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LESSON PLAN EDUCATION UNITS LESSONS SUBJECT MATERIAL MATERIAL CLASS / SEMESTER TIME ALLOCATION : JUNIOR HIGH SCHOOL

: MATHEMATIC : FUNCTION : RELATIONS : VII1/ ODD : 1 x 45 MINUTES

A. COMPETENCE STANDARD B. BASIC COMPETENCE C. INDICATORS

: Comprehend the algebra, relations, functions and equations straight line : Comprehend relation concept

1. Students are able to make an example of relations in daily life 2. Students can describe relation with arrow diagram, Cartesian diagram, and ordered pair set D. LEARNING OBJECTIVES I. Acad !"c O#$ c%"& ' 1. Student are able to make an example of relations in daily life 2. Student can describe relation with arrow diagram, Cartesians coordinate, and ordered pairs set. II. Na%"()a* C+a,ac% , (#$ c%"& ' 1. sing the time proper and carefully to complete any gi!en task "discipline#. their opinions "tolerance#. %. $ro!e and conclude anything based on the data that has been obtained "honest#. &. 'rying hard to complete the task "hard work#. 2. $ro!ides the opportunity for friends who ha!e different opinions to express

E. LEARNING MATERIAL (elation from set ) to set * is the rule that pairs the members of set ) with members of the set *. (elation between two sets can be described with: 1. )rrow +iagram 2. )rrows diagram is a diagram illustrating the relationship between the two sets with accompanying arrows. Cartesian +iagram (elation between the set ) with set * can be expressed by Cartesian graph with set ) as the first set on the hori,ontal axis "-# and set * as the second set is the !ertical axis ".#. each pair is expressed by the set of nodes / points. %. 0rdered pairs set (elation between sets ) and * can be expressed as a set of sequential pair "a, b# by a member of the first set ")# and b members of the second set "*#. Example : 1r. Santoso has fi!e childrens, namely (iska, +imas, Candra, +ira, and (eni. 2ach child has a penchant for exercising different. (iska likes badminton and swimming exercising. +imas likes football exercising. Candra likes football exercising. 3hile +ira and (eni ha!e the same exercising penchant that is basketball and badminton. 2xpress the example abo!e by making the first set, then make the arrows in the diagram, Cartesian diagram, and ordered pairs set 4 Answer : 5f children $ak Santoso grouped together in a set ), then a member of the set ) is (iska, +imas, Candra, +ira, and (eni. 'he set ) we write ) 6 7(iska, +imas, Candra, +ira, (eni8. 3hile the types of sports popular kids $ak Santoso can be grouped in the set *. Set * is written * 6 7*adminton, Swimming, *asketball, 9ootball8 $enchant against children $ak *udi, there is a relationship between the set ) and set *. 'he relationship is related to exercising likes of childrens $ak *udi.

)rrow +iagram ) (iska *adminton +imas Swimming Candra *asketball +ira 9ootball (eni likes exercising *

Cartesian +iagram

9ootball *asketball

Swimming *adminton

(iska

+imas

Candra

+ira

(eni

0rdered pairs set 7"(iska,*adminton#, "(iska,*adminton#, "+imas,9ootball#, "Candra,9ootball#, "+ira,*adminton#, "+ira,*asketball#, "(eni,*adminton#, "(eni,*asketball#8

F. SOURCE AND LEARNING TOOLS Sources: student handbook, student worksheet.

G. MODEL- METHOD- AND LEARNING APPROACH a. :earning model used is interacti!e, cooperati!e learning. #. 'he learning method used is a discussion in working cooperati!ely. H. LEARNING STEP L a,)"). S% / O/ )"). T ac+ , ; <reet students. ; ; Cheks present. 'eachers students. ; 'eachers moti!ate students that if they ; learn this material, it will be !ery useful because it relates to the other lesson that they will learn. explain ; learning ob>ecti!es to the Ac%"&"%0 S%1d )% ; (espond greeting. student=s ; (espond teacher. Students listen to the the teacher. Students moti!ated. are learning ob>ecti!es set by to the the T"! A**(ca%"() 1@ minutes

A// ,c /%"() ; 'eachers students? questions relations. ; 'he teacher di!ides the explore prior ; about Students are acti!ely answering teacher=s questions.

knowledge by asking

class into groups of &;A ; students.

Students

position

themsel!es in their respecti!e groups of teachers who ha!e been determined. Students look at the instructions steps in worksheet exercises worksheets and the and on in

Ex/*(,a%"()

; 'eacher

gi!es ;

A minutes

worksheets for students and ask them to look at the instructions and steps in the worksheet.

discuss the matter ;

'eacher ask students to disco!er the concept of ; the relations in the group discussion "as in worksheet#.

groups. Students find the results with discussions. of the group relations or more

E*a#(,a%"()

'eacher

guide

the (epresentati!es of 1A minutes

students in the process of discussion and asks ; them to present the results of the groups discussions. C()2",!a%"() ; 'eacher told the ; if still error ; 0ther students A minutes the group presented the results of the group discussions.

students to ask if there is don=t understand. ; 'eachers they confirm are acti!ely ask if there is don=t understand. Students listen

experiencing

concept.

confirmation teacher.

has

been gi!en by the

C*('").

; 'eachers asks students ; to make a summary and conclusions ; 'eachers conclusions. ; 'eachers pro!ide qui, ; about the relations ; 'teacher together with students discuss the ; answers of the qui,. ; 'eachers gi!e awards to students who got the ; highest scored. ; 'eacher ending learning process by pro!iding ; homework as a follow; up. ; 'eacher greeting. closes the regarding reaffirm ; the relations or more.

Students summari,e 1@ minutes and conclude about relations or more. 2@ Students attention teacher confirmation. Students answer the teacher?s qui,. Students acti!ely discuss the qui, and ask if there is not yet understood. Students moti!ated impro!e achie!ement. Students write the questions gi!en to do at home and will be discussed at the next meeting. Students answer the greeting. are to student question to pay the

students? summaries and

learning process with ;

I.

A'' '! )% 1. A'/ c%' (2 a'' ''! )%: affecti!e and cogniti!e. 3. A'' ''! )% % c+)"41 ': a. 'est techniques implemented through qui,,es, daily tests, midterm test, and tentament. b. 0obser!ation techniques done duringlearning acti!ities . 5. P,(d1c%: product of student worksheet. 4. C(.)"%"& A'' ''! )% I)'%,1! )% 1. Create a relations in daily life for example "hobbies, fa!orite foods, or fa!orite sports# of each member of your group. 'hen, a. Create a set based on names and hobbies b. Created by arrows diagram c. Created by Cartesian +iagram d. )nd the last, created by 0rdered pairs set

Ta# * 61 : 7 0 a)'8 ,' a)d R1#,"c A'' ''! )% N( 1 D 'c,"/%"() (2 x/ c% d a)'8 , Sc(, a. learners are able to create a set based on the name of the group 35 members and create a set based on hobbies, fa!orite foods or fa!orite sports of each member of the group #. learners are able to make an arrow diagram. 'hat where, arrows 35 diagram is a diagram illustrating the relationship between the two sets with accompanying arrows. c. learners can express the relation between members of sets ) 35 and * is the set of members in Cartesian coordinates. d. learners are able to make 0rdered pairs set. 3here, relation between sets ) and * can be expressed as a set of sequential pair "a, b# by a member of the first set ")# and b members of the second set "*#. T(%a* 'c(, ' 166 35

Calculation
finalscore

of
=

the

final

grade

in

the

scale

of

@;1@@

is

as

follows:

acquisition.scores 1@@ = ........ max imum.score

5. A22 c%"& A'' ''! )% I)'%,1! )%' Ta#* 63: I)d"ca%(,' (2 A22 c%"& A'' ''! )% )ssesment 5ndicator 1 Courage to express opinions. 2 )ccuracy gathering tasks. 5ndi!idual % Students? response to the material. & 2thics speak a language correctly A Comunication between group members B )bility to present their work. +iscusion C Cooperation among members of the group D +iscipline in the group work. <roup E Courage suggested. 1@ Featness, sequences and cleanliness group work Ta#* 65 : A'' '! )% 2(,! 2(, '%1d )% Student name 5ndicator 1 2 % & A B C D E 1@ 5nformation ) 6 E@ G 1@@ "Hery good# * 6 1E G DE C 6 BD G CD + 6 I BD Singara>a , 0ktober 2@1% "<ood# "2nough# ":ess#

"+e!iana#