Lesson Plan x Smt1 Eek

8/4/2019 Lesson Plan x Smt1 Eek

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LESSON PLANSMA NEGERI 1 UNGARAN

TA: 2011/2012LESSON/COURSE : MathematicsCLASS / SEMESTER : X / I

NUMBER OF LESSON : 1 (one)DURATION : 2 x 45

A. STANDARD OF COMPETENCYSolving problems related to exponents, radicals and logarithms.

B. BASIC COMPETENCYUsing exponent, radical and logarithms properties.

C. INDICATORS1. To Change the positive exponents into negative exponents and vice versa.2. To Change the radical into exponent form and vice versa.

D. OBJECTIVES1. Students able to Change the positive exponents into negative exponents andvice versa.2. Students able to Change the radical into exponent and vice versa.

E. LEARNING MATERIALSExponent, radical and logarithm ExponentDefinition:

an is read as a power n. Where , n . The properties of exponent:1. 2. 3. () 4. () 5.

F. LEARNING ACTIVITIES

NO ACTIVITIES TIME METHODS

1

2

3

ApperceptionsTeacher gives motivation about the applicationof exponent in daily life.Main Activities Teacher ask student about the definition of

exponent, the have learned in Junior HighSchool. (Elaboration)

Teacher asks students to give examples.

By using the definition, teacher guidesstudents in discussion to find the propertiesof exponents. (Exploration)

Teacher asks students to give examples. Students do some problems related to

integer exponents. (confirmation)Closing Students make a summary about todays

lesson

10

65

15

Ask andanswer

Discussion,inquiry

Ask andanswer

n times


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2

Teacher gives a quiz.

G. SOURCE/MATERIALS/EQUIPMENTS- Bilingual Mathematics X, Yrama Widya.- Mathematics Bilingual grade X, Yudhistira.

- Guidebook, Grade X, SMAN 1 UNGARAN- LCD, Laptop.

H. EVALUATION- Quiz- Homework

I. INSTRUMENT1. Write down the following forms without brackets

a.

d.

g. ()b. e.

h. ()

c.

f. (ab)4 i. ()2. Calculate the quotient!

a. () ()b. () ()c. ( ) ()

3. Calculate the product!

a. () d. ( ) ( )

b.

()

e.(

) ( )

c. () ()4. Write down into scientific notation!

a. 82.000.000 : 500 d. 5000 : 20b. e. ( )c.

5. 1 automic mass unit (amu) is kg. What is the mass of 15.000.000atoms of Carbon (in kg) if the mass of 1 atom of carbon is 12,0 amu?

Known Prepared by

Principal Teacher

Date:. Date:.Dra. Halimah Ilyas Purwanti Wahyuningsih, S.Pd.NIP. 195207171979032007


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NUMBER OF LESSON : 2 (two)DURATION : 5 x 45



C. INDICATORS Doing algebraic operation in exponent and radical.

Simplify the algebraic form including rasional exponents. Rationalize the radical.

D. OBJECTIVES1. Students able to simplify an algebraic form containing rational exponent andradical.2. Students able to rationalize the radicals.

E. LEARNING MATERIALSExponent, radical and logarithm Radical

Simplifying a radical

Example:

The properties of radical:

1. ( )2. 3.

F. LEARNING ACTIVITIESLesson 1


1

2

Apperceptions Students give full attention to what they have

to do in this lesson. Students ask about the previous lesson.

Review about rational and irrational number.

Students grouped in maximum 4 members.Main Activities

Students notice the presentation aboutradicals. (Ellaboration)

10

65

Ask andanswer

Discussion


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3

Students discuss about teacherspresentation in a small group. (Exploration)

Students do some problems containingradicals. (Confirmation)

Closing

Students make a summary about todays

lesson Teacher gives a quiz.

15 Ask and

answer

Lesson 2


1

2

3

Apperceptions Students give full attention to what they have

to do in this lesson. Students ask about the previous lesson.

Review about radicals.

Students grouped in maximum 4 members.Main Activities Students notice the presentation about

rationalizing the radicals denominator. Students discuss about teachers

presentation in a small group. Students do some problems about

rationalizing the denominator.Closing Students make a summary about todays

lesson

Teacher gives a quiz.

10

65

15

Ask andanswer

Discussion

Ask andanswer

G. SOURCE/MATERIALS/EQUIPMENTS- Bilingual Mathematics X, Yrama Widya.- Mathematics Bilingual grade X, Yudhistira.- Guidebook, Grade X, SMAN 1 UNGARAN- LCD, Laptop.


I. INSTRUMENT1. Which one of the following are radicals (bentuk akar).

a. d. g. b. e. h. c. f.

2. Diketahui segitiga siku-siku ABC, siku-siku di B. jika diketahui sisi-sisi A dan C,maka tentukan panjang sisi B! Manakah nilai dari B yang merupakan bentuk akar?a. a = 3 dan c = 5b. a = 5 dan c = 12c. a = 16 dan c = 12

3. Change into the form of where a,b Z!a. 0,444444b. 0,212121c. 0,234234d. 2,636363

4. Simplify:

a. +5+4 d. 2-4+5+b. -+ e. 2-2+4


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c. +

+ f. 10-2-5. Simplify:

a. e. b.

f.

(3-2)

c. (7-1) g. (+)(-)d.(8+2) h. (-)(+)

6. Simplify:

a. d. b. e. c. f.

7. If p= and q= , Simplify!a. 3p+ 3q c. p . qb. 5p 5q d. -

8. Calculate the area of a square which has the following side!

a. ( ) meters b. (3+) meters9. Rationalize the denominators

a.

d.

b.

e.

c. f. Known Prepared byPrincipal Teacher



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C. INDICATORS To Change the exponent form into logarithm form and vice versa.

Doing algebraic operation in logarithm forms.D. OBJECTIVES

1. Students able to Change the exponent form into logarithm form and vice versa.2. Students able to do some algebraic operation in logarithm forms.

E. LEARNING MATERIALSExponent, radical and logarithm Logarithm



1.

2.

3.

Apperceptions

Students review about the exponent forms.Main Activities

Students in understanding about exponents,radical and logarithm and the relationship ofthem.

Students define the logarithms form. Students do some operation about

exponents, radical and logarithm and therelationship one another.

Applying the formula of logarithm. Students do some problems containing

radicals.Closing Students make a summary about todays

lesson Teacher gives a quiz.

10

65

15

Ask and

answer

Discussion

Ask and

answer



I. INSTRUMENT1. Simplify and calculate the value!

a. 2 - 2. 2log d. log 8 + log 5 + log 25


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b. 2log 48 + 2log 272log 45 e.

+

+log 5c. 2log 21 + 2log 302log 9 + 2log 50 3 . 2log 5 f. 0,2log 8 . 7log 25 . 4log 49

g.log 25 . log 81 . 4log 32

2. Given 2log 3 = p. Find!

a. 9log 8 c. 4log b. 4log 12 d. 6log 27

3. Calculate

!4. Calculate the value of x:

a. 2log x = -2 2log d.

5log (x + 3) = 5log (xn + 3)

b. 3log (x + 1) = 2log 81 e. xlog (x + 12) 3 xlog 4+1= 0,x = 1,x-0

c. log (x + 12) = log x + log 4 f. xlog 16 3.xlog 4 + .xlog 64 = 6.3log(3x+1).5log 3

Known Prepared byPrincipal Teacher



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B. BASIC COMPETENCYDoing algebraic manipulation in calculating exponent, radical and logarithm.

C. INDICATORS Simplifying algebraic form containing exponent, root and logarithm.

Proving the simple laws of exponent, root and logarithm.

D. OBJECTIVES1. Students able to Simplify algebraic form containing exponent, root and logarithm.2. Students able to do some algebraic operation in exponents, radicals and

logarithm forms.

E. LEARNING MATERIALSExponent, radical and logarithm



1.

2.

3.

Apperceptions Students do their homeworks in white board.Main Activities

Students apply the formulas of exponent. Students apply the formulas of radicals. Students apply the formulas of logarithms.Closing Students make a summary Teacher gives a homework

10

65

15

Discussion

Discussion

Ask andanswer

G. SOURCE/MATERIALS/EQUIPMENTS

- Bilingual Mathematics X, Yrama Widya.- Mathematics Bilingual grade X, Yudhistira.- Guidebook, Grade X, SMAN 1 UNGARAN- LCD, Laptop.


I. INSTRUMENT1. Calculate the value of:

a. 52 3x3

b. 523 c. 42 2:2

d. )6x6( 34

e. 342 5:)5(

2. Simplify :

a. ba4xba2 268

b. 3

42

yx2

yx8


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3. Calculate the value of :

a. 23

2

1

3

2

251627

b.3

1

4

52

3

8

116

4

1

4. Simplify:

a.

75723

b. 5)3x2(

c. 2)23(

5. Write down in the form of baatauba

a. 1829

b. 569

6. Rasionalize the denominator:

a.2

2c.

3

32

b.2-5

2d.

75

75

7. Simplify :

a. 4518025

b. 120x33x52

c. 635

8. Simplify and find the value :

a.

.........5log-2log36log-10log 3333

b. ...........5log4log

110log

4

8

4

c. ..........24

1log

3

1log

4

1log 222

9. Calculate the value :a. 2

32

13

2

251627

b.3

1

453

2

8

115

4

1




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A. STANDARD OF COMPETENCYSolving problems related with function, quadratic equation, quadratic function andquadratic inequalities.

B. BASIC COMPETENCY2.1 Understanding the concept of function

C. INDICATORS Understanding the diffrence of relation which is function and not function. Identifying kinds and properties of functions.

D. OBJECTIVESStudents able to identify a function.

E. LEARNING MATERIALSQuadratic Equation, Inequalities and function Quadratic Function

o Relation dan Functiono The Kinds and Properties of functions

F. LEARNING ACTIVITIESNO ACTIVITIES TIME METHODS

1 ApperceptionsReview about functions which is learned inJunior high schoolMain Activities

10 Ask andanswer

2. Main Activities Understanding the concept of relation

between two sets by counterexamples. Identifying the relation which is a function. To describe the definition of function.

Identifying the kinds and properties offunction. Describing the caracteristic of function based

on the kinds. Students do some problems related to

function.Closing

65

3. ClosingStudents make a summary about todays lesson

15

G. SOURCE/MATERIALS/EQUIPMENTS- Bilingual Mathematics X, Yrama Widya.

- Mathematics Bilingual grade X, Yudhistira.- Guidebook, Grade X, SMAN 1 UNGARAN- LCD, Laptop.



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I. INSTRUMENTWhich one of the following relations are functions?

a.

b.

c.

d.

e.



1

2

3

4

a

b

c

>

>

>>

1

2

3

4

a

b

c

d.

>

>

>>

1

2

3

. a

. b

. c

>>

1

2

3

. a

. b

. c

>>

>

1

2

3

. a

. b

. c

. d

>

>

>

>


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B. BASIC COMPETENCY2.2 Drawing a graph of a simple algebraic function and quadratic function.

C. INDICATORS

Investigating the caracteristic of the graph of quadratic function from thealgebraic form.

Drawing a graph of quadratic function

D. OBJECTIVESStudents able to draw the graph of a quadratic function.

E. LEARNING MATERIALSQuadratic Equation, Inequalities and function

Quadratic Functiono Making the graph of a simple algebraic functiono Graph of quadratic funtion.o

Determining a positive and negative definit.

F. LEARNING ACTIVITIESLesson 1.


1

2

3

Apperceptions Review about quadratic functions.

Students do their homework in white board.Main Activities Making the graph of a simple algebraic

function (linear, constant function, etc.) usingthe relation of variable and function value.

Students do some problems related tofunction graph.

Closing Students make a summary about todays

lesson Teacher gives a homework

10

70

10

Ask andanswer

Discussion

Ask andanswer

Lesson 2.


1

2

Apperceptions

Review about functionsMain Activities

Determining the value of functions from thesimple quadratic function

Making a geometric interpretation from therelation between variable value and functionvalue of quadratic function.

Drawing a graph of quadratic function usingthe relation between variable value and

10

70

Ask and

answer

Discussion


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3

function value of a quadratic function. Determining axis simetry and extrim point of

from the graph of quadratic funtion. Determining the relation between the simetry

axis and extrim point from the graph of

quadratic function and the coeffisient. Determining the simetry axis and extrim point

of quadratic function graph from the functionformula.

Drawing the graph of quadratic function usinganalysis of the function result.

Identifying a positive and negative definit of aquadratic function from the graph.

Students do some problems related toquadratic function graph.

Identifying a positive and negative definit of a

quadratic function from the graph.Closing Students make a summary about todays


10Ask andanswer



I. INSTRUMENT1. Draw the linear function y = 2x + 82. Draw the graph of y = x2 5x + 43. a function f : R R is given as :

2xif,x

2x1-if,1

-1xif1,x

(x)f

2

a) Find the value of f (-2), f (1), f (4) dan f (5)b) Find the zero creator of the function

c) Draw the graph of function for 3x3 4. Draw the graph of :

a. f (x) = x2 6x + 5b. f (x) = - x2 + 2x + 8c. f (x) = x2 2x + 5d. f (x) = - x2 6x 9

5. Draw the graph of :a. f(x) = (x -1)2 + 3b. f(x) = -2 (x-1)2 -3




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3

Determining axis simetry and extrim point offrom the graph of quadratic funtion.

Determining the relation between the simetryaxis and extrim point from the graph ofquadratic function and the coeffisient.

Determining the simetry axis and extrim pointof quadratic function graph from the functionformula.

Drawing the graph of quadratic function usinganalysis of the function result.


Students do some problems related toquadratic function graph.



lesson

Teacher gives a homework

10 Ask andanswer


H. EVALUATION

- Quiz- Homework

I. INSTRUMENT1. Draw the linear function y = 2x + 82. Draw the graph of y = x2 5x + 43. a function f : R R is given as :

2xif,x

2x1-if,1

-1xif1,x

(x)f

2

d) Find the value of f (-2), f (1), f (4) dan f (5)e) Find the zero creator of the function

f) Draw the graph of function for 3x3 4. Draw the graph of :

e. f (x) = x2 6x + 5f. f (x) = - x2 + 2x + 8g. f (x) = x2 2x + 5h. f (x) = - x2 6x 9

5. Draw the graph of :a. f(x) = (x -1)2 + 3b. f(x) = -2 (x-1)2 -3




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B. BASIC COMPETENCY2.3 Using the properties and laws of a quadratic equation and inequalities.

C. INDICATORS

Determining the roots of a quadratic Equation. Determining the solution set of a quadratic inequalities.

D. OBJECTIVESStudents able to find the solution of a quadratic equation and inequalities.

E. LEARNING MATERIALS

Quadratic Equation and Inequalities.o The solution of a quadratic equation.o The solution of a quadratic inequalities.


Lesson 1.NO ACTIVITIES TIME METHODS

1

2

3

Apperceptions Students do their homework in white board. Review about quadratic equation in SMP.Main Activities

Finding the roots of a quadratic equation byfactoring.

Finding the roots of a quadratic equation byformula.

Students do some problems relatedtoquadratic equation.



10

70

10

Ask andanswer

Discussion

Ask andanswer

Lesson 2.


1

2

ApperceptionsReview about quadratic equationMain Activities

Determining the solution of a quadratic

inequalities. Finding the geometric definition of the

solution of quadratic equation andinequalities using the graph of quadraticfunction.

Describing the geometric interpretation of thesolution of a quadratic equation andinequalities.

10

70

Ask andanswer

Discussion


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3 Students do some problems relatedtoquadratic equation.



10 Ask andanswer



I. INSTRUMENT1. Find the solution set of the equation:

a. 4x2 + 7x 2 = 0b. x2 5x + 4 = 0c. x2 5x 6 = 0d. x (x + 2) = 3e. (x + 2)2 + 5 (x + 2) + 6 = 0

2. Find the solution set of the inequalities:a. x2 -2x -3 < 0

b. 12 + x x2 0 c. 3x2 + 7x 6 0




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C. INDICATORS

Using the sum and product formula of the roots of quadratic equation.

D. OBJECTIVESStudents able to use the sum and product formula of quadratic equation to solveproblems.

E. LEARNING MATERIALSthe sum and product formula of the roots of quadratic equation



1

2

3

Apperceptions

Students do their homework in white board. Review about the roots of quadratic equation.Main Activities Calculating the sum and product of the roots

from the solution of quadratic equation. Determining the relation between the sum

and product of the roots with the coefficient ofa quadratic equation.

Formulating the relation between the sumand product of the roots with the coefficient ofquadratic equation.

Proving the sum and product formula ofquadratic equation.

Using the roots sum and product formula ofquadratic equation in calculation.



10

70

10

Ask and

answer

Discussion

Ask andanswer





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I. INSTRUMENTIf x1

and x2 is the roots of quadratic equation x2 + 2x 4 = 0 then find:

1. 21 xx 6.1

2

2

1

x

x

x

x

2. 21 x.x 7. 221221 xxxx

3.21 x

1

x

1 8.

2

2

2

1 x

1

x

1

4.2

2

2

1 xx 9. 1x1x 21 5.

3

2

3

1 xx




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C. INDICATORSDifferentiating the kinds of the roots of quadratic equation.

D. OBJECTIVESStudents able to identify the roots of quadratic equation.

E. LEARNING MATERIALSKinds of the roots of quadratic equation.



1

2

3

Apperceptions Students do their homework in white board.

Review about the roots of quadratic equation.Main Activities

Differentiating the kinds of the roots ofquadratic equation by counterexamples.

Identifying the relation the kinds of the rootsand the diskriminan value.

Formulating the relation between the kinds ofthe roots and the diskriminan value.

Investigating the kinds of the roots ofquadratic equation.



10

70

10

Ask andanswer

Discussion

Ask and

answer


H. EVALUATION- Quiz

- Homework

I. INSTRUMENT1. Find its determinant and kind of the roots :

a. 64xx32

b. 9-x12x42

c. 4x4x2


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2. If ax2 + (a+8) x + 9 = 0 has two equal roots, then find the value of a.3. Find the value of p if equation x2 + 2x + p = 0




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C. INDICATORS

Using the sum and product formula of the roots of quadratic equation.

D. OBJECTIVESStudents able to use the sum and product formula of quadratic equation to solveproblems.

E. LEARNING MATERIALSthe sum and product formula of the roots of quadratic equation



1

2

3

Apperceptions

Students do their homework in white board. Review about the roots of quadratic equation.Main Activities Calculating the sum and product of the roots

from the solution of quadratic equation. Determining the relation between the sum

and product of the roots with the coefficient ofa quadratic equation.

Formulating the relation between the sumand product of the roots with the coefficient ofquadratic equation.

Proving the sum and product formula ofquadratic equation.

Using the roots sum and product formula ofquadratic equation in calculation.



10

70

10

Ask and

answer

Discussion

Ask andanswer





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I. INSTRUMENTIf x1

and x2 is the roots of quadratic equation x2 + 2x 4 = 0 then find:

1. 21 xx 6.1

2

2

1

x

x

x

x

2. 21 x.x 7. 221221 xxxx

3.21 x

1

x

1 8.

2

2

2

1 x

1

x

1

4.2

2

2

1 xx 9. 1x1x 21 5.

3

2

3

1 xx




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B. BASIC COMPETENCY2.4 Doing algebraic manipulation in a calculating of a quadratic equation and

inequalities.

C. INDICATORS

Arranging a quadratic equation whose roots are given. Determining the solution of equation which can be formed into quadratic

equation or inequalities.

D. OBJECTIVESStudents able to Arrange a quadratic equation.


Arranging a quadratic equation whose roots are given. The solution of other equation related to quadratic equation.

F. LEARNING ACTIVITIESLesson 1


1

2

3

Apperceptions Students do their homework in white board. Review about the roots sum and product

formula of a quadratic equation.Main Activities

Arranging a quadratic equation whose rootsare given.

Arranging a quadratic equation whose rootsare related with the roots of another equation.

Recognizing the equations which can bechanged into quadratic equation.

Solving the equations which can be formedinto quadratic equation or inequalities.

Students do some problems.Closing Students make a summary about todays


10

70

10

Ask andanswer

Discussion

Ask andanswer

G. SOURCE/MATERIALS/EQUIPMENTS

- Bilingual Mathematics X, Yrama Widya.- Mathematics Bilingual grade X, Yudhistira.- Guidebook, Grade X, SMAN 1 UNGARAN- LCD, Laptop.



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I. INSTRUMENT1. Arrange the quadratic equation whose roots are:

a. 2 dan 5 d. 4-dan2

13

b. 3dan2

1 e. 3dan23

c.4

1dan

3

2

2. If x1 and x2 are roots of quadratic equation 2x2 3x + 4 = 0 then determine the

new quadratic equation whose roots are 5x1 and 5x2.3. Arrange the quadratic equation whose roots are the inverse of quadratic

equation roots : x2 2x + 5 = 0

Known Prepared by

Principal Teacher



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B. BASIC COMPETENCY2.5 Designing a MATHEMATICS model of a problem related with quadratics

equation and inequalities.

C. INDICATORS

Creating a mathematics model from a problem in mathematics, other subject ordaily life related with quadratic equation or function.

D. OBJECTIVESStudents able to Design a MATHEMATICS model of a problem related withquadratics equation and inequalities.


The use of quadratic equation and function in problem solving.


NO ACTIVITIES TIME METHODS1

2

3

Apperceptions Students do their homework in white board. Giving motivations based on the topic.Main Activities Identifying daily problems which is related

with quadratic equation and function. Formulating mathematics model from

problems in mathematics, other subject ordaily life which is related with quadraticequation or function.



10

70

10

Ask andanswer

Discussion

Ask andanswer


H. EVALUATION

- Quiz- Homework

I. INSTRUMENTCreate the mathematics model of the following problems:1. a line has length of 80 m, created to be a quadrilateral. Find the length and

width for a maximum area!2. The height h meters rocket after t seconds, formulated h(t) = 600t 10t2

a. After what seconds the rocket reach a maximum height?


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b. What is the maximum height of the rocket?3. The difference of two numbers is 5, and the sum of the square is 2100 less than

the square of the sum of that two numbers. What is the sum of that twonumbers?




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B. BASIC COMPETENCY2.6 Solving a MATHEMATICS model of a problem related with quadratic equation

and/or inequalities and its meaning.

C. INDICATORS

Solving a mathematics model from a problem in mathematics, other subject ordaily life related with quadratic equation or function.

Interpreting the problem solving in mathematics, other subject or daily liferelated with quadratic equation or function.

D. OBJECTIVESStudents able to Solve a mathematics model from a problem in mathematics, othersubject or daily life related with quadratic equation or function.


The use of quadratic equation and function in problem solving.


1

2

3

Apperceptions Students do their homework in white board. Giving motivations based on the topic.Main Activities

Solving mathematics model from problems inmathematics, other subject or daily life whichis related with quadratic equation or function.

Interpreting problem solving in mathematics,other subject or daily life which is related withquadratic equation or function.



10

70

10

Ask andanswer

Discussion

Ask andanswer



I. INSTRUMENTSolve the following problems:1. a line has length of 80 m, created to be a quadrilateral. Find the length and

width for a maximum area!2. The height h meters rocket after t seconds, formulated h(t) = 600t 10t2


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a. After what seconds the rocket reach a maximum height?b. What is the maximum height of the rocket?

3. The difference of two numbers is 5, and the sum of the square is 2100 less thanthe square of the sum of that two numbers. What is the sum of that twonumbers?


Date:. Date:.Dra. Halimah Ilyas Purwanti Wahyuningsih, S.Pd.

NIP. 195207171979032007


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A. STANDARD OF COMPETENCY3. Solving problems related with linear equation system and inequalities in one

variables.B. BASIC COMPETENCY

3.1. Solving linear equation system, mixed equation system of linear and quadraticin two variables.

C. INDICATORS

Determining the solution of linear equation system in two variables

D. OBJECTIVESStudents able to Solve a linear equation system in two variables.

E. LEARNING MATERIALSEquation system and inequalities system linear equation system in two variables



1

2

3

Apperceptions Students do their homework in white board. Giving motivations based on the topic.Main Activities Identifying the steps to solve linear equation

system in two variables.

Using linear equation system in two variablesto solve problems.



10

70

10

Ask andanswer

Discussion

Ask andanswer



I. INSTRUMENT1. Find the solution set of :

35y-x

63yx2


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2. Find the solution set of :

8y2

x1

34

1

x

3

3. Given an equation system

4y-x

81

13

2y-x

then find the value ofx

y

Known Prepared by

Principal Teacher



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C. INDICATORS

Determining the solution of linear equation system in three variables

D. OBJECTIVESStudents able to Solve a linear equation system in three variables.

E. LEARNING MATERIALSEquation system and inequalities system linear equation system in three variables



1

2

3

Apperceptions Students do their homework in white board. Giving motivations based on the topic.Main Activities Identifying the steps to solve linear equation

system in three variables.

Using linear equation system in threevariables to solve problems.



10

70

10

Ask andanswer

Discussion

Ask andanswer




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I. INSTRUMENTFind the solution set of :

a.

4-z-3x

1-3yy-2x

0z-yx

b.

6

13

z

1

y

2

x

3

1z3

y1

x2

6

1

z

1

y

1

x

1


Date:. Date:.

Dra. Halimah Ilyas Purwanti Wahyuningsih, S.Pd.NIP. 195207171979032007


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C. INDICATORS

Determining the solution of linear and quadratic mixed equation system in twovariables

D. OBJECTIVESStudents able to Solve a linear equation system in three variables.

E. LEARNING MATERIALSEquation system and inequalities system linear and quadratic mixed equation system in two variables



2

3

Apperceptions

Students do their homework in white board. Giving motivations based on the topic.Main Activities Identifying the steps to solve linear and

quadratic mixed equation system in twovariables.

Using linear and quadratic mixed equationsystem in two variables to solve problems.



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10

Ask andanswer

Discussion

Ask andanswer


H. EVALUATION- Quiz

- Homework


1.

4xy

5-xy2

3.

3xy

1x2xy2


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2.

18yx9

10yx

22

22

4.

5yx

13yx22




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3.2. Designing a mathematics model of a problem related with linear equationsystem.

C. INDICATORS

Identifying problems related with linear equation system. Creating mathematics model which is related with linear equation system.

D. OBJECTIVESStudents able to create mathematics model which is related with linear equationsystem.

E. LEARNING MATERIALSApplication of linear equation system in two variables and three variables



2

3

Apperceptions

Students do their homework in white board. Giving motivations based on the topic.Main Activities Identifying problems related with linear

equation system. Formulating mathematics model from

problems in mathematics, other subject ordaily life which is related with linear equationsystem.



10

70

10

Ask andanswer

Discussion

Ask andanswer


H. EVALUATION

- Quiz- Homework

I. INSTRUMENTIf the sum of the first number and twice of the 2nd number is 21, but the 2nd

number added by twice the first gets 18.a. Create the mathematics model !b. Find the two numbers !


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3.3. Solving a mathematics model of a problem related with linear equation systemand its meaning.

C. INDICATORS

Determining the solution of mathematics model from problems related withlinear equation system.

Interpreting the solution result of related with linear equation system.

D. OBJECTIVESStudents able to solve mathematics model which is related with linear equationsystem.

E. LEARNING MATERIALSApplication of linear equation system in two variables and three variables


1

2

3

Apperceptions Students do their homework in white board.

Giving motivations based on the topic.Main Activities Solving mathematics model from problems in

mathematics, other subject or daily life whichis related with linear equation system.

Interpreting problem solving in mathematics,other subject or daily life which is related withlinear equation system.



10

70

10

Ask andanswer

Discussion

Ask andanswer



I. INSTRUMENT1. Ten years ago age A is twice age B. Five years later age A will be 1 times

age B. How old are A and B now?2. The sum of two numbers is 79, and the difference of that two numbers is 11.

Find that numbers !


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3. The graph of parabol y = ax2 + bx + c through points (-4,2), (-2,11), and (4,5).Find the value of a,b,c then write the graph equation!




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A. STANDARD OF COMPETENCY3. Solving a mathematics model of a problem related with linear equation system

and its meaning.B. BASIC COMPETENCY

3.4. Solving inequalities in one variable involving rational algebraic form.

C. INDICATORS

Determining the solution requirements of inequalities involving algebraic rationalform.

Determining the solution of inequalities involving algebraic rational form.

D. OBJECTIVESStudents able to solve inequalities involving algebraic rational form.

E. LEARNING MATERIALSOne variable inequalities in algebraic rational form



1

2

3

Apperceptions Students do their homework in white board. Giving motivations based on the topic.Main Activities Identifying the steps to solve one variable

inequalities.

Using one variable inequalities to solveproblems.

Identifying the steps to solve one variableinequalities involving algebraic rational form.

Using one variable inequalities involvingalgebraic rational form to solve problems.



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Discussion

Ask and

answer




a. 04-2x

2x

c.

1x32x

5-x4x2

2


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b.q3x

8x22

x

d. 04x

x




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3.5. Designing a mathematics model of a problem related with inequalities in onevariable.

C. INDICATORS

Identifying problems related with one variable inequalities. Creating mathematics model which is related with one variable inequalities.

D. OBJECTIVESStudents able to Create mathematics model which is related with one variableinequalities.

E. LEARNING MATERIALSApplication of one variable inequalities in rational algebraic form



2

3

Apperceptions

Students do their homework in white board. Giving motivations based on the topic.Main Activities Identifying problems related with one variable

inequalities. Formulating mathematics model from

problems in mathematics, other subject ordaily life which is related with one variableinequalities.



10

70

10

Ask andanswer

Discussion

Ask andanswer


H. EVALUATION

- Quiz- Homework

I. INSTRUMENTCreate the mathematics model :1. The circumference of a rectangle is 40 cm. What is the width of the rectangle

such that has area at minimum of 96 cm2.

2. Two natural numbers have difference of 4. If the product must be 32 or more,which natural number is satisfied?


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3. A rocket is shut up from the land surface with 1st velocity of 80 m/s. Thegravitation force in that place is 10 m/s2. How long the rocket will be in morethan 240 m height?

Known Prepared by

Principal Teacher



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3.6. Solving a mathematics model of a problem related with inequalities in onevariable and its meaning

C. INDICATORS

Determining the solution of mathematics model from problems related with onevariable inequalities in rational algebraic form.

Interpreting the solution result of related with one variable inequalities in rationalalgebraic form.

D. OBJECTIVESStudents able to solve mathematics model which is related with one variableinequalities.

E. LEARNING MATERIALSApplication of one variable inequalities in rational algebraic form



1

2

3

Apperceptions Students do their homework in white board. Giving motivations based on the topic.Main Activities Solving mathematics model from problems in

mathematics, other subject or daily life whichis related with one variable inequalities.

Interpreting problem solving in mathematics,other subject or daily life which is related withone variable inequalities.



10

70

10

Ask andanswer

Discussion

Ask andanswer



I. INSTRUMENT1. The circumference of a rectangle is 40 cm. What is the width of the rectangle

such that has area at minimum of 96 cm2.


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2. Two natural numbers have difference of 4. If the product must be 32 or more,which natural number is satisfied?

3. A rocket is shut up from the land surface with 1st velocity of 80 m/s. Thegravitation force in that place is 10 m/s2. How long the rocket will be in morethan 240 m height?



Lesson Plan x Smt1 Eek

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Transcript of Lesson Plan x Smt1 Eek