LEARNING IMPLEMETATION PLAN

School: SMP N 1 Semarang

Lesson: Mathematics

Class/semester: VII/1

Subject matter: The Relationship Between Angle

Allocation of time: 1 × 45 minutes (1 meeting)

A. Core Competence (CC)

CC 1: live and practice the teachings of the religion embraced.

CC 2: shows the behavior of the honest, discipline, responsibility, care (community, cooperative,
tolerant, peaceful), polite, responsive, pro-active and as part of the solution of various problems
in interacting effectively with the social and environmental nature and also position itself as a
reflection of the World Association.

CC 3: Understand, implement, and analyze factual knowledge, conceptual, procedural based on

curiosity about science, technology, art, culture, and Humanities with insight into humanity,
nationality, State of the Union, and civilization related causes of phenomena and events, as well
as implementing the procedural knowledge in a specific field of study in accordance with their
aptitude and interest in solving problems.

CC 4: process, menalar, and menyaji in the realm of concrete and abstract domains associated
with the development of which he had learned in school independently, and be able to use
appropriate methods to academic rules.

B. The Basic Competencies and indicators

Kompetensi Dasar Indikator

3.2 Analyze the relationships between
the angle as a result of the two
parallel lines intersected by
transversal line
4.2 solve the problem that with regard
to
the relationships between the angle
as result of the two parallel lines
intersected by transversal line
3.2.1 Understand the relationship of two
angles
3.2.2 Understand corners on two parallel
lines are cut by a transversal line
4.2.1 solve the problem that with regard to
the relationships between the angle as
result of the two parallel lines
intersected by transversal line.
C. Learning Objectives

1. understand the relationship of the two angles are berpelurus, berpenyiku, and flips

2. Grasp the corners on two parallel lines are cut by a transversal line

3. solve the problems associated with the corners on two parallel lines are cut by a transversal
line

D. Learning Material

Relationship between 2 angle :

The relationships between the angle as result of the two parallel lines intersected by transversal
line:

We use the diagram above where lines l and m are parallel and line t intersecting both l and m is
called a transversal. We identify angles by their positions in this diagram. For example, angles 1
and 2 are both facing in the same direction, to the upper right. Such angles are called
corresponding angles. Similarly we have angles 3 and 6, angles 4 and 7, and angles 8 and 5 as
corresponding angles.

Angles 8 and 2 and angles 3 and 7 are on opposite sides of the transversal and between (interior)
the parallel lines. We call these angles alternate interior angles.

Angles 1 and 5 and angles 4 and 6 are on opposite sides of the transversal and above and below
(exterior to) the parallel lines. We call these angles alternate exterior angles.

A direct result of the famous Parallel Postulate is that corresponding angles are equal.
Accepting this fact gives us these relationships

Using these facts, especially the fact that corresponding angles are equal, we can show that other
angles must also be equal.

Since angle 2 is supplementary to angle 6 and angle 1 is supplementary to angle 4, we know that
angles 6 and 4 are equal because they are supplementary to equal angles. These angles 6 and 4
are alternate exterior angles.

Since angle 1 is supplementary to angle 3 and angle 7 is supplementary to angle 2 and angles 1
and 2 are equal, we also know that angles 7 and 3 are equal because they are supplementary to
equal angles. These angles 7 and 3 are alternate interior angles.
Summarizing:
  Postulate: Corresponding angles formed by parallel lines and a transversal have the same
measure.
 Theorem: Alternate exterior angles formed by parallel lines and a transversal have the
same measure.
 Theorem: Alternate interior angles formed by parallel lines and a transversal have the
same measure.

E. Learning Activities.

a. Preliminary Activities

1) Teachers open lessons with greet.

2) Chairman of the class are welcome by teachers to lead students to pray together.

3) Teachers setting up physical and psychological conditions of the learner by asking the learner,
check out their news presence, and ask the learners prepare the necessary supplies and
equipment, for example Mathematical textbooks and stationery.

4) Teacher delivering competencies will be achieved.

5) Teacher delivering material scope and outline the activities that will be carried out along with
the assessment techniques will be used.

b. Core Activities

1) learning model through the application of PBL (Problem Based Learning), the teacher asked
the students to be CATEGORIZED AS the artificial fill group of teachers themselves.

2) learners observe examples of hubumgan between the corners.

3) learners are given the opportunity to identify the type of angle and their relationship.

4) learners are directed to gather information in order to define the relationships between the
corners.

5) learners are asked to discuss his opinion mengasosiasi along his partner working on the
worksheet to complete rational inequality in accordance with the steps that are listed in the
worksheet.

6) students selected randomly for communicating the results of the discussions of the group in
front of the class.

7) other learners were asked to give a response to the presentation of his friend in the form of
feedback or questions with a polite language.
8) teachers provided confirmation the truth over the results of discussions displayed as well as
the top responses from another group.

9) learners are bold and confident conveying the idea of the forum is given in appreciation of
teachers and all learners.

c. Closing Activities

1) learners are led to conclude the matter of learning today.

2) learners are given the opportunity to ask if you still have trouble.

3) learners are given the opportunity to deliver a reflection of learning today.

4) Teacher gives homework on learners.

5) students are given homework to be done with great responsibility.

6) Teachers convey that subsequent learning material is about the resolution of a rational
inequality with zero right segment.

7 Learning Activities) were closed and ended with greetings.

F. . Assessment Techniques

1.Type: daily quizzes and individual tasks

2. Form of instrument: a written test

3. Instrument/problem:

a. instructions:

1. mention the type and definition of the respective relationships between the 2 corner

2.solve the problem about relationship with regard to the 2 corner

3. the mentioned kinds of kinds of angles in transversal lines along with its nature

4. solve issues related to the relationship of angles in transversal lines

b. Questions

1.identify relationship between two angle

2. look at this picture

find ∠ABD !

3. look the picture

Mention corresponding angles !

4. look the picture

if ∠K1 = 102°, how big

1. ∠L1;
2. ∠K2;
3. ∠L2.

c) Assessment Guidelines

SKOR
NO. JAWABAN MAX
15
1
 Required
2 To solve this problem the first thing you look for is the value x in
this case ∠ ABD and CBD ∠ is the angle each other straightener,
then:
∠ABD + ∠CBD = 180°

7x° + 5x° = 180°

12x° = 180°
25
x = 15°

∠ABD = 7x°

∠ABD = 7. 15°

∠ABD = 105°

3.

∠K1 corresponding with ∠L1 25

∠K2 corresponding with ∠L2

∠K3 corresponding with ∠L3

∠K4 corresponding with ∠L4

 If ∠K1 = 102° so:
4. 30
1. ∠L1 = ∠K1 (corresponding) = 102°

2. ∠K2 = 180° – ∠K1 (straight)

∠K2 = 180° – 102° = ∠K2 = 78°

3. ∠L2 = ∠K2 (corresponding)

∠L2 = 78°

100
TOTAL SKOR MAX

THE FINAL VALUE = TOTAL SCORE

G. Tools, materials, and learning resources:

1.Tools: Blackboard, slide projector, ruler, LKPD

2. Material: black color markers, markers

3. Learning resources: book Math Grade VII Semester 1 Curriculum 2013.

Knowing Semarang, 30 April 2019

The Head Of School Teachers Of lesson

Dr. AMIN SUYITNO,M.pd DWI SEPTIANA R.A , S.Pd., Gr.

NIP. 197212061994121001 NIP. 1996090320162001