LESSON PLAN

School Unit : Public Senior High School 4

Malang
Lesson : Mathematics
Concept : Inequalities
Sub concept : Inequality in one variable
Class/ semester : X/ 1
Meeting/ Time : 10th / 2 X 45 minutes

A. Graduate Competence Standard

2. Understanding problem that related to linear equation system and
using in problem solving

B. Competence Standard
3. Solving problem that related to system of linear equation and inequality in
one variable

C. Basic competence
3.4 Solving inequality in one variable that involves algebraic fraction
expression

D. Indicators
1. Determining the solving conditions of inequality in one variable that
involve algebraic fraction expression
2. Determining the solution of inequality in one variable that involve
algebraic fraction expression

D. Time Allocation : 4 x 45 minutes

E. Instructional Objectives
1. Students can determine the solving conditions of inequality in one variable
that involve algebraic fraction expression
2. Students can determine the solution of inequality in one variable that
involve algebraic fraction expression

F. Instructional Contents
Inequality in One Variable That Involve Algebraic Fraction Form
There are 4 kinds basic form of inequality in one variable that involve
algebraic fraction form, i.e.

a. <0

b. >0

c. 0
d. 0

Where u(x), v(x) are function with variable x and v(x) 0. We can solve it by
using set notation or number line. There are 6 steps to solve it, i.e.
a. Constructing right hand side of inequality is 0.
b. Simplifying left hand side for instance by factorizing numerator and
denominator.
c. Determining zeros of numerator and denominator.
d. Locating zeros in number line.
e. Determining value in each interval (positive or negative) by substituting a
value in each one.
f. Determining solution set by examining sign in the given problem and
number line.
Example:
Determine solution set of inequality below!
< 0, x -1
Answer:
< 0 (We skip steps a and b because right hand side has been 0 and left
hand side has be simple form.)
Zeros of numerator is x = 2 and denominator is x = -1.
We substitute some value of x to .

For interval (-,-1], we choose x = -2. Then, we substitute -2 to x in . Thus,

we get the value is = 4 (positive number). So, we write plus sign on interval
(-,-1].
For interval (-1,2), we choose x = 0. Then, we substitute 0 to x in . Thus,

we get the value is = -2 (negative number). So, we write minus sign on

interval (-1,2).
For interval [2,), we choose x = 3. Then, we substitute 3 to x in . Thus,

we get the value is (positive number). So, we write minus sign on interval
[2,).
Next, we locate zeros in number line, so
 +++++++ +++++++

Since the value of asked problem is negative, then the solution set = {x| -1 < x
< 2, x R}.

G. Learning Sources

H. Learning Strategy
1. Instructional approach : Contextual Teaching learning
2. Teaching and learning model : Cooperative learning (Game with hidden
group)
3. Methods : Expository, discussion, question-answer,
task assignment

I. Teaching and Learning Activities

1. Introduction (10 minutes)
Apperception : Checking students initial knowledge about the
previous material example: factorizing quadratic
equation and simplify inequalities.
Motivation :
Teacher give motivation to the students by
telling the application of the material in daily
life
After learning this content, students are
expected to understand the next materials
which have connection with this content with
no difficulty example Designing mathematical
model of problems related to inequality in one
variable
Teacher explains the aim of lesson
2. Main Activity (60 minutes)
a. Exploration
1) Teacher raises students knowledge about how to solve inequality
in one variable that involve algebraic fraction expression
2) Teacher divides the class into some group which each group
consist of 4 or 5 members with the different of academic skill
3) Teacher explains the rule of game with the hidden group
b. Elaboration
4) Teacher choose a group to solve the first problem
5) The chosen group present their answer while the others giving
respond
 6) Teacher asks the students to write every problem that has been
solved by their friend in front of class
7) The students in that group choose the other group to solve the next
problem and soon until all of group already solved the problem and
presented it
8) Teacher facilitates the group who have problem with the given
problem
c. Confirmation
9) Teacher gives award to students who doing true procedure and
answer
10) To check students concept comprehension and their intellectual
activity of communication, teacher asks student to do the exercise
11) After students do exercise, teacher correcting their paper and
discussing the difficult problem with the students.
3. Closing (10 minutes)
12) Teacher guides students to make summarize about material which
have discussed
13) Teacher and students make reflection about what have been
discussed at this meeting
14) Teacher asks students to do exercise in their homes
15) Teacher remind students to read the next materials (that is, the
compound statement and the quantor statement) for the next
meeting

J. Learning Resources
1. Books :
Siswanto. 2004. Matematika Inovatif Konsep dan Aplikasinya:
untuk SMA Kelas X. Solo: PT Tiga Serangkai Pustaka Mandiri.
Page 204-212
2. Tool : Paper and pencil
3. Media : Power Point
ASSESSMENT RUBRIC
a. Standard of competence
b. Basic competence
c. Indicators
d. Grade/Semester
:
3. Solving problem that related with
system of linear equation and inequality
in one variable
:
3.4 Understanding mathematical statement
and its negation
:
1. Determining the solving conditions of
inequality in one variable that involve
algebraic fraction expression
2. Determining the solution of inequality
in one variable that involve algebraic
fraction expression
: X/I

Individual
No. ASPECT INDICATOR DESCRIPTOR SCORE
1. Activenes C1 or C2 1
s a. Asking question C3 or C4 2
C5 or C6 3
d. Give response if the C1 or C2 1
C3 or C4 2
teacher ask C5 or C6 3
C1 or C2 1
g. State opinion C3 or C4 2
C5 or C6 3
0 1
1-3 2
 4 3
j. Intensity participate
a. Answer teachers
in class - Yes 3
Understan
question - No 1
2. ding
c. Answer worksheet - Yes 3
Material
from the teacher - No 0
- Having interesting and
be able to do
Good interaction 3
interaction with other
Communi
fiends
cation and - Having interesting and
3.
cooperatio Enough interaction do less interaction with 2
n skill other fiends
- Having less interesting
Less interaction and do less interaction 1
with other friends

Note:
The meaning of:
a. C1 is the knowledge
b. C2 is the comprehension
c. C3 is the application
d. C4 is the analysis
e. C5 is the synthesis
f. C6 is the evaluation

Group
Assess Scale
No. Aspect 1 2 3 4 Score Rubrics
ment
1. Understanding 3 1. Poor
2. Fair
the material in
3. Good
the problem that 4. Excellent
is given by
teacher
 2. Solving the 5 1. Poor
2. Fair
problem by doing
3. Good
step by step 4. Excellent
correctly
3. Making 8 1. Poor
2. Fair
conclusion
3. Good
4. Excellent
4. Ability to present 10 1. Poor
2. Fair
the result of
3. Good
group working 4. Excellent
5. Teamwork 4 1. Poor
2. Fair
3. Good
4. Excellent
Total 30

Knowing, Gresik, 06 July 2011

Head Master of Junior High School Teacher,

Dra. Anonim, M.Ed, Ph.D Fitriah Aprilianti

NIP. 130 795 399 NIP. 131 786 785