RPP X 2

LESSON PLAN (1)
School : SMAN 2 KUNINGAN Matterial : Mathematical

Logic
- Statement and
Truth Value
Subject : Mathematics Time Allocation : 2  45 minutes
Class/Semester : X / Even Lesson Year : 2010/2011
A. Standard of Competence
 Using mathematical logic in solving problem related to compound statements and statements
with quantor.
B. Basic Competence
 Understand the mathematical statements and their negations.
C. Indicator
 Defining open sentence and close sentence.
 Determining the truth value and negation of a preposition.
D. Learning Objectives
 The students can defining open sentence and close sentence.
 The students can determining the truth value and negation of a preposition.
I. Model and Methodsdan Strategi Pembelajaran

Model : Cooperative Learning
Strategy : Contextual Approximation
Methods : Explanation, Question and answer, and Discussion
E. Media and Source

1. Media : Modul
2. Source:
 Marwanta et.al.(2008). Bilingual Mathematics For Senior High School Year X .
Jakarta: Yudhistira
 Tedy S. (2007). 2007 Soal –soal Pemantapan Ujian Nasional. Bandung : Yrama
Widya
 Willa Adrian. (2007). Matematika Bilingual Untuk SMA Kelas X . Bandung : Yrama
Widya.
 Ifni Muharman – Kusnandar. (2010). Work Book Mathematics For Senior High School
Year X . Jakarta : Yudhistira.
 B.K. Noormandiri. (2007). Matematika untuk SMA Kelas X. Jakarta : Erlangga
 Marthen Kanginan. (2008). Matematika Untuk SMA Kelas X Semester 1 . Bandung :
Grafindo Media Pratama.
 Sri Kurnianingsih, et al. (2010). Bilingual Mathematics 1B for Senior High School
Grade X . Jakarta : Esis.
II. Learning Activity

1. Pre Activity
 Short explanation about competency and new matterial that will given.
2. Whilst Activity
 In each group, the student make sentences and so discussing which of the sentences is the
right preposition.
 The student determining the definition of open sentence and close sentence by discussing.
 The student discussing the truth value and nagation of a preposition.
 The student solving problem related to open sentence, preposition and negation of a
statement.
Hal 1
 The student doing the exercise from source book.
 The teacher doing evaluation of learning procees of the students.
3. Post Activity
 The student make conclusion.
 The student given task for next learning.
F. Evaluation
1. Kind of Evaluation :
 Individual Test
 Structure Task: Doing homework from source book or work book.
 Non Structure Task: Doing the Competence Check from source book
2. Form of evaluation :
 Quiz
 Multiple choice test
 Essay
3. Examples of problems :
1. Determine whether the following sentences are prepositions!

a. Jakarta is the capital city of Indonesia.
b. The root of the equation 2x + 8 = 0 is.
c. Is 2 a prime number?
d. 2x + 6 = 0.
2. Which sentences are including open sentences! Solve those open sentences!
a. 2x + 2 natural number
b. sin 30 =
3. Determine the truth value of the following prepositions!

a. p : The sum of angles in any triangles is 360 .
b. q : is a irrational number.
4. State the negation of “2 is a prime number”
Answer Keys :
1. a. The sentence (a) is a preposition, because a true preposition

b. The sentence (b) is a preposition, because a false preposition
c. The sentence (c) is not preposition, but a question
d. The sentence (d) is not preposition, but an open sentence
2. a. This sentence is an open sentence.

The solution set is { 1 }.
b. This sentence is not open sentence.
3. a. = F (false)
b. = T (true)
4. p : 2 is prime number
2 is not true a prime number
Hal 2

LESSON PLAN ( 2)
School : SMAN 2 KUNINGAN Matterial : Conjunction and

Disjunction
with quantor.
B. Basic Competence
 Understand the mathematical statements and their negations.
 Determine the truth value of the compound statements and statements with quantor.
C. Indicator
 Determining the truth value of the compound statements and statements with quantor.
 Determining the truth value of conjunction and disjunction and its the truth table.
 The students can determining the truth value of the compound statements and statements with
quantor.
 The sudents can determining the truth value of conjunction and disjunction and its the truth
table.
III. Model and Methods

Strategi : Contextual Approximation
E. Media and Source

1. Media : Modul
2. Source:
Jakarta: Yudhistira
Widya
Widya.
IV. Learning Activity

1. Pre Activity
 Question and answer about homework.
2. Whilst Activity
Hal 3
 The student make compound statement with word ”and” (conjunction) and then discuss its
the truth value.
 The student make the truth table of conjunction and then conclude characteristic of this
table.
 The student solving problem related to conjunction in verbal or symbollic.
 The student make the truth table of disjunction (inclusive or exclusive), then conclude
characteristic of this table.
3. Post Activity
F. Evaluation
 Individual Test
 Quiz
 Essay
Find the truth values of the following conjunction!

1) The Java Island is greather than Irian Island and 2 is an even number.
2) The quadratic equations x 2  6 x  2  0 has two real roots and Semarang is the capital
city of Central Java.
Answer Keys :
1) p : The Java Island is greather than Irian Island
q : 2 is an even number
Because  ( p )  F and  ( q )  T , so based on the truth table of conjunction
 ( p  q)  F .
2) p : The quadratic equations x 2  6 x  2  0 has two real roots.

q : Semarang is the capital city of Central Java.
Because  ( p)  T and  ( q )  T , so based on the truth table of conjunction
 ( p  q)  T .

Hal 4
LESSON PLAN ( 3)
School : SMAN 2 KUNINGAN Matterial : Implication and

Biimplication
with quantor.
B. Basic Competence
 Understand the mathematical statements and their negations
 Determine the truth value of the compound statements and statements with quantor
C. Indicator
 Determining the truth value of implication and biimplication and its the truth table.
 The students can determining the truth value of implication and biimplication and its the truth
table.
V. Model and Methodsdan Strategi Pembelajaran

E. Media and Source

1. Media : Modul
2. Source:
Jakarta: Yudhistira
Widya
Widya.
VI. Learning Activity

1. Pre Activity
2. Whilst Activity
 The student make compound statement with word ”If ... then... ” (implication) and ”If and only
if” (biimplication) and then discuss its the truth value.
Hal 5
 The student make the truth table of implication and biimplication characteristic of this table.
 The student solving problem related to conjunction in verbal or symbollic.
3. Post Activity
F. Evaluation
 Individual Test
 Quiz
 Essay
1) Find the truth values of the following implications!

a. If log 5  log 15  log 20 , then log 15  log 5  log 3
1 1 1 1
b. If  5 2 , then cos 30 
5 2 3 3 2
2) Find the truth values of the following biimplication!

a. 2 log16  4 if only if 2 4  16
b. x 2  x  2  0 has two real roots if only if x 2  2 x  6  0 has real roots.
Answer Keys :
1) a. p : log 5  log 15  log 20

q : log 15  log 5  log 3
Because  ( p )  F and  ( q )  T , so based on the truth table of implication,
 ( p  q)  T .
1 1 1
b. p :  5 2
5 2 3 3
q : cos 30  1
2
Because  ( p )  T and  ( q )  F , so based on the truth table of implication,
 ( p  q)  F .
2) a. p : 2 log16  4
q : 2 4  16
Because  ( p)  T and  ( q)  T , so based on the truth table of implication,
 ( p  q)  T .
b. p : x 2  x  2  0 has two real roots
q : x 2  2 x  6  0 has real roots
Because  ( p)  T and  ( q )  F , so based on the truth table of implication,
 ( p  q)  F .
Hal 6

LESSON PLAN (4)
School : SMAN 2 KUNINGAN Matterial : Converse, Inverse

And Contraposition
with quantor.
B. Basic Competence
 Understand the mathematical statements and their negations
 Determine the truth value of the compound statements and statements with quantor
C. Indicator
 Determining the converse, inverse, and contraposition of the implication
 The students can determining the converse, inverse, and contraposition of the implication
del and Methods

E. Media and Source

1. Media : Modul
2. Source:
Jakarta: Yudhistira
 Tedy S. (2007). 2007 Soal –soal Pemantapan Ujian Nasional. Bandung : Yrama Widya
Widya.
arning Activity
1. Pre Activity
Short explanation about competency and new matterial that will given.
Question and answer about homework.
2. Whilst Activity
 With their group, the student discuss about relation between implication,inverse, converse,
and contraposition.
 Converse is a statement which has form of q  p
 Inverse is a statement which has form of ~ p  ~ q
 Contraposition is a statement which has form of ~ q  ~ p
Hal 7
 The student solving problem related to implication, inverse, converse, and contraposition in
verbal or symbollic.
3. Post Activity
F. Evaluation
 Individual Test
 Quiz
 Essay
1) Find the converse, inverse, and contraposition from the following implications!
a. If ABCD is square, then its diagonals have the same length
b. If the sun does not be shine, it will be rain.
2) Find the converse, inverse, and contraposition from the following implications!
a. p  ~ q
b. p  ( q  ~ r )
c. (~ p  q )  ( r  ~ s )
Answer Keys :
1) a. Converse : If diagonals of ABCD have the same length, then ABCD will be a square
. Inverse : If ABCD is not a square, then its diagonals will not have the same length.
Contraposition : If diagonals of ABCD do not have the same length, then ABCD will not
be a square.
b. Converse : If it rains, then the sun will not be shine.
Inverse : If the sun shines, then it does not rain.
Contraposition : If it does not rain, then the sun will be shine.
2) a. Converse : ~q  p
Inverse :~p q
Contraposition : q~ p
b. Converse : (q  ~ r )  p
Inverse : ~ p  (~ q  r )
Contraposition : (~ q  r )  ~ p
c. Converse :( r ~ s)  ( ~ p  q)
Inverse : ( p  ~ q)  ( ~ r  s)
Contraposition : ( ~ r  s)  ( p  ~ q )

Hal 8
LESSON PLAN (5)
School : SMAN 2 KUNINGAN Matterial : Equivalence,

Tautology, Contra
Diction, and
Contingency
Class/Semester : X / Even Year Lesson : 2010/2011
with quantor.
B. Basic Competence
 Formulate the statements which are equivalent with the other quantor statements.
C. Indicator
 Find equivalence between two compound statements.
 Proving equivalence between two compound statements.
 Making the statement which equivalence with the compound statement.
 Identifying characteristic of tautology and contradiction from the truth table.
 Checking a compound statement is tautology or contradiction or not both.
 The students can find equivalence between two compound statements.
 The students can proving equivalence between two compound statements.
 The students can making the statement which equivalence with the compound statement.
 The students can identifying characteristic of tautology and contradiction from the truth table.
 The students can checking a compound statement is tautology or contradiction or not both.
Model and Methods

E. Media and Source

1. Media : Modul
2. Source:
 Marwanta et.al.(2008). Bilingual Mathematics For Senior High School Year X . Jakarta:
Yudhistira
Widya.
 Marthen Kanginan. (2008). Matematika Untuk SMA Kelas
X Semester 1 . Bandung : Grafindo Media Pratama.
Hal 9
Learning Activity
1. Pre Activity
2. Whilst Activity
 With their group, the student find compound statement is equivalent.
Two compound statements A and B are logically equivalent if they have the same truth value
and denoted by A  B
 The student solving problem related to equivalence of two compound statements.
 The student can defined about tautology, contradiction, and contingency.
a. A tautology is a compound statement that is true under any possible valuation.
b. A contadiction is a compound statement that is false under any possible valuation.
c. A contingency is a compound statement that can either be true or false under any
possible valuation.
 The student can determine which one tautology, contradiction, or contingency from any
statements which given.
3. Post Activity
F. Evaluation
 Individual Test
 Quiz
 Essay
1) By using the truth table, show that the following statements are true!
a. ~ ( p  q )  ~ p  ~q
b. ~ ( p  q)  ~ p  ~ q
2) Give an example a compound statement is a tautology, contradiction, and contingency!
Answer Keys:
1) a.
p q ~p ~q pq ~(p  q) ~p  ~q
T T F F T F F
T F F T F T T
F T T F F T T
F F T T F T T
b.
p q ~p ~q pq ~(p  q) ~p  ~q
Hal 10
T T F F T F F
T F F T T F F
F T T F T F F
F F T T F T T
2) a. Tautology : p  ( p  q )
b. Contradiction : ( p  q)  ( p  ~ q )
c. Contingency : ( p  q )  r

LESSON PLAN (6)
School : SMAN 2 KUNINGAN Matterial : Statements with

Quantor
with quantor.
B. Basic Competence
 Formulate the statements which are equivalent with the other quantor statements.
C. Indicator
 Understanding the definition of statements with quantor.
 Expressing the open sentences by using universal quantor or exsistensial quantor and their
negations.
 The students can understanding the definition of statements with quantor.
 The students can expressing the open sentences by using universal quantor or exsistensial
quantor and their negations.
VII. Model and Methods

E. Media and Source

1. Media : Modul
2. Source:
Yudhistira
Widya.
Hal 11
VIII. Learning Activity
1. Pre Activity
2. Whilst Activity
 The students discuss about the definition of statements with quantor.
An open sentence can be changed into a statement using quantor. Quantor is an expression
to show “How many or how much”.
 The student change an open sentence into universal quantor of problems are given.
The notation is: x, p ( x ) read: for all x , we have p ( x) ,
Or
(x  S ), p ( x ) read: for every x in S, we have p ( x )
 The student change an open sentence into existensial quantor of problems are given.
The notation is : x, p ( x ) read: there exists x such that p ( x)
Or
(x  S ), p ( x) read: there exists x in S such that p ( x)
 The student determine the negation of universal quantor or existensial quantor
The negation of the statements with quantor can be denoted as follow:
a. ~ (x, p ( x))  x, ~ p ( x)
b. ~ (x, p ( x))  x, ~ p ( x)
3. Post Activity
F. Evaluation
 Individual Test
 Quiz
 Essay
1) Express the following open sentences by using universal quantor

a. p ( x) : x  2  7 , where the whole set is integer B
b. q ( x) : x 2  1  0 , where the whole set is real number R
2) Given an open sentence 2 x  1  7. Express it by using existensial quantor, and then

determine its truth value, whether the whole set is real number R.
3) Determine the negation of the following statements with quantor!

a. (x  B ), ( x  2  5)
b. There are not interesting artists
c. (x  R), ( x 2  1  x  1)
d. All fishes lay eggs
Answer Keys:
1) a. (x  B ) , ( x  2  7 )
Read : For every integer x, we have x  2  7 .
b. (x  R ) , ( x 2  1  0)
Hal 12
Read : For every real number x, we have x 2  1  0
2) (x  R ) , ( 2 x  1  7 )
The statement is true, because there exists x  R , that is x  3 such that 2 x  1  7.
3) a. (x  B ), ( x  2  5)
b. All of artists are interesting
c. (x  R ), ( x 2  1butx  1)
d. There is fish does not lay eggs.

LESSON PLAN (7)
School : SMAN 2 KUNINGAN Matterial : Making Conclusion

with quantor.
B. Basic Competence
 Use the mathematical logic principle in making and solving conclusion of the statements with
quantor.
C. Indicator
 Checking validity of making conclusion use mathematical logic principle.
 Determining conclusion from any premise, with the rule of modus ponens, modus tollens or
syllogism.
 The student can checking validity of making conclusion use mathematical logic principle.
 The student can determining conclusion from any premise, with the rule of modus ponens,
modus tollens or syllogism.
IX. Model and Methodsdan Strategi Pembelajaran

E. Media and Source

1. Media : Modul
2. Source:
Yudhistira
Widya.
Hal 13
X. Learning Activity
1. Pre Activity
2. Whilst Activity
 With their group, the student formulate to making conclusion with the rule of modus ponens,
modus tollens, and syllogism.
a. Modus Ponens
Premise 1 : pq
Premise 2 : p
Conclusion :q
b. Modus Tollens
Premise 1 : pq
Premise 2 : ~q
Conclusion : ~ p
c. Syllogism
Premise 1 : pq
Premise 2 : qr
Conclusion :pr
 The student solving problem related to validity of making conclusion based on premises is
given.
3. Post Activity
F. Evaluation
 Individual Test
 Quiz
 Essay
1) Determine whether the following statement is valid!

Premise 1 : pq
Premise 2 : ~r  ~ q
Conclusion : ~ r  ~ p
2) Find the conclusion of the following statement!
Premise 1 : If tiger is a wild animal, then it cannot be a pet
Premise 2 : Tiger is a pet
Answer Keys :
1) The argument above is valid for dealing with syllogism. Premise 2 can be changed into
q  p by contraposition, and the conclusion changed into p  r by contraposition too.
2) The conclusion is : Tiger is not a wild animal.

The conclusion is valid for dealing with modus tollens.
Hal 14

LESSON PLAN ( 8 and 9)
DAILY TEST AND REMEDIAL

(Mathematical Logic)
LP LESSON ACTIVITY TIME INDICATOR

Informing the rules of  Determining the truth value of
daily test and arrange of quantor statement.
Pre Activity 10’
seat
 Determining negation of
quantor statement.
8 Whilst
75’  Determining the truth value of
Activity Doing the daily test
compound statement.
Post Activity Collect the daily test 5’  Determining negation of a
compound statement.
 Checking equivalence between
Informing the result of two compound staements.
Pre Activity 10’
daily test
 Proving equivalence between two
compound statements.
Whilst  Making the statement which
Remedial or Enrichment 75’
Activity equvalent with a compound
statement.
9  Checking validity of making
conclusion using by
mathematical logic principle.
Plan of activity to next
Post Activity 5’  Determining conclusion of
learning
premises based on modus
ponens, modus tollens, and
syllogism.
NOTE
The Daily Test is Enclosed

Hal 15
LESSON PLAN (10)
School : SMAN 2 KUNINGAN Matterial : Trigonometry

- Trigonometry
Ratios
 Using ratios, functions, equations, and trigonometrc identitiy in solving problems.
B. Basic Competence
 Conducting algebra manipulations in technical calculations related with trigonometry ratios,
functions, equations and identity.
C. Indicator
 Determining trigonometric ratios formed by an angle of a right triangle.
 Determining the elements of a right triangle if one of angle and side is given.
XI. Learning Objectives

 The student can determining trigonometric ratios formed by an angle of a right triangle.
 The student can determining the elements of a right triangle if one of angle and side is given.
D. Model and Methods

Strategy : Contextual Approximation
E. Media and Source

1. Media : Modul
2. Source:
Yudhistira
Widya.
Hal 16
XII. Learning Activity
1. Pre Activity
 Given some motivations.
2. Whilst Activity
 Talking about definotion of trigonometric ratios formed by an angle of a right triangle.
 The students define the ratios of sine (sin), cosine (cos), and tangent (tan) and each its
reverse (cosec, sec, and cot) of a right triangle is given.
opposite  side
a. sin   hypotenuse
adjacent  side
b. cos   hypotenuse
opposite  side
c. tan   adjacent  side
 By discussion, the students determining the elements of a right triangle if one of angle and
side are known.
 Talking about how to calculate the elements of a right triangle if two elements are given
using trigonometric ratios.
3. Post Activity
F. Evaluation
 Individual Test
 Quiz
 Essay
1) Find the value of sin  , cos  , and tan  of the following triangle!
3 
3
2) If sec   , find the value of the others trigonometric ratios.
2
3) The right triangle ABC is right angled at C. If AB = 10 cm and ABC  57 , find:
a. the length of side AC
b. the size of BAC
Answer Keys :
4 3 4
1) a. Sin   b. Cos   c. Tan  
5 5 3
Hal 17
5 3
2) a. Sin   d. Cosec   5
3 5
2 2
b. Cos   e. Cot   5
3 5
5
c. Tan  
2
3) a. 8,39 cm b. 33o

LESSON PLAN (11)
School : SMAN 2 KUNINGAN Matterial : Trigonometric ratios

For specific angles
B. Basic Competence
C. Indicator
 Determining the sine, cosine and tangent of specific angles.
 Determining the trigonometric ratios of the angles for any quadrant.
 The student can determining the sine, cosine and tangent of specific angles.
 The student can determining the trigonometric ratios of the angles for any quadrant.
XIII. Model and Methods

E. Media and Source

1. Media : Modul
2. Source:
Yudhistira
Widya.
Hal 18
XIV. Learning Activity
1. Pre Activity
2. Whilst Activity
 Talking about trigonometric ratios (sine, cosine, and tangent) for specific angles, by question
and answer.
The table of the value of trigonometric ratios for specific angles:
 0o 30 o 45 o 60 o 90 o
sin  0 1 1 1 1
2 3
2 2 2
cos  1 1 1 1 0
3 2
2 2 2
tan  0 1 1 3 
3
3
Cosec  2 2 2
3
1
 3
Sec  1 2 2 2 
3
3
Cot   3 1 1
3
0
3
 The students discuss trigonometric ratios of angle at any quadrant.
Trigonometr Quadrant Quadrant Quadrant Quadrant

y I II III IV
Ratios
Sin  + + - -
Cos  + - - +
Tan  + - + -
Cosec  + + - -
Sec  + - - +
Cot  + - + -

3. Post Activity
F. Evaluation
 Individual Test
 Quiz
Hal 19
 Essay
1) Calculate the value of the following forms!

a. sin 30o cos600 + cos 30o sin 60o
tan 60  tan 30

b.
1  tan 60 tan 30
2) In right triangle ABC is right angled at B, if AB = 200 cm and C  30 , find the length of side
AC and BC!
2
3) If cos    and  at quadrant II, so find the value of sin  !
5
Answer Keys :
1) a. 1
1
b. 3
3
2) AC = 400 cm and BC = 200 3 cm

1
3) Sin  =
5

Hal 20
LESSON PLAN (12)
School : SMAN 2 KUNINGAN Matterial : Related Angles

B. Basic Competence
C. Indicator
 Determining the trigonometric ratios formulas of related angles.
 The student can determining the trigonometric ratios of related angles.
XV. Model and Methodsdan Strategi Pembelajaran

E. Media and Source

1. Media : Modul
2. Source:
Yudhistira
Widya.
XVI. Learning Activity

1. Pre Activity
Hal 21
2. Whilst Activity
 Talking about trigonometric ratios formulas of related angles, by question and answer..
 The students solving problem related with trigonometric ratios formulas of related angles.
a. In quadrant I
 and (90o -  ) or  and (360o +  )
b. In quadrant II
 and (180o -  ) or  and (90o +  )
c. In quadrant III
 and (180o +  ) or  and (270o -  )
d. In quadrant IV
 and (360o -  ) or  and (270o +  )
3. Post Activity
F. Evaluation
 Individual Test
 Quiz
 Essay
1) Change the following trigonometric ratios into the trigonometric ratios of their complementary
angles!
a. sin 43o
b. cot 37o
c. sec 41o
2) Express trigonometry forms below in acute angles!

a. cos 135o
b. tan 230o
c. cosec 295o
sin 270 cos135 tan 135
3) Calculate the value of without using table of trigonometry
sin 150 cos 225
values!
Answer Keys :
1) a. cos 47o
b. tan 53o
c. cosec 49o
2) a. –cos 45o
b. tan 50o
c. –cosec 65o
3). 2
Hal 22

LESSON PLAN (13)
School : SMAN 2 KUNINGAN Matterial : Trigonometric

Identity
B. Basic Competence
 Designing mathematics models of problems related with trigonometry ratios, functions,
equations, and identitiy.
 Solving mathematics models of problems related with trigonometry ratios, functions, equations,
and identitiy and also interpretation.
C. Indicator
 Proving the simple trigonometric identitiy.
 The student can proving the simple trigonometric identitiy.
XVII. Model and Methods

E. Media and Source

1. Media : Modul
2. Source:
Yudhistira
Widya.
Hal 23
XVIII. Learning Activity

1. Pre Activity
2. Whilst Activity
 Talking about trigonometric identities formula by discussing.
The based formula are:
1 1
a. sin    cos ec 
cos ec sin 
1 1
b. cos    sec  
sec  cos 
1 1
c. tan    cot  
cot  tan 
sin 
d. tan  
cos 
cos 
e. cot  
sin 
f. sin   cos 2   1
2
g. 1  tan 2   sec 2 
h. 1  cot 2   cos ec 2
 The students discuss how to prove trigonometric identity using based formula .
3. Post Activity
F. Evaluation
 Individual Test
 Quiz
 Essay
Prove the following trigonometric identities!

1) sin A sec A = tan A
2) (1- cos A) ( 1 + cos A) = sin2 A
1 1
3)   2 sec 2 A
sin A  1 sin A  1
Answer Keys :
1
1) sin A sec A  sin A
cos A
sin A

cos A
 tan A
It is proved that sin A sec A = tan A.
Hal 24
2) (1 – cos A) (1 + cos A) = 1 – cos2 A
= sin2 A
It is proved that (1- cos A) ( 1 + cos A) = sin 2 A
1 1 (sin A  1)  (sin A  1)
3)  
sin A  1 sin A  1 (sin A  1)(sin A  1)
sin A  1  sin A  1

sin 2 A  1
2 1
 2
 2 2
 2 sec 2 A
cos A cos A
1 1
It is proved that   2 sec 2 A
sin A  1 sin A  1

LESSON PLAN (14)
School : SMAN 2 KUNINGAN Matterial : Trigonometry

Functions
Class/Semester : X / Even Tahun Ajaran : 2009/2010
B. Basic Competence
C. Indicator
 Drawing the graph of simple trigonometric function.
 The student can drawing the graph of simple trigonometric function.
XIX. Model and Methods

E. Media and Source

1. Media : Modul
2. Source:
Yudhistira
Widya.
Hal 25
XX. Learning Activity

1. Pre Activity
2. Whilst Activity
 Talking about draw the graph of simple trigonometric funtions
a. f ( x )  sin x
b. f ( x)  cos x
c. f ( x)  tan x
 The students make the graph of simple trigonometric functions using table.
3. Post Activity
F. Evaluation
 Individual Test
 Quiz
 Essay
Drawing the graph of the following trigonometry functions:

1) f ( x )  sin x , for 0  x  360
2) f ( x)  cos x , for 0  x  360
3) f ( x )  tan x , for 0  x  360
Answer Keys :
1)
0 180 36
-1
Hal 26
2)
1
0 180 36
-1
3)
`
1
1
0 180 36
-1

Hal 27
LESSON PLAN (15)
School : SMAN 2 KUNINGAN Matterial : The simple

Trigonometry
Equations
B. Basic Competence
C. Indicator
 Solving the simple trigonometric equations.
 The student can solving the simple trigonometric equations.
XXI. Model and Methods

E. Media and Source

1. Media : Modul
2. Source:
Hal 28
Yudhistira
Widya.
XXII. Learning Activity

1. Pre Activity
2. Whilst Activity
 Talking about how solving the simple trigonometric equation, by question and answer.
To solve trigonometric equations, can be used the following formulas:
a. sin x  sin 
x    k .360 or x  (180   )  k .360
b. cos x  cos 
x    k .360 or x    k .360
c. tan x  tan 
x    k .180
For angle size in radian, the formulas become:
a. sin x  sin 
x    k .2 or x  (   )  k .2
b. cos x  cos 
x    k .2 or x    k .2
c. tan x  tan 
x    k .
 The students solving trigonometric equation using above formula.
3. Post Activity
F. Evaluation
 Individual Test
 Quiz
 Essay
1
1) Determine the solution set of sin 2 x  3 in the interval 0  x  360
2
2) Find the solution set of the following equations in the interval 0  x  2 !
Hal 29
a. tan x  3
 1
b. cos(3 x  ) 2
4 2
Answer Keys :
1)  30,60,210,240 
 4 
2) a.  , 
3 3 
   7 5 11 
b.  , , , , , 
3 4 2 6 3 6 

LESSON PLAN (16 and 17)

(Trigonometric Ratios and Functions)

Informing the rules of  Determining the trigonometric
daily test and arrange of ratios of right triangle.
Pre Activity 10’
seat
 Determining the value of
trigonometric ratios of specific
16 Whilst
75’ angles.
 Determining the value of
Post Activity Collect the daily test 5’ trigonometric ratios for angles at
any quadrant.compound
statement.
Informing the result of  Determining the formula of
Pre Activity 10’
daily test trigonometric functions from the
graph.
Whilst  Solving the simple trigonometric
17 Remedial or Enrichment 75’ equation.
Activity
 Proving trigonometric identitiy.
Plan of activity to next  Solving the problem using
Post Activity 5’ trigonometric ratios.
learning
NOTE
Hal 30

LESSON PLAN (18)
School : SMAN 2 KUNINGAN Matterial : Sine and Cosine

Rules
B. Basic Competence
C. Indicator
 Calculating the length of sides and the size of angles from any triangle using sine rule.
 The student can calculating the length of sides and the size of angles from any triangle using
sine rule.
XXIII. Model and Methods

E. Media and Source

1. Media : Modul
2. Source:
Hal 31
Yudhistira
Widya.
XXIV. Learning Activity

1. Pre Activity
2. Whilst Activity
 Talking about how proving sine rule, by question and answer.
In any triangle ABC with angles A, B, and C and the opposite sides are a, b, and c
respectively follows the dine rule:
a b c
 
sin A sin B sin C
 The students calculating the elements of triangle (sides and angles) if two angles size and
one side length are given by sine rule.
 The students calculating the elements of triangle (sides and angles) if two sides length and
one size of an angle opposite to one of the side are given by sine rule.
3. Post Activity
F. Evaluation
 Individual Test
 Quiz
 Essay
1) In triangle ABC, known BAC  45, ACB  120 , and BC  6 cm. Find the
length of side AB!
2) In triangle ABC, known a  b  10,   30 and B  45 , so find the length of AC!
3) Given triangle PQR, P  30 , QR = 4 cm, and PR = 4 3 cm. Calculate the size of
angle Q!
Answer Keys :
1) AB = 3 cm
Hal 32
2) AC = 10(2  2)
3) Q  60 / 120

LESSON PLAN (19)
School : SMAN 2 KUNINGAN Matterial : Cosine Rule

Class/Semester : X / Even Tahun Ajaran : 2010/2011
B. Basic Competence
C. Indicator
 Calculating the length of sides and the size of angles from any triangle using cosine rule.
 The student can calculating the length of sides and the size of angles from any triangle using
cosine rule.
XXV. Model and Methods

E. Media and Source

1. Media : Modul
2. Source:
Hal 33
Yudhistira
Widya.
XXVI. Learning Activity

1. Pre Activity
 Question and Answer about homework.
2. Whilst Activity
 Talking about how proving cosine rule, by question and answer.
In any triangle ABC with angles A, B and C and sides opposite to these angles have length
a, b and c respectively, sitisfies cosine rules:
a 2  b 2  c 2  2bc cos A ;
b 2  a 2  c 2  2ac cos B ;
c 2  a 2  b 2  2ab cos C
 The students calculating the elements of triangle (sides and angles) if two sides length and
one angle size of angle between them are given using cosine rule.
 The students calculating the elements of triangle (sides and angles) if the length of three
sides are given by formulas:
b2  c2  a2
CosA  ;
2bc
a 2  c2  b2
CosB  ;
2ac
a2  b2  c2
CosC 
2ab
3. Post Activity
F. Evaluation
 Individual Test
 Quiz
 Essay
1) Given triangle ABC with AC = 3 cm, AB = 2 cm and  A = 60o. Find the length of side BC!
Hal 34
2) The length of sides any triangle are 4, 6 and 8. Calculate the value of cosine of smallest
angle!
3) In triangle ABC with a = 7, b = 6 and c = 5. Determine the value of sin A!
Answer Keys :
1) BC = 7 cm
7
2) cos x 
8
2
3) sin A  6
5

LESSON PLAN (20)
School : SMAN 2 KUNINGAN Matterial : Triangle Areas

B. Basic Competence
C. Indicator
 Calculating the area of any triangle which its component are given.
 The student can calculating the area of any triangle which its component are given
XXVII. Model and Methodsdan Strategi Pembelajaran

Hal 35
E. Media and Source
1. Media : Modul
2. Source:
Yudhistira
Widya.
XXVIII. Learning Activity

1. Pre Activity
2. Whilst Activity
 Talking about how proving the formula of area of any triangle.
 The students calculating the area of any triangle if two sides length and one angle size of
angle between them are given by formula:
The area of any triangle ABC is:
1 1 1
L bc sin A ; L ac sin B ; L ab sin C
2 2 2
 The students calculating the area of any triangle if the length of three sides are given by
formula:
a 2 sin B sin C b 2 sin A sin C c 2 sin A sin B
L ; L ; L
2 sin A 2 sin B 2 sin C
 The students calculating the area of any triangle if the length of two angles size and one
side length are given by formula:
1
L s ( s  a )( s  b)( s  c ) , with s  (a  b  c)
2
3. Post Activity
F. Evaluation
 Individual Test
 Quiz
 Essay
Hal 36
1) In triangle ABC given BC = 10 cm, AC = 12 cm and C  45 . Find the area of triangle
ABC!
2) Known triangle ABC, AB = 5 cm and AC = 8 cm. If the area of triangle ABC is 10 cm 2 ,then
calculate the value of cos A!
3) Determine the area of triangle PQR with the length sides of p, q and r is 13 cm, 14 cm and
15 cm respectively!
Answer Keys :
1) LABC  30 2 cm2
1
2) CosA  3
2
3) LPQR  84 cm2

LESSON PLAN (21)
School : SMAN 2 KUNINGAN Matterial : Application of

Trigonometry
B. Basic Competence
C. Indicator
 Identifying the problem related with trigonometric ratios, functions, equations, and identitiy
 Making mathematics models related with trigonometric ratios, functions, equations, and identitiy
 Determining the solution of mathematics models related with trigonometric ratios, functions,
equations, and identitiy
 Interpreting the result of solution of mathematics models related with trigonometric ratios,
functions, equations, and identitiy
Hal 37
 The student can identifying the problem related with trigonometric ratios, functions, equations,
and identitiy
 The student can making mathematics models related with trigonometric ratios, functions,
equations, and identitiy
 The student can determining the solution of mathematics models related with trigonometric
ratios, functions, equations, and identitiy
 The student can interpreting the result of solution of mathematics models related with
trigonometric ratios, functions, equations, and identitiy
XXIX. Model and Methodsdan Strategi Pembelajaran

E. Media and Source

1. Media : Modul
2. Source:
Yudhistira
Widya.
XXX. Learning Activity

1. Pre Activity
2. Whilst Activity
 The student identifying the problem related with trigonometric ratios, functions, equations, and
identitiy by discussing.
 The student make mathematics models related with trigonometric ratios, functions, equations,
and identitiy.
 The student determining the solution of mathematics models related with trigonometric ratios,
functions, equations, and identitiy by question and answer.
 The student make interpret the result of solution of mathematics models related with
trigonometric ratios, functions, equations, and identitiy
3. Post Activity
F. Evaluation
 Individual Test
 Quiz
Hal 38
 Essay
B. Examples of problems :
1)
The figure beside shows a string is streched between
peak of a banner pole and the land. If the string forms an
angle  to the land, where sin   2 5 and length of
5
the string is 20 meters, then find the height of the banner
pole.

2) Two ships A and B run from a seaport P together. Ship A runs in the bearing of 080 o and
ship B in the bearing 140 o. If the velocity of ship A is 15 mil/hour and ship B is 10 mil/hour,
determine the distance of these ships after 6 hours?
3) In a parallelogram ABCD with AB = 5 cm, BC = 4 cm and ABC  120 , find the area
of this parallelogram!
Answer Keys :
1) The height of the banner pole is 8 5 meters

2) The distance of these ships is 10 91 mil
3) LABCD  2 61 cm2


(The Sine and Cosine Rules)

Informing the rules of  Solving problem calculate
daily test and arrange of using sine rule.
Pre Activity 10’
seat
 Solving problem calculate
using cosine rule.
22 Whilst
75’  Calculating the area of any
triangle which the components
Post Activity Collect the daily test 5’ are given.
 Identifying the problem related
23 with trigonometric ratios,
Informing the result of functions, equations, and
Pre Activity 10’ identitiy
daily test
G. Making mathematics models
Whilst 75’ related with trigonometric ratios,
Activity Remedial or Enrichment functions, equations, and
identitiy
Hal 39
H. Determining the solution of
mathematics models related
with trigonometric ratios,
functions, equations, and
identitiy
Plan of activity to next I. Interpreting the result of
Post Activity 5’
learning solution of mathematics models
related with trigonometric ratios,
functions, equations, and
identitiy
NOTE

LESSON PLAN (24)
School : SMAN 2 KUNINGAN Matterial : Three-Dimensional

Object
- Position of point,
line, and plane in
polyhedral
 Determining positions, distances, and sizesof angles which involving points, lines, and planes in
the three-dimensional objects.
B. Basic Competence
 Determining positions of points, lines, and planes in the three-dimensional objects.
C. Indicator
 Identifying the shapes of three-dimensional objects.
 Determining positions of a point toward a line in plane.
 Determining positions of a point toward a plane in three-dimensional objects.
Hal 40
 The student can identifying the shapes of three-dimensional objects.
 The student can determining positions of a point toward a line in plane.
 The student can determining positions of a point toward a plane in three-dimensional objects.
XXXI. Model and Methodsdan Strategi Pembelajaran

E. Media and Source

1. Media : Modul
2. Source:
Yudhistira
Widya.
 Sri Kurnianingsih, et al. (2010). Bilingual Mathematics 1B
for Senior High School Grade X . Jakarta : Esis.
XXXII. Learning Activity

1. Pre Activity
 Given some motivation.
2. Whilst Activity
 The student identifying the shapes of three-dimensional objects.
 Talking about the definition of point, line ,and plane in polyhedral by discussing.
a. A point is detemined by its position and does not have value. A point is notated as a dot
and an uppercase alphabet such as A, B, C and so on.
Example:
 A Point A
 B Point B
b. A line is a set of unlimited series of points. A line is called one-dimensional object since it
only has one measurement. A line is usually drawn with ends and called a segment of
line (or just segment) and notated in a lowercase alphabet, for examples line g, h, l. A
segment is commonly notated by its end points, for examples segment AB, PQ.
Line g
Segment AB
A B
c. A plane is defined as a set of points that have length and area, thereforeplanes are called
two-dimensional objects. A plane is notated using symbols like  ,  ,  or its its
vertexes. D C
 A B
Hal 41
 Talking about axioms of line and plane by question and answer.
 The student determine position of a point toward a line by discussing.
a. A point on a line
A
g
b. A point outside a line
 A
 The student determine position of a point toward a plane by discussing

a. A point on a plane
V
A
b. A point outside a plane

V
A

3. Post Activity
F. Evaluation
 Individual Test
 Quiz
 Essay
Given in cube ABCD.EFGH. Find the vertexes of the cube which are:
1) on line EG
2) on the outside line EG
3) on the plane ABCD
4) on the outside of the plane ACH
Answer Keys :
1) Points on the line EG are points E and G
2) Points on the outside of line EG are ponts A, B, C, D, F and H
3) Points on the plane ABCD are points A, B, C and D
4) Points on the outside of plane ACH are points B, D, E, F and D
Hal 42

LESSON PLAN (25)
School : SMAN 2 KUNINGAN Matterial : Positions of line

and
plane in polyhedral
B. Basic Competence
 Determining positions of points, lines, and planes in the three-dimensional objects.
C. Indicator
 Determining positions between two lines in polyhedral.
 Determining positions of a line toward a plane in polyhedral.
 Determining positions between two planes in polyhedral.
Hal 43
 The student can determining positions between two lines in polyhedral.
 The student can determining positions of a line toward a plane in polyhedral.
 The student can determining positions between two planes in polyhedral.
XXXIII. Model and Methodsdan Strategi Pembelajaran

E. Media and Source

1. Media : Modul
2. Source:
Yudhistira
Widya.
XXXIV. Learning Activity

1. Pre Activity
2. Whilst Activity
 The student discussing positions between two lines in polyhedral.
a. Two lines intersect each other
V
g
P
h
b. Two parallel lines
V
g
h
c. Two lines cross over

g
W
 The student discussing positions of a line toward a plane in polyhedral.

a. A line on a plane
Hal 44
V
g
b. A line parallel to a plane
g
c. A line intersects a plane
g
 The student discussing positions between two planes in polyhedral.

a. Two parallel planes
b. A plane is on the other plane
V W
c. Two intersecting planes
W (V, W)
V

3. Post Activity
F. Evaluation
Hal 45
 Individual Test
 Quiz
 Essay
1) In cube ABCD.EFGH, mention the lines which:

a. Intersect AC
b. Cross over EH
c. Parallel to CG
2) In cube ABCD.EFGH, find:

a. A plane that are parallel to line AE
b. Lines on plane ADHE
c. Lines intersect plane ABFE
3) In a rectangular prism PQRS.TUVW, determine:

a. A plane parallel to plane PQRS
b. Planes intersect plane PQUT
c. A plane on plane PSWT
Answer Keys :
1) a. AE, AD, AB, BC, CD and CG

b. CG, BF, BD, AC, AG and so on.
c. AE, BF and DH
2) a. BCGF
b. AD, AE, EH and DH
c. AD, BC, EH, FG, AC, BD, EG and HF
3) a. TUVW
b. QRVU, PSWT, PQRS, and TUVW
c. PSWT

LESSON PLAN (26)
School : SMAN 2 KUNINGAN Matterial : Distances in

Polyhedral
B. Basic Competence
 Determining distance of point to line and point to plane in the three-dimensional objects.
C. Indicator
 Determining the distance between two points in polyhedral.
Hal 46
 Determining the distance between a point to a line in polyhedral.
 Determining the distanse between a point to a plane in polyhedral.
 The student can determining the distance between two points in polyhedral.
 The student can determining the distance between a point to a line in polyhedral.
 The student can determining the distanse between a point to a plane in polyhedral.
XXXV. Model and Methodsdan Strategi Pembelajaran

E. Media and Source

1. Media : Modul
2. Source:
Yudhistira
Widya.
XXXVI. Learning Activity

1. Pre Activity
2. Whilst Activity
 The student discussing the distance between two points in polyhedral.
The distance between two points is the length of segment connecting these points.
P Q The distance between point P and Q is d

d
 The student discussing the distance between a point to a line in polyhedral.
The distance between a point and a line is the length of segment drawn from the
point perpendicular to the line.
P
The distance of point P and line g is PQ which is
perpendicular
To line g, and has length d
d
g
Q
 The student discussing the distance between a point to a plane in polyhedral.
The distance between a point and a plane is the length of segment drawn from the
point perpendicular to the plane.
P The distance between point P
and
plane V is the length of segment PQ,
V
Hal 47
Q
which is perpendicular to plane
V and
d has length d.
VV

3. Post Activity
F. Evaluation
 Individual Test
 Quiz
 Essay
1) Given a cube ABCD.EFGH with edge length 8 cm. Points P, Q and R are in the mid points of
edges AB, BC and plane ADHE respectively. Find the distance between:
a. Ponts P and R
b. Points Q and R
c. Point H and line AC
2) Given T.ABCD is a square based pyramid with the edge length of the base is 4 cm and
vertical edge length is 6 cm. Find the distance of point :
a. A to C
b. A to line BD
c. T to plane ABCD
Answer Keys :
1) a. 4 3 cm
b. 4 5 cm
c. 4 6 cm
2) a. 4 2 cm
b. 2 2 cm
c. 2 7 cm

LESSON PLAN (27)
School : SMAN 2 KUNINGAN Matterial : Distances in

Polyhedral
B. Basic Competence
 Determining distance of point to line and point to plane in the three-dimensional objects.
Hal 48
C. Indicator
 Determining the distance between two lines in polyhedral.
 Determining the distance between a line to a plane in polyhedral.
 Determining the distance between a plane to a plane in polyhedral.
 The student can determining the distance between two lines in polyhedral.
 The student can determining the distance between a line to a plane in polyhedral.
 The student can determining the distance between a plane to a plane in polyhedral.
XXXVII. Model and Methodsdan Strategi Pembelajaran

E. Media and Source
1. Media : Modul
2. Source:
Yudhistira
Widya.
XXXVIII. Learning Activity

1. Pre Activity
2. Whilst Activity
 The student discussing to find the distance between two lines in polyhedral.
The distance between two parallel or cross over lines is the length of segment
perpendicular to both lines.
P
g The distance between line g and line h is the
length
of segment PQ, which is perpendicular to
lines g
d and h, and has length d.
Q h
 The student discussing to find the distance between a line to a plane in polyhedral.
P The distance between line g

and plane V
g is the length of segment PQ which is
d V perpendicular to line g and plane V
and
has length d.
Q
Hal 49
 The student discussing to find the distance between a plane to a plane in polyhedral.
P V
The distance between plane V and W is the length of PQ
which is perpendicular to plane V and plane W and has
length d.
d
W
Q

3. Post Activity
F. Evaluation
 Individual Test
 Quiz
 Essay
1) In cube ABCD.EFGH with edge length is 8 cm, point K and L are in the mid point of edges
GH and AB respectively. Find the distance of line AK and line GL!
2) Given cube ABCD.EFGH with edge length is 12 cm. If points K, L and M are in mid point of
edges BC, CD and CG respectively, then determine the distance between plane AFH and
plane KLM!
Answer Keys :
8
1) The distance of line AK and line GL is 2 cm
3
2) The distance between plane AFH and plane KLM is 6 3 cm

LESSON PLAN (28)
School : SMAN 2 KUNINGAN Matterial : Angle Size on

Polyhedral
Hal 50
B. Basic Competence
 Determining angle size between line and plane and between two planes in the three-
dimensional objects.
C. Indicator
 Determining angle size formed by two lines in space.
XXXIX. Learning Objectives

 The student can determining angle size formed by two lines in space.
XL. Model and Methods

D. Media and Source
1. Media : Modul
2. Source:
Yudhistira
Widya.
XLI. Learning Activity

1. Pre Activity
2. Whilst Activity
 The student discussing to find size angle formed by two intersecting lines.
If line g and line h are intersected, then the angle between them is the acute angle, .
Notation: ( g , h)  

h
P
 The student discussing to find size angle formed by two crossing lines.
If line g and line h cross over, then the angle formed can be determined as follows:
a. Let any point A on line g
b. Make line h’ through A and parallel to line h
c. The angle size formed by line g and line h’ is the angle size of line g and line h and
notated as ( g , h)  ( g ' , h' )  
Hal 51
Or
a. Make line g’ parallel to line g
b. Make line h’ intersecting g’ and parallel to h
c. The angle size formed by line g’ and line h’ is the angle size of line g and line and notated
( g , h)  ( g ' , h' )  
3. Post Activity
E. Evaluation
 Individual Test
 Quiz
 Essay
Given a cube ABCD.EFGH with edge length 4 cm. Find the angle size between:
1) line AH and line BF
2) line DE and line BG
3) line DE and line HF
Answer Keys :
1) ( AH , BF )  45
2) ( DE , BG )  90
3) ( DE , HF )  60

LESSON PLAN (29)
School : SMAN 2 KUNINGAN Matterial : Angle Size on

Polyhedral
Subject : Mathematics Time Allocation : 4 45 minutes
Hal 52
B. Basic Competence
 Determining angle size between line and plane and between two planes in the three-
dimensional objects.
C. Indicator
 Determining angle size formed by a line and a plane in space.
 Determining angle size formed by two planes in space.
XLII. Learning Objectives
 The student can determining angle size formed by a line and a plane in space.
 The student can determining angle size formed by two planes in space.
XLIII. Model and Methodsdan Strategi Pembelajaran

D. Media and Source
1. Media : Modul
2. Source:
Yudhistira
Widya.
XLIV. Learning Activity

1. Pre Activity
2. Whilst Activity
 The student discussing to find size angle formed by a line and a plane.
Suppose given a line l and a plane V. To find the angle size between l and V can follow
these ways. Lengthen line l until in intersects plane V on point P. Then, by projecting line l
onto plane V, get line l’. Angle between line l and plane V is the angle formed by lengthened
line l and line l’, which is  .
l
P  l’
V
 The student discussing to find size angle formed by two planes.
a. If plane V is on plane W or plane V is parallel to plane W, then the angle between these
planes is (V , W )  0 .
b. If plane V intersects plane W on line (V, W), then the angle between planes V and W can
be determined as follows:
Hal 53
- Let any point P on line (V, W).
- Make line g on plane V through P and perpendicular to line (V, W).
- Make line h on plane W through P and perpendicular to line (V, W).
- Angle  is formed line g and line h.

(V, W)
P
g V

3. Post Activity
E. Evaluation
 Individual Test
 Quiz
 Essay
1) Given cube ABCD.EFGH with edge length 6 cm. Find the angle between line DP and plane
ABCD, if P is point intersect diagonal EG and diagonal FH.
2) In a tetrahedron T.ABC with edge length is 8 cm. If  is the angle between plane TAB and
TAC, find the value of cos  !
Answer Keys :
1
1) sin ( DP, ABCD )  sin PDQ  6
3
1
2) cos  
3


(Three-Dimensional Objects)
Hal 54
Informing the rules of  Determining position points
daily test and arrange of and lines in space.
Pre Activity 10’
seat
 Determining position points
and planes in space.
30 Whilst
75’  Determining position
between two lines in space.
Post Activity Collect the daily test 5’  Determining position lines
and planes in space.
 Determining position
Informing the result of between two planes in space.
Pre Activity 10’
daily test
 Determining distance of
points and lines in space.
Whilst  Determining distance of
Remedial or Enrichment 75’
Activity points and planes in space.
 Determining distance
 Determining size angle
31  Determining size angle
between lines and planes in
space.
Plan of activity to next
Post Activity 5’  Determining size angle
learning
between lines and planes in
space.
 Determining size angle
between two planes in space.
NOTE

Hal 55

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LESSON PLAN (1)

School : SMAN 2 KUNINGAN Matterial : Mathematical

I. Model and Methodsdan Strategi Pembelajaran

E. Media and Source

II. Learning Activity

1. Determine whether the following sentences are prepositions!

3. Determine the truth value of the following prepositions!

4. State the negation of “2 is a prime number”

1. a. The sentence (a) is a preposition, because a true preposition

2. a. This sentence is an open sentence.

School : SMAN 2 KUNINGAN Matterial : Conjunction and

III. Model and Methods

E. Media and Source

IV. Learning Activity

Find the truth values of the following conjunction!

2) p : The quadratic equations x 2  6 x  2  0 has two real roots.

School : SMAN 2 KUNINGAN Matterial : Implication and

V. Model and Methodsdan Strategi Pembelajaran

E. Media and Source

VI. Learning Activity

1) Find the truth values of the following implications!

2) Find the truth values of the following biimplication!

1) a. p : log 5  log 15  log 20

LESSON PLAN (4)

School : SMAN 2 KUNINGAN Matterial : Converse, Inverse

del and Methods

E. Media and Source

School : SMAN 2 KUNINGAN Matterial : Equivalence,

Model and Methods

E. Media and Source

2) Give an example a compound statement is a tautology, contradiction, and contingency!

LESSON PLAN (6)

School : SMAN 2 KUNINGAN Matterial : Statements with

VII. Model and Methods

E. Media and Source

1) Express the following open sentences by using universal quantor

2) Given an open sentence 2 x  1  7. Express it by using existensial quantor, and then

3) Determine the negation of the following statements with quantor!

School : SMAN 2 KUNINGAN Matterial : Making Conclusion

IX. Model and Methodsdan Strategi Pembelajaran

E. Media and Source

1) Determine whether the following statement is valid!

2) The conclusion is : Tiger is not a wild animal.

LESSON PLAN ( 8 and 9)

DAILY TEST AND REMEDIAL

LP LESSON ACTIVITY TIME INDICATOR

The Daily Test is Enclosed

School : SMAN 2 KUNINGAN Matterial : Trigonometry

XI. Learning Objectives

D. Model and Methods

E. Media and Source

School : SMAN 2 KUNINGAN Matterial : Trigonometric ratios

XIII. Model and Methods

E. Media and Source

 The students discuss trigonometric ratios of angle at any quadrant.

Trigonometr Quadrant Quadrant Quadrant Quadrant

 The student doing the exercise from source book.

1) Calculate the value of the following forms!

tan 60  tan 30

2) AC = 400 cm and BC = 200 3 cm

School : SMAN 2 KUNINGAN Matterial : Related Angles

XV. Model and Methodsdan Strategi Pembelajaran

E. Media and Source