Lesson Plan Xi Bu Ani

Lesson Plan Mathematics/xi ipa/2011-2012
1
LESSON PLAN

Subject : Mathematics
Class/Semester : XI/1
Material : statistics
Time : 4 x 45 minutes

1. Standard of Competency
Using statistics rules, counting principles, and properties of the probability in problem
solving
2. Basic Competency :
read, present and interpret data Reading data in table form and bar chart, line chart,
phie chart, and ogive.
3. Indicators
Knowing definition of statistics, and its steps
Differing about population and sample.
Rounding off the number of the data.
Reading data presented in bar chart, pie chart, line chart, stem and leaf
plots , box and whisker plots, ogive and histograms.
Identifying the values of the data presented in the table and charts
4. Purpose of learning
Students can mention the definition of statistics, and its steps
Student can different about population and sample.
Student can round off the number of the data.
Students can read data presented in bar chart, pie chart, line chart, stem
and leaf plots , box and whisker plots, ogive and histograms.
Students can Identify the values of the data presented in the table and
charts
5. Material
Statistics, sample and population, data and datum, rounding off data.
Line chart, bar chart, pie chart, ogive and histograms.

6. Method
Cooperative learning type jigsaw

7. Learning strategic

step Activity Time
l Meeting I
Opening
Teacher explain about the base competence and ask the
students: what do you think if you hear statistics?
10
ll activity
Ellaboration:
Teacher explain the basic definition of statistics and gives
example: Observer takes the data about the height of all the
students.
It is called population data.
20
Group discuss the problems to find definition
(teacher help to get the solution)
Exploration:
Teacher ask students to practice interviewing their
classmates and present their into a diagram.
Confirmation:
Students give a conclusion about the datas they have made
to be analyzed.
50
2
III Closing
Teacher gives task to carry the diagram examples.
10
I Meeting II
Opening.
Teacher exposes the diagram examples.
10
II Activity
Teacher gives the data, and arrange the origin group and
expert group and students represent it in diagram ( line,
phie, bar, histogram and polygon)

75
III Opening.
Students make conclusion.
5

6. Outfit Student book, OHP, White board
7. Evaluation in the learning process.

Known Prepared by
Principal Teacher

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

3
LESSON PLAN

Material : measurement in statistics
Time : 8 x 45 minutes

Using statistics rules, counting principles, and properties of the probability in problem
solving
2. Basic Competency
Counting the measurement of central of tendencies, the measurement of the positions
and the measurement of the data dispersion, and its interpretation.
3. Indicators
- Measurement of Central of tendency
- Quartiles, quantiles, deciles, and percentiles.
- Range of the data, inter quartile range, the average of quartiles, average of three,
steps, interior fence, exterior Determining mean, median, and mode(s) from the
data.
- Determining Quartiles, quantiles, deciles, and percentiles of the data.
- Determining the range of the data, the inter quartile range, the average of quartiles, ,
average of three, the quartile deviation, steps, interior fence, exterior fence, isolated
data.
- Determining the measurement of the mean deviation, the standard deviation, and
variance of the data.
- Determining the value of the central tendency and dispersion of the data if each
datum is added or subtracted or multiplied or divided with a given number.
5. Purpose of learning
After learning process, students can:
- Determine mean, median, and mode(s) from the data.
- Determine Quartiles, quantiles, deciles, and percentiles of the data.
- Determine the range of the data, the inter quartile range, the average of quartiles, ,
average of three, the quartile deviation, steps, interior fence, exterior fence, isolated
data.
- Determine the measurement of the mean deviation, the standard deviation, and
variance of the data.
- Determine the value of the central tendency and dispersion of the data if each datum
is added or subtracted or multiplied or divided with a given number
6. Material
- Measurement of Central of tendency
- Quartiles, quantiles, deciles, and percentiles.
- Range of the data, inter quartile range, the average of quartiles, average of three,
steps, interior fence, exterior fence, isolated data
- The mean deviation, the quartile deviation, standard deviation, variance.
7. Method
Cooperative learning type STAD


step Activity Time
l Meeting I
Opening
Teacher explain about the base competence.
5
ll Activity
Teacher gives the data and asks the students to number
80
4
order. By question and answer:
What is the max data?
What is the minimum data?
What is the range?
What is the mean, median, and modus?
Teacher gives guidance to find quartile, quartile deviation,
steps, interior and exterior fence, variance, standard
deviation, average deviation.
Group discuss the problems ( teacher help to get the
solution)
III Closing ( home work about mean) 5
I Meeting II
Opening.
Teacher asks the definition on the last meeting
5
II Activity
A student measures the height of all students in class. The
teacher gives guidance to make the frequency table, and
explain definition on it ( upper limit, lower limit, upper
border, lower border, width of class, the centre point).
The teacher explain to get mean in frequency table ( 3 ways)
75
III Closing
Post test
10
I Meeting III
Opening
Teacher asks the definition on the last meeting
5
II Activity.
Using the frequency table of height, teacher gives guidance
to find the modus, median and quartile.
Students measure the weight of all students in class. Make a
group of 4 and find modus, median and quartile.
80
III Closing ( home work)
Each students must make the phie and histogram diagram of
weight data using computer.
5
I Meeting V
Opening.
Teacher collects the students task.
5
II Activity.
Students do the exercises in variative problems.
80
III Closing
Teacher and students make agreement for daily test.

5

6. Outfit Student book, computer, White board, chart, properties to
graph.

7. Evaluation in the learning process and post test in 2
nd
meeting.
notice this table !
Length of capasitor (cm) Frequency
1 10
11 20
21 30
31 40
41 50
51 - 60
2
4
25
47
17
5

5
Find :
a. The upper limit and the lower limit of second class.
b. Upper border and lower border of 5
th
class.
c. The length of class
d. Centre point of 3
th
class.
e. mean
Solution :
a. 20 and 11
b. 50,5 and 40,5
c. 10
d. 25,5
e.

Known Prepared by
Principal Teacher

Date:. Date:.
NIP. 195207171979032007

6
LESSON PLAN

Material : Probability.
Time : 10 x 45

Using statistics rules, counting principles, and properties of the probability in
problem solving

2. Basic Competency
Using fondamental principle of counting, permutation, and combination in problem
soving.

3. Indicator
- Arranging fundamental principle of counting.
- Determining the value of the factorial notation.
- etermining the value of permutation, repeating permutation, ciclical
permuation, distingusable permutation.
- Determining the value of combination.
- Solving the daily problems deal with permutation and combination.
- Determining the formula of ordered partition .
- Using Binomial Newton to determine the coefficient of the terms of the
binomial exponent.
- Determining the coefficient of the terms of the trinomial exponent.

4. Learning purpose
Meeting I:
- Arranging fundamental principle of counting.
Meeting II:
- Determining the value of the factorial notation.
Meeting III:
- Determining the value of permutation, repeating permutation, ciclical
permutation, distingusable permutation.
Meeting IV:
- Determining the value of combination.
- Solving the daily problems deal with permutation and combination.
Meeting V:
- Determining the formula of ordered partition .
- Using Binomial Newton to determine the coefficient of the terms of the
binomial exponent.
- Determining the coefficient of the terms of the trinomial exponent.

5. Material
- Filling slot.
- n ! = n ( n 1 ) . ( n 2 ).....3.2.1.
-
)! ( !
!
,
)! (
!
r n n
n
C
r n
n
P
n
r
n
r
=

7
6. learning strategic
step Activity Time
l Meeting I
Opening
Teacher explain about the base competence and gives
example that it is necessary to learn probability.
5
ll Activity
Teacher gives the problems. There are 3 ways to go to
Semarang from Ungaran and there are 4 ways to go to
Demak from Semarang. How many ways to go to Demak
from Ungaran by Semarang?
Teacher gives guidance to find the filling slot and explain the
multiplying law and adding law.
Students make a group of 4 and do the problems.
Each group presents the solving of each problem.
Teacher gives a comment .
75
III Closing
Post test the simple filling slot
10
I Meeting II
Opening.
Teacher asks the definition of multiplying and adding law.
5
II Activity
Teacher gives the filling slot problems. Students discuss it.
Teacher explains factorial notation, and students do the
exercises.
80
III Closing
Teacher asks the students to remember the factorial
notation
5
I Meeting III
Opening
Teacher asks to one or two students about factorial notation
5
II Activity.
Teacher explain definition of permutation by example of
filling slot.
Students make a group of 6 to do the exercises. Teacher
explain the kind of permutation.
80
III Closing
Home work.
5
I Meeting IV
Opening
Teacher asks the home works difficulties
5
II Activity.
Teacher asks to arrange 3 elements ABC in two. How many
arranging? If AB = BA, how many arranging?
Teacher explain definition of combination and its condition.
80
III Closing ( post test of combination) 5
I Meeting V
Opening.
5
II Activity.
Teacher asks: How do you disperse (a + b)
2
? (a + b)
3
? (a
+ b)
n
?. Teacher explain binom Newton.
Students do the exercises.
80
III Closing ( home work)

5

8
7. Outfit
Guidance book, computer, LCD, letter media, murbles.
8. Evaluating
Post test in meeting I.
There are 5 digits. 3,4,6,7,8, How many ways to make the hundred numbers less
than 600 if they are odd?
Known Prepared by
Principal Teacher

Date:. Date:.
NIP. 195207171979032007

9
LESSON PLAN

Time : 10 x 45

problem solving
2. Basic Competency
Finding sample space of an experiment
3. Indicator
- Differing about the meaning of the sample space, sample point, and event.
- Finding the sample space of the experiments.
- Determining the kind of events (elementary event, impossible event, and
certainty).
4. Learning purpose
After learning process, the students can:
- Differing about the meaning of the sample space, sample point, and event.
- Finding the sample space of the experiments.
- Determining the kind of events (elementary event, impossible event, and
certainty).
5. Material
Sample space, sample point, event ( elementary, impossible, certainly)
step Activity Time
l Meeting I
Opening
Teacher explain about the base competence.
5
ll Activity
Teacher gives the problems. If we throw a dice, how many
probabilities we can get the sides? Using example and by ask
and answer, Teacher explain sample space, sample point and
event. Students determine sample space, sample point and
event from:
a. Throwing 1 coins, 2 coins, 3 coins
b. Throwing 2 dices, 1 dice and 1 coin.
80
III Closing
Students determine sample space, sample point and event
from 4coins
5

7. Outfit.
Guidance book, dices, coins.
8. Evaluating
In the process learning.

Ungaran, July 2011
Known Prepared by
Principal Teacher

Date:. Date:.
NIP. 195207171979032007
10
LESSON PLAN

Time : 10 x 45

problem solving
2. Basic Competency
Determining probability of an event and its interpretations aa
3. Indicator
- Determining the probability of the event, experimentally
- Determining the probability of the event, theoretically.
- Determining the range of probability
- Determining relative frequency and expectantly frequency.
- Determining the probability of the mutually exclusive event.
- Determining the probability of the independent event.
- Determining the probability of complement of an event.
- Determining conditional probability
4. Learning purpose
Meeting I
- Determine the probability of the event, experimentally
- Determine the probability of the event, theoretically.
- Determine the range of probability
Meeting II
- Determine relative frequency and expectantly frequency.
Meeting III
- Determine the probability of the mutually exclusive event.
Meeting IV
- Determine the probability of the independent event.
Meeting V
- Determine the probability of complement of an event.
- Determine conditional probability
5. Material
The probability of event A = P ( A ) =
) (
) (
S n
A n
, 0 P ( A ) 1.
The relative frequency of event A = F
r
(A) = P ( A ) x 100 %.
Expectantly frequency of event A = P ( A ) x n.
The probability of the mutually events P (A B) = P (A) + P(B) P ( A B)
The probability of the mutually exclusive events = P (A B) = P (A) + P(B).
The probability of the independent events = P ( A B) = P ( A ) x P ( B ). .
The probability of complement of an event = P
1
( A ) = 1 P (A).
6. Learning models : problem base, cooperative.
step Activity Time
l Meeting I
Opening
Teacher explain about the base competence and gives
example that it is necessary to learn probability.
5
ll Activity
Teacher gives the problems. There are two balls, white and
red. How many percent did you get the probability if you
75
11
chose the white ball?
Teacher gives guidance to find the probability by
experimentally and theoritically.
Students make a group of 4 and do the problems.
Each group presents the solving of each problem.
Teacher gives a comment and asks : how many percent the
probability of human will be life never end? And will be die?
III Closing
Post test the simple probability of event.

I Meeting II
Opening.
Teacher asks the definition of probability by theoretically.
5
II Activity
Teacher gives the example of mutually exclusive events or
not. And gives guidance to get its probability.
80
III Closing
Teacher gives a homework.
5
I Meeting III
Opening
Teacher asks the home work.
5
II Activity.
Teacher gives the example of independent events or not.
And gives guidance to get its probability.
80
III Closing
Teacher gives home work.
5
I Meeting IV
Opening
5
II Activity.
Teacher gives example about complement. The probability of
planting a plant. How many percent the probability of dying
a plant?
80
III Closing
Teacher gives homework.
5
I Meeting V
Opening.
5
II Activity.
Students do the exercises to find the probability in many
situation.
80
III Closing ( post test)

5

8. Outfit
Source: guidebook for XI grade and the other reference book.
Media: computer, Proyector, chart.
9. Evaluating.
Meeting 1.
From bridge cards, we take one card. Find the probability if As card is taken.
Solution :
13
1
52
4
=
A coin is thrown 4 times. Find the probability if the numbers is appeared 3 times.

12
Solution :
S = {(AAAA), (AAAG), (AAGA), (AAGG), (AGAA), (AGAG), (AGGA),
(AGGG), (GAAA), (GAAG), (GAGA), (GAGG), (GGAA), (GGAG),
(GGGA), (GGGG)}
N(S) = 16
N(A) = 4
The probability if the numbers is appeared 3 times =

Ungaran, July 2011
Known Prepared by
Principal Teacher

Date:. Date:.
NIP. 195207171979032007

4
1
16
4
=
13
LESSON PLAN

Material : Trigonometry
Time : 10 x 45

Differentiate the trigonometrics law and its using.
2. Basic Competency
Using sins law and cos law for sum and differences of angles, multiple angle, to count
sin and cos of definit angle.
3. Indicator
Using sins law of sum and differences of angle.
Using cos law of sum and differences of angle.
4. Learning purpose
Meeting I
Using sins law of sum and differences of angle to prove the problems.
Using cos law of sum and differences of angle to prove the problems
Using tans law of sum and differences of angle to prove the problems
Meeting 2.
Using multiple angles law to prove the problems
5. Material
Sum and differences of angles.
Sin ( ) = sin . cos cos . Sin
Cos ( ) = Cos . cos sin . Sin
Tan ( ) =
. tan . tan 1
tan tan
B A
B A

Sin 2 = 2 sin cos
Cos 2 = 1 2sin
2

= 2 cos
2
1 .
= cos
2
sin
2

Tan 2 =
. tan 1
tan 2
2
A
A

6. Learning models: cooperative.
step Activity Time
l Meeting 1.
Opening.
Memorizing the trigonometry ratios concept ( by question
and answer)
5
ll Activity.
- The students make a group of 4 and do the worksheet to
finding the sins law , coss law and tans law for sum and
differences of angle
- Each group write the laws for sum and differences of
angle on the board.
- Teacher gives comment.
- Using the laws for sum and differences of angle to solve
the problems.( formula 1 6)
75
III Closing
Post test.
10
I Meeting 2.
Opening.
5
14
The teacher gives a comment about post test. By question
and answer, memorizing the sins law and coss law for sum
and differences of angle

II Activity
finding the multiple angles law
- Each group write the law on the board.
Using the multiple angles law to solve the problems.
(formula 7 9)
80
III Closing
5

8. Outfit
9. Evaluating.
Meeting 1.
Find sin 195
o
, Cos 165
o
, Tan 15
o
.
Solution :
Sin 195
o
= sin ( 135 + 60)
o
= sin 135
o
. cos 60
o
+ cos 135
o
sin. 60
o

Cos 165
o
= cos ( 135 + 30)
o
= cos 15
o
. cos 30
o
sin 135
o
. sin 30
o
.
Tan 15
o
= tan ( 45 30)
o
=
. 30 tan . 45 tan 1
30 tan 45 tan
o o
o o
+

15
LESSON PLAN

Material : Trigonometry
Time : 10 x 45

Differentiate the trigonometrics law and its using.
2. Basic Competency
Differentiate the sums law and differences law of sinus cosinus.
3. Indicator
- State product of sinus cosinus to sum and difference of sinus or cos.
- Using sums law and differences law of sinus cosinus to solve the problems.
- Proving the sums law and differences law of 2 angles.
- Proving the sums law and differences law of sinus cosinus 2 angles.
4. Learning purpose
Meeting I
State product of sinus cosinus to sum and difference of sinus or cos.
Meeting 2.
Using sums law and differences law of sinus cosinus to solve the problems.
Meeting 3.
Proving the sums law and differences law of sinus cosinus 2 angles
Meeting 4.
Using the sums law and differences law of sinus cosinus 2 angles to solve the problems.

5. Material
2 Cos . cos = Cos ( + ) + cos ( )........................(10)
2 sin . sin = Cos + ) cos ( )..........................(11)
2 sin . cos = sin ( + ) + sin ( )...........................(12)
2 Cos . sin = sin ( + ) sin ( )..............................(13)
Cos + cos = 2 Cos ( + ). Cos ( )..................(14)
Cos cos = 2 sin ( + ). sin ( )................(15)
Sin + Sin = 2 Sin ( + ). Cos ( )...................(16)
Sin sin = 2 Cos ( + ). sin ( )......................(17)
Cos + cos = 2 Cos ( + ). Cos ( )
step Activity Time
l Meeting 1.
Opening.
Memorizing the sum and diferencelaw of angles ( by
question and answer / formula 1 - 9)
5
ll Activity.
find formulas 10 13.
- Each group write the formulas on the board.
- Using the laws for to solve the problems.
75
III Closing
Post test.
10
I Meeting 2.
Opening.
Memorizing the formulas 10 13.( by question and answer)

II Activity.
16
The students do the exercises.
III Closing
Teacher gives homework

I Meeting 3.
Opening.
The teacher gives a comment about post test. By question
and answer, memorizing the formula 10 - 13

5
II Activity
find formulas 14 17.
Using the laws for to solve the problems.
80
III Closing.
5
I Meeting IV
Opening.
Memorizing the formulas 14 17.( by question and answer)
10
II Activity.
70
III Closing
Post test.

10

8. Outfit
9. Evaluating.
Meeting 1.
State this statement into sum or difference form.
a. 4 cos a . sin b.
b. 6 sin p. cos q.
c. 8 cos t . cos r.
d. 4 sin a . sin b.

Ungaran, July 2011
Known Prepared by
Principal Teacher

Date:. Date:.
NIP. 195207171979032007

17
LESSON PLAN

Material : Circle
Time : 10 x 45

Arranging circle equation and its tangent line.

2. Basic Competency
Arranging circle equation that has definit condition.
3. Indicator
- Finding the law of circle equation that has centre (0,0) and pass (a,b).
- Finding the centre and radius of circle if the circle equation is known.
- Finding the law of circle equation that has centre ( a,b ) and pass ( p,q )
- Determining the circle equation which has the definit criteria.

4. Learning purpose
Meeting I
Finding the law of circle equation that has centre (0,0) and pass (p,q).
Meeting 2.
Finding the law of circle equation that has centre ( a,b ) and pass ( p,q )
Meeting 3.
Finding the centre and radius of circle if the circle equation is known.
Meeting 4.
Determining the circle equation which has the definit criteria.

5. Material
The circle equation:
L x
2
+ y
2
= r
2
. ( the circle has centre (0,0) and radius = r )
L (x a )
2
+ (y b)
2
= r
2
( the circle has centre (a,b) and radius = r )
L x
2
+ y
2
+ Ax + By + C = 0. ( the circle equation in general form)
That has centre ( A, B) and radius r = C B A +
|
.
|
\
|
|
.
|
\
|
2
2
1
2
2
1

step Activity Time
l Meeting 1.
Opening.
Teacher explains the Basic Competency and asks the
students: How is definition of circle? How are elements on
circle ?
5
ll Activity.
find circle equation which centre (0,0) and radius = r.
75
III Closing
Post test.
10
I Meeting 2.
Opening.
Teacher asks the circle equation by question and answer.
5
18
II Activity.
find circle equation which centre (a,b) and radius = r.
80
III Closing
5
I Meeting 3.
Opening.
Discussing the homework.
10
II Activity
- Teacher gives guidance to arrange the circle equation in
sttandard form into general form.
70
III Closing.
Post test
10
I Meeting IV
Opening.
Memorizing the circle equation in standard form and general
form
10
II Activity.
70
III Closing
10

8. Outfit
9. Evaluating.
Meeting 1.
Determine the circle equation if:
a. centre ( 0,0 ) and radius = 4.
b. Centre ( 0,0 ) and pass the point ( 4, 8).
c. Endpoints of diameter are ( 2, 3 ) and ( 2, 3)
Meeting 3:
a. Known L x
2
+ y
2
+ 8x 6y 3 = 0 Find the centre and the length of radius.
b. Find the circle equation which has endpoints of diameter are ( 2, 7 ) and ( 4, 9).

Ungaran, July 2011
Known Prepared by
Principal Teacher

Date:. Date:.
NIP. 195207171979032007

19
LESSON PLAN

Material : Circle
Time : 10 x 45

Arranging circle equation and its tangent line.

2. Basic Competency
Detrmining the tangent line of circle in many situation.
3. Indicator
Graphing the tangent line and determine the its properties.
Finding the tangent lines law which pass a point on circle.
Finding the tangent lines law which pass a point outside the circle.
Finding the tangent lines law if its gradien is known.

4. Learning purpose
Meeting 1.
Finding the properties for line and circle position.
Meeting 2.
Graphing the tangent line and determine the its properties.
Meeting 3
Finding the tangent lines law which pass a point on circle.
Meeting 4.
Finding the tangent lines law which pass a point outside the circle.
Meeting 5.
Finding the tangent lines law if its gradien is known.
Meeting 6.
Using the tangents law to solve the problems.

5. Material
The line cuts the circle in two points if D > 0.
The line cuts the circle in one point if D = 0.
The linedoes not cut the circle if D < 0.

The tangent lines law if pass a point on circle by fair pinciple.
g x
1
x + y
1
y = r
2
(if L x
2
+ y
2
= r
2
)
g (x
1
a )(x a ) + (y
1
b)( y b ) = r
2
(if L (x a )
2
+ (y b)
2
= r
2
)

g x
1
x + y
1
y + A (x + x
1
) + B( y+ y
1
) + C = 0
(if L x
2
+ y
2
+ Ax + By + C = 0).

The tangent lines law if its gradient is known.
g y = mx r 1
2
+ m (if L x
2
+ y
2
= r
2
)
g (y b) = m( x a ) r 1
2
+ m (if L (x a )
2
+ (y b)
2
= r
2
)


20
step Activity Time
l Meeting 1.
Opening.
Teacher explains the Basic Competency.
5
ll Activity.
graph the position of line and circle.
75
III Closing
Students make conclusion for line and circle position.
10
I Meeting 2.
Opening.
Teacher asks the possibilities position between line and
circle and its properties.
5
II Activity.
- Teacher gives pressing the property of tangent line.
- Using the properties of tangent line for to solve the
problems.
80
III Closing
5
I Meeting 3.
Opening.
10
II Activity
- Finding the tangent lines law which pass a point on circle
by teacher guidancing.
- Do exercises.
70
III Closing.
Post test
10
I Meeting IV
Opening.
Memorizing the fair principles to look for the tangent line.
10
II Activity.
Finding the tangent lines law which pass a point outside the
circle by teacher guidancing
70
III Closing
10
I Meeting V
Opening
Discussing home work.
10
II Activity.
Finding the tangent lines law if its gradien is known by
teacher guidancing.
70
III Closing
Post test
10
I Meeting VI
Opening
Teacher asks the students to determine the tangent line in
many possibilities.
5
II Activity
Do the execises
70
III Students make conclusion for the tangent lines law in many
possibilities.
15
21

8. Outfit
9. Evaluating.
Meeting 3.
Determine the tangent line equation of circle if:
a. L x
2
+ y
2
= 13 and pass the point ( 3 , 2)
b. L (x 1 )
2
+ (y + 2)
2
= 58

and pass the point ( 4, 5)
c. L x
2
+ y
2
+ x 4y 23 = 0 and pass the point (1 , 3)
Meeting 5.
Determine the tangent line equation of circle if:
a. L x
2
+ y
2
= 10 and gradient of tangent line is 3.
b. L (x 1 )
2
+ (y + 2)
2
= 5

and gradient of tangent line is 2.
c. L x
2
+ y
2
+ 2x 4y 12 = 0 and gradient of tangent line is 4.

Ungaran, July 2011
Known Prepared by
Principal Teacher

Date:. Date:.
NIP. 195207171979032007

22
LESSON PLAN
Material : Polinom
Time : 8 x 45
Using polinoms law to solve the problems
2. Basic Competency
Using algorithm of dividing polinom to get the result and remainder.
3. Indicator
To explain algorithm of dividing polinom.
Determine the degree of polinom, result and remainder in dividing algorithm.
Determine the result and remainder of dividing polinom by linier form or quadratic
form..
4. Learning purpose
Meeting 1.
- Find algorithm of dividing polinom.
- Determine the degree of polinom, result and remainder in dividing algorithm.
Meeting 2 / 3.
- Determine the result and remainder of dividing polinom by linier form.
Meeting 4 .
- Determine the result and remainder of dividing polinom by quadratic form.
5. Material
- To divide polinom with the other polinom.
- To do dividing algorithm with linier divisor or quadratic divisor
- Using dividing algorithm to solve the problems ( result and remainder)
6. Learning models: discovery .
step Activity Time
l Meeting 1.
Opening.
Teacher explains the Basic Competency and gives example
about polinom in 2
nd
exponent.
5
ll Activity.
- Teacher explain algorithm of polinom, sum, subtracted,
multiplying of polinom, and the value of polinom.
- Teacher explain the schema to get the value of polinom.
- Students do the exercises.
75
III Closing
10
I Meeting 2.
Opening.
Discussing homework
5
II Activity.
- Teacher gives example dividing of algebra and asks the
students to use this method to divide polinom by linier
divisor. Teacher gives guidance if they need it.
80
III Closing
5
I Meeting 3.
Opening.
10
II Activity
- Teacher gives problems of dividing polinom by linier
divisor, students do it by algorithm dividing
70
23
- Teacher explain to find the result and remainder of
dividing polinom by schema, and press it that the
remainder is same with the value of polinom.
- Students compares the result by dividing algorithm and
schema.
- Do dividing polinom by linier divisor that has coefisient
1 ( using algorithm dividing and scehma, and compare it)
III Closing.
10
I Meeting 4.
Opening.
Discussing the homework
10
II Activity.
Using dividing algorithm , students do the dividing polinom
by quadratic equation and observes the degree of
remainder. Compare it with divisor.
70
III Closing
10

8. Outfit
9. Evaluating.
During learning process.

Semarang Desember 2009
Known by teacher
Principle of SMA 1 Ungaran

Dra. Halimah Ilyas ....................... NIP :
195207171979032007 NIP.
LESSON PLAN
Material : Polinom
Time : 6 x 45
Using polinoms law to solve the problems
2. Basic Competency
Using remainder theorema and factor theorema to solve the problems.
3. Indicator
- Using remainder theorema to determine remainder dividing polinom ( linier divisor or
quadratic divisor)
- Using factor theorema to determine linier factor of polinom
- Using factor theorema to pass the polinom equation.
4. Learning purpose
Meeting 1:
- Using remainder theorema to determine remainder dividing polinom ( linier divisor)
Meeting 2:
- Using remainder theorema to determine remainder dividing polinom (quadratic
divisor)
Meeting 3.
- Using factor theorema to determine linier factor and roots of polinom
- Using factor theorema to pass the polinom equation.

24
5. Material
- Remainder Theorema
The remainder of F (x) divided by ( x a ) is F (a)
The remainder of F (x) divided by ( ax + b ) is F (
a
b
)
- Factor Theorema
If the remainder of F (x) divided by (x a) is zero, so (x a) is a factor of F (x) and x =
a is the root of F(x)
6. Learning models: cooperative
step Activity Time
l Meeting 1.
Opening.
5
ll Activity.
- Teacher asks the students to pay attention the remainder
and the value of polinom.
- Students make conclusion about that ( teacher gives
pressing the remainder theorema and gives example)
75
III Closing
Post test
10
I Meeting 2.
Opening.
Memorizing the remainder theorema
5
II Activity.
- Teacher asks students to memorize : how is the degree of
remainder and divisor?
- Teacher gives example of dividing polinom by quadratic
divisor ( it can be stated in factoring) and how find the
remainder by remainder theorema.
- Students make a group of 4, and do the exercises.
80
III Closing
5
I Meeting 3.
Opening.
10
II Activity
- Teacher gives problems of dividing polinom by linier
divisor ( x a ) and has zero remainder. Teacher gives
pressing that ( x a ) is factor of polinom and x = a is root
of polinom.
70
III Closing.
10
8. Outfit
9. Evaluating.
Meeting 1:
The remainder of F( x ) = 2x
4
2x
2
+ ax b is divided by ( x 2 ) is 4. and remainder of
f(x) divided by ( x 1 ) is 3. Find a and b.

Semarang Januari 2010
Known by teacher
25
195207171979032007 NIP.
LESSON PLAN
Material : function.
Time : 6 x 45

Determine composition of 2 functions and invers of function.
2. Basic Competency
Determine function composition.
3. Indicator
- Determine the condition to compose the function.
- Determine the function composition.
- Mention the properties of function composition.
- Determine the maker function of function composition if known the function
composition and the other maker function.
4. Learning purpose
Meeting 1:
- Determine the condition to compose the function.
Meeting 2:
- Determine the composition of function from several functions.
- Mention the properties of function composition.
Meting 3:
- Determine the maker function of function composition if known the function
composition and the other maker function. .

5. Material
Function composition
6. Learning models: main mapping, discussing.
step Activity Time
l Meeting 1.
Opening.
Teacher explains the Basic Competency. And asks the
definition of function.
5
ll Activity.
- Students make a group of 4 and discuss to classify many
relation in function or not.
- Teacher gives guidance to determine the domain of
function
75
III Closing
10
I Meeting 2.
Opening.
Memorizing the definition of function and discussing the
homework.
10
II Activity.
- There are 3 function A,B,C, Teacher asks students to
determine the range from A to B, and from B to C? how
do we write the composition function for it? Teacher
explain to write it.
- Teacher gives problems of composition function and
70
26
students observes the properties.
III Closing
Students make conclusion of function compositions
properties.
10
I Meeting 3.
Opening.
Memorizing the properties of composition function
10
II Activity
- Teacher gives problem. It is known function composition
(fog) and f(x). Asks students to find g(x).
70
III Closing.
10
8. Outfit
9. Evaluating.
During learning process.

Semarang januari 2010
Known by teacher

195207171979032007 NIP.

LESSON PLAN
Material : function.
Time : 6 x 45

Determine composition of 2 functions and invers of function.
2. Basic Competency
Determine function invers.
3. Indicator
- To explain the properties so the function has invers.
- To graph the function and its invers.
- To Determine the invers of function.
- To Identify the properties of incers function
4. Learning purpose
Meeting 1.
- To explain the properties so the function has invers.
- To graph the function and its invers.
Meeting 2.
- To Determine the invers of function.
- To Identify the properties of invers function
Meeting 3.
- To find invers of function composition.
- Using invers of function, find the maker function of function composition.

27
5. Material
The invers of function.
( f o g )
1
= g
1
o f
1
.
( g o f )
1
= f
1
o g
1
.
( f o g ) o g
1
= f .
f
1
o ( f o g ) = g .

6. Learning models: discovery

step Activity Time
l Meeting 1.
Opening.
Teacher explains the Basic Competency. And asks the
definition of function.
5
ll Activity.
- Teacher gives example the function and its inversnya, and
asks the students: how is condition if the function has
invers?
- Teacher gives guidance to find the invers if it is known
the linier function and quadratic function.
75
III Closing
10
I Meeting 2.
Opening.
Memorizing the condition of invers function and discussing
the homework.
10
II Activity.
- Teacher gives problems that related with invers of
function composition
70
III Closing
Students make conclusion of invers for function composition
and get homework
10
I Meeting 3.
Opening.
Discussing homework.
10
II Activity
- Teacher gives function (fog)(x) and f(x), and asks students
to find g(x).
- Students make a group of 2, and do the problem.
- Teacher gives function (fog)(x) and g(x), and asks
students to find f(x).
- Teacher gives guidance to get it.
70
III Closing.
Post test
10
8. Outfit

9. Evaluating.
Is known (fog) = 3x 4. and f (x) = 2x 1 , find g(x).
Is known (gof) = 6x + 1 and f (x ) = 2x 3 , find g(x)
28

Semarang Februari 2010
Known by teacher

195207171979032007 NIP.

LESSON PLAN
Material : Limit of function
Time : 4 x 45

Using limit concepts and differential of function to solve the problems.
2. Basic Competency
Explain the definiton of limit on the exact point and unlimited by intuitif.
3. Indicator
- Explain definiton of limit on the exact point by counting the value among that point.
- Explain definiton of limit function on unlimited point by graph and counting.
4. Learning purpose
29
Meeting 1.
- To find limit fuction on the exact point by counting the value among that point.
- To find limit function in quadratic form on exact point by counting.
Meeting 2.
- To find limit function in polinom form on exact point by counting.
5. Material
Definiton of limit function
6. Learning models: discovery.
step Activity Time
l Meeting 1.
Opening.
5
ll Activity.
- Teacher gives example the function f(x) =
1
1
2
x
x
, what
value of f(1)? What value of x among 1? Students find it
by experiment.
- Teacher explain definition of limit, and how to get its
value by counting
75

III

Closing

10
I Meeting 2.
Opening.
Memorizing the definition of limit and discussing the
homework.
5
II Activity.
- Teacher gives function in 3
nd
degree. And asks the
students to memorize how make factoring of them
- Students make a group of 4, and do the limit function in
polinom form
- From exercises, teacher explain the theorema of limit.
80
III Closing
5
8. Outfit
9. Evaluating.
In learning process.

Known by teacher

195207171979032007 NIP.

30

LESSON PLAN
Material : Limit of function
Time : 4 x 45

2. Basic Competency
Using properties of limit function to count the limit in aljabar undefinited form and
trigonometry form
3. Indicator
- Explain limit function in razionalizing form on exact point by counting.
- Explain definiton of limit function on unlimited point by graph and counting.
4. Learning purpose
Meeting 1.
- To find limit function in razionalizing form on exact point by counting.
Meeting 2.
- To find limit function on unlimited point by graph and counting.
5. Material
Limit function in razionalizing form
Limit function on unlimited point
6. Learning models: information
step Activity Time
l Meeting 1.
Opening.
5
ll Activity.
- Teacher gives example :
x
x x
Lim
x
+
0
. And asks what
factor which makes the function undefinited?
- Teacher explain to find limit function in razionalizing
form.
75

III

Closing

10
I Meeting 2.
Opening.
5
II Activity. 80
31
- Teacher gives first example:
x
Lim
x
1

And asks the
students to find it. 2
nd
example:
x
x
Lim
x
2

- Teacher gives guidance to find the limit on unlimited
point.
III Closing
5
8. Outfit
9. Evaluating.
In learning process.

Known by teacher

195207171979032007 NIP.

LESSON PLAN
Material : limit of function
Time : 4 x 45

2. Basic Competency
Using properties of limit function to count the limit in aljabar undefinited form and
trigonometry form
3. Indicator
- Explain limit function in trigonometry form on exact angle.
- Explain limit function in trigonometry form on exact angle using trigonometris law.
4. Learning purpose
Meeting 1.
- To find limit function in in trigonometry form on exact angle.
Meeting 2.
32
- To find limit function in trigonometry form on exact angle using trigonometris law.
5. Material
Limit function in trigonometry form
6. Learning models: information, discussing
step Activity Time
l Meeting 1.
Opening.
5
ll Activity.
- Teacher gives example :
x
x
Lim
x
sin
0
. And explain the
meaning of it by chart. Teacher explain to find Limit
function in trigonometry form.
75

III
Closing

10
I Meeting 2.
Opening.
5
II Activity.
- Teacher gives example:
x
x x
Lim
x
2 cos 1
sin
2 2
0
And asks
the students to find it by question and answer.
- Students do exercises and teacher gives guidance.
75
III Closing
Post test
10
8. Outfit
9. Evaluating.

....
3 tan .
2 tan . 3 sin
2
3 2
0
=
x x
x x x
Lim
x

Known by teacher

195207171979032007 NIP.

33

LESSON PLAN
Material : differential of function
Time : 4 x 45

2. Basic Competency
Using concepts and differential law in counting of differential
3. Indicator
- Count limit of function to learn the differential concepts.
- Explain the phisic definiton ( as velocity of change) and geometric definiton of
differential on exact point.
4. Learning purpose
Meeting 1:
- Count limit of function to learn the differential concepts.
Meeting 2:
- Find the phisic definiton ( as velocity of change) and geometric definiton of differential on
exact point.
- Count the differential of simple function using differential definiton.
5. Material
Differentials law.
- F
1
( x) =
h
x F h x F
Lim
h
) ( ) (
0
+

- F (x) = ax
n
F
1
(x) = a.n. x
n 1

- F(x) = f(x) g(x) F
1
( x ) = f
1
( x ) g
1
( x ).
- F(x) = f(x) . g(x) F
1
( x ) = f
1
( x ) . g ( x ). + g
1
( x ) . f ( x ).
- F(x) = 0 ) ( ,
) (
) (
= x g
x g
x f
F
1
( x ) =
2
1 1
)) ( (
) ( ). ( ) ( ). (
x g
x f x g x g x f

- Chain law.
6. Learning models: discovery, discussing

step Activity Time
l Meeting 1.
Opening.
5
ll Activity.
- Teacher gives example : is known f (x ) = 3x, find
h
h x f
Lim
h
) (
0
+
.
- Students count limit of function to learn the differential
75
34
concepts
- Teacher gives pressing of the differential concepts and its
symbol.

III
Closing

10
I Meeting 2.
Opening.
5
II Activity.
- Teacher gives example about average velocity and
velocity in the exact time and asks the students to give
comment.
- Teacher explain that velocity in the exact time is the
changing velocity of distance for time.
- Students count the differential of simple function using
differential definiton.
Opening.
Post test
75

10
8. Outfit
9. Evaluating.

x x f if
h
x f h x f
Lim find
h
3 ) ( ,
) ( ) (
0
=
+

Semarang Maret 2010
Known by teacher

195207171979032007 NIP.

LESSON PLAN
Time : 4 x 45

2. Basic Competency
3. Indicator
- Count the differential of simple function using differential definiton.
35
- Determine the properties of differential

4. Learning purpose
Meeting 1:
- Determine differential for sum and subtracted of function.
- Determine differential for multiplying of function.
Meeting 2:
- Determine differential for dividing of function.
- Determine the differential by chain law.

5. Material
Differentials law.
- F
1
( x) =
h
x F h x F
Lim
h
) ( ) (
0
+

- F (x) = ax
n
F
1
(x) = a.n. x
n 1

- F(x) = f(x) g(x) F
1
( x ) = f
1
( x ) g
1
( x ).
- F(x) = f(x) . g(x) F
1
( x ) = f
1
( x ) . g ( x ). + g
1
( x ) . f ( x ).
- F(x) = 0 ) ( ,
) (
) (
= x g
x g
x f
F
1
( x ) =
2
1 1
)) ( (
) ( ). ( ) ( ). (
x g
x f x g x g x f

- Chain law.

step Activity Time
l Meeting 1.
Opening.
5
ll Activity.
- The students determine
h
x f h x f
Lim
h
) ( ) (
0
+
, if
f(x) = ax
n

f(x) = u(x).v(x)
- Teacher gives pressing of the differential concepts.
- Students do the exercise.
75

III
Closing

10
I Meeting 2.
Opening.
5
II Activity.
- Teacher gives guiding to find the differential for dividing
function.
- Students count the differential for dividing function.
- Teacher explains to fing the complex differential by chain
law.
- Students do exercise.
75
III Closing
10
8. Outfit
9. Evaluating.

36
....
3 tan .
2 tan . 3 sin
2
3 2
0
=
x x
x x x
Lim
x

Semarang Maret 2010
Known by teacher

195207171979032007 NIP.

LESSON PLAN
Time : 2 x 45

2. Basic Competency
3. Indicator
- Determine the diffirential of algebra function and trigonometry function using
properties of differential

4. Learning purpose
- Determine the diffirential of trigonometry function using properties of differential

5. Material
Differentials law.
- F
1
( x) =
h
x F h x F
Lim
h
) ( ) (
0
+

- F (x) = ax
n
F
1
(x) = a.n. x
n 1

- F(x) = f(x) g(x) F
1
( x ) = f
1
( x ) g
1
( x ).
- F(x) = f(x) . g(x) F
1
( x ) = f
1
( x ) . g ( x ). + g
1
( x ) . f ( x ).
- F(x) = 0 ) ( ,
) (
) (
= x g
x g
x f
F
1
( x ) =
2
1 1
)) ( (
) ( ). ( ) ( ). (
x g
x f x g x g x f

- Chain law.

step Activity Time
l Meeting 1.
Opening.
5
ll Activity.
- Students determine
h
x f h x f
Lim
h
) ( ) (
0
+
if
75
37
f (x ) = sin x.
f(x) = cos x
f(x) = tan x

- Teacher gives pressing of the trigonometry differential.
- Students do exercises.

III
Closing
Post test

10
8. Outfit
9. Evaluating.

Semarang Maret 2010
Known by teacher

195207171979032007 NIP.

LESSON PLAN
Time : 4 x 45

2. Basic Competency
38
Using differential concept and its properties for counting differential.
3. Indicator
- Determine the tangent line of curve.

4. Learning purpose
Meeting 1:
- Determine the tanget line of curve if the common point is known.
- Determine the tanget line of curve if its gradien is known.
Meeting 2:
- Determine the tanget line of curve if its in parallel with the other line.
- Determine the tanget line of curve if its in perpendicular with the other line.
5. Material
Differentials law.
- The tangent line equation of curve f(x):
y y
1
= m ( x x
1
) with gradien m = f
1
( x)
- The lines in parallel if m
1
= m
2
.
- The lines in perpendicular if m
1
. m
2
= 1

step Activity Time
l Meeting 1.
Opening.
5
ll Activity.
- Teacher explain the differential by geometry
- Student find the tanget line equation if:
The common point is known
The absis of common point is known.
The ordinat of common point is known.
The gradient of the tangent line is known.
75

III
Closing

10
I Meeting 2.
Opening.
5
II Activity.
- Teacher gives the task about the tangent line which that
is in parallel with the other line.
- Teacher gives the task about the tangent line which that
is in perependicular with the other line.
- Students do exercise.
60
III Closing
Post test
25
8. Outfit
9. Evaluating.
Find the tangent line of y = x
3
+ x
2
2x :
a. Pass the point ( 0 , 1 )
b. Pass the point which it has absis 2.
c. Pass the point which it has ordinat 16.
d. It is in parallel with y + x 6 = 0
e. It is in perpendicular with y x 3 = 0
39

Semarang Maret 2010
Known by teacher

195207171979032007 NIP.

LESSON PLAN
Time : 4 x 45

2. Basic Competency
Using the differential for finding the characteristic of function and solve problems.
3. Indicator
- Determine the interval of x when the curve is up.
- Determine the interval of x when the curve is down.
- Determine the stationer point and its kind.
- Draw a graph.

4. Learning purpose
Meeting 1:
- Determine the interval of x when the curve is up.
- Determine the interval of x when the curve is down.
Meeting 2:
- Determine the stationer point and its kind.
- Draw a graph.

5. Material
- The curve is up if f
1
( x ) > 0

- The curve is down if f
1
( x ) < 0

- The stationer is keep if f
1
( x ) = 0


step Activity Time
40
l Meeting 1.
Opening.
5
ll Activity.
- Teacher explain the up and down graph and its
properties.
- Students find the interval of x so that the curve is up.
- Students find the interval of x so that the curve is dow
75

III
Closing

10
I Meeting 2.
Opening.
5
II Activity.
- Students discuss the stastioner point and its kind.
75
III Closing
Post test
10
8. Outfit
9. Evaluating.
Determine the interval of x the curve is up, down and find the stationer point and its
kind.
2
1
2
15
2
7
3
2
) (
2 3
+ + = x x x x f

Semarang Maret 2010
Known by teacher

195207171979032007 NIP.

LESSON PLAN
41
Time : 4 x 45

2. Basic Competency
- Arrange the mathematics models for the problem that has extrim link.
- Solve the problem from mathematics models that has extrim link and its
interpretiate.
3. Indicator
- Arranging the mathematics models.
- Solving the problems from the mathematics models.

4. Learning purpose
Meeting 1:
Arrange the mathematics models for the problem that has extrim link.
Meeting 2:
Solve the problem from mathematics models that has extrim link and its interpretiate.

5. Material

The problem P has maximum or minimum value if P
1
= 0


step Activity Time
l Meeting 1.
Opening.
5
ll Activity.
- Teacher gives problem example, and ask the student to
make the mathematics model.
- Students find the solution by teacher guiding.
- Students do the exercise.
75

III
Closing

10
I Meeting 2.
Opening.
5
II Activity
75
III Closing
Post test
10

8. Outfit
9. Evaluating.

Sum of two numbers = 8. Find each number so the multipliying of them is maximum.

Semarang Maret 2010
Known by teacher
42

195207171979032007 NIP.

Lesson Plan Xi Bu Ani

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Lesson Plan Mathematics/xi ipa/2011-2012

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