LEARNING IMPLEMENTATION PLAN

School : SMP Lab Undiksha

Subjects : Mathematics
Class/Semester : VIII / Odd
Main Material : Straight Line Equations
Time Allocation : First Meeting 2JP @45 Minutes

A. Core Competencies
KI1 and KI2: Respecting and living the religious teachings to which it adheres, as well as
respecting and living honest behavior, discipline, courtesy, confidence, caring, and responsibility in
interacting effectively in accordance with the child's development in the environment, family, school,
communities, and the surrounding natural environment, nation, state, and regional region.
KI3: Understand and apply factual, conceptual, procedural, and metacognitive knowledge on a simple
technical and specialized level based on his curiosity towards science, technology, art, and culture with
insights into humanity, nationality, and statehood in relation to apparent phenomena and events.
KI4: Demonstrate reasoning, processing, serving, trying, and studying skills in a creative, productive,
critical, independent, collaborative, and communicative manner in the concrete and abstract realms of
writing, reading, counting, and drawing based on what is learned in schools and other sources that are
theoretically equivalent.

B. Basic Competencies and Competency Achievement Indicators

Basic Competencies Indicators

3.4 Analyzes a linear function (as a straight-line Understand how to make a table of straight-line equations;
equation) and interprets its graphs connected Determining the intersecting points against the x-axis and y-
with contextual problems. axis;
Understand how to create sequential pairs;
Drawing a Straight-Line Equation;
Understand the definition of straight-line slope;
Understand the definition of the slope of a straight-line
equation;
4.4 Resolving contextual problems that Describes how
Presenting to draw results
the learning a graphofthrough coordinate
straight-line points;
equations;
relating to linear functions as straight- Solving problems related to straight-line equations.
line equations.

C. Learning Objectives
After completing the learning process, students can:
Define the equation of a straight line with given gradient, passing through a given point;
Identify the formula as y− y1 =m(x−x 1);
Find the equation of a straight-line using y− y1 =m(x−x 1).

D. Learning Materials
• Slope
• Straight Line Equation
• Point of Intersection
• Two-line Position

E. Learning Methods
1. Approach: Experimental
2. Model: Heuristic Based Learning
3. Method: Demonstration

F. Learning Media
1. Laptop
2. PowerPoint Presentation
3. Internet
G. Learning Resources
1. Equations of a Straight Lines, mc-TY-strtlines-2009-1, pg. 1-11,
https://www.mathcentre.ac.uk/resources/uploaded/mc-ty-strtlines-2009-1.pdf
2. Textbook in DMMMSU: Bunag, E.S., Chiao, M.E.D, Campena, F.J.H., (2021) RBS Mathematics Series;
Advance with Math 8: Worktext in Mathematics. REX Book Store, Inc. (RBSI), pg. 91-97
3. Google (Internet)

H. Learning Steps
1. First Meeting (2 x 45 Minutes)
Preliminary Activities (15 Minutes)
Teacher:
Orientation
Before beginning the class, greet the students, and say positive things by expressing gratitude to God;
Examining student’s attendance as a disciplined attitude by asking them to stand-up and raise their hand or
speak present.

Apperception
Correlating the learning materials, theme, and activities to be carried out with previous learning materials,
theme, and activities of the introduction of the equation of a straight line with given gradient, passing
through a given point;
Review the pre-requisite learning material which is the introduction of the equation of a straight line with
given gradient, passing through a given point;
Ask questions on the lesson that is related to the equation of a straight line with given gradient, passing
through a given point.

Motivation
Gives an overview of the lesson that will be taught and connects them to real-life scenarios;
Delivering learning objectives before the start of the virtual continuation discussion of the equation of a
straight line with given gradient, passing through a given point that is related to the equation of a straight-
line;
Ask a psychological question to the students like “are you ready class?”.

Reference Provision
Inform the students about the subject matter that will be taught before the virtual discussion;
Explaining the core competencies, basic competencies, indicators, and learning objectives before the
virtual discussion;
Describes the mechanism for carrying out the learning experience in accordance with the learning steps.

Core Activities (60 Minutes)

Syntactic
Learning Activities
Model
Learning

Stimulation LITERACY ACTIVITIES

(stimulation/ Students are given motivation to focus attention on the lesson by means of;
giving View
stimulation) Display visual images that is relevant to the introduction of the equation of a straight-line with
given gradient, passing through a given point.
Observe
Examining the equation of a straight-line with given gradient, passing through a given point
images to develop knowledge that is connected on the lesson.
Observe the examples on how to find the equation of a straight-line with given gradient, passing
through a given point to acquire information that is connected on the lesson.
Read
Read learning materials related to equation of a straight-line with given gradient, passing
through a given point and its images from the PowerPoint presentation as well as the given
examples that the teacher creates in the virtual meeting continuation discussion.
Write
Write an important information of their learnings from the observations and readings from the
PowerPoint presentation and from the examples that is related to equation of a straight-line
with given gradient, passing through a given point.
1. First Meeting (2 x 45 Minutes)
Hear
Listening to the teacher as she explains about on how to find the equation of a straight-line
with given gradient, passing through a given point.
Listening
By listening, students practice gratitude, earnestness and discipline, thoroughness, and seeking
during the continuation discussion of the equation of a straight-line with given gradient,
passing through a given point.

The Problem CRITICAL THINKING

Statement
(question/ The teacher gives students the opportunity to think critically and find the equations relating to the
problem equation of a straight line with given gradient, passing through a given point, which will be
addressed through learning activities.
identification) They can ask critical questions to obtain additional knowledge in order to develop creativity,
curiosity, and the ability to formulate questions in order to form critical thoughts that are
required to live intelligently and learn throughout life if the students do not know how to
solve
the equation of a straight line with given gradient, passing through a given point through the
virtual meeting.
Data LITERACY ACTIVITIES
Collection
Students gather relevant information to answer questions identified through the activities of:
Observing
Pay careful attention to the continuation discussion of the equation of a straight-line with given
gradient, passing through a given point as well as the given examples on how to find the
equation of the straight-line with given gradient, passing through a given point and its
image materials through the PowerPoint presentation slides.
Read learnings other than the Discussion
Aside from observing and reading the PowerPoint presentation's learnings, students will engage
in disciplined literacy activities such as searching and reading numerous references from
various sources to acquire knowledge and understanding of the equation of a straight-line
with given gradient, passing through a given point.
Activity
Answer the equation of a straight line with given gradient, passing through a given point
learning activity as well as the home activity on how to find the equation of a straight-line
to develop students' knowledge of the lesson.
Q&A with the Readings and Activity
Compile a list of incomprehensible and ask curious questions about the equation of a straight-line
with given gradient, passing through a given point and its visual images from the observation,
readings and learning activity that will directed to the teacher and answer it through the
communication in the virtual discussion.

COLLABORATION

Students will collaborate during the discussion of the teacher;

Discuss
Students and the teacher collaborate to find the equation of a straight-line with given gradient,
passing through a given point and its visuals images related to the lesson through the virtual
meeting.
Students discuss their understanding about the lesson to the teacher.
Collecting Information
Students will record information regarding their understanding about the equation of a straight-
line with given gradient, passing through a given point from the PowerPoint presentation
slides, from the learning activity and from their experiences in finding the equation of a
straight-line with given gradient, passing through a given point in their notebooks during the
virtual meeting.
Re-presenting
Students communicate with the teacher orally by explaining how they find the equation of a
straight-line with given gradient, passing through a given point by answering their home
activity and during their learning activity in the virtual meeting.
Exchange Information about the Lesson
Students will actively share information with the teacher regarding the equation of a straight-
line with given gradient, passing through a given point using their understanding and
experiences in solving the equations. Through this information exchange, students develop
an attitude of honesty and problem-solving towards the learning activity, respect for the
ideas of others, the ability to effectively communicate and to collect information through
various methods learned, and the ability to establish lifelong habits of study and research.
 1. First Meeting (2 x 45 Minutes)
Data COLLABORATION and CRITICAL THINKING
Processing
Students analyzed observation and experiences data in their virtual discussion together
with the teacher by discussing data regarding the equation of a straight-line with
given gradient, passing through a given point.
Processing data from the equation of a straight-line with given gradient, passing through
a given point material that has been obtained from the outcomes of earlier activities
and virtual discussions, as well as the results of observing activities and information
gathering activities using the list of questions.
Verification CRITICAL THINKING

Students discuss the results of their experiences, observations and readings and verify the
results of their observations and readings with data or theories in the virtual
discussion
with the teacher through activities about equation of a straight-line with given
gradient,
passing through a given point by adding breadth and depth to the processing
information that is in the nature of looking for solutions from the virtual discussion
who
have opposing opinions to develop an attitude of courtesy, meticulousness, discipline,
obeying rules, hard work, the ability to apply procedures, and the ability to think in a
Generalization COMMUNICATION

Students discuss their experiences on how they solve the equations in their own and their
understanding about equation of a straight-line with given gradient, passing through a
given point in the form of an analysis verbally through the virtual meeting to build an
attitude of conscientiousness, tolerance, the ability to analyze logically, and the ability
to communicate ideas nicely.
Students ask about something they don't understand about the lesson, or the students were
given the opportunity to answer when the teacher asks them questions about the
equation of a straight-line with given gradient, passing through a given point and
related visual images about the lesson.

CREATIVITY

In the form of experiences, observations and readings on the virtual discussion, students
write the important information in a creative way that are related in the equation of a
straight-line with given gradient, passing through a given point.
Complete the equation of a straight-line with given gradient, passing through a given
point learning activity and recitation that has been provided individually to assess
the student's understanding of the lesson.
Note: During the discussion of the equation of a straight-line with given gradient, passing through a given point,
the teacher observes students' learning attitudes, which include attitudes such as nationalism, discipline, self-
confidence, honest behavior, toughness in dealing with problems of responsibility, curiosity, and concern for the
environment.
Closing Activities (15 Minutes)
Students:
Using their notebook materials or understanding of the equation of a straight-line with given gradient, passing
through a given point, students will review the equation of a straight-line with given gradient, passing
through a given point discussions we had at home to used it in the future learnings that is connected on the
lesson.
Teacher:
Check the student’s understanding about the equation of a straight-line with given gradient, passing
through a given point by asking them a question that is related to the lesson.

1. First Meeting (2 x 45 Minutes)

Give better scores to students who have great performance during the virtual meeting continuation discussion of
the equation of a straight-line with given gradient, passing through a given point and to those students who
have strong collaboration to the teacher.
I. Assessment, Remedial Learning and Enrichment
1. Assessment (attached)

a. Attitude
- Observation Assessment
Observational assessment is based on the observation of learners' everyday attitudes and behaviors in
virtual discussion, both connected to the learning process and in general. The teacher conducts online
observation. Here is an example of an attitude evaluation tool;
Aspects of assessed behavior Sum Attitude Value
No Student Name PC H RA DP scor score code
1 … 10 N
50 75 75 300 75.00 B
2 … 0
... ... ... ... ... ... ...

Information;
• PC: Participation in Class
• HN: Honest
• RA: Responsible (doing activities)
• DP: Discipline and Positive Attitude
Note;
1. Behavioral aspects are assessed by criteria:
100 = Excellent
75 = Good
50 = Fair
25 = Poor
2. Sum of the Scores (the total scores of assessed behavior):
3. Attitude Scores (number of sum scores divided by the number of attitudes assessed):
300/4 = 68.75
4. Value Code:
100.00 – 75.01 = Excellent (A)
75.00 – 50.01 = Good (B)
50.00 – 25.01 = Fair (C)
25.00 – 00.00 = Poor (D)

- Self Assessment
The student is given the opportunity to appraise his own talents as the learning center shifts from the
teacher to the learner. However, in order for the assessment to be objective, the teacher must first explain
the aim of the self-evaluation, then select the skills to be tested, then determine the assessment criteria to
be utilized, and last design the assessment format. In short, the assessment structure was pre-planned by
the teacher. An example of an assessment format is as follows:
Sum Attitude Value
No Statement Yes No Score Score Code
During the virtual discussion, I
1 100
participated when the teacher asks a
question.
I. show my attention during the 100 450 90.00 B
2 virtual discussion.
I explain my ideas during the
3 100
virtual discussion.
4 I took part in making communication 50
during the virtual discussion.
5 I show my good attitude and behavior 100
during the virtual discussion.

Note:
1. Assessment Score;
Yes = 100 and No = 50
2. Sum of the Scores (the total scores of assessed behavior);
 3. Attitude Scores (number of sum scores divided by the number of attitudes assessed);
400/4= 100
4. Value Code:
125.00 – 100.01 = Excellent (A)
100.00 – 75.01 = Good (B)
75.00 – 50. 01 = Fair (C)
50.00 – 25.01 = Poor (D)
25.00 – 00.00 = Super Poor (E)

b. Knowledge
- Learning Assessment
a) Students answer the questions correctly in the learning activity.
b) Students gather information from the learning activity about the equation of a
straight- line with given gradient, passing through a given point.
c) Teacher checked the students answer and give scores to them.

c. Skills
- Performance Assessment (Recitation)
An example of a performance assessment instrument can be seen as follows:
Excellent Good Fair Poor
No Assessed Aspects (100) (75) (50) (25)
1 The appropriateness of the response to the
question.
2 Giving their ideas about the lesson freely.
3 Showing his/her positive attention in the
virtual discussion.
4 Great Collaboration to the teacher.
5 Problem-solving ability.
Assessment Score;
100 = Excellent
75 = Good
50 = Fair
25 = Poor
Final Score: The sum of assessment scores divided by the number of assessed aspects.

2. Assessment Instruments
a. First meeting @virtual discussion.

3. Remedial Learning and Enrichment

a. Remedial Learning
For students who did not meet the minimum completion criteria (KKM), the teacher can ask
additional questions, such as:
1) Define the definition about the equation of a straight-line with given gradient, passing through
a given point that is related to the equation of a straight-line;
2) Identify the formula as y− y1 =m( x−x 1);
3) Find the equation of the straight-line using the point-slope
form

Example of Remedial Program

School :
…………………………………………….. Class/Semester
: …………………………………………….. Subject
:……………………………………….…….. Daily Activities :
………………………………….………….. Daily Activities Date
:……………………………………………... Daily Activities Materials :
………………………………………….. (KD/Indicators)
: …………………………………………….. KKM
: ……………………………………………..
 Student Test Indicators Score after Description
No name scores that not yet remedial
mastered
1
2
3
4
5
…

b. Enrichment
Because they have completed KKM, the teacher advises them to be humble. The following
enrichment activities are provided by the teacher:
1. Read information from various resources that is related to the equation of a straight-line
with given gradient, passing through a given point;
2. Answer the learning activity that is related to the equation of a straight-line with given
gradient, passing through a given point.

Prepared by:
Katrina Lovelyn Socorro V. Boado
DMMMSU, Philippines

Supervising Teacher:
I Wayan Wiana, S. Pd.
UNDIKSHA, Indonesia

Supervising Teacher Notes:

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