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SYLLABUS

MATHEMATICS SMA NEGERI 1 UNGARAN

DEPARTEMEN PENDIDIKAN NASIONAL DIREKTORAT JENDERAL MANAJEMEN PENDIDIKAN DASAR DAN MENENGAH DIREKTORAT PEMBINAAN SMA 2011/2012

SYLLABUS
School’s name Subject Class /Program Semester : SMA NEGERI 1 UNGARAN : MATHEMATICS :X :1

STANDARD OF COMPETENCY: 1. Solving problems related to exponents, radicals and logarithms.

BASIC COMPETENCY
1.1 Using exponent, radical and logarithm’s law

INDICATORS
 Change the positive exponents into negative exponents and vice versa.  Change the surd into exponent form and vice versa.  Doing algebraic operation in exponent and radical.  Simplify the algebraic form including rasional exponents.  Rationalize the radical.  Change the exponent form into logarithm form and vice versa.  Doing algebraic operation in logarithm forms.

LEARNING MATERIALS
Exponent, radical and logarithm  Exponent  Radical  Logarithm

LEARNING ACTIVITIES
 Understanding about the exponent, radical and logarithm and its components.  Define the exponent, radical and logarithm.  Describe the exponent, radical and logarithm and their correlation.  Apply the formulas of exponent.  Apply the formulas of radical.  Apply the formulas of logarithm.

EVALUATION
Method :    Individual assignment Group assignment Test

TIME
10 x 45’

OUTFIT
Source:  Bilingual MATHEMATI CS X, Willa Adrian SL, Yrama Widya  Seribu Pena Matematika X, Erlangga.  Other reference book.

Instrumen:    Quiz Objective Test Essay Test

Equipment:  Laptop  LCD

Mathematics Syllabus, SMAN 1 UNGARAN

1

BASIC COMPETENCY

INDICATORS
 Determine the laws of exponent, radical and logari thm

LEARNING MATERIALS

LEARNING ACTIVITIES

EVALUATION

TIME

OUTFIT

1.2 Doing algebraic manipulation in calculating involved exponent, radical and logarithm.

Simplifying algebraic form containing exponent, root and logarithm.

 Using the concept of exponent, radical and logarithm to solve problems.  Proving the simple properties of

Metode :   Individual assignment Group assignment Test

15 x45’

Source:  Bilingual MATHEMATI CS X, Yrama Widya  Seribu Pena Matematika X, Erlangga.  Other reference book.

Proving the simple laws of exponent, root and logarithm.

exponent, radical and logerithm.

 Change the form of √( ) √ √ into the **)

Bentuk Instrumen:    Quiz Objective Test Essay Test

form of √

Equipment:  Laptop  LCD

Structured Task:  Doing exercises about exponents, radical and logarithm (problems are attached)

2 x 60’

Note:

*) adapted from cambridge curriculum **) enrichment

Mathematics Syllabus, SMAN 1 UNGARAN

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STANDARD OF COMPETENCY:

2.

Solving problems related with function, quadratic equation, quadratic function and quadratic inequalities.

BASIC COMPETENCY

INDICATORS

LEARNING MATERIALS

LEARNING ACTIVITIES

EVALUATION

TIME

OUTFIT

2.1 Understanding the concept of function

 Understanding the diffrence of relation which is function and not function.

Quadratic Equation, Inequalities and function  Quadratic Function o Relation dan Function

 Understanding the concept of relation between two sets by counterexamples.  Identifying the relation which is a function.  To describe the definition of function.  Identifying the kinds and properties of function.  Describing the caracteristic of function based on the kinds.

Methode :  Individual task  group Task  test

2 x 45’

Source:  Bilingual MATHEMATICS X, Yrama Widya  Seribu Pena Matematika X, Erlangga.  Other reference book.

 Identifying kinds and properties of functions.

o

The Kinds and Properties of functions

Instrument:  Quiz  Objective test  essay

Equipment:  Laptop  LCD

2.2 Drawing a graph of a simple algebraic function and quadratic function.

Investigating the caracteristic of the graph of quadratic function from the algebraic form.

 Graph of quadratic funtions

 Determining the value of functions from the simple quadratic function  Making a geometric interpretation from the relation between variable value and function value of quadratic function.  Drawing a graph of quadratic

Methode :  Individual task  group Task  test

4 x 45’

Source:  Bilingual MATHEMATICS X, Yrama Widya  Seribu Pena Matematika X, Erlangga.

Drawing a graph of quadratic function

Mathematics Syllabus, SMAN 1 UNGARAN

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BASIC COMPETENCY

INDICATORS
Determining a positive and negative definit

LEARNING MATERIALS

LEARNING ACTIVITIES
function using the relation between variable value and function value of a quadratic function.  Determining axis simetry and extrim point of from the graph of quadratic funtion.  Determining the relation between the simetry axis and extrim point from the graph of quadratic function and the coeffisient.  Determining the simetry axis and extrim point of quadratic function graph from the function formula.  Drawing the graph of quadratic function using analysis of the function result.  Identifying a positive and negative definit of a quadratic function from the graph.

EVALUATION

TIME

OUTFIT
 Other reference book.

Instrument:  Quiz  Objective test  essay

Equipment:  Laptop  LCD

Making the graph of a simple algebraic function

 Making the graph of a simple algebraic function (linear, constant function, etc.) using the relation of variable and function value.

Mathematics Syllabus, SMAN 1 UNGARAN

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BASIC COMPETENCY
 

INDICATORS

LEARNING MATERIALS
 Quadratic Equation and Inequalities. o The solution of a quadratic equation. The solution of a quadratic inequalities.

LEARNING ACTIVITIES

EVALUATION

TIME

OUTFIT

2.3 Using the properties and laws of a quadratic equation and inequalities.

Determining the roots of a quadratic Equation. Determining the solution set of a quadratic inequalities.

 Finding the roots of a quadratic equation by factoring.  Finding the roots of a quadratic equation by formula.  Determining the solution of a quadratic inequalities.  Finding the geometric definition of the solution of quadratic equation and inequalities using the graph of quadratic function.  Describing the geometric interpretation of the solution of a quadratic equation and inequalities.

Methode :  Individual task  group Task  test

4 x 45’

Source:  Bilingual MATHEMATICS X, Yrama Widya  Seribu Pena Matematika, Erlangga.  Other reference book.

o

Instrument:  Quiz  Objective test  essay
4 x 45’

Equipment:  Laptop  LCD

Using the sum and product formula of the roots of quadratic equation.

the sum and product formula of the roots of quadratic equation

 Calculating the sum and product of the roots from the solution of quadratic equation.  Determining the relation between the sum and product of the roots with the coefficient of a quadratic equation.  Formulating the relation between the sum and product of the roots with the coefficient of quadratic equation.  Proving the sum and product formula of quadratic equation.  Using the roots sum and product formula of quadratic equation in calculation.

Methode :  Individual task  group Task  test

Source:  Bilingual MATHEMATICS X, Yrama Widya  Seribu Pena Matematika, Erlangga.  Other reference book. Equipment:  Laptop  LCD

Instrument:  Quiz  Objective test  essay

Mathematics Syllabus, SMAN 1 UNGARAN

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BASIC COMPETENCY

INDICATORS
Differentiating the kinds of the roots of quadratic equation. 

LEARNING MATERIALS
Kinds of the roots of quadratic equation. 

LEARNING ACTIVITIES
Differentiating the kinds of the roots of quadratic equation by counterexamples. Identifying the relation the kinds of the roots and the diskriminan value. Formulating the relation between the kinds of the roots and the diskriminan value. Investigating the kinds of the roots of quadratic equation.

EVALUATION
Methode :  Individual task  group Task  test

TIME
4 x 45’

OUTFIT
Source:  Bilingual MATHEMATICS X, Yrama Widya  Seribu Pena Matematika, Erlangga.  Other reference book.

 

Instrument:  Quiz  Objective test  Essay

Equipment:  Laptop  LCD

2.4 Doing aljebraic manipulation in a calculating of a quadratic equation and inequalities.

Arranging a quadratic equation whose roots are given.

Arranging a quadratic equation whose roots are given.

 Arranging a quadratic equation whose roots are given.  Arranging a quadratic equation whose roots are related with the roots of another equation. Recognizing the equations which can be changed into quadratic equation. Solving the equations which can be formed into quadratic equation or inequalities.

Methode :  Individual task  group Task  test
4 x 45’

Source:  Bilingual MATHEMATICS X, Yrama Widya  Seribu Pena Matematika, Erlangga.  Other reference book. Equipment:  Laptop  LCD 2x60’

Determining the solution of equation which can be changed into quadratic equation or inequalities.

The solution of other equation related to quadratic equation.

Instrument:  Quiz  Objective test  Essay

Structured Task:  Doing some problems about quadratics function, equation and inequalities (problems are attached)

Mathematics Syllabus, SMAN 1 UNGARAN

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BASIC COMPETENCY
2.5 Designing a MATHEMATICS model of a problem related with quadratics equation and inequalities.

INDICATORS
Creating a mathematics model from a problem in mathematics, other subject or daily life related with quadratic equation or function. 

LEARNING MATERIALS
The use of quadratic equation and function in problem solving.

LEARNING ACTIVITIES
 Identifying daily problems which is related with quadratic equation and function.  Formulating mathematics model from problems in mathematics, other subject or daily life which is related with quadratic equation or function.  Solving mathematics model from problems in mathematics, other subject or daily life which is related with quadratic equation or function.  Interpreting problem solving in mathematics, other subject or daily life which is related with quadratic equation or function.

EVALUATION
Methode :  Individual task  group Task  test

TIME
4 x 45’

OUTFIT
Source:  Bilingual MATHEMATICS X, Yrama Widya  Seribu Pena Matematika, Erlangga.

2.6 Solving a MATHEMATICS model of a problem related with quadratic equation and/or inequalities and its meaning.

Solving a mathematics model from a problem in mathematics, other subject or daily life related with quadratic equation or function. Interpreting the problem solving in mathematics, other subject or daily life related with quadratic equation or function.

Instrument:  Quiz  Objective test  essay

4 x 45’

 Other reference book.

Equipment:  Laptop  LCD

Known, Principle

Ungaran, 21 July 2011 Mathematics Teacher,

Dra. Halimah Ilyas NIP. 195207171979032007

Mathematics Syllabus, SMAN 1 UNGARAN

7

STANDARD OF COMPETENCY:

3.

Solving problems related with linear equation system and inequalities in one variables

BASIC COMPETENCY
3.1 Solving linear equation system, mixed equation system of linear and quadratic in two variables.

INDICATORS
 Determining the solution of linear equation system in two variables

LEARNING MATERIALS
Equation system and inequalities system  linear equation system in two variables  linear equation system in three variables

LEARNING ACTIVITIES
 Identifying the steps to solve linear equation system in two variables.  Using linear equation system in two variables to solve problems.

EVALUATION
Methode :  Individual task  group Task  test

TIME
5 x 45’

OUTFIT
Source:  Bilingual MATHEMATIC S X, Yrama Widya  Seribu Pena Matematika, Erlangga.  Other reference book.

 Determining the solution of linear equation system in three variables

 Identifying the steps to solve linear equation system in three variables.  Using linear equation system in three variables to solve problems.

4 x 45’

Instrument:  Quiz  Objective test  essay

 Determining the solution of linear and quadratic mixed equation system in two variables

 Identifying the steps to solve linear and quadratic mixed equation system in two variables.  Using linear and quadratic mixed equation system in two variables to solve problems. Application of linear equation system in two variables and three variables.  Identifying problems related with linear equation system.  Formulating mathematics model from problems in mathematics, other subject or daily life which is related with linear equation system.  Solving mathematics model from problems in mathematics, other

Equipment: 5 x 45’  Laptop  LCD

3.2 Designing a mathematics model of a problem related with linear equation system.

* *

Identifying problems related with linear equation system. Creating mathematics model which is related with linear equation system. Determining the solution of mathematics model from problems related with linear

2 x 45’

* 3.3 Solving a mathematics model

4 x 45’

Mathematics Syllabus, SMAN 1 UNGARAN

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BASIC COMPETENCY
of a problem related with linear equation system and its meaning *

INDICATORS
equation system. Interpreting the solution result of related with linear equation system.

LEARNING MATERIALS

LEARNING ACTIVITIES
subject or daily life which is related with linear equation system.  Interpreting problem solving in mathematics, other subject or daily life which is related with linear equation system. Structured Task:  Doing some problems related with linear equation system (problems are attached)  Identifying the steps to solve one variable inequalities.  Using one variable inequalities to solve problems.  Identifying the steps to solve one variable inequalities involving algebraic rational form.  Using one variable inequalities involving algebraic rational form to solve problems

EVALUATION

TIME

OUTFIT

2x60’

3.4 Solving inequalities in one variable involving rational algebraic form

*

Determining the solution requirements of inequalities involving algebraic rational form. Determining the solution of inequalities involving algebraic rational form.

 One variable inequalities in algebraic rational form

Methode :  Individual task  group Task  test

8 x 45’

Source:  Bilingual MATHEMATIC S X, Yrama Widya  Other reference book. Equipment:  Laptop  LCD

*

Instrument:  Quiz  Objective test  essay

Mathematics Syllabus, SMAN 1 UNGARAN

9

BASIC COMPETENCY
3.5 Designing a mathematics model of a problem related with inequalities in one variable. * *

INDICATORS
Identifying problems related with one variable inequalities. Creating mathematics model which is related with one variable inequalities. Determining the solution of mathematics model from problems related with one variable inequalities in rational algebraic form. Interpreting the solution result of related with one variable inequalities in rational algebraic form.

LEARNING MATERIALS
 Application of one variable inequalities in rational algebraic form

LEARNING ACTIVITIES
 Identifying problems related with one variable inequalities.  Formulating mathematics model from problems in mathematics, other subject or daily life which is related with one variable inequalities.  Solving mathematics model from problems in mathematics, other subject or daily life which is related with one variable inequalities.  Interpreting problem solving in mathematics, other subject or daily life which is related with one variable inequalities.

EVALUATION
Methode :  Individual task  group Task  test

TIME
2 x 45’

OUTFIT
Source:  Bilingual MATHEMATIC S X, Yrama Widya

* 3.6 Solving a mathematics model of a problem related with inequalities in one variable and its meaning

5 x 45’

 Seribu Pena Matematika, Erlangga.  Other reference book.

Instrument:  Quiz  Objective test  essay
Extra lesson time

*

Equipment:  Laptop  LCD

3.7 Solving problems related to Algebra *)

Understand the meaning of |x|; and use the relation such as |x-a| < b  a – b < x < a + b in the course of solving equations and inequalities.

Note: *) adapted from cambridge curriculum Known, Principle Ungaran, 21 July 2011 Mathematics Teacher,

Dra. Halimah Ilyas NIP. 195207171979032007

Mathematics Syllabus, SMAN 1 UNGARAN

10

SYLLABUS
School’s name Subject Class /Program Semester : SMA NEGERI 1 UNGARAN : MATHEMATICS :X :2

4. STANDARD OF COMPETENCY: Solve problems related to plural statement and quantor statement.

BASIC COMPETENCY 4.1 Finding the truth value of plural statement and quantor statement.    

INDICATORS Find the truth valeu of quantor statement. Find the negation of quantor statement Find the truth value of plural statement Find the negation of plural statement

LEARNING MATERIAL Math’s logic  Statement and its truth value  Quantor statement  Negation  Plural statement : the truth of it and its negation. o Conjunction o Disjunction o Implication o biimplication

LEARNING ACTIVITIES  differentiate statement and not.  Fins the truth value of statement  Find the negation of statement  Identify caracteristic of plural statement (conjuntion, disjunction implication and biimplication)  Find the formulas of truth value of plural stataments by truth table.  Find the truth value of plural statements  Find the formulas of negation of plural stataments by truth table.  Find the negation of plural statements  Identify the living statement that has related with olural statements.  Identify the relation between

EVALUATION Methode :  Individual task  Task for group  test

TIME 10 x 45’

OUTFIT Source:  Bilingual MATHEMATIC S X, Yrama Widya  Seribu Pena Matematika, Erlangga.  Other reference book.

Instrument:  Quiz  Objective test  essay

Equipment:  Laptop  LCD

Mathematics Syllabus, SMAN 1 UNGARAN

11

BASIC COMPETENCY

INDICATORS

LEARNING MATERIAL

LEARNING ACTIVITIES implication and convers, invers and contraposition.  Find conves, invers and contraposition of implication

EVALUATION

TIME

OUTFIT

4.2 Make the equivalent statement of plural statement or quantor statement.

Knowing the equivalence of plural statements or quantor statements. Prove the equivalence of plural statements or quantor statements. Make the equivalence of plural statements or quantor statements.

 Equivalence of two statements  Tautologi and contradiction

 Identify equalivalence of plural statements.  Knowing the equivalence of plural statements or quantor statements.  Prove the equivalence of plural statements or quantor statements.  Identify the caracteristic of tautologi and contradiction from truth table.  Knowing the plurak statements is tautologi , contadiction, or not both

Method :  Individual task  Task for group  test

10 x 45’

Source:  Bilingual MATHEMATIC S X, Yrama Widya  Seribu Pena Matematika, Erlangga.  Other reference book.

Instrument:  Quiz  Objective test  essay

Equipment:  Laptop  LCD

Mathematics Syllabus, SMAN 1 UNGARAN

12

BASIC COMPETENCY 4.3 Using math logic principles of plural statements and quantor statements to solve the problems 

INDICATORS Knowing validity of conclusion by math logic principles. Make conclusion from several premises.

LEARNING MATERIAL  Conclusion o Modus Ponens o Modus Tolens o Silogisme

LEARNING ACTIVITIES  Identify the ways to make conclusion from several examples.  Make the ways of make conclusion. (modus ponens, modus tolens and silogiSMA NEGERI 1 UNGARAN)  Knowing validity of conclusion  Make the valid conclusion from premises.
Structured Task: Doing some problems related with mathematics logic (problems are attached)

EVALUATION Method :  Individual task  Task for group  test

TIME 4 x 45’

OUTFIT Source:  Bilingual MATHEMATIC S X, Yrama Widya  Seribu Pena Matematika, Erlangga.  Other reference book. Equipment:  Laptop  LCD

Instrument:  Quiz  Objective test  essay

Known, Principle

Ungaran, 21 July 2011 Mathematics Teacher,

Dra. Halimah Ilyas NIP. 195207171979032007

Mathematics Syllabus, SMAN 1 UNGARAN

13

STANDARD OF COMPETENCY: 5. Using comparison, function, equation and identities of trigonometry to solve the problems.
BASIC COMPETENCE 5.1 Do the algebra manipulation to technical counting that has related with comparison, function, equation and identities of trigonometry. INDICATORS  Find the value of trigonometry ratios of the right triangle. LEARNING MATERIAL Trigonometry Trigonometry ratios of the right triangle LEARNING ACTIVITIES  Count the comparison of sides of the right triangles, which has the same angle but has different side.  Define the trigonometry ratios of the right triangle.  Find the value of trigonometry ratios of right triangle. EVALUATION Method :  Individual task  Task for group  test Instrument:  Quiz  Objective test  essay Method :  Individual task  Task for group  test Instrument:  Quiz  Objective test  essay TIME 4 x 45’ OUTFIT Source:  Bilingual MATHEMATICS X, Yrama Widya  Seribu Pena Matematika, Erlangga.  Other reference book. Equipment:  Laptop  LCD Source:  Bilingual MATHEMATICS X, Yrama Widya  Seribu Pena Matematika, Erlangga.  Other reference book. Equipment:  Laptop  LCD

 Find the trigonometry ratios for special angles.

 The value of trigonometry ratios of special angles.

 Solve the value of trigonometry ratios for special angles.  Using the value of trigonometry ratios for special to solve the problems.  Determine the formulas of trigonometry ratios on the Cartesius plane.  Count the trigonometry ratios on the Cartesius plane.  Identify the relation of trigonometry ratios for angles in all quadrants.

10 x 45’

4 x 45’

 Find the trigonometry ratios in all quadrants

 Trigonometry ratios in all quadrants.

Mathematics Syllabus, SMAN 1 UNGARAN

14

BASIC COMPETENCE

INDICATORS

LEARNING MATERIAL

LEARNING ACTIVITIES  Find the value of trigonometry ratios for many angles.

EVALUATION

TIME

OUTFIT

5.2 Designing the math models from the problems related with comparison, function, equation and trigonometry identities.

 Graphing the simple trigonometri function.

 Trigonometry function and its graph  The simple trigonometry equation..  Trigonometry Identities

    

Find the value of trigonometry function. Graphing the simple trigonometri function Find the solution set of simple trigonometry equation. Make relation for trigonometry ratios of angle. Prove the simple trigonometry identities using formulas of trigonometry ratios. Identify the counting of sides or angles of triangle. Using sinus law and kosinus law to solve the counting of sides or angles of triangle. Identify the problems in counting of area of triangle. Determine the formula of area of triangle. Using the formula of triangle’s area to slve the problems.

Method :  Individual task  Task for group  test Instrument:  Quiz  Objective test  essay

10 x 45’ 10 x 45’ 10 x 45’

 .Solve the simple trigonometry equation.  Prove the simple trigonometry identities.

Source:  Bilingual MATHEMATICS X, Yrama Widya  Seribu Pena Matematika, Erlangga.  Other reference book. Equipment:  Laptop  LCD

10 x 45’ 10 x 45’

 Pass the counting problem using sinus law and cosinus law.  Find the area of triangle which given the component.

 Sinus law and cosinus law. 

 

The formula of area of triangle

  

Mathematics Syllabus, SMAN 1 UNGARAN

15

BASIC COMPETENCE

INDICATORS

LEARNING MATERIAL

LEARNING ACTIVITIES
Structured Task:  Drawing a graph of advanced trigonometric function y = a sin (kx  b) (problems are attached)

EVALUATION

TIME 2x60’

OUTFIT

5.3 Pass the mathmodels from comparison, function, equation and trigonometry identities problems and give interpretation.

To identify the problems that has related with compaison, function, equation dan trigonometry identities. To make the math models matematika that has related with comparison, function, equation and trigonometry identities Find the math models solution of comparison, function, equation and trigonometry identities problems Interpreti the solution of comparison, function, equation and trigonometry identities problems.

Using trigonometry ratios.

 To identify the problems that has related with comparison, function, equation and trigonometry identities  To make the math models matematika that has related with comparison, function, equation and trigonometry identities 

Method :  Individual task  Task for group  test Instrument:  Quiz  Objective test  essay

4 x 45’

Source:  Bilingual MATHEMATICS X, Yrama Widya  Seribu Pena Matematika, Erlangga.  Other reference book. Equipment:  Laptop  LCD

Find the math models solution of comparison, function, equation and trigonometry identities problems Interprei the solution of comparison, function, equation and trigonometry identities problems.

Mathematics Syllabus, SMAN 1 UNGARAN

16

STANDARD OF COMPETENCY: 6. Determine the relation, distance, angles of point, line and plane in the three dimension.

BASIC COMPETENCE 6.1 Determine the relation, distance, angles of point, line and plane in the three dimension

INDICATORS  Determine the relation of point and line in space.  Determine the relation of point and plane in space

MATERIAL Three dimension  Knowing the solid  The relation of point, line and plane in three dimension.    

LEARNING ACTIVITIES Identify the solid. Identify element of solid. Accurate the relation of solid elements Describe the ralation of solid elements

EVALUATION Method :  Individual task  Task for group  test

TIME 10 x 45’

OUTFIT Source:  Bilingual MATHEMATI CS X, Yrama Widya  Seribu Pena Matematika, Erlangga.

 Determine the relation of 2 lines in space.  Determine the relation of line and plane in space

Instrument:
Structured Task: Drawing a three dimension space (problems are attached)

 Determine the relation of 2 planes in space

 Quiz  Objective test  essay

2x60’

 Other reference book. Equipment:  Laptop  LCD

6.2 Determine the distance between point and line, and between point and plane in three dimension.

 Determine the distance between point and line in space.  Determine the distance between point and plane in space  Determine the distance between 2 lines in space

 Distance in space

 Define the distance between point, line and plane in space.  Count the distance between point and line in space.  Count the distance between point and plane in space.

Method :  Individual task  Task for group  test

10 x 45’

Source:  Bilingual MATHEMATI CS X, Yrama Widya  Seribu Pena Matematika, Erlangga.  Other reference

 Count the distance between 2 lines in space.

Instrument:  Quiz  Objective test

Mathematics Syllabus, SMAN 1 UNGARAN

17

BASIC COMPETENCE

INDICATORS

MATERIAL

LEARNING ACTIVITIES

EVALUATION  essay

TIME

OUTFIT book. Equipment:  Laptop  LCD

6.3 Determine the degree of angle between line and plane and between 2 planes in three dimension.

 Determine the degree of angle between 2 lines in space.  Determine the degree of angle between line and plane in space.

 Angles

 To define the angle between point, line and plane in space.  To draw the angle between 2 lines in space.  To count the degree of angle between 2 lines in space.  To draw the angle between line and plane in space.

Method :  Individual task  Task for group  test

10 x 45’

Source:  Bilingual MATHEMATI CS X, Yrama Widya  Seribu Pena Matematika, Erlangga.  Other reference book.

 Determine the degree of angle between 2 planes in space

Instrument:  Quiz  Objective test  essay

 To count the degree of angle between line and plane in space  To draw the angle between 2 planes in space  To count the degree of angle between 2 planes in space.
Known, Principle

Equipment:  Laptop  LCD
Ungaran, 21 July 2011 Mathematics Teacher,

Dra. Halimah Ilyas NIP. 195207171979032007

Mathematics Syllabus, SMAN 1 UNGARAN

18

SYLLABUS
School’s name Subject Class /Program Semester : SMA NEGERI 1 UNGARAN : MATHEMATICS : XI / IPA :1

STANDARD OF COMPETENCY: 1. Using statistics law, counting rules, and the properties of probability in problem solving.
LEARNING MATERIALS Statistics: Line diagram, bar diagram, pie diagram , ogive and histogram

BASIC COMPETENCY 1.1 Reading a data in the form of table, diagram (line, bar and pie chart) and ogive

INDICATORS  Reading the presentation of datas in line diagram, bar and pie diagram.  Identifying the value of datas displayed in table and diagram

LEARNING ACTIVITIES  Observing and identifying the datas over the school. Identifying datas expressed in several models. Classifying several kinds of diagram and table. Checking out the 19oncepto f datas interpretation

EVALUATION Method :  Individual task  Task for group  test

TIME 8x45’

OUTFIT Outfit  Mathematics XI grade, erlangga  Internet  Other reference book.

Instrument:  Quiz  Objective test  essay

Mathematics Syllabus, SMAN 1 UNGARAN

19

BASIC COMPETENCY

INDICATORS

LEARNING MATERIALS

LEARNING ACTIVITIES

EVALUATION

TIME

OUTFIT

1.2 Presenting datas in table form and bar chart, line chart and pie chart, ogive and the interpretation

 Presenting datas in talble form, bar chart, line chart and pie chart, ogive and the interpretation.  Interpreting datas in bar, line, pie chart and ogive

Statistics: Line diagram, bar diagram, pie diagram, ogive and histogram

Doing exercise in several datas presentation

Method :  Individual task  Task for group  test

10x45’

Outfit  Mathematics XI grade, erlangga  Internet  Other reference book.

Instrument:   Interpreting datas of several form. Taking summaries of two or more groups or the same kind of information Discussing the importance of data distribution in histogram and ogive Creating a table of distribution from certain data  Quiz  Objective test  essay

1.3 Computing the tendency central, and tendency distribution and the interpretation

 Reading the datas presentation in table form, frequency distribution and histogram.  Presenting Menyajikan data dalam bentuk tabel distribusi frekuensi dan histogram.

Tendendy Central: Average, Mode and median Position measure: Quartile, decile Distribution Tendency: Range, simpangan kuartil, variance and deviation standard

Method :  Individual task  Task for group  test

12x45’

Outfit  Mathematics XI grade, erlangga  Internet  Other reference book.

Instrument:  Drawing the graph of histogram from table of distribution  Quiz  Objective test  essay

Mathematics Syllabus, SMAN 1 UNGARAN

20

BASIC COMPETENCY

INDICATORS

LEARNING MATERIALS

LEARNING ACTIVITIES  Calculating the central tendency measured of a data either single and multiple data.

EVALUATION

TIME

OUTFIT

 Determining the average, median and mode.  Giving the interpretation of tendency measure. 

Discussing to solve daily problems to find the central tendency measured then it is presenting in diagram and interpreting the result.

Structured Task: Doing some problems related to statistics (problems are attached) 

2x45’

1.4 Using counting rules, permutation and combination in problem solving

 Arranging counting rules, permutation, and Combination  Using counting rules, permutation and combination

Probability:  Counting rules   Permutation and Combination

Determining several outcomes of filling slot in certain games or other problems.

Method :  Individual task  Task for group  test

10x45’

Outfit  Mathematics XI grade, erlangga  Internet  Other reference book.

 Discussing about counting rules that appoint to counting rules, permutation and combination.

Instrument:  Quiz  Objective test

Mathematics Syllabus, SMAN 1 UNGARAN

21

BASIC COMPETENCY

INDICATORS

LEARNING MATERIALS

LEARNING ACTIVITIES  Applying the formula of counting rules, permutation and combination to solve problems

EVALUATION  essay

TIME

OUTFIT

 Solving problems related to counting rules, permutation and combination. 1.5 Determining the sample space of an experiment  Determining the number of event outcomes from several situation  Writing a set of event of an experiment Sample space  Listing the sample points of an experiment Determining the sample space of a random experiment either single and combination Determining the sum of sample point Method :  Individual task  Task for group  test 4x45’ Outfit  Mathematics XI grade, erlangga  Internet  Other reference book. Instrument:  Quiz  Objective test  essay 1.6 Determining the probabilities of an experiment and the interpretation  Determining the probability of event by experiments  Determining the probability of events teoritically Probability of Events  Designing and doing an experiment to determine the probability of an event.  Conclusing the probability of an event from the experiment which has done to support the Method :  Individual task  Task for group  test 16x45’ Outfit  Mathematics XI grade, erlangga  Internet  Other reference book. Instrument:  Quiz

Mathematics Syllabus, SMAN 1 UNGARAN

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BASIC COMPETENCY

INDICATORS

LEARNING MATERIALS

LEARNING ACTIVITIES probability of event teoritically.  Determining the probability of an event, the complement probability of an event.  Determining the probability of daily problems events. Structured Task:  Doing some problems related to probability (problems are attached)

EVALUATION  Objective test  essay

TIME

OUTFIT

2x60’

Known, Principle

Ungaran, 21 July 2011 Mathematics Teacher,

Dra. Halimah Ilyas NIP. 195207171979032007

Mathematics Syllabus, SMAN 1 UNGARAN

23

STANDARD OF COMPETENCY: 2. Differentiate the trigonometric’s law and its using.

BASIC COMPETENCE 2.1 Using sin’s law and cos’ law for sum and differences of angles, multiple angle, to count sin and cos of definit angle.

INDICATORS  Using sin’s law of sum and differences of angle.

LEARNING MATERIAL Trigonometry sum and differences of angles

LEARNING ACTIVITIES  Memorizing the trigonometry ratios concept.  Finding the sin’s law for sum and differences of angle  Finding the cos’ law for sum and differences of angle  Using the sin’s law and cos’ law for sum and differences of angle to solve the problems.

EVALUATION Method :  Individual task  Task for group  test

TIME 10x45’

OUTIFT source:  Mathematics class XI, erlangga  Reference book

 Using cos’ law of sum and differences of angle.

Instrument:  Quiz  Objective test  essay Media:  Laptop  LCD

Mathematics Syllabus, SMAN 1 UNGARAN

24

BASIC COMPETENCE 2.2 Differentiate the sum’s law and difference’s law os sinus cosinus.

INDICATORS  State product of sinus cosinus to sum and difference of sinus or cos.  Using sum’s law and difference’s law of sinus cosinus to solve the problems.  Proving the sum’s law and difference’s law of 2 angles.  Proving the sum’s law and difference’s law of sinus cosinus 2 angles.

LEARNING MATERIAL Trigonometri:  Sum and difference for sin, cos and tangen.

LEARNING ACTIVITIES  Finding the sum’s law and difference’s law sinus  Finding the sum’s law and difference’s law cosinus.  Using product sin and cos in sum or difference of sin or cos to solve the problem..  Solve the problem to use the sum and difference’s law of sinus or 2 cosinus.  Using tangen’s law of sum and difference of angle.  Using sinus, cosinus, and tangen of multiple angle.  Manipulating the law to find the new law.  Discuss the proving problems by trigonometry concepts.  Proving simple trigonometry identities.  Doing trigonometry identities exercises  Counting the value of

EVALUATION Method :  Individual task  Task for group  test

TIME 10x45’

OUTIFT source:  Mathematics class XI, erlangga  Reference book

Instrument:  Quiz  Objective test  essay Media:  Laptop  LCD

2.3 Using sum and difference’s law of sinus ans cosinus.

 Planning and proving trigonometry identities.  Solving the problems by sum and difference of 2

Aplicating sum and difference of sinus, cosinus and tangent: o Trigonometry identities. o Aplication

Method :  Individual task  Task for group  test

10x45’

source:  Mathematics class XI, erlangga  Reference book

Mathematics Syllabus, SMAN 1 UNGARAN

25

BASIC COMPETENCE

INDICATORS angles.

LEARNING MATERIAL problems.

LEARNING ACTIVITIES trigonometry ratios by sum and difference’s law of sinus and cosinus.

EVALUATION Instrument:  Quiz  Objective test  essay

TIME

OUTIFT Media:  Laptop  LCD

2.4 Use trigonometrical identities for the simplification and exact evaluation of expressions and in the course of solving equations *)

 The expression of a sin α ± b cos α in the forms R sin (α±) and R cos (α±)

Extra lesson time

Note:

*) adapted from cambridge curriculum **) enrichment

Known, Principle

Ungaran, 21 July 2011 Mathematics Teacher,

Dra. Halimah Ilyas NIP. 195207171979032007

Mathematics Syllabus, SMAN 1 UNGARAN

26

STANDARD OF COMPETENCY: 3. Arranging circle equation and its tangent line.

BASIC COMPETENCE

INDICATORS  Finding the law of circle equation that has centre (0,0) and pass (a,b).  Finding the centre and radius of circle if the circle equation is known.  Determining the circle equation which has the definit criteria.

LEARNING MATERIAL Circle equation. 

LEARNING ACTIVITIES Determining circle equation that has centre (0,0) by using phitagoras’ theorem.

EVLUATING Method :  Individual task  Task for group  test

TIME 10x45’

OUTFIT source:  Mathematics class XI, erlangga  Reference book

3.1 Arranging circle equation that has definit condition.

Finding the circle equation’s law ifthe centre ( a,b) is known

Instrument:  Quiz  Objective test  essay

 

State the general form og circle equation. Determining the circle equation if cntre and radius are known. Determining the circle equation which has the definit criteria.

Media:  Laptop  LCD

Mathematics Syllabus, SMAN 1 UNGARAN

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BASIC COMPETENCE 3.2 Detrmining the tangent line of circle in many situation.

INDICATORS  Graphing the tangent line and detrmine the its properties.  Finding the tangent line’s law which pass a point on circle.  Finding the tangent line’s law if its gradien is known.
 Formulating the tangent line equation through a line outside of a circle **)

LEARNING MATERIAL The tangent line of circle.

LEARNING ACTIVITIES  Observing the properties of line ( tangent line or not of circle)  Detrmining teorema of tangent line of circle.  Determining the tangent line of circle.  Using discriminant to deetrmine the the tangent line of circle.

EVLUATING Method :  Individual task  Task for group  test Instrument:  Quiz  Objective test  essay

TIME 14x45’

OUTFIT source:  Mathematics class XI, erlangga  Reference book Media:  Laptop  LCD

Notes

: *) adapted from Cambridge curriculum **) enrichment

Known, Principle

Ungaran, 21 July 2011 Mathematics Teacher,

Dra. Halimah Ilyas

NIP. 195207171979032007

Mathematics Syllabus, SMAN 1 UNGARAN

28

SYLLABUS

School’s name Subject Class /Program Semester

: SMA NEGERI 1 UNGARAN : MATHEMATICS : XI / IPA :2

STANDARD OF COMPETENCY: 4. Using polinom law to solve the problems

BASIC COMPETENCY 4.1 Using algorithm of dividing polinom to get the result and remainder.

INDICATORS  To explain algorithm of dividing polinom.  Determine the degree of polinom, result and remainder in dividing algorithm.  Determine the result and remainder of dividing polinom by linier form or quadratic form.

LEARNING MATERIAL Algorithm of dividing polinom.

LEARNING ACTIVITIES  To divide polinom with the other polinom.  To do dividing algorithm with linier divisor or quadratic divisor  Do exercises of dividing algorithm  Using dividing algorithm to solve the problems ( result and remainder)

EVALUATION Method :  Individual task  Task for group  test

TIME 8 x 45’

OUTFIT source:  Mathematics class XI, erlangga  Reference book

Instrument:  Quiz  Objective test  essay Media:  Laptop  LCD

Mathematics Syllabus, SMAN 1 UNGARAN

29

BASIC COMPETENCY 4.2 Using remainder theorema and factor theorema to solve the problems.

INDICATORS  Using remainder theorea to determine remainder dividing polinom ( linier divisor or quadratic divisor)  Using factor theorema to determine linier factor of polinom

LEARNING MATERIAL Remainder Theorema, And factor Theorema

LEARNING ACTIVITIES  Differentiate remainder theorema sisa and factor theorema. To solve the problems.  Using remainder theorema and factor theorema to solve the problems. .

EVALUATION Method :  Individual task  Task for group  test

TIME 10 x45’

OUTFIT source:  Mathematics class XI, erlangga  Reference book

Instrument:  Quiz  Objective test  essay Media:  Laptop  LCD

 Using factor theorema to pass the polinom equation.

Known, Principle

Ungaran, 21 July 2011 Mathematics Teacher,

Dra. Halimah Ilyas NIP. 195207171979032007

Mathematics Syllabus, SMAN 1 UNGARAN

30

STANDARD OF COMPETENCY: 5 Determining the composition of 2 functions and invers of function.

BASIC COMPETENCE 5.1 Determine composition of 2 function.

INDICATORS  Determine the condition to compose the function.  Determine the composition of function from several functions.  Mention the properties of function composition.  Determine the maker function of function composition if known the function composition and the other naker function.

LEARNING MATERIAL Composition of Functions

LEARNING ACTIVITIES    To discuss again definiton of function. Explain definiton of function composition Identify the functions. (they can compose or not) by example. Take conclusion of properties of function composition. To do variative exercises. To accurate the properties of function composition by example. Using composition law to solve the problems. To find the maker function of function compositon.

EVALUATION Method :  Individual task  Task for group  test

TIME 8 x45’

OUTFIT source:  Mathematics class XI, erlangga  Reference book

Instrument:  Quiz  Objective test  essay Media:  Laptop  LCD

 

Mathematics Syllabus, SMAN 1 UNGARAN

31

BASIC COMPETENCE 5.2 Determine the invers of function

INDICATORS  To explain the properties so the function has invers.  To graph the function and its invers.  Determine the invers of function.  Identify the properties of incers function.

LEARNING MATERIAL Invers of a function

LEARNING ACTIVITIES  Examine by geometric to determine the function and its invers and make conclusion.  Sketch the function and its invers.  To do exercises to determine the invers function by algebra. Investigate the properties of invers function by example.

EVALUATION Method :  Individual task  Task for group  test

TIME 10 x 45’

OUTFIT source:  Mathematics class XI, erlangga  Reference book

Instrument:  Quiz  Objective test  essay Media:  Laptop  LCD

 Determine invers of function composition.  Using properties of invers function to solve the problems

Structured task: Doing some problems related to composite and inverse function. 2x45’

Mathematics Syllabus, SMAN 1 UNGARAN

32

STANDARD OF COMPETENCY: 6. Using limit concepts and differential of function to solve the problems.

BASIC COMPETENCE 6.1. Explain the definiton of limit on the exact point and unlimited by intuitif.

INDICATORS  Explain definiton of limit on the exact point by counting the value among that point.  Explain definiton of limit function on unlimited point by graph and counting.

LEARNING MATERIAL Definiton of limit function

LEARNING ACTIVITIES  Discuss definiton limit on the exact point by counting the value of among that point.  Discuss definiton limit on unlmited point by counting the value of among that point.  To reference examining about definition of limt function exactly

EVLUATING Method :  Individual task  Task for group  test

TIME 4x45’

OUTFIT source:  Mathematics class XI, erlangga  Reference book Media:  Laptop  LCD

Instrument:  Quiz  Objective test  essay

Mathematics Syllabus, SMAN 1 UNGARAN

33

BASIC COMPETENCE 6.2. Using properties of limit function to count the limit in aljabar undefinited form and trigonometry form.

INDICATORS  Count limit algebra function aljabar dan trigonometry function on exact point.  Explain the properties of limit counting.  Explain the limit of undefinited function form  Count limit of agebra function and trigonometry by using the properties of limit.

LEARNING MATERIAL  Properties of Limit of Function  Undefinited form

LEARNING ACTIVITIES  Counting limit of algebra function and trigonometry  Knowing the kind od undefinited form.  Counting limit by algebra manipulation

EVLUATING Method :  Individual task  Task for group  test

TIME 16x45’

OUTFIT source:  Mathematics class XI, erlangga  Reference book

Instrument:  Quiz  Objective test  essay 2x45’ Media:  Laptop  LCD

 Counting limit of algebra function and trigonometry by properties of limit.

Structured task: Doing some problems related to limit. Differential of Function  To know the chain velocity concepts and its geometric graphing.  Definite definiton of the differential function by limit concepts.  Count differential of algebra function by differential law.  Get properties of differential by limit properties. Method :  Individual task  Task for group  test

6.3. Using concepts and differential law in counting of differential

 Count limit of function to learn the differential concepts.  Explain the phisic definiton ( as velocity of change) and geometric definiton of differential on exact point.  Count the

22 x 45’

source:  Mathematics class XI, erlangga  Reference book

Instrument:  Quiz  Objective test  essay Media:  Laptop

Mathematics Syllabus, SMAN 1 UNGARAN

34

BASIC COMPETENCE

INDICATORS differntial of simple function using differential definiton.  Determne the properties of differential  Determine the diffirential of algebra function and trigonometry function using properties of differential  Determine the differential by chain law  Calculate the limit of indeterminate form : ( ) *)

LEARNING MATERIAL

LEARNING ACTIVITIES  Determine the differentia of algebra function and trigonometry function.  Determine the differential of function by chain law.  Do exercises of differential.

EVLUATING

TIME

OUTFIT  LCD

Extra Lesson time

 Determine the differential of logarithm function *)

 Determine the
differential of exponent function *)

Mathematics Syllabus, SMAN 1 UNGARAN

35

BASIC COMPETENCE

INDICATORS

LEARNING MATERIAL Caracteristic of Function graphing.

LEARNING ACTIVITIES  Knowing l up and down of function by geometrically.  Identify up and down of function by differential law.  Sketch the function graphing by steps: find the axis intercepts, stationer point, and monosity  Find the stationer point of function and kind of it.  Determine the tangent line of function.

EVLUATING Method :  Individual task  Task for group  test

TIME 4x45’

OUTFIT source:  guidance book  Reference book  Internet

6.4. Using differential to find  Determine the caracteristic of function upmonoton and solve the problems. function and down monoton function by the first differential concept  Sketch of fuction by differential properties.  Determine the extrime point of function.  Find the tangent line of function.

Instrument:  Quiz  Objective test  essay

6.5. Plan math’s models of the problems that has related with extrim function.

 Identify the problems that can be solved by extrim concept.  Arrange the math of extrim function.

Math’s models of extrim function

 State the living problems on the differential concept..  Determine the variabels of extrim problems.  Arrange stategic to make the math’s models of extrim function. Structured task: Doing some problems related to differential.

Method :  Individual task  Task for group  test Instrument:  Quiz  Objective test  essay

4x45’

source:  guidance book  Reference book  Internet

2x45’

Mathematics Syllabus, SMAN 1 UNGARAN

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BASIC COMPETENCE 6.6. Pass the math’s models of extrim problems and interpret of them.

INDICATORS  Pass the math’s models of extrim problems  Interpret the solution of extrim problems.

LEARNING MATERIAL Solution of extrim function

LEARNING ACTIVITIES  Make a group for 4 or 6 to discuss the aplicatif problems using differential concepts  Find the solution of math’s models and give interpretation.

EVLUATING Method :  Individual task  Task for group  test

TIME 4x45’

OUTFIT source:  guidance book  Reference book  Internet

Instrument:  Quiz  Objective test  essay
Known, Principle Ungaran, 21 July 2011 Mathematics Teacher,

Dra. Halimah Ilyas NIP. 195207171979032007

Mathematics Syllabus, SMAN 1 UNGARAN

37

SYLLABUS
School’s name Subject Class /Program Semester : SMA NEGERI 1 UNGARAN : MATHEMATICS : XI / IPS :1

STANDARD OF COMPETENCY:

1. Using statistics law, counting rules, and the properties of probability in problem solving.
LEARNING MATERIALS

BASIC COMPETENCY

INDICATORS

LEARNING ACTIVITIES

EVALUATION

TIME 6x45’

OUTFIT

1.1 Reading a data in the form of table, diagram (line, bar and pie chart) and ogive

 Reading the presentation of datas in line diagram, bar and pie diagram.  Identifying the value of datas displayed in table and diagram

Statistics: Line diagram, bar diagram, pie diagram , ogive and histogram

   

Observing and identifying the datas over the school. Identifying datas expressed in several models. Classifying several kinds of diagram and table. Checking out the concept of datas interpretation

Method :  Individual task  Task for group  test Instrument:  Quiz  Objective test  essay

source:  Mathematics class XI IPS, erlangga  Reference book Media:  Laptop  LCD

Mathematics Syllabus, SMAN 1 UNGARAN

38

BASIC COMPETENCY

INDICATORS

LEARNING MATERIALS

LEARNING ACTIVITIES

EVALUATION

TIME 10x45’

OUTFIT

1.2 Presenting datas in table form and bar chart, line chart and pie chart, ogive and the interpretation

 Presenting datas in talble form, bar chart, line chart and pie chart, ogive and the interpretation.  Interpreting datas in bar, line, pie chart and ogive

Statistics: Line diagram, bar diagram, pie diagram, ogive and histogram

Doing exercise in several datas presentation

Method :  Individual task  Task for group  test Instrument:  Quiz  Objective test  essay

 

Interpreting datas of several form. Taking summaries of two or more groups or the same kind of information

source:  Mathematics class XI IPS, erlangga  Reference book Media:  Laptop  LCD

1.3 Computing the tendency central, and tendency distribution and the interpretation

 Reading the datas presentation in table form, frequency distribution and histogram.  Presenting Menyajikan data dalam bentuk tabel distribusi frekuensi dan histogram.  Determining the average, median and mode.  Giving the

Tendendy Central: Average, Mode and median Position measure: Quartile, decile Distribution Tendency: Range, simpangan kuartil, variance and deviation standard

Discussing the importance of data distribution in histogram and ogive Creating a table of distribution from certain data Drawing the graph of histogram from table of distribution Calculating the central tendency measured of a data either single and multiple data. Discussing to solve daily problems to find the central tendency

Method :  Individual task  Task for group  test Instrument:  Quiz  Objective test  essay

10x45’

10x45’

source:  Mathematics class XI IPS, erlangga  Reference book Media:  Laptop  LCD

Mathematics Syllabus, SMAN 1 UNGARAN

39

BASIC COMPETENCY

INDICATORS

LEARNING MATERIALS

LEARNING ACTIVITIES

EVALUATION

TIME

OUTFIT

interpretation of tendency measure.

measured then it is presenting in diagram and interpreting the result. Structured task: Doing some problems related to composite and inverse function.  Determining several outcomes of filling slot in certain games or other problems.  Discussing about counting rules that appoint to counting rules, permutation and combination.  Applying the formula of counting rules, permutation and combination to solve problems
2x60’

1.7 Using counting rules, permutation and combination in problem solving

 Arranging counting rules, permutation, and Combination  Using counting rules, permutation and combination

Probability:  Counting rules  Permutation and  Combination

Method :  Individual task  Task for group  test Instrument:  Quiz  Objective test  essay

10x45’

source:  Mathematics class XI IPS, erlangga  Reference book Media:  Laptop  LCD

 Solving problems related to counting rules, permutation and combination.

Mathematics Syllabus, SMAN 1 UNGARAN

40

BASIC COMPETENCY

INDICATORS

LEARNING MATERIALS

LEARNING ACTIVITIES

EVALUATION

TIME 10x45’

OUTFIT

1.8 Determining the sample space of an experiment

 Determining the number of event outcomes from several situation  Writing a set of event of an experiment  Determining the probability of event by experiments  Determining the probability of events teoritically

Sample space

 

Listing the sample points of an experiment Determining the sample space of a random experiment either single and combination Determining the sum of sample point

Method :  Individual task  Task for group  test Instrument:  Quiz  Objective test  essay Method :  Individual task  Task for group  test Instrument:  Quiz  Objective test  essay

source:  Mathematics class XI IPS, erlangga  Reference book Media:  Laptop  LCD source:  Mathematics class XI IPS, erlangga  Reference book Media:  Laptop  LCD

1.9 Determining the probabilities of an experiment and the interpretation

Probability of Events

 Designing and doing an experiment to determine the probability of an event.  Conclusing the probability of an event from the experiment which has done to support the probability of event teoritically.  Determining the probability of an event, the complement probability of an event.  Determining the probability of daily problems events. Structured task: Doing some problems related to probability.

10x45’

10x45

2x45’

Mathematics Syllabus, SMAN 1 UNGARAN

41

SYLLABUS

School’s name Subject Class /Program Semester

: SMA NEGERI 1 UNGARAN : MATHEMATICS : XI / IPS :2

STANDARD OF COMPETENCY:

2. Determining the composition of 2 functions and invers of function.
BASIC COMPETENCY INDICATORS LEARNING MATERIALS LEARNING ACTIVITIES EVALUATION TIME 4x45’ OUTFIT

5.3 Determine composition of 2 function.

 Determine the condition to compose the function.  Determine the composition of function from several functions.  Mention the properties of function composition.  Determine the

Composition of Functions

  

To discuss again definiton of function. Explain definiton of function composition Identify the functions. (they can compose or not) by example. Take conclusion of properties of function composition. To do variative exercises. To accurate the properties of function composition by example. Using composition law to

Method :  Individual task  Task for group  test

source:  Mathematics class XI IPS, erlangga  Reference book Media:  Laptop  LCD

Instrument:  Quiz  Objective test  essay

 

Mathematics Syllabus, SMAN 1 UNGARAN

42

BASIC COMPETENCY

INDICATORS

LEARNING MATERIALS

LEARNING ACTIVITIES

EVALUATION

TIME

OUTFIT

maker function of function composition if known the function composition and the other naker function. komponen 5.4 Determine the invers of function  To explain the properties so the function has invers.  To graph the function and its invers.  Determine the invers of function.  Identify the properties of incers function. Invers of a function

solve the problems.  To find the maker function of function compositon.

 Examine by geometric to determine the function and its invers and make conclusion.  Sketch the function and its invers.  To do exercises to determine the invers function by algebra. Investigate the properties of invers function by example.

Method :  Individual task  Task for group  test

10x45’

source:  Mathematics class XI IPS, erlangga  Reference book Media:  Laptop

Instrument:  Quiz  Objective test  essay

LCD

 Determine invers of function composition.  Using properties of invers function to solve the problems Structured task: Doing some problems related to composite and inverse function.
2x45’

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STANDARD OF COMPETENCY:

3. Using limit concepts and differential of function to solve the problems.

BASIC COMPETENCY

INDICATORS

LEARNING MATERIALS

LEARNING ACTIVITIES

EVALUATION

TIME 4x45’

OUTFIT

6.7. Explain the definiton of limit on the exact point and unlimited by intuitif.

 Explain definiton of limit on the exact point by counting the value among that point.  Explain definiton of limit function on unlimited point by graph and counting.
 Calculating the limit of algebraic function in one point.  Explaining the properties used in calculating the limit.  Explaining the meaning of undefinitely limit function.  Calculating the

Definiton of limit function

 Discuss definiton limit on the exact point by counting the value of among that point.  Discuss definiton limit on unlmited point by counting the value of among that point.  To reference examining about definition of limt function exactly

Method :  Individual task  Task for group  test

source:  Mathematics class XI IPS, erlangga  Reference book Media:  Laptop

Instrument:  Quiz  Objective test  essay

LCD

3.1 Using the properties of function limit to calculate the undefinite of algebraic function

 

The properties of function limit Undefinite form

 Calculating the limit of algebraic function  Recognizing the kinds of undefinite form  Calculating the limit of algebraic function by algebraic manipulation  Calculating the limit of algebraic function using the properties of function limit

Method :  Individual task  Task for group  test

8x45’

source:  Mathematics class XI IPS, erlangga  Reference book Media:  Laptop

Instrument:  Quiz  Objective test  essay

LCD

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BASIC COMPETENCY

INDICATORS limit of algebraic function by using the properties of limit

LEARNING MATERIALS

LEARNING ACTIVITIES

EVALUATION

TIME 2x45’

OUTFIT

Structured task: Doing some problems related to limit. Differential of Function  To know the chain velocity concepts and its geometric graphing.  Definite definiton of the differential function by limit concepts.  Count differential of algebra function by differential law.  Get properties of differential by limit properties.  Determine the differentia of algebra function and trigonometry function.  Determine the differential of function by chain law.  Do exercises of differential. Method :  Individual task  Task for group  test

6.8. Using concepts and differential law in counting of differential

 Count limit of function to learn the differential concepts.  Explain the phisic definiton ( as velocity of change) and geometric definiton of differential on exact point.  Count the differntial of simple function using differential definiton.  Determne the properties of differential  Determine the diffirential of algebra function and trigonometry function using properties of

8x45’

source:  Mathematics class XI IPS, erlangga  Reference book Media:  Laptop

Instrument:  Quiz  Objective test  essay

LCD

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BASIC COMPETENCY

INDICATORS

LEARNING MATERIALS

LEARNING ACTIVITIES

EVALUATION

TIME

OUTFIT

differential  Determine the differential by chain law 6.9. Using differential to find the  Determine caracteristic of function upmonoton and solve the problems. function and down monoton function by the first differential concept  Sketch of fuction by differential properties.  Determine the extrime point of function.  Find the tangent line of function. 6.10. Plan math’s models of the problems that has related with extrim function.  Identify the problems that can be solved by extrim concept.  Arrange the math of extrim function. Math’s models of extrim function  State the living problems on the differential concept..  Determine the variabels of extrim problems.  Arrange stategic to make the math’s models of
8x45’

Caracteristic of Function graphing.

 Knowing l up and down of function by geometrically.  Identify up and down of function by differential law.  Sketch the function graphing by steps: find the axis intercepts, stationer point, and monosity  Find the stationer point of function and kind of it.  Determine the tangent line of function.

Method :  Individual task  Task for group  test

10x45’

source:  Mathematics class XI IPS, erlangga  Reference book Media:  Laptop

Instrument:  Quiz  Objective test  essay

LCD

Method :  Individual task  Task for group  test Instrument:  Quiz

source:  Mathematics class XI IPS, erlangga  Reference book

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BASIC COMPETENCY

INDICATORS

LEARNING MATERIALS

LEARNING ACTIVITIES

EVALUATION

TIME

OUTFIT

extrim function..

 Objective test  essay

Media:  Laptop

LCD

6.11. Pass the math’s models of extrim problems and interpret of them.

 Pass the math’s models of extrim problems  Interpret the solution of extrim problems.

Solution of extrim function

 Make a group for 4 or 6 to discuss the aplicatif problems using differential concepts  Find the solution of math’s models and give interpretation. Structured task:  Doing some problems related to differential.

Method :  Individual task  Task for group  test

8x45’

source:  Mathematics class XI IPS, erlangga  Reference book

Instrument:  Quiz  Objective test  essay

2x45’

Media:  Laptop

LCD

Known, Principle

Ungaran, 21 July 2011 Mathematics Teacher,

Dra. Halimah Ilyas NIP. 195207171979032007

Mathematics Syllabus, SMAN 1 UNGARAN

47

SYLLABUS

School’s name Subject Class /Program Semester

: SMA NEGERI 1 UNGARAN : MATHEMATICS : XI / BAHASA :1

STANDARD OF COMPETENCY: 1. Doing an analysis, presentation and datas interpretation. BASIC COMPETENCY INDICATORS LEARNING MATERIALS LEARNING ACTIVITIES EVALUATION TIME 17x45’ OUTFIT

1.4 Reading a data in the form of table, diagram (line, bar and pie chart) and ogive

 Reading the presentation of datas in line diagram, bar and pie diagram.  Identifying the value of datas displayed in table and diagram

Statistics: Line diagram, bar diagram, pie diagram , ogive and histogram

 

Observing and identifying the datas over the school. Identifying datas expressed in several models. Classifying several kinds of diagram and table. Checking out the concept of datas interpretation

Method :  Individual task  Task group  test for

source:  Mathemati cs class XI, erlangga  Guidence book Media:  Laptop

 

Instrument:  Quiz  Objective test

LCD

essay

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BASIC COMPETENCY

INDICATORS

LEARNING MATERIALS

LEARNING ACTIVITIES

EVALUATION

TIME 20x45’

OUTFIT

1.1 Presenting datas in table form and bar chart, line chart and pie chart, ogive and the interpretation

 Presenting datas in talble form, bar chart, line chart and pie chart, ogive and the interpretation.  Interpreting datas in bar, line, pie chart and ogive

Statistics: Line diagram, bar diagram, pie diagram, ogive and histogram

Doing exercise in several datas presentation

Method :  Individual task  Task group  test for

source:  Mathemati cs class XI, erlangga  Guidence book Media:  Laptop

 

Interpreting datas of several form. Taking summaries of two or more groups or the same kind of information

Instrument:  Quiz  Objective test  essay
2x45’

LCD

Structured task: Collecting and presenting datas.  Discussing the importance of data distribution in histogram and ogive  Creating a table of distribution from certain data Drawing the graph of histogram from table of distribution Calculating the central tendency measured of a data either single and

1.10 Computing the tendency central, and tendency distribution and the interpretation

 Reading the datas presentation in table form, frequency distribution and histogram.  Presenting Menyajikan data dalam bentuk tabel distribusi frekuensi dan histogram.

Tendendy Central: Average, Mode and median Position measure: Quartile, decile Distribution Tendency: Range, simpangan kuartil, variance and deviation standard

Method :  Individual task  Task group  test for

20x45’

source:  Mathemati cs class XI, erlangga  Guidence book Media:  Laptop

Instrument:  Quiz  Objective test  essay

LCD

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BASIC COMPETENCY

INDICATORS

LEARNING MATERIALS

LEARNING ACTIVITIES

EVALUATION

TIME

OUTFIT

 Determining the average, median and mode.  Giving the interpretation of tendency measure.

multiple data.  Discussing to solve daily problems to find the central tendency measured then it is presenting in diagram and interpreting the result.

2x60’

Structured task: Doing some problems related to statistics of grouped data.

Known, Principle

Ungaran, 21 July 2011 Mathematics Teacher,

Dra. Halimah Ilyas NIP. 195207171979032007

Mathematics Syllabus, SMAN 1 UNGARAN

50

SYLLABUS

School’s name Subject Class /Program Semester

: SMA NEGERI 1 UNGARAN : MATHEMATICS : XI /BAHASA :2

STANDARD OF COMPETENCY: 2. Menggunakan kaidah pencacahan untuk Determining peluang suatu kejadian dan penafsirannya. BASIC COMPETENCY INDICATORS LEARNING MATERIALS LEARNING ACTIVITIES EVALUATION TIME OUTFIT

1.11 Using counting rules, permutation and combination in problem solving

 Arranging counting rules, permutation, and Combination  Using counting rules, permutation and combination

Probability:  Counting rules   Permutation and Combination

Determining several outcomes of filling slot in certain games or other problems.

Method :  Individual task  Task group  test for
13x45’

source:  Mathemati cs class XI, erlangga  Guidence book Media:  Laptop

 Discussing about counting rules that appoint to counting rules, permutation and combination.  Applying the formula of counting rules, permutation and combination to solve problems

Instrument:  Quiz  Objective test  essay

LCD

 Solving problems related to

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BASIC COMPETENCY

INDICATORS

LEARNING MATERIALS

LEARNING ACTIVITIES

EVALUATION

TIME

OUTFIT

counting rules, permutation and combination. 1.12 Determining the sample space of an experiment  Determining the number of event outcomes from several situation  Writing a set of event of an experiment Sample space   Listing the sample points of an experiment Determining the sample space of a random experiment either single and combination Determining the sum of sample point Method :  Individual task  Task group  test for
14x45’

source:  Mathemati cs class XI, erlangga  Guidence book Media:  Laptop

Instrument:  Quiz  Objective test  essay

LCD

1.13 Determining the probabilities of an experiment and the interpretation

 Determining the probability of event by experiments  Determining the probability of events teoritically

Probability of Events

 Designing and doing an experiment to determine the probability of an event.  Conclusing the probability of an event from the experiment which has done to support the probability of event teoritically.  Determining the probability of an event, the complement probability of an event.

Method :  Individual task  Task group  test for
18x45’ Sumber:  Buku Paket  Buku referensi lain  Journal  Internet

Instrument:  Quiz  Objective test  essay

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BASIC COMPETENCY

INDICATORS

LEARNING MATERIALS

LEARNING ACTIVITIES

EVALUATION

TIME

OUTFIT

 Determining the probability of daily problems events. Structured task:  Doing some problems related to probability.
2x60’

Known, Principle

Ungaran, 21 July 2011 Mathematics Teacher,

Dra. Halimah Ilyas NIP. 195207171979032007

Mathematics Syllabus, SMAN 1 UNGARAN

53

SYLLABUS
School’s name Subject Class /Program Semester : SMA NEGERI 1 UNGARAN : MATHEMATICS : XII / IPA :1

STANDARD OF COMPETENCY: 1. Using the concept of integral in problem solving.
BASIC COMPETENCY 1.1 Understanding the concept of indefinite integral INDICATORS  Recognizing the definition of indefinite integral.  Deriving the properties of indefinite integrals from differentials.  Determining indefinite integral of algebraic function and trigonometry  Recognizing the definition of definite integral LEARNING MATERIALS o Indefinite integral o Definite integral LEARNING ACTIVITIES  Recognizing the definition of indefinite integral as anti differential.  Determining indefinite integral of simple function  Formulating indefinite integral of algebraic function and trigonometry  Formulating the properties of indefinite integral  Doing exercicses of indefinite integral  Recognizing indefinite integral as área under EVALUATION Method :  Individual task  Task for group  test 4x45’ TIME 2x45’ OUTFIT source:  Mathematics class XII IPA, erlangga  Reference book Media:  Laptop  LCD

Instrument:  Quiz  Objective test  essay

4x45’

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BASIC COMPETENCY

INDICATORS  Determining indefinite integral by using the properties of integral  Solving simple problems of defined and indefinite integral

LEARNING MATERIALS

LEARNING ACTIVITIES the curve.  Discussing basic theorem of calculus  Formulating the properties of definite integral  Doing exercises of definite integral  Solving problems of application of definite and indefinite integral

EVALUATION

TIME

OUTFIT

1.2 Calculating indefinite integral and definite integral of algebraic function and simple trigonometric function

 Determining integral by substitution method  Determining integral by partial method  Determining integral by substitution of trigonometry
 Determining the integral of *). Determining the integral of eksponent function *).

Methods to find integral: o o Substitution Partial

 Discussing integral as anti differential  Recognizing several methods of integration (substitution and partial)  Using integral laws to solve problems.

Method :  Individual task  Task for group  test Instrument:  Quiz  Objective test  essay

8x45’

source:  Mathematics class XII IPA, erlangga  Reference book Media:  Laptop

o Substitution of Trigonometry

2x45’

 LCD

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BASIC COMPETENCY 1.3 Using integral to calculate area under a curve and volum of rotate object

INDICATORS  Calculating the area of bounded a curve and axis of coordinate.  Calculating the volume of rotate object.  One ordodifferential equation.*)

LEARNING MATERIALS o o Area Volume of rotate object

LEARNING ACTIVITIES  Discussing how to determine the area under a curve (Drawing an area, integration bounded).  Solving problems of area under a curve  Discussing how to determine the volume of rotate object (Drawing the area, integral limit)  Solving problems related to volume of rotate objects

EVALUATION Method :  Individual task  Task for group  test

TIME 12x45’

OUTFIT source:  Mathematics class XII IPA, erlangga  Reference book Media:  Laptop  LCD

Instrument:  Quiz  Objective test  essay

Structured Task: Doing some problems related with area and volume of a rotated object. Notes : *) adapted from cambridge curriculum
**) enrichment

2x45’

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STANDARD OF COMPETENCY: 2. Solving problems about linear programme
BASIC COMPETENCY 2.1 Solving a linear equation of two variables INDICATORS  Recognizing the definition of linear inequality sistem in two variables  Determining the solution of linear inequality system in two variables LEARNING MATERIALS Linear Programme LEARNING ACTIVITIES  Expressing daily problems into linear inequality system in two variables.  Determining the solution area of linear inequality  Writing the solution set of linear inequalities in two variables EVALUATION Method :  Individual task  Task for group  test TIME 2x45’ OUTFIT source:  Mathematics class XII IPA, erlangga  Reference book Media:  Laptop  LCD

Instrument:  Quiz  Objective test  essay

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BASIC COMPETENCY 2.2 Designing mathematics model of linear program problems

INDICATORS  Recognizing problems which is linear programme  Determining objective and constraint function of linear program  Drawing the fisible area of linear program  Formulating mathematics model of linear program problems

LEARNING MATERIALS Mathematics model of linear program

LEARNING ACTIVITIES  Discussing several problems of linear program  Discussing the components of linear program problems, objective and constrain function  Drawing the fisible area of linear program  Create a mathematics model of an aplicative problem of linear program

EVALUATION Method :  Individual task  Task for group  test

TIME 4x45’

OUTFIT source:  Mathematics class XII IPA, erlangga  Reference book Media:  Laptop  LCD

Instrument:  Quiz  Objective test  essay

2.3 Solving mathematics model of linear program problems and the interpretation

Determining the optimum value of objektive function Interpreting the solution of linear program problems

The Solution of Linear Program

 Finding the optimum solution of linear inequality system by determining the corner points of fisible area or using critical line.  Interpreting the solution of linear program problem.

Method :  Individual task  Task for group  test

8x45’

source:  Mathematics class XII IPA, erlangga  Reference book Media:  Laptop  LCD

Instrument:  Quiz  Objective test  essay

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BASIC COMPETENCY

INDICATORS

LEARNING MATERIALS

LEARNING ACTIVITIES Structured Task: Doing some problems related with linear program.

EVALUATION

TIME 2x45’

OUTFIT

STANDARD OF COMPETENCY: 3. Using the concept of matrices, vectors, and transformation in problem solving.

BASIC COMPETENCY 3.1. Using the properties and operation of matrices to show that a square matrix is the inverse of other square matrix

INDICATORS  Recognizing a square matrix  Doing algebraic operation of two matrices  Deriving the properties of a square matrix by counterexamples  Recognizing the inverse of a square matrix

LEARNING MATERIALS Matrices  The definition of matrix  The Operation and Properties of matrices  Square matrices

LEARNING ACTIVITIES  Finding datas presented in form of rows and columns  Checking out the datas in matrices form  Recognizing the components of matrices  Recognizing the definition of ordo and kinds of matrices  Doing algebraic operation of metrices: addition, substraction, multiplication and the properties.  Recognizing inverse of matrices through multiplication of two square matrices which produce unit matrix

EVALUATION Method :  Individual task  Task for group  test

TIME 4x45’ source:

OUTFIT

 Mathematics class XII IPA, erlangga  Reference book Media:  Laptop  LCD

Instrument:  Quiz  Objective test  essay

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BASIC COMPETENCY 3.2. Determining the determinan and inverse of matrix 2 x 2

INDICATORS  Determining the determinan of matriks 2x2  Determining the inverse of matrix 2x2

LEARNING MATERIALS Determinan dan Inverse of a matrix

LEARNING ACTIVITIES  Describing the determinan of a matrix  Using algorithm to determine the determinan value of matrices in some problems  Formulating the inverse of matrices 2x2

EVALUATION Method :  Individual task  Task for group  test

TIME 6x45’ source:

OUTFIT

 Mathematics class XII IPA, erlangga  Reference book Media:  Laptop  LCD

Instrument:  Quiz  Objective test  essay

3.3. Using the determinan and inverse in solving linear equation systems in two variables

 Determining the matrix equation of linear equation system  Solving the linear equation system in two variables with inverse of matrices  Determining the
image of a transformation by using eviction and strain **).

Application of matrices in Linear equation systems

 Presenting problems of linear equation system in matrices form  Determining inverse of a coefficient matrix in the equation of matrix  Solving the matrix equation of linear equation system in two variables

Method :  Individual task  Task for group  test Instrument:  Quiz  Objective test  essay

8x45’

source:  Mathematics class XI, erlangga  Reference book

Media:  Laptop  LCD

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BASIC COMPETENCY 3.4. Using the properties and algebraic vector operation in solving problems

INDICATORS  Explaining the vector as a magnitude which has value and course  Recognizing the unit vector  Doing algebraic operation of vector: Sum, difference, product and the opposite of a vector  Explaining the properties of vector by algebra and geometry  Using the formula of vector ratio o o

LEARNING MATERIALS The definition of vector Operation and properties of vector

LEARNING ACTIVITIES  Recognizing magnitude of scalar dan vektor  Discussing vector which can be represented in arrow line  Discussing unit vector  Doing algebraic operation of vector and the properties  Solving problems of two vectors ratio

EVALUATION Method :  Individual task  Task for group  test

TIME 14x45’ source:

OUTFIT

 Mathematics class XII IPA, erlangga  Reference book Media:  Laptop  LCD

Instrument:  Quiz  Objective test  essay

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BASIC COMPETENCY 3.5. Using the attributes and scalar operations of two vectors in solving problems.

INDICATORS  Determining the scalar product of two vectors in plane and space  Explain the properties of the scalar product of two vectors

LEARNING MATERIALS The scalar product of two vector

LEARNING ACTIVITIES  Formulate the scalar definition of two vectors  Calculating the scalar product of two vectors and find their properties  Conduct a study of a vector projected on the other vector  Determining the length of projection and vector projection  Conduct a study to determine the angle between two vectors  Discussion group for the daily problems that have solutions with the concept of vector Structured Task: Doing some problems related to vector.

EVALUATION Method :  Individual task  Task for group  test

TIME 10x45’ source:

OUTFIT

 Mathematics class XII IPA, erlangga  Reference book Media:  Laptop  LCD

Instrument:  Quiz  Objective test  essay

2x45’

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BASIC COMPETENCY 3.6. Using geometric transformation which can be written as a matrix in problem solving

INDICATORS  Doing operation of several kinds of transformation: reflection, dilatation and rotation.  Determining the matrix equation of transformation in plane.

LEARNING MATERIALS Transformation of Geometry

LEARNING ACTIVITIES  Defining the meaning of geometry of a transformation in plane by observation and literature review  Determining the result of geometry transformation from a point and up  Determining the algebraic operation of geometry and change into the form of matrix equation.

EVALUATION Method :  Individual task  Task for group  test

TIME 8x45’ source:

OUTFIT

 Mathematics class XII IPA, erlangga  Reference book Media:  Laptop  LCD

Instrument:  Quiz  Objective test  essay

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BASIC COMPETENCY 3.7. Determining the composition of some geometry transformation and the matrix of transformation

INDICATORS  Determining the law of transformation from composition of several transformation  Determining the matrix equation of composite transformation in plane.

LEARNING MATERIALS Komposisi Transformasi Geometri

LEARNING ACTIVITIES  Defining the meaning composite transformation geometrically in plane.  Discussing the law of transformation from composition of some transformation  Using the law of composite transformation to solve problems

EVALUATION

TIME 8x45’ source:

OUTFIT

 Mathematics class XII IPA, erlangga  Reference book Media: 8x45’  Laptop  LCD

Notes
Known, Principle

: *) adapted from cambridge curriculum
**) enrichment Ungaran, 21 July 2011 Mathematics Teacher,

Dra. Halimah Ilyas NIP. 195207171979032007

Mathematics Syllabus, SMAN 1 UNGARAN

64

SYLLABUS

School’s name Subject Class /Program Semester

: SMA NEGERI 1 UNGARAN : MATHEMATICS : XII / IPA :2

STANDARD OF COMPETENCY: 4. Using the concept of sequence and series in problem solving.

BASIC COMPETENCY 4.1. Determining the n-th term and the sum of n term of arithmetic and geometry series

INDICATORS  Explaining the concept of sequence and series  Determining the formula of arithmetic sequence and series  Determining the formula of geometry sequence and series  Calculating the n-th term and the sum of n term of arithmetic and o o o

LEARNING MATERIALS Number Pattern Number Sequence Arithmetic, Geometry Sequence and Series

LEARNING ACTIVITIES  Discussing the number pattern and sequence  Formulating the definition of sequence and the notation  Formulating the arithmetic sequence  Calculating the n-term of arithmetic sequence  Formulating the geometry sequence  Calculating the n-th term of geometry sequence  Calculating the sum of first n term in arithmetic and geometry series

EVALUATION

TIME 4x45’

OUTFIT

Method :  Individual task  Task for group  test

source:  Mathematics class XII IPA, erlangga  Reference book Media:  Laptop  LCD

Instrument:  Quiz  Objective test  essay

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BASIC COMPETENCY

INDICATORS geometry series.

LEARNING MATERIALS

LEARNING ACTIVITIES  Discussing the insertion of arithmetic and geometry sequence  Discussing the infinity series

EVALUATION

TIME

OUTFIT

4.2. Using the sigma notation in in series and mathematics induction in proving

 Writing a series with sigma notation.  Using mathematical induction in proving.

o o

Sigma Notation Mathematical Induction

 Expressing a series with sigma notation  Discussing about proving in mathematics  Using mathematical induction as one of proving methods in series.

6x45’

source:  Mathematics class XII IPA, erlangga  Reference book Media:  Laptop  LCD

4.3. Designing a mathematics model related to series

 Problems related to series.  Formulating the mathematics model of a series problem.

Mathematics Model of Series Problems

Expressing the problems which is series problems and determining the variables Expressing the verbal sentence of series problems in mathematics model.

4x45’

source:  Mathematics class XII IPA, erlangga  Reference book Media:  Laptop  LCD

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BASIC COMPETENCY

INDICATORS

LEARNING MATERIALS The solution of series problems 

LEARNING ACTIVITIES Finding the solution of mathematics model.

EVALUATION

TIME 4x45’

OUTFIT

4.4. Solving the mathematics model  Determining the of a problem related to series solution of and its interpretation mathematics model related to series  Interpreting the result of the solution

source:  Mathematics class XII, erlangga  Reference book

Interpreting the solution of a problem related to sequence and series.

Structured Task: Doing some problems related to sequence and series.

2x45’

Known, Principle

Ungaran, 21 July 2011 Mathematics Teacher,

Dra. Halimah Ilyas NIP. 195207171979032007

Mathematics Syllabus, SMAN 1 UNGARAN

67

STANDARD OF COMPETENCY: 5. Using the law of exponent function and logarithm in problem solving

BASIC COMPETENCY 5.1. Using the properties of exponent function and logarithm in problem solving.

INDICATORS  Calculating the value of exponent function and logarithm  Determining the properties of exponent function and logarithm  Solving problems related to exponent function and logarithm.

LEARNING MATERIALS Fungsi eksponen dan Logaritma

LEARNING ACTIVITIES  Review about the concept of exponent and logarithm and the requirements  Discussing and calculating the function value of exponent and logarithm  Using the properties of exponent function and logarithm to solve problems

EVALUATION

TIME 8x45’

OUTFIT

Method :  Individual task  Task for group  test

source:  Mathematics class XII IPA, erlangga  Reference book Media:  Laptop  LCD

Instrument:  Quiz  Objective test  essay

5.2. Plotting the graph of exponent function and logarithm.

 Determining the value of exponent function and logarithm to plot the graph  Determining the graph properties of exponent function and logarithm

The graph of exponent function and logarithm

 Creating a value table of exponent function and logarithm  Sketch the graph of exponent function and logarithm  Investigating the graph properties of exponent function and logarithm

6x45’

source:  Mathematics class XII IPA, erlangga  Reference book

Mathematics Syllabus, SMAN 1 UNGARAN

68

BASIC COMPETENCY 5.3. Using the properties of exponent function or logarithm in exponent inequalities solution or simple logarithm

INDICATORS  Determining the solution of exponent inequalities and the requirements  Determining the solution of logarithm inequalities and the requirements

LEARNING MATERIALS Exponent Inequalities and Logarithm

LEARNING ACTIVITIES  Identifying the requirement of exponent and logarithm inequalities.  Doing algebraic operation to solve logarithm inequalities  Using the properties of logarithm function to solve problems related to exponent and logarithm inequalities. Structured Task: Doing some problems related to exponent and logarithm inequalities

EVALUATION

TIME 4x45’

OUTFIT

Method :  Individual task  Task for group  test
Ket:

source:  Mathematics class XII IPA, erlangga  Reference book Media:  Laptop  LCD

4 weeks for try out, 5 weeks for extra lesson.

Instrument:  Quiz  Objective test  essay

Known, Principle

Ungaran, 21 July 2011 Mathematics Teacher,

Dra. Halimah Ilyas NIP. 195207171979032007

Mathematics Syllabus, SMAN 1 UNGARAN

69

SYLLABUS

School’s name Subject Class /Program Semester

: SMA NEGERI 1 UNGARAN : MATHEMATICS : XII / IPS :1

STANDARD OF COMPETENCY: 1. Using

the concept of integral in problem solving.
INDICATORS LEARNING MATERIALS LEARNING ACTIVITIES EVALUATION TIME 10x45’ OUTFIT

BASIC COMPETENCY

1.1 Understanding the concept of indefinite integral

 Recognizing the definition of indefinite integral.  Deriving the properties of indefinite integrals from differentials.  Determining indefinite integral of algebraic function and trigonometry  Recognizing the definition

o Indefinite integral o Definite integral

 Recognizing the definition of indefinite integral as anti differential.  Determining indefinite integral of simple function  Formulating indefinite integral of algebraic function and trigonometry  Formulating the properties of indefinite integral  Doing exercicses of indefinite integral  Recognizing indefinite integral as área under the curve.  Discussing basic theorem of calculus

Method :  Individual task  Task for group  test

source:  Mathematics class XII IPS, erlangga  Reference book Media:  Laptop

Instrument:  Quiz  Objective test

LCD

essay

Mathematics Syllabus, SMAN 1 UNGARAN

70

BASIC COMPETENCY

INDICATORS

LEARNING MATERIALS

LEARNING ACTIVITIES

EVALUATION

TIME

OUTFIT

of definite integral  Determining indefinite integral by using the properties of integral  Solving simple problems of defined and indefinite integral  Determining integral by substitution method  Determining integral by partial method  Determining integral by substitution of trigonometry

 Formulating the properties of definite integral  Doing exercises of definite integral  Solving problems of application of definite and indefinite integral

1.2 Calculatingindefinite integral and definite integral of algebraic function and simple trigonometric function

Methods to find integral: o o Substitution Partial

 Discussing integral as anti differential  Recognizing several methods of integration (substitution dan partial)  Using integral laws to solve problems.

Method :  Individual task  Task for group  test Instrument:  Quiz  Objective test

8x45’

source:  Mathematics class XII IPS, erlangga  Reference book Media:  Laptop

o Substitution of Trigonometry

essay

LCD

Mathematics Syllabus, SMAN 1 UNGARAN

71

BASIC COMPETENCY

INDICATORS

LEARNING MATERIALS

LEARNING ACTIVITIES

EVALUATION

TIME 10x45’

OUTFIT

1.3 Using integral to calculate area under a curve

 Calculating indefinite integral of algebraic funtion  Calculating the area of bounded a curve and axis of coordinate.

o

Area

 Discussing how to determine the area under a curve (Drawing an area, integration bounded).  Solving problems of area under a curve

Method :  Individual task  Task for group  test

source:  Mathematics class XII IPS, erlangga  Reference book Media:

Instrument: Structured Task: Doing some problems related with integral.  Quiz  Objective test

2x45’

 Laptop

LCD

essay

Mathematics Syllabus, SMAN 1 UNGARAN

72

STANDARD OF COMPETENCY: 2. Solving

problems about linear programme

BASIC COMPETENCY

INDICATORS

MATERI POKOK

PENGALAMAN BELAJAR

EVALUATION

TIME 4x45’

OUTFIT

2.1 Solving a linear equation of two variables

 Recognizing the definition of linear inequality sistem in two variables  Determining the solution of linear inequality system in two variables

Linear Programme

 Expressing daily problems into linear inequality system in two variables.  Determining the solution area of linear inequality  Writing the solution set of linear inequalities in two variables

Method :  Individual task  Task for group  test Instrument:  Quiz  Objective test

source:  Mathematics class XII IPS, erlangga  Reference book Media:  Laptop

essay

LCD

2.2 Designing mathematics model of linear program problems

 Recognizing problems which is linear programme  Determining objective and constraint function of linear program  Drawing the fisible area of linear program  Formulating

Mathematics model of linear program

 Discussing several problems of linear program  Discussing the components of linear program problems, objective and constrain function  Drawing the fisible area of linear program  Create a mathematics model of an aplicative problem of linear program

Method :  Individual task  Task for group  test

10x45’

source:  Mathematics class XII IPS, erlangga  Reference book Media:  Laptop

Instrument:  Quiz  Objective test

essay

LCD

Mathematics Syllabus, SMAN 1 UNGARAN

73

BASIC COMPETENCY

INDICATORS

MATERI POKOK

PENGALAMAN BELAJAR

EVALUATION

TIME

OUTFIT

mathematics model of linear program problems

2.3 Solving mathematics model of linear program problems and the interpretation

Determining the optimum value of objektive function Interpreting the solution of linear program problems

The Solution of Linear Program

 Finding the optimum solution of linear inequality system by determining the corner points of fisible area or using critical line.  Interpreting the solution of linear program problem.

Method :  Individual task  Task for group  test

12x45’

source:  Mathematics class XII IPS, erlangga  Reference book Media:  Laptop

Instrument: Structured Task: Doing some problems related with linear program.  Quiz  Objective test

essay

LCD

Known, Principle

Ungaran, 21 July 2011 Mathematics Teacher,

Dra. Halimah Ilyas NIP. 195207171979032007

Mathematics Syllabus, SMAN 1 UNGARAN

74

STANDARD OF COMPETENCY: 3. Using the concept of matrices .

in problem solving

BASIC COMPETENCY

INDICATORS

LEARNING MATERIALS

LEARNING ACTIVITIES

EVALUATION

TIME 8x45’

OUTFIT

3.1. Using the properties and operation of matrices to show that a square matrix is the inverse of other square matrix

 Recognizing a square matrik  Doing algebraic operation of two matrices  Deriving the properties of a square matrix by counterexamples  Recognizing the inverse of a square matrix

Matrices  The definition of matrix  The Operation and Properties of matrices  Square matrices

 Finding datas presented in form of rows and columns  Checking out the datas in matrices form  Recognizing the components of matrices  Recognizing the definition of ordo and kinds of matrices  Doing algebraic operation of metrices: addition, substraction, multiplication and the properties.  Recognizing inverse of matrices through multiplication of two square matrices which produce unit matrix

Method :  Individual task  Task for group  test

source:  Mathematics class XII IPS, erlangga  Reference book Media:  Laptop

Instrument:  Quiz  Objective test

essay

LCD

3.2. Determining the determinan and inverse of matrix 2 x 2

 Determining the determinan of matriks 2x2  Determining the inverse of matrix 2x2

Determinan dan Inverse of a matrix

 Describing the determinan of a matrix  Using algorithm to determine the determinan value of matrices in some problems  Formulating the inverse of matrices 2x2

Method :  Individual task  Task for group  test Instrument:  Quiz  Objective test  essay

8x45’

source:  Mathematics class XII IPS, erlangga  Reference book

Mathematics Syllabus, SMAN 1 UNGARAN

75

BASIC COMPETENCY

INDICATORS

LEARNING MATERIALS

LEARNING ACTIVITIES

EVALUATION

TIME 10x45’

OUTFIT

3.3. Using the determinan and inverse in solving linear equation systems in two variables

 Determining the matrix equation of linear equation system  Solving the linear equation system in two variables with inverse of matrices

Application of matrices in Linear equation systems

 Presenting problems of linear equation system in matrices form  Determining inverse of a coefficient matrix in the equation of matrix  Solving the matrix equation of linear equation system in two variables Structured Task: Doing some problems related with matrices.

Method :  Individual task  Task for group  test

source:  Mathematics class XII IPS, erlangga  Reference book Media:  Laptop

Instrument:  Quiz  Objective test
 2x45’

essay

LCD

Known, Principle

Ungaran, 21 July 2011 Mathematics Teacher,

Dra. Halimah Ilyas NIP. 195207171979032007

Mathematics Syllabus, SMAN 1 UNGARAN

76

SYLLABUS

School’s name Subject Class /Program Semester

: SMA NEGERI 1 UNGARAN : MATHEMATICS : XII IPS :2

STANDARD OF COMPETENCY: 4. Using the concept of sequence and series in problem solving. BASIC COMPETENCY 4.1. Determining the n-th term and the sum of n term of arithmetic and geometry series INDICATORS  Explaining the concept of sequence and series  Determining the formula of arithmetic sequence and series  Determining the formula of geometry sequence and series  Calculating the n-th term and the sum of n term of arithmetic and geometry series. o o o LEARNING MATERIALS Number Pattern Number Sequence Arithmetic, Geometry Sequence and Series LEARNING ACTIVITIES  Discussing the number pattern and sequence  Formulating the definition of sequence and the notation  Formulating the arithmetic sequence  Calculating the n-term of arithmetic sequence  Formulating the geometry sequence  Calculating the n-th term of geometry sequence  Calculating the sum of first n term in arithmetic and geometry series  Discussing the inset of arithmetic and geometry sequence  Discussing the infinity series EVALUATION TIME 8x45’ OUTFIT

Method :  Individual task  Task for group  test

source:  Mathematics class XII IPS, erlangga  Reference book Media:  Laptop  LCD

Instrument:  Quiz  Objective test

essay

Mathematics Syllabus, SMAN 1 UNGARAN

77

BASIC COMPETENCY 4.2. Designing a mathematics model related to series

INDICATORS  Problems related to series.  Formulating the mathematics model of a series problem.

LEARNING MATERIALS Mathematics Model of Series Problems 

LEARNING ACTIVITIES Expressing the problems which is series problems and determining the variables Expressing the verbal sentence of series problems in mathematics model.

EVALUATION Method :  Individual task  Task for group  test Instrument:  Quiz  Objective test  essay

TIME 4x45’

OUTFIT source:  Mathematics class XII IPS, erlangga  Reference book Media:  Laptop  LCD

4.3. Solving the mathematics model of a problem related to series and its interpretation

 Determining the solution of mathematics model related to series  Interpreting the result of the solution

The solution of series problems

Finding the solution of mathematics model.

Method :   Individual task Task for group test

14x45’

source:  Mathematics class XII IPS, erlangga  Reference book Media:  Laptop  LCD

Interpreting the solution of a problem related to sequence and series.

Instrument:  Quiz Objective test essay

Structured Task: Doing some problems related with sequence and series.
Known, Principle

 

Ungaran, 21 July 2011 Mathematics Teacher,

Dra. Halimah Ilyas NIP. 195207171979032007

Mathematics Syllabus, SMAN 1 UNGARAN

78

SYLLABUS

School’s name Subject Class /Program Semester

: SMA NEGERI 1 UNGARAN : MATHEMATICS : XII / BAHASA :1

STANDARD OF COMPETENCY: 1. Solving

problems about linear programme
INDICATORS  Recognizing the definition of linear inequality sistem in two variables  Determining the solution of linear inequality system in two variables LEARNING MATERIALS Linear Programme LEARNING ACTIVITIES  Expressing daily problems into linear inequality system in two variables.  Determining the solution area of linear inequality  Writing the solution set of linear inequalities in two variables EVALUATION Method :    Individual task Task for group test TIME 10x45’ OUTFIT source:  Mathematics class XII, Yudhistira  Guidence book Media:  Laptop  LCD 6x45’ source:  Mathematics class XII, Yudhistira

BASIC COMPETENCY 2.1 Solving a linear equation of two variables

Instrument:    Quiz Objective test essay

2.2 Designing mathematics model of linear program problems

 Recognizing problems which is linear programme  Determining objective and constraint

Mathematics model of linear program

 Discussing several problems of linear program  Discussing the components of linear program problems, objective and constrain function

Method :  Individual task  Task group  test for

 Guidence book Media:

Mathematics Syllabus, SMAN 1 UNGARAN

79

BASIC COMPETENCY

INDICATORS

LEARNING MATERIALS

LEARNING ACTIVITIES

EVALUATION

TIME

OUTFIT  Laptop  LCD

function of linear program  Drawing the fisible area of linear program  Formulating mathematics model of linear program problems 2.3 Solving mathematics model of linear program problems and the interpretation  Determining the optimum value of objektive function Interpreting the solution of linear program problems The Solution of Linear Program

 Drawing the fisible area of linear program  Create a mathematics model of an aplicative problem of linear program

Instrument:  Quiz  Objective test

essay

 Finding the optimum solution of linear inequality system by determining the corner points of fisible area or using critical line.  Interpreting the solution of linear program problem. Structured Task: Doing some problems related with linear program.

Method :  Individual task  Task group  test for
15x45’ source:  Mathematics class XII, Yudhistira  Guidence book Media:  Laptop  LCD

Instrument:  Quiz  Objective test

essay

Mathematics Syllabus, SMAN 1 UNGARAN

80

STANDARD OF COMPETENCY: 2. Using .

the concept of matrices in problem solving

BASIC COMPETENCY

INDICATORS

LEARNING MATERIALS

LEARNING ACTIVITIES

EVALUATION

TIME

OUTFIT

3.1. Using the properties and operation of matrices to show that a square matrix is the inverse of other square matrix

 Recognizing a square matrik  Doing algebraic operation of two matrices  Deriving the properties of a square matrix by counterexampl es  Recognizing the inverse of a square matrix

Matrices  The definition of matrix  The Operation and Properties of matrices  Square matrices

 Finding datas presented in form of rows and columns  Checking out the datas in matrices form  Recognizing the components of matrices  Recognizing the definition of ordo and kinds of matrices  Doing algebraic operation of metrices: addition, substraction, multiplication and the properties.  Recognizing inverse of matrices through multiplication of two square matrices which produce unit matrix

Method :  Individual task  Task group  test for
8x45’ source:  Mathematics class XII, Yudhistira  Guidence book Media:  Laptop LCD

Instrument:  Quiz  Objective test

essay

3.2. Determining the determinan and inverse of matrix 2 x 2

 Determining the determinan of matriks 2x2  Determining the inverse of matrix 2x2

Determinan dan Inverse of a matrix

 Describing the determinan of a matrix  Using algorithm to determine the determinan value of matrices in some problems  Formulating the inverse of

Method :    Individual task Task for group test

8x45’

source:  Mathematics class XII, Yudhistira  Guidence book

Instrument:

Mathematics Syllabus, SMAN 1 UNGARAN

81

BASIC COMPETENCY

INDICATORS

LEARNING MATERIALS

LEARNING ACTIVITIES matrices 2x2   

EVALUATION Quiz Objective test essay

TIME

OUTFIT Media:  Laptop  LCD

3.3. Using the determinan and inverse in solving linear equation systems in two variables

 Determining the matrix equation of linear equation system  Solving the linear equation system in two variables with inverse of matrices

Application of matrices in Linear equation systems

 Presenting problems of linear equation system in matrices form  Determining inverse of a coefficient matrix in the equation of matrix  Solving the matrix equation of linear equation system in two variables

Method :    Individual task Task for group test

10x45’

source:  Mathematics class XII, Yudhistira  Guidence book Media:  Laptop

Instrument:    Quiz Objective test essay 2x45’

Structured Task: Doing some problems related with matrices.
Known, Principle

 LCD

Ungaran, 21 July 2011 Mathematics Teacher,

Dra. Halimah Ilyas NIP. 195207171979032007

Mathematics Syllabus, SMAN 1 UNGARAN

82

SYLLABUS

School’s name Subject Class /Program Semester

: SMA NEGERI 1 UNGARAN : MATHEMATICS : XII / BAHASA :2

STANDARD OF COMPETENCY: 3 Menggunakan konsep barisan dan deret dalam pemecahan masalah. BASIC COMPETENCY 4.4. Determining the n-th term and the sum of n term of arithmetic and geometry series INDICATORS  Explaining the concept of sequence and series  Determining the formula of arithmetic sequence and series  Determining the formula of geometry sequence and series  Calculating the n-th term and the sum of n term of arithmetic and geometry o o o LEARNING MATERIALS Number Pattern Number Sequence Arithmetic, Geometry Sequence and Series LEARNING ACTIVITIES  Discussing the number pattern and sequence  Formulating the definition of sequence and the notation  Formulating the arithmetic sequence  Calculating the n-term of arithmetic sequence  Formulating the geometry sequence  Calculating the n-th term of geometry sequence  Calculating the sum of first n term in arithmetic and geometry series  Discussing the inset of arithmetic and geometry EVALUATION TIME 16x45’ OUTFIT source:  Mathematics class XII, Yudhistira

Method :  Individual task  Task group  test for

 Guidence book Media:  Laptop

Instrument:  Quiz  Objective test

LCD

essay

Mathematics Syllabus, SMAN 1 UNGARAN

83

BASIC COMPETENCY

INDICATORS series.

LEARNING MATERIALS

LEARNING ACTIVITIES sequence  Discussing the infinity series

EVALUATION

TIME

OUTFIT

4.5. Solving the mathematics model of a problem related to series and its interpretation

 Determining the solution of mathematics model related to series  Interpreting the result of the solution

The solution of series problems

Finding the solution of mathematics model.

Method :   Individual task Task for group test

10x45’

source:  Mathematics class XII, Yudhistira  Guidence book Media:  Laptop LCD

Interpreting the solution of a problem related to sequence and series.

Instrument:  Quiz Objective test essay

Structured Task: Doing some problems related with sequence and series.

 

Known, Principle

Ungaran, 21 July 2011 Mathematics Teacher,

Dra. Halimah Ilyas NIP. 195207171979032007

Mathematics Syllabus, SMAN 1 UNGARAN

84