LESSON PLAN

School : high school

Subject : mathematic
Class / semester :x/1
Topic : Rational and irrational inequalities of one variable
Time Allocation : 2 times meeting @45 minutes (the first Meeting)

A. Core Competencies
1. Respect and appreciate the teachings of their religion.
2. Living and practicing honest, discipline, responsibility, caring (mutual
assistance, cooperation, tolerance, peace), polite, responsive and proactive
and to demonstrate an attitude as part of the solution to various problems
in interacting effectively with the social and natural environment and in
placing itself as a reflection of the nation in the association world.
3. Understand, apply, analyze factual knowledge, conceptual, procedural
sense curriosity based on science, technology, art, culture, and humanities
with human insight, national, state, and civilization-related causes of
phenomena and events, as well as applying procedural knowledge in the
field specific studies according to their talents and interests to solve the
problem.
4. Rework, reasoning, and presenti in the realm of concrete and abstract
domains associated with the development of the learned in school
independently, and is able to use the method according to the rules of
science.
B. Basic Competencies and Indicators

Basic Competencies Indictors

1 1.1 respect and appreciate the 1.1.1 praying based on individual
teachings of their religion beliefs before the course.
1.1.2 Eager to follow the teaching of

2 2.2 Living and practicing honest
behavior, discipline,responsibility,
caring (mutual assistance,
cooperation, tolerance, place)
polite, responsive and proactive
and to demonstrate an attitude as
part of the solution to various
problemns in interacting
effectively white the social and
natural environment and in
placing itself as a reflection of the
national in the association world.
mathematics
2.2.1 To asked during the learning
process
2.2.2 Like to observe something
related to the Like to observe
something related to the the
rational and irrational inequalities
of one variable.
2.2.3 Do not rely on others to solve
problems related to the rational
and irrational
2.2.4 Dare presentation to the class
2.2.5 Work together with the relation
of Learning

3 3.1 Explain and determine the
completion of rational and
irrational inequalities of one
variable.
3.3.1 read the concepts of rational and
irrational inequalities of one
variable
3.3.2 Determine one variable’s rational
inequality
3.3.3 Determine one varable’s
irrational inequality

C. Learning Objectives
1. First Meeting
a. Determine one variable’s rational inequality
b. Determine one varable’s irrational inequality
c. read the concepts of rational and irrational inequalities of one variable

D. Learning materials
1. First Meeting
RATIONAL AND IRRATIONAL INEQUALITY
1. Rational Inequality
Rational Inequality has the following general form:
f (x ) f ( x) f (x) f (x )
>0 , ≥0, <0 , ≤0
g ( x) g( x ) g(x) g(x)
With f(x) and g(x) are constants, linear finctions, and quadratic
funcions and g(x) ≠ 0. There are inequalities, that is, the mentioan of
rational inequality can not be equal to zero.
The steps in determining the completion of a rational inequality
are as follows.
a. Make the right side with zero
b. Specipy the makervof zero fungtions f(x) and g(x)
c. Place zero creation of two fungtions on a number line
d. Marking each segment of the number linr us obtained by looking at
the highest rank coefficient of the number and denominator. If the
highest rank coefficient has the same sigh (both positive or
negative), the interval on the right side is given a positive sign.
Conversely, if the signal is different, theinterval on the right side is
given a negative sign.
e. Resolution of rational inequality is a segment that has a sigh that
conforms to the utterance mark.

Example :

x+ 2
1. Specify the completion set of the argument 0.
1−x
Completion :
x+ 2
The right hand side in inequality 0 already has zero, then it
1−x
determinesthe creation of zeros from the numerator and
denominator.
Zero numerator:
X+2=0
 X = -2
Zero denominator maker:
1–x=0
X=1
The highest rank coefficient sigh in the numerator and
denominator is siffernt so that the interval on the right segment is
marked negative.

_ + _

-2 -1

Because the inequality question is more than > so that the

intervals are chosen whith positive + . so the finisihing set of
these inequalities is { x | -2 , x < 1, x ∈ R }.

_ + _

-2 -1

2. Irrational Inequality
Irrational inequality is an inequality whose variable or variable lies
in the root sign. General from as :
√ f ( x)< √ g ( x ) , √ f ( x ) ≤ √ g ( x ) , √ f ( x ) > √ g ( x ) ,∨ √ f ( x ) ≥ √ g ( x ) .
White f(x) and g(x) are contants, linear functions, and quadratic
functions, and f(x) ≥ 0 and g(x) ≥ 0
There are conditions in resolving irrational inequalities, namely the
value of different functions in the root sign must be greter or equal to
zero.
The steps in determining the completion of a rational inequality
are as follows.
 a. Square the left and right segments of the inequality
b. Make the right side only a constanta ( there are no variables
yau want ti find)
c. Specify zero creation
d. Place the creation of zeros on the number line
e. There is a requarment that the inequality √ f ( x)>0 be defined,
that is when f (x) ≥0.
f. The completion of the inequality is a slice of the results in the
rare d and e.
Example :
1. Specify thr set of completion of the following inequality
√ 2 x +6< 2.
Completion :
1. √ 2 x +6< 2
√ 2 x +6< 2
= 2x + 6 < 4
= 2x < 4 – 6

= 2x < -2
= x < -1………………………. 1
Trems : 2x + 6 ≥ 0
= 2x ≥ -6
=2x ≥ -3 ………………….. 2
Draw inequalitiy 1 and 2 on the numbers line. The slice of both
is the completion of the inequality √ 2 x +6< 2.

-3

-1
 So, the finising set is { x | -3 ≤ x < -1, x ∈ R }.
E. Model And Approach / Learning Methods
1. First Meeting
Cooperative white a quick on the draw strategy, hoe tu answer, and
discussion.
F. Learning Intructions
1. First Meeting
Student whorksheet, homewhork , quiz
G. Learning Resources
Mathematics Student Book x, erlangga, 2016
H. Steps Of Learning
a. Preliminary activities

Type of Teacher activities Activities of Time

activity students allocation

Preliminary  The teacher opens the  Students answer 10 minutes

lesson by saying greetings from the
“Hello”. teacher.

 Check attendance and  Students respond.

prepare students to
take part in learning.
 The teacher gives an  Hear apperception
apperception that links and motivation
the materiallearned given by the
with everyday life and teacher.
provides motivation.
 The teacher conveys  Hear the learning
the learning objectitives given
objectives by the teacher.
 b. Core activities

Learning stage Teacher activities Activities of students Time

allocation
 Stage I :  The teacher opens  Students listen and 70
Student students’ understanding understand the minutes
orientation of material to be learned explanation from
in the about rational and the teacher.
problem irrational inequalities of
one variable.
 The teacher provides
information so that
students can understand
the application of
rational and irrational
inequalities to one
variable in everyday life.
 Stage II :  The teacher directs  Students hear
Organizing students to gather in their direction from the
students to grup. Then inform to teacher.
learn prepare themselves to
make a presentation.
 The teacher facilitates  Students are active
interaction between in group work.
students and between
students and teachers,
environment and other
learning resources,
friendly comunicatives,
 discipline, hard work,
independent, curiosity,
and responsibility.
 Stage III  The teacher interacts  Students complete
Guiding with the activities to the questionnaire
individual be carried out in the and the preparation
settlement, or discussion group and of the hand cut
grup (15 divides the numbers used for the
minutes). in each discussion presentation.
group.

 The teacher provides  Students explain

guidance so that the the concept of the
group question and system inequality
answers are made in in the square of the
preparation for the two variables in
presentation. their own word
 Stage IV :  The teacher prepares  The presentation
Develop, reresentatives from group prepares
present the each group and is prepares the
work asked to present the presentation
results of the material.
discussion with
confidence.
 Presentation were  Representatives
made for 2 groups from the group
and the teacher acted presented work in
as facilitator, group.
moderator, and
suvervisor.
  Students are directed  Other group ask
and motivated to question.
make/answer
contextual question.
 Stage V :  Student white the  Students make
Analyze and help of the teacher conclusions based
evaluate the draw conclusions on the results of the
problem based on the results discussion
solving of the discussion
process  The teacher froms  Students hear the
information from the teacher’s
classification of exsplanation
participants
questions and aswers
 The teacher gives a  Student work quiz
quiz to find out the
student learning
outcomes

c. Close
Type of activities Teacher activities Activities of students Time
allocation
 Types of  Remind students tu study  Hear the teacher’s 10
reflection the material that will be explanation minutes
and follow- learned at the next
up activities meeting
  Give assingnmentsat  Record the
home assignment given
 And bay saying hello  Answer greetings

I. Assesment

Assesment
No. Indicator Type of Type bills Instrument and value
Assesment
1.1. 1 – 1.1.2 and Observed - Observation Sheet
2.2.1
3.3.1 Pretest Stuffing Pretest
3.3.2 – 3.3.3 Worksheet Stuffing and Worksheet (40%)
analysis
3.3.1 – 3.3.3 Test Stuffing and Test (60%)
Analysis

a. Allucation
1. The spiritual attitude
a. Assement techniques: observation.
b. The shape of the instrument: the observation sheet.
c. Lattice:

Nu Attitudes / values Instrument item

1 Curiousity 1
2 Confidence 2
3 Interest in the use of mathematics in the life 3

Instrument : in attachment
2. Social Attitudes.
a. Assessment techniques: peer assessment (between friends)
b. The shape of the instrument: questionnaire
c. Lattice :
Nu Attitudes / values Instrument item
1. Curiousity 1
2. Confidence 2
3. Interest in the use of mathematics in the 3
life
Instrument : in attachment
3. . Knowledge
a. Valuation techniques: a written test
b. The shape of the instrument: the description
c. Lattice :
Nu Indicators Instrument item
1 a. read the concepts of rational and 1
irrational inequalities of one variable
b. Determine one variable’s rational
inequality
c. Determine one varable’s irrational
inequality

Instrument : in attachment

4. Skills
a. Assessment techniques: observation
b. The shape of the instrument: the check list
c. Lattice:

Instrument
Nu. Indicator Item
1. Determine one variable’s rational inequality 1
2. Determine one varable’s irrational inequality 2

Takengon , 13 juni 2019

Ascertain,
Headmaster Teacher

Julia Noviani, M. Pd Nadiatul Husna

NIP. 19911113 201801 2 001 17160609912