LEARNING IMPLEMENTATION PLAN

I.

Education Unit

: Junior High School

Class / Semester

: VII/ I

Subject

: Mathematics

Main Material

: Inequation

Duration

: 30 minutes

MAIN COMPETENCE
Having curiousity, self confidence, and interest in mathematics and believe in the
power and the use of mathematics wich is formed by learning experience.

II.

BASIC COMPETENCE
Understanding the concept of solution of quadratic inequation in solving any
problems in daily life.

III.

INDICATORS
Solving quadratic inequation

IV.

LEARNING PURPOSES
By discussing and solving the problems on the worksheet, student will be able to
solve quadratic inequation.

V.

MATERIAL
Solving Quadratic Inequation by Real Line
Before tacling a quadratic inequation we point out that a linear factor of the form
x a is positive for x > a and negative for x < a. It follows that a product
(x a)(x b) can change from being positive to negative, or vice versa, only at a
or b. These points, where a factor is zero, are called split points. They are the
keys to determining the solution sets of quadratic and other more complicated
inequalities.
Example:
Solve the quadratic inequation x2 x < 6.
Solution:
As with quadratic equations, we move all nonzero terms to one side and factor.
x2 x < 6
x2 x 6 < 0
(x + 2)(x 3) < 0

(adding 6)
(factoring)

We see that 2 and 3 are the split

points: they devide the real line into the
three intervals (,2),( 2,3), and
(3,). On each of the three intervals,
(x + 2)(x 3) is of one sign: that is, it is
either

always

positive

or

always

negative. To find this sign in each

interval, we use the test points 3, 0,
and 5 (any points in the three intervals
would do). Our results are shown in the
margin.
The information we have obtained is
summarized in the figure bellow. We
conclude that the solution set for
(x + 2)(x 3) < 0 is the interval (2,3).

VI.

LEARNING MODEL AND METHOD

Learning model : Direct Learning, Cooperative with Team Assisted

Individualization (TAI) type, Student Team Achievement
Division (STAD)

VII.

Learning method : Think-Talk-Write method

LEARNING SOURCE AND EQUIPMENT

Source

: Buku Teks Matematika Kelas 7 SMP/MTs Kemendikbud

Equipment

: whiteboard, board marker and eraser, paper for the model

of the fraction

VIII.

ACTIVITYS STEPS

Steps

a. Telling the purpose of

the lesson and preparing
the student

Learning Activity

Duration

I Preliminary

5 minutes

Students prepare their self to join the

lesson.
Teacher greets the students, then checks
the attendance of the students.
Motivation: Teacher tells the topic
which will be discussed, the goal of
learning purposes, and the benefit to
daily life after learning this topic.

 Aperseption: students collect the task

and discuss if therere any problems
which were dificult to be solved.
Teacher reminds the student about the
last topic (solving linear inequation).
II. Main Activity
a. Discussing the main
topic

20 minutes

The students divided into groups

consist of 3-4 students.
The teacher gives worksheet

b. Guiding the discussion

By the teachers guidance, the students

discuss in groups. From the discussion,
student will be able to understand the
concept of solving quadratic inequation
by real line and by graph
The teacher observes and helps student
who has difficulties

c. Checking the

Randomly, teacher choose one student

understanding and

in a group to present the result of the

giving feed back

discussion
III. Closing Activity

a. Giving a chance and

motivation to the

The teacher helps the student to

conclude the material.

students to do the

Teacher gives test (quiz) to the students

exercises at home

to know the students comprehension

The teacher checks the quiz to know if
the students have understood the
material.
The teacher gives tasks to the student to
be done at home.
The students listen the information of
the next material thats about solving
inequation with absolute value

5 minutes

IX.

ASSESSMENT
1. Process of Assessment
The assessment is done during learning-teaching activity by assessing the students
activity, task collecting, and attendance.
Kind of assessment : individual
Kind of instrument : observation sheet
Students activeness sheet
Activeness, enthusiasm, and serious of
Students Name

Numb

student
A

Explanation:
A

: for very enthusiastic, active and serious student

: for enthusiastic, active and serious student

: for enough enthusiastic, active and serious student

: for not enthusiastic, active and serious student

Students Present List
Explanation
Num

Students Name

S
(Sick)

(with

(without any

permission)

reason)

1
2
Etc
2. Result Assessment
Assessment technique

: quiz

Kind of instrument

: essay

Singaraja, November 19 2015

Teacher,

Ni Luh Okassandiari
NIP. -

X.

STUDENTS WORKSHEET
The steps bellow are used to solve a quadratic inequation:
1. Make all nonzero terms in one side
2. Find the zero of the quadratic form
3. Draw the zero of the quadratic form in the real line, then youll find some intervals
4. Determine wheather the interval belong to positive or negative area
5. Determine the solution of the quadratic inequation based on the positive or negative
value on each interval.

Exercise
Solve the inequation bellow by the steps above!
x2 + x < 6

Solution:
Step 1:
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Step 2:
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Step 3:
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Step 4:
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Step 5:
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So, the solution of the inequation is on interval........ and .........
The solution of the inequation is .x | ....................................

XI.

QUIZ
Education Unit

: Junior High School

Subject

: Mathematics/ Inequation

Class/Semester

: VII/II

1. Find the interval of solution of the following inequation

x2 x > 2
Answer:

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QUIZ ASSESSMENT RUBRIC

Question
1

Answer
x2 x > 2
x2 x 2 > 0
(x 2)(x + 1) >0

Score
20

(adding by 2)
(factoring)

The split points are x = 2 and x = 1

20

The spilt points devide the real line into three intervals.
They are (,1), (1,2), and (2,)

On each of the three intervals,

(x 2)(x + 1) is of one sign: that is, it is either always
positive or always negative. To find this sign in each
interval, we use the test points 3, 0, and 5 (any points in the
three intervals would do). Our results are shown in the
margin.
(x 2)
(x + 1)
(x 2)(x + 1)
3

+
0

5
+
+
+

We conclude that the solution set for

(x 2)(x + 1) > 0 is the interval (,1), and (2,)

30

30

Thus, the set of solution of the inequation is

x |

x -1and x > 2

Total Score

final score

score
total score

100

100