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Unit of Education
Subject
: Mathematics
Class/semester
: VII/I
Main Matter
: Proportion
Times
A. Main Competences
1
2
and existence
3 : Understanding knowledge (factual, conceptual, and procedural) based on
his curiosity about science, technology, arts, culture and events related
phenomena seem by eyes.
B. Basic Competences and Indicator of Competences Achievment
No
2.
Basic Competences
2.1 Shows the logical attitude, critical, analytical,
Indicator
a) Indicates a critical attitude
the problem.
3.4 Understanding the concept of proportion and
use proportion language to describe the relation of
two magnitude or more.
a) Finding a concept of
direct proportion and
indirect proportion
b) Determine the value of the
problem of direct
proportion and indirect
proportion
C. Learning Objective
1. Given some form of proportion, students can determine which ones are
direct proportion and which one are indirect proportion.
2.3 The teacher continued to collect the reasons of the answers that the
student posed.
2.4 When there is a discussion, the students were allowed to ask
questions relating to or in analogy to the problem set by the teacher.
Then the question is discussed together. (Phase Asking)
2.5 When they have done with the discussion, the teacher write down
some examples of indirect proportion into group A and some
examples of direct proportion to group B.
2.6 The teacher asks the students to observe the two groups, then each
student gives one example in each group. (Phase Associating and
Experimenting)
Phase 4 : finishing the discussion
2.7 The teacher asks the students to mention the differences and
characteristics of the examples that exist in groups A and B. The
teacher then informs that proportion in group A is indirect proportion,
and in group B is direct proportion
2.8 The teacher asks the students to work on worksheets.
3. Closing (15 minutes)
Phase 5 : Debriefing
3.1 Teachers do a debriefing with the question, How learning today?
Whether it was fun or bored
3.2 Teacher gives homework on students book
3.3 Teacher provides information materials to be studied at the next
meeting.
References
Nuharini, D., & Wahyuni, T. (2008). Matematika Konsep dan Aplikasinya Untuk
SMP/MTs Kelas VII. Jakarta: Pusat Perbukuan.
Saladidin. (2009, July 04). http://lautandiciptakanlebihluasdaridaratan.blogspot.com/.
Dipetik October 23, 2013, dari
http://lautandiciptakanlebihluasdaridaratan.blogspot.com/:
http://lautandiciptakanlebihluasdaridaratan.blogspot.com/
Append
ix 1
Worksheet
Direct Proportion and Indirect Proportion
Appen
dix 2
1. Direct proportion
72 9
=
a 6
9 a=432
a=48 b ooks
(maximum score = 10)
2. Direct proportion
15 127.500
=
24
a
15 a=3.060 .000
a=Rp204.000
(maximum score = 10)
3. Indirect proportion
5 a
=
4 56
4 a=280
a=70 kms/hour
(maximum score = 10)
4. Indirect proportion
25 a
=
30 60
30 a=1500
a=50 days
(maximum score = 10)
5. Direct proportion
3 a+ 4 a+5 a=48
12 a=48
side 1 : 3 4=12 cm
side 2 : 4 4=16 cm
a=4
side 3 : 5 4=20 cm
Final Score =
s core
100
70
Note : Process / how to find the end result should not be the same as that in the
guideline, so students are allowed to be creative / use their own way to find the
final result
Append
ix 3
OBSERVATION SHEET
ASPECTS OF ASSESSMENT
N
STUDENTS
NAME
Active
dare to ask
Explaining the
Behave
express
opinion
and think
opinions
systematically
openly
Notes:
Each column is filled with the criteria
5 = excellent
4 = good
3 = fairly
2 = less
1 = very poor
Scores max. 20
Value = Total score gain x 5
Criteria Value:
A = 85-100: Very Good
B = 70-89: Good
C = 60-69: Enough
D = 50-59: Less
E = <50: very less
TOTAL
SCOR
NO
SCORE
TE
LESSON PLAN
Arranged by :
Rezandyka Noviandini (113174041)
Department of Mathematics