LESSON PLAN:

HOW TO MAKE A QUALITY LESSON PLAN *)

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THE STEPS OF DEVELOPING THE LESSON PLAN

This guide is not meant to be the one and only way to develop a lesson plan. It is a

general overview that highlights the key points of creating a lesson plan. Below is a list of the
steps involved in developing a lesson plan as well as a description of what each component
should be. You should be known the standard of competence and basic of competence of
teaching and learning. You need to be aware of what grade level you are developing the lesson
plan for, and also record a time estimate for your lesson plan to help in time budgeting.
1. What do you want to teach?

The first thing to consider, obviously, is what you want to teach. This should be developed
based upon your state (or school) standards, for example: standards of competence
and basics of competence. Once you have your topic, you can begin determining
how you want to teach the topic.
2. Indicators and objectives of teaching and learning

To make sure your lesson plan will teach exactly what you want it to; you need to develop
clear indicators and specific objectives. Please note that indicators and objectives
should not be activities that will be used in the lesson plan.
a. Indicators

The Indicators is like a specific basics of competence. They should instead be the
learning outcomes of those activities. If you use the state standards to help in
developing your topic, now to see what more specific basics of competence your lesson
plan can fulfill.
 b. Objectives

As an example of your objective: if you wanted to teach your class how the
students to calculate the distance between two lines, one of your learning
objective may be that: "the students will know how to calculate the distance
between two lines". The objectives should also be directly measurable (we'll get to this
in assessment/evaluation).
You can certainly have more than one objective for a lesson plan.

To make objectives more meaningful, you may want to include both broad and specific
objectives. The broad objectives would be more like goals and include the overall goal
of the lesson plan, i.e. to gain familiarity with distance between two positions in 3-
dimentional space. The specific objectives would be more like the one listed above, i.e.
"the students will know how to calculate the distance between two lines".
3. Material of teaching and learning

You would probably find out exactly what materials you are going to use. This way if
someone else were going to use your lesson plan, they would know in clearly what
materials are needed. Be specific here to make sure the teacher will have everything they
need. For example the material of teaching and learning is: ―the distance in a simple space
figure∥.
4. Method and model of teaching and learning

You may also want to write a method or a model of teaching and learning, which would be
a way to lead into the lesson plan and develop the students' interest in learning what is
about to be taught. An example deals with a lesson on distance concepts. The
teacher could choose a CTL (contextual teaching-learning) method, start by showing a
real life problems. And then asking the students how they would calculate the distance
between two lines?
5. The step-by-step procedure (strategy)

Now you need to write the step-by-step procedures (or strategy) that will be
performed to reach the objectives. These don't have to involve every little thing the teacher
will say and do, but they should list the relevant actions the teacher needs to
 perform. For teaching and learning of distance concepts, you may have procedures, for
example such as these:
1) First Phase (opening phase)

Greeting (the teacher opening the teaching and learning), check the students home
work, talking about learning indicators and objectives of teaching and learning, check
the students knowledge, and give motivation.
2) Main Phase (constructive phase)
a. The teacher show some simple mathematical space figures: ―for example: a
cube, a box, a cylinder, a prism, a cone, and another shape ∥.
b. The teacher show the distance concepts: (the teacher can use
multimedia
interactive) to show:

The distance between a point and a line;

The distance between a line and a line;
The distance between a point and a plane;
The distance between a line and a plane;
The distance between a plane and a plane.
The students observe or identify some nature of distance concepts and teacher ask
the students to constructs the meaning of the distance in 3-dimensional space by
them self (individual activity).
c. Classroom discussion (group activity).
d. Students in group work: discuss and solve some problems (group activity)*).
3) Final Phase (closing phase)

The teacher give test: an individual short time test (individual activity), give a home
work, and finally closing the teaching and learning.
6. Problem solving *)

The teacher may want to provide time for independent (or group) practice. Ask the students
to solve some problems. For the example of our lesson plan, students could be given time to
solve a problem to calculate the distance between a line and a line at a cube.
7. Assessment or evaluation

Just before moving on to the assessment you should have some resume for the lesson plan.
A good idea for this is to return to your procedures, i.e. ask your self what and how the
objectives could be reached by those steps.

Many lesson plans don't necessarily need an assessment, but most should have some sort of
evaluation of whether or not the objectives were reached. The key in developing
your assessment is to make sure that the assessment specifically measures whether the
objectives were reached or not. Thus, there should be a direct correlation between the
objectives and the assessments/evaluation.

By the way, you must consider the adaptations should also be made for students with
learning disabilities and extensions. Examples to calculate the distance from a line to a line
(not parallel), although for junior high school students may be difficult, and disabilities
for some students. An extensions can develop by application these concepts to advance
problem solving. The level of difficulties of the problem depend on class situation.
It's also a good idea to consider a "connections", which shows how the lesson

plan could be integrated with other subjects. An example the connection between the
distance concepts with how the students calculate a volume a cube, a box, a cylinder, a
pyramid, and so on. Putting a lot of work into this can develop students understanding that
would integrate related topics into many different subjects.
Finally, If you followed all the instructions above, you've successfully written a

very thorough lesson plan that will be useful for any other teachers wanting to teach such a
topic.
MATHEMATICS LESSON PLAN (An Alternative)
Example I: for senior high school

LESSON PLAN
School : SMA/MA ……………………….
Lesson : Mathematics
Class/semester : X/2
Academic year : 2007/2008
Times : 2 x 45 minutes
Main subject : Geometry

A. Standard of competence
6. To find position, distance, and angle relationship with point, line, and plane in 3-
dimensional space.

B. Basic of competence
6.2 Show the distance between two positions (points) in 3-dimensional space.

C. Indicators
1. Be able to use the concept of
2. Be able to use the concept of
3. Be able to use the concept of
4. Be able to use the concept of
5. Be able to use the concept of
distance between a point and a line.
distance between a line and a line.
distance between a point and a plane.
distance between a line and a plane.
distance between a plane and a plane.

D. Objective of teaching and learning

After students got teaching and learning, students be able to:
1. find the distance between a point and a line;
2. find the distance between a line and a line;
3. find the distance between a point and a plane;
4. find the distance between a line and a plane;
5. find the distance between a plane and a plane.

E. Teaching and learning material

Distance in 3-dimensional space.

F. Teaching and learning procedure/strategy (scenario)

Teaching Method: Inductive-deductive method, constructivism.
First the teachers give some information, individual study, ask-answer, and task.
The step of teaching and learning activity:
First activity
1. First Phase (opening phase)
 Greeting, check home work, talk about learning indicators and purpose of
teaching and learning, check students knowledge, and give motivation.

Main Activity
2. Main Phase (constructive phase)
a. Teacher show some simple mathematical space figures: ―the simple space
figure, for example: a cube, a box, a cylinder, a prism, a cone, and so
on ∥.
b. Teacher show the distance concept: (multimedia interactive)
between a point and a line; a line and a line; a point and a plane; a line and
plane; and a plane and a plane.
Problem solving.
Students identify some nature of distance concept and teacher ask students to
constructs the meaning distance in 3-dimensional by them self.
c. Classroom discussion
d. Student in group work: discuss and solve the problem
e. Individual short time test.
Final Activity
3. Final Phase (closing phase)
Make resume, give home work, and close teaching and learning.

G. Media and material source of teaching and learning

a. Pictures, photos, animation of simple space figure: cube; box.
Showing by: multi media interactive, i.e. short animation about:
1. the distance between a point and a line;
2. the distance between a line and a line;
3. the distance between a point and a plane.
4. the distance between a line and a plane;
5. the distance between a plane and a plane.
b. Lesson plan and students work-sheet.
c. Mathematics books for class X semester 2 senior high school.

H. Evaluation
a. Process
- observation of student activity during teaching and learning.
- short-time test b.
Outcome
- record of student activity, for example: student answers and questions.
- score (value) of short-time test

……………, ………………………
 Mathematics teacher,
Head Master ……. .............

( ---------------------------) (------------------------------)
Example II. For junior high school
LESSON PLAN
School : SMP/MTs ……..
Lesson : Mathematics
Class/semester : VIII/2
Academic year : 2007/2008
Times : 2 x 40 minutes
Main subject : Geometry and measurement

A. Standard of competence
Understanding the nature of a cube, a box, a prism, a pyramid, and part of them, and also
show the measures of them.

B. Basic of competences
1. Identification the nature of cubes, boxes, prisms, and pyramids and some part of them.
2. Make some nets of a cube, a box, a prisms, and a pyramid.

C. Indicators
1. To describe the nature of some simple space figure, for example a cube, a box and a
pyramid.
2. To identify the simple figure of a cube and a box in space.
3. To find the net of a cube.

D. Objective of teaching and learning

After students got teaching and learning, students be able to:
1. describes the nature of a cube and a box;
2. identify the kind of sides a simple space figure
3. draw some net of a cube or a box.

E. Teaching and learning material

Simple space figures: a cube, a box, a prism, a cylinder, a pyramid, and a cone.

F. Teaching and learning procedure/strategy (scenario)

Teaching Method: information, individual study, ask-answer, task
Model of teaching and learning:
Constructivism mathematical teaching and learning with inductive-deductive
reasoning. Beside that by Contextual Teaching and Learning (CTL): teaching and
learning start with real life problems.
 The steps of teaching and learning activity as follow:

First activity
a. Opening phase
Greeting, check home work, talk about learning indicators and purposes of
learning, check students knowledge, and give motivation.
Main Activity
b. Constructive phase
a. Teacher show some simple mathematical space figures: for example: a cube, a
box, a prism, a cylinder, a pyramid, and so on (teacher activity: give some
information)
b. Teacher ask student to identify some natures of a cube and a box: some
pattern of cube nets (asks and answers)
c. Teacher give a task (think pair-share)
d. Student in group discuss (group)
3. Inductive-deductive phase
e. Solve the problem (individually)
f. Short time test (individually)
Final Activity
c. Closing phase
Give home work, close teaching and learning.

G. Media and material source of teaching and learning

a. Pictures or photos of simple space figure: Multimedia Interactive.
b. Lesson plan and work-book students
c. Mathematics books for class VIII semester 2 for junior high school.

G. Evaluation
a. Process
- observation of student activity during teaching and learning.
- short-time test b.
Outcome
- record of student activity, for example: student answer and question.
- value of short-time test

…………………, ........................
Mathematics teacher,
Head Master ……. .............
( ---------------------------) (------------------------------)
ILLUSTRATION: PROCESS OF TEACHING AND LEARNING

Example: First activity

Opening Phase
Greeting:
Example:
Good morning, how are you today? do you find?
I hope all of you be happy. OK … first I will check your home work.
Last week, we had a home work. What all of you enjoy your home work?
Who is got any trouble? (for example some students get trouble, number 1)
Okay, let we try to solve it. Who will try to solve that problem at black board
(or white board, of course)
And so on. (Communication between a teacher and students, and among students).

Example: Main Activity (teaching and

learning)
Constructive phase
Let see some pictures below:
A B C

a. Make a table showing the number of vertices (V), faces (F), and edges (E) of
each figure.

Name of figure V F E

b. Use figure A to answer the question.

How many flat surfaces does the cube have? Answer: ………..
How many corners does the cube have? Answer: ………..
How many edges does the cube have? Answer: ………..
How many square does the cube have? Answer: ……......
Draw the following figures: (repeat the exercise a and b)
1) a pyramid with a triangular base.
2) a pyramid with a square base.
3) a prism with a triangular base.
4) a prism with a square base.

Teacher draw a cube at black board (or white board).

a cube

a. State which of these patterns will fold into a cube.

Figure A Figure B

Figure C Figure D

Answer: ……………….

b. Could you draw some pictures like

problem a) so that the pattern will fold
into a
cube. How many patterns you can make?

(put a peace of paper to draw some nets of a cube)

Example: Final activity
Closing phase

Teacher give sort-time test:

Example: If we will make a cube with all surfaces area are 96 cm2 , find the shortest
distance between two vertices in this cube?

Find the distance of a diagonal this cube?

Teacher give a home work:

Example: (problem)

We have a box with several small boxes as follows:

How many small flat surfaces does the box have?

Teacher close teaching and learning:

Example: Good noon, see you next time.

OK, I hope you enjoy your learning and our teaching and learning, see you tomorrow.

Don’t forget your home work, good noon, bye.