LESSON PLAN

Unit of Education : Senior High School Subject Matter : Mathematics Grade/ Semester : X/ II Meeting : 9rd Meeting Standard of Competence : 5. Using the trigonometric ratio, function, equation, and identity in problem solving Basic Competence : 5.2. Designing a mathematical model of the problem that relate to the trigonometric ratio, function, equation, and identity Indicator : Resolve the question ccalculations using the law of sine and the law of cosine Time Allocation : 2 x 45 minutes

A. Learning Objectives After learning process, student are expected be able: To solve the question calculations using the law of sine and the law of cosine B. Lesson Material 1). The law of sine

2). The law of Cosine

C. Model, Approach, and Learning Method Learning Model Learning Approach : Problem Based Instruction : Problem Solving and Realistic Mathematics Education Learning Method D. Learning Activities 1. Opening Activities (Phase I: Orient students to the problem) : 9 minutes Activities Teacher Student Teacher opens the class meeting by Greetings and pray. greetings and invited to pray. Whatch carefully their name. Teacher checks the attendance list of Watch carefully what should be done so student. that learning objectives can be achieved Teacher explains the objectives of Students asked the previous material instructional in understandable that has not been clearly language. Teacher motivates the students with explaining the importance of material and helps simplify these issues in daily life to engage in self-selected problem solving activity. Inform the material or concepts that will be used and the activities to be conducted during the learning Duration 1 : Discussion, Guided learning, and assigment.

2 2

2. Main Activities (includes of all main phases of learning model) : 75 minutes Phase II: Organize students for study: 15 minutes Activities Teacher Student Distributes each individual in small students form groups according to their groups consisting of 3 persons and respective group explain the duties of each individual determine the group leader. to cooperate with each other group members to achieve success with reaching exhaustiveness studied subjects trigonometric identity Helps the group make efficient trancition. Gives worksheet for each individu and explain about how to work with the worksheet. Asks students to found daily problems that relate to sine and cothe law of sine. Helps student define and organize study tasks related to sine and cothe law of sine. Phase III: Assist independent and group investigation: 10 minutes Activities Teacher Student Encourages students to gather Students follow the structured guiding appropriate information. of the material in order they can Encourages students to conduct understand it easily. experiment. Encourages students to search explanations and solutions Phase IV: Develop and present artifacts and exhibits: 30 minutes Activities Teacher Student Asks each group to deposit the results Students do their assignment correctly of problem solving in Worksheet. and prepare their selves to present their Assists students in planning and task in front of the class. Duration 5

2 2 3 3

Duration 4 3 3

Duration 30

preparing appropriate artifacts such as reports, videos, and models. Helps students share their work with others. Phase V: Analyze and evaluate the problem-solving process: 20 minutes Activities Teacher Helps students to reflect on their investigations and the processes they used. Asks the representative of one group to present the (present) the results of problem solving, and other group members were asked to provide feedback / input. 3. Closing Activities : 6 minutes Activities Teacher Student guide students to summarize the Record the tasks assigned. material that has been learned. provide training in the classical style by emphasizing the deepening of problem solving strategies. Gives homework to student provide learning reflection questionnaire. Gives information about the next material for the next meeting. Close the meeting. E. Sources, Materials, dan Tools (Media) Sources: Text Book and Worksheet Materials/Tools: Proyektor, White board Media: Power Point F. Assesment a. Process Assessment Duration 1 1 1 1 1 1 Student Students do their assignment correctly and prepare their selves to present their task in front of the class. Students follow the extended practice well Duration 10

10

observation of group process Performance assesment of problem solving

b. Product Assessment: Individual assessment Technique Instrument form : Paper and pencil test : Essay test

Group assessment is the average of all group members mark. Instrument: 1. A boat is sailing from port A as far as 18 km to port B with the heading 0f 030o. From port B, the boat is sailing to port C with the heading of 150o. Then, return to the starting place as far as km. The heading of the boat is calculated from the

port C to port A and the distance of BC is....., respectively. G. Scoring and Answer Key NO 1.a. Given: 2 ANSWER SCORE TOTAL SCORE

Gambar Asked: 2 Jarak BC = ? Solution: Firstly, determine . 3 22

As

. Now, determine the measure of the sine rules. by using 5

So, This means, the heading of the boat from top C to port A is as follow.

1 3

Using the sine rules again

Thus, the distance of BC is 30.11 km.

TOTAL

34

Individual Assessment:
1. Works toward the achievement of group goals. Score 5 4 3 2 1 Student Activities Actively helps group and works hard to meet them. Communicates commitment to the group goals and effectively carries out assigned roles. Communicates a commitment to the group goals but does not carry out assigned roles. Does not work toward group goals or actively work against them but keep write down the result. Does not work anything.

2. Demosntrate effective interpersonal skills. Score 5 4 3 2 1 Student Activities Actively promotes effective group interaction and the expression of ideas and opinions in a way that is sensitive to the feelings and knowledge base of others. Participates in a group interaction without prompting. Expresses ideas and opinions in a way that is sensitive to the feelings and knowledge base of others. Participates in a group interaction without prompting. Expresses ideas and opinions without considering feelings and knowledge base of others. Does not participate in group interaction, even with prompting, or express ideas and opinions in way that in insensitive to the feelings or knowledge base of others, but still follow the discussion. Does not work or care anything about discussion.

Group Assessment:
Score 5 4 3 2 1 Student Activities All members understand about the material and the result in the worksheet is complete, clear, and true. Then, precentation abaout their discussion is excellent. A member doesnt understand the material and the result in the worksheet is complete but there is one false solution. Then, precentation about their discussion is very good. 2-3 members donnt understand the material and the result in the worksheet is complete but there ara two false solutions. Then, precentations about their discussion is not clear. 1-2 members understand the material and the result in the worksheet is complete but there are three false solutions. Then, precentation about their discussion is bad. All members dont understand the material and the result in the worksheet is not complete. There are not true solutions. Then, presentation about their discussion is bad.

Makassar, 30th November 2011 Known, Lecturer Student

Prof. Dr. Nurdin Arsyad, M.Pd NIP: 19670424199203 1002

Noor Azizah ID: 091104160