problems Answer
Find all possible chosen
Find the probability of choosing a
Wednesday
Find the probability of selecting a day
starts with the letter S
Find the probability of selecting a day
starts with the letter T
Find the probability of selecting the
weekends
Sunday
3. Look at tthe spinner below
Problems Answer
Find all possible chosen
What 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 =

LESSON PLAN
. 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 :
Multiplication
D. Learning Objectives
Student will be able to:
 Understand the probability of the some elementary probability rules :
Multiplication
 Determine the probability of the some elementary probability rules :
Multiplication
E. Character building
 Smart and knowledgement
the probability
Expository
Interactive
Approach

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
2. Main Activity
a. Exploration
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
3. Closing
I. Learning Sources
Power point slide about probability
Riza Aprilia

J. Assessment
1. 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
NIP.196310111984112001 NIM.06091008003

LESSON PLAN
School : SMP Negeri I Palembang
Grade/Semester : VII/1
Time 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. Indicators
1. Explain the definition of fraction and simplest form of fraction
2. Convert the fraction to other forms of fraction
3. Compare the fraction
4. Order the fraction
5. Express the fraction into decimal, percent, and permil.
1. Students can explain the definition of fraction and simplest form of fraction
2. Students can convert the fraction to other forms of fraction
3. Students can compare the fraction
4. Students can order the fraction
5. Students canexpress the fraction into decimal, percent, and permil.
F. Material
Fraction
G. Model
Model : Cooperative type STAD
Methode : Invetably, question and answer, disscuss, assesment
H. Sources
1. Student books from Directorate General Management of Primary and Secondary
Education ,2009
2. Presentation slide
3. Student Worksheet

I. Teaching and Learning Activities
Opening
o Apperception :
 Review about integers
 Deliver the learning objectives
o Motivation
Giving motivation to the student how important the material in the daily life by
using power point presentation.
Main Activities
Eksploration
o 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.
Elaboration
o 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. (
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.
Confirmation
o 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.
Closing
o Teacher and students make a conclution or summary about the materials are
discussed.
o Teacher gives home work.
J. Assessment

Topic : 3.
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 : )
2. In this picture of some brownies, one person's share is the shaded part. How
much brownie is this person's share?____________

(Answer : )
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 : (A) and (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.
( Answer : < )
b.
( 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,
NIP. 196310111984112001 NIM. 06091008003

Topic :Fraction 3.
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.
b.
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 Palembang
Grade/Semester : VII/1
Time Allocation : 2 x 45’
2. Understanding the algebraic form of linear equation and inequality with one variable
B. Basic Competence
2.3 Solving Linear Equation with One Variable (LEOV)
C. Indicators
2.3.1 Knowing LEOV in various forms and variables
2.3.2 Solving problem in LEOV
D. Learning Objectives
After studying this lesson, student will be able to:
a. Know LEOV in various forms and variables
b. 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 activity
a. 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 12
2. The prima number always odd number
3. The sun surround earth
4. 1 kg sponge is lighter then 1 kg iron
5. 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. Assesment
Indicator of
attainment
Technique Types of
Instrument
Examples
Knowing LEOV in
various forms and
variables
Solving LEOV
Written
test
Essay 1. Which the following statement is
LEOV?
a. 2x = 5
b. 5y
c. 9g – 4 = 10
d. 6 – 5m = 12
e. 2xy = 10
2. Determine the solution of
a. 3m – 2 = 10
b. 21x - 13 = 4x + 7
c. 2(3x – 4) = 2(2x + 6)
d.
3
1
2
4 xx
Scorer’s Rubeics
No Answer Score
1.
2.
a. Yes. it is
b. No, it is nor
c. Yes, it is
d. Yes, It is
e. No, it is not
a. 3m – 2 = 10
3m – 2 + 2 = 10 + 2
3m = 12
m = 12
b. 21x - 13 = 4x + 7
21 z – 4x – 13 + 13 = 4z – 4x + 7 + 13
17 z = 20
x =
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1

c. 2(3x – 4) = 2(2x + 6)
6x – 8 = 4x + 12
6x – 4x = 8 + 8 = 4x – 4x + 12 + 8
2x = 20
x = 10
d.
3
1
2
4 xx
6*
3
1
6*
2
4 xx
3(x + 4) = 2(x -1)
3x + 12 = 2x – 2
3x – 2x + 12 – 12 = 2x – 2x -2 -12
X = - 14
1
1
1
1
1
1
1
1
1
1
1
1
Total Score 27
Acquired Score
Final Score = -------------------------- x Ideal Score = ...............
Maximum Score
Acknowledge by Palembang, November 17th
2012
Mahtematics Teacher, Practice Teacher,
NIP. 196310111984112001 NIM. 06091008003

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