LESSON PLAN

SINE COSINE RULE

VOCATIONAL HIGH SCHOOL

Lecturer :

Dr. Rini Setianingsih, M.Kes.

Arranged by :

YUSRINA NUR AMALIA

15030174068

2015-U

MATHEMATICS DEPARTMENT

FACULTY OF MATHEMATICS AND NATURAL SCIENCE

STATE UNIVERSITY OF SURABAYA

2018
 Lesson Plan

School : Vocational High School 1 Sidoarjo

Subject : Mathematics

Topics : Sine Cosine Rule

Time Alocation : 1 meetings ( 2 × 45 1 0× 40 minutes)

A. Main Competence

1. Respecting and appreciating the teachings of their religion.

2. Respecting and appreciating the honest behavior, discipline, responsibility

(helping one another, cooperation, tolerance, peace), politeness, responsif, responsive,
and pro-active as the part of solution of problems in interacting effectively with social
and nature environment and also place theirselves as a nation reflection in the social
world.

3. Understanding, applying, analyzing, and evaluating factual conceptual,

procedural and metacognitive knowledge based on the field and scope of Mathematics
studies at the technical, specific, detailed, and complex levels, with regard to science,
technology, art, culture and humanities in context the development of self-potential as
part of the family, school, workplace, national, regional, and international citizens.

4. Carrying out specific tasks using commonly used tools, information, and work
procedures as well as solving problems in accordance with the field of Mathematics
studies.

B. Basic Competence
3.12 Apllying sine and cosine rule
4.12 Solving contextual problems related to the sine and cosine rule

C. Indicators
Indicators 3.12
3.12.1 Applying the sine rule
3.12.2 Applying the cosine rule
3.12.3 Applying the area of triangle

Indicators 4.12
4.12.1 Solving contextual problems which related to sine rule
4.12.2 Solving contextual problems which related to cosine rule
4.12.3 Solving contextual problems which related to area of triangle
D. Learning Objectives
1. Students can determine the cosine rule from teacher’s explanation
2. Students can apply the cosine rule by doing worksheets
3. Student can solve contextual problem related to the cosine rule by doing exercise

E. Learning Materials
Requirement Learning Materials
1. Sine Rule
Main Learning Material
1. Cosine Rule

F. Learning Model, Learning Methods, and Learning Approach

1. Learning Model : Discovery Inquiry Learning
2. Learning Methods : Question and Answer and also Discussion
3. Learning Approach : Scientific Approach

G. Learning activity

Activity Description Time

Allocation
Opening Teacher greets the students and lets the 10
class leader leads them to pray before minutes
starting the class.
Teacher checks the presence of the
student.
Teacher explains the purpose of learning,
assessment methods, and the materials
that needed in the learning process.(Cosine
Rule)
Teacher asks students to remember the
material that have learnt last week about
the sine rule . (Apperception)
Teacher says the material that will be learnt
today , that is cosine rule
Teacher gives motivations about the
advantage of learning the materials that
will be learnt today in real life.
“The advantages of learning this materials
is you can determine the length of an
object if there are three sides are known or
two sides and one angle are known.”
“One application of the cosine formula in
real life is to calculate the length of a path
through which an airplane passes from one
city to another and the direction of its
flight. So if you wonder about it let’s follow
 this lesson seriously but still enjoy it.”

Main Questioning the student (stimulating) 75

- Students are divided into some minutes
groups consist of 4 students.
- Students are distributed the
worksheet ( Attachment 2) that
provided by teacher . (Asking)
- Teacher asks student to observe
(read) and understand the problem,
then ask about something that they
do not understand yet.
(Observation)
Making Hypothesis
Student formulate the hypothesis that
relevant to the problem.
Doing Trial
- In each group, students collaborate to
gather any mathematics concept and
rule that have been learned to
determine the steps that are
consistent with the hypothesis and
sort the step to solve the problem
carefully. (Questioning)
- Teacher guides students in
experiment process and teacher act
as facilitator.
- Teacher guides students to cooperate
actively in solving the problem.
- Student work together then observed
and helped by teacher if they get a
trouble.
Discussion
Student are guided to get information
through the discussion. (Collect the
information/ reasoning)
Analyzing
Every student in each group analyze the
data that have been found to solve the
problem. (Associate)
Conclusion
- All students summarize (make an
important note) about the cosine
rule.
- Teacher guides students to make the
conclusion about the cosine rule
- Teacher gives some other problems
(Exercise ,attachments 8) to be done
individually.
Closing Teacher opens question and answer session 5 minutes
Teacher asks students to express about
their feeling today
Teacher reminds students to study the next
material (the area of triangle)
Teacher closes the learning activity with
praying together
Attachment 1

Learning Material
To solve a triangle is to find the lengths of each of its sides and all its angles. The sine rule is
used when we are given either a) two angles and one side, or b) two sides and a non-included
angle. The cosine rule is used when we are given either a) three sides or b) two sides and the
included angle.

Formulae You Should Know

You should already know each of the following formula :

The sine rule

Study the triangle ABC shown below. Let B stand for the angle at B. Let C stand for the angle at C and
so on. Also, let b = AC, a = BC and c = AB.

The Cosine rule

The Cosine Rule can be used in any triangle where you are trying to relate all three sides to
one angle.

Refer to the triangle shown below.

If you need to find the length of a side, you need to know the other two sides and the opposite
angle.
You need to use the version of the Cosine Rule where a2 ,b2 , and c2 is the subject of the
formula:
Attachment 2

WORKSHEET
Material :
Day/Date : ............................/.......................................
Time Allocation : 30 minutes
Group : ........./.1.................................... 2...................................
3.................................... 4....................................

Look at the following problem

Two tankers are departing from same point with different direction so that make an angle 600̊.
The first tanker is moving with speed 30 km/hour and the second tanker is moving with speed
25 km/hour. Determine the distance of both tankers after they are moving during 2 hours !
What can you conclude from your solution ? What is the new formula that you get ?

Hint :

From the problem above, the two tankers movement can illustrated as a triangle, like in the
following figure :

Use Phytagoras Theorem to answer the question.

Solution of Worksheet

That the tankers movement are making triangle like in the following figure:

1. Determine the length of each sides

From the figure above, suppose that :

a. Point A is the departing point of both tankers

b. Angle A is an angle that made by tankers track that different, that is 600̊
c. AB is the distance of the first tanker during 2 hours with speed 30 km/hours,
so AB = 60 km
d. ACB is the distance of the second tanker during 2 hours with speed 30
km/hours, so AC = 50 km
e. BC is the distance of both tankers after cover a distance during 2 hours.
Then, we must to calculate BC or a .

2. Use altitude as first idea

To find BC, we need the following figure. Line CP is altitude of triangle ABC and
CP ⊥ AB. Suppose the length of AP is x , then the length of BP is (c−x ) .

2. Use Phytagoras Theorem to get the formula

Look at the ∆ ACP !

From ∆ ACP we obtain AC 2= AP 2+CP 2 or CP 2=AC 2− AP 2

By substituting, then CP 2=b2 −x2 ……. (1)

 From ∆ BPC we obtain BC 2=BP 2+CP 2 or CP 2=BC 2−BP2

By substituting, then CP 2=a2 −( c−x )2=a 2−c 2+ 2 cx−x 2 ……. (2)

Based on equation (1) and (2), we obtain

2 2 2 2 2
b −x =a −c +2 cx−x
2 2 2 2 2
b =a −c +2 cx−x + x
2 2 2
b =a −c +2 cx

Or
2 2 2
a =b +c −2 cx ….(3)

Based on ∆ APC , we obtain

x
cos A= , then x=b cos A …..(4)
b

By substituting equation (4) to (3), we obtain …

2 2 2
a =b +c −2 bc cos A ….. (5)

3. Use formula to answer the question

By Substituting the value that we have to equation (5), we obtain

a2=502+ 602−2(50)(60) cos 60 °

2 1
a =2500+3600−600 ( )
2
2
a =4100−300
2
a =3800

a=√ 3800=61.6

So, the distance of both tankers after moving during 2 hours is 61.6 km

4. The conclusion :
The new formula that we obtain is
a2=b2 +c 2−2 bc cos A

The cosine rule is used when we are given either a) three sides or b) two sides
and the included angle.
Attachment 3

Assesment Rubric

Intervals
No
Activities Score
. 1-3

3=Excellent
1 Determining the length of each sides 2=not perfect 20
1=all wrong
3=Excellent
2 Using altitude as first idea 2=not perfect 20
1=all wrong
Using Phytagoras Theorem to get the 3=Excellent
3 formula 2=Good 20
1=not Good
3=Excellent
4 Using formula to answer the question 2=not perfect 20
1=all wrong
3=Excellent
5 Conclusion 2=Good 20
1=not Good
Maximum score 18 100

Gained Score
Final Score=
Maximum Score
Attachment 4

EXERCISES

Material : The Cosine Rule

Day/Date : ............................/.......................................
Name/Registration number : ........./....................................

1) Look at the following figure

Determine the cosine rule formula to determine the length of each side, then
calculate the length of each triangle’s sides !

2) A tunnel is to be built through a mountain. To estimate the length of the tunnel, a

surveyor makes the measurements shown in the Figure on the right. Use the
surveyor’s data to approximate the length of the tunnel.
Attachment 5

RUBRIC OF COGNITIVE ASSESMENT

No. Solution Score

1 By using cosine rule :

2 2 2
RQ =PR + PQ −2 ∙ PQ ∙ PR cos 60 ° 10

2
(2 √ ( x +2 ) ) =( x +1)2+(x−1)2−2 ( x+1 ) ( x−1 ) cos 60 °
4 ( x +2)=( x +1)2+(x−1)2−( x+ 1 )( x−1 ) 20
2 2 2
4 x +8=x + 2 x +1+ x −2 x +1−x +1
2
4 x +8=x + 3
2
x −4 x −5=0
( x−5 ) ( x+1 )=0

We get the value of x=5 . 5

So, the length of each triangle are :
PQ=5+1=6 5
QR=5−1=4 5
PR=2 √ x +2=2 √7 5

Total Score 50
Attachment 6

SHEET OF COGNITIVE ASSESSMENT

Gained Score The Total

Final
No. Name of Gained
Score
Score
1 2 3

1.

2.

3.

The calculation of the final score on scale 0-100 as follows :

the gained score

Final score = ×100
Total of maximal score
Attachment 7

RUBRIC OF SKILL ASSESMENT

No. Solution Score

1
To approximate the length c of the tunnel, we use the Cosines Rule

10
2 2 2
c =a + b −2 ab cos C ° 10
2 2 2
c =212 +388 −2( 212)(388)cos 82.4 ° 10

c 2=44,944+150,544−164.512(0.13226)
10
2
c =173,730.2367
10
c=√ 173,730.2367=416.8

Thus, the tunnel will be approximate 417 ft long

Total Score 50
Attachment 8

SHEET OF SKILL ASSESSMENT

Gained Score The Total

Final
No. Name of Gained
Score
Score
1 2 3

1.

2.

3.

The calculation of the final score on scale 0-100 as follows :

the gained score

Final score = ×100
Total of maximal score

Attachment 9
 THE ASSESSMENT INSTRUMENT OF SPIRITUAL AND SOCIAL ATTITUDE
THE EXAMPLE OF JOURNAL

Subject : Mathematics
Learning Period : 2018-2019
Attitude
No Student The
Date Note Follow-up
. Name Observed Aspect
Behavior
1. 5 November Jeha Less Pray before Spiritual Given an
2018 wholeheartedl starting the advise in
y in pray lesson. order to
before starting make her
the lesson. more
serious in
pray

5 November Giving back a Carefulnes Social

2. Reksi
2018 pencil case to s
the owner

Note :
To assess spiritual and social attitude of the student :
1. Spiritual Attitude
a. Praying before starting and after closing the lesson.
b. Greeting in the opening and the closure of the lesson.
2. Social Attitude
a. Honesty d. Well behaved
b. Discipline e. Responsible
c. Cooperative f. Carefulness