LESSON PLAN

A. IDENTITIES
Education Unit : SMA Doremi Excellent School
Subject : Math
Class / Semester : X IPA / II
Topic : Matrices Multiplication
Time Allocation : 2 x 40 minutes

B. MAIN COMPETENCIES
1. Respect and appreciate their religion lesson.
2. Respect and appreciate the honest behavior, discipline, responsibility, caring
(tolerance, mutual cooperation), polite, confident, in interacting effectively with the
social and natural environment in a range of social and existence.
3. Understanding and applying the knowledge (factual, conceptual, and procedural)
based on his curiosity about science, technology, arts, culture and events related to real
phenomena.
4. Processing, presenting, and reasoning in the concrete realm (using, parse,
compose, modify, and create) and the abstract realm (writing, reading, counting, drawing,
and fabricated) according to the learned in school and other sources in the same
viewpoint/theory.

C. BASIC COMPETENCIES AND INDICATORS

1. Showing the behaviors of reasonable, critical, analytical, consistent and careful,
responsible, and not easy to give up in solving a problem.
2. Having a curiosity, confidence, and interest in math and have a sense of trust in
the power and usefulness of mathematics, which is formed through the learning
experience.
3. Finding out matrices multiplication through observation and give reasons.
4. Presenting the results of matrices multiplication and its application in solving
simple problems.

Indicators

1. To shows curiosity in investigating about matrices multiplication.

2. To shows a responsible attitude in group discussion.
3. To know how to multiply matrices.
4. To solve problem about matrices multiplication.

D. LEARNING OBJECTIVES
1. Students are able to show curiosity in learning process.
 2. Students are able to show a responsible attitude in group discussion.
3. Students are able to know the matrices multiplication.
4. Students are able to solve problem about matrices multiplication.

E. LEARNING MATERIAL
There are two types of multiplication for matrices: scalar multiplication and matrix
multiplication.
 Scalar Multiplication
If k is a scalar, a real number, and A is a matrix, then a scalar multiplication with a
matrix can be determined by k.A. Just take a regular number (called a "scalar") and multiply
it on every entry in the matrix.
a b   k .a k .b 
k.A = k .  
c d   k .c k .d 
Example:
 2 1
If A   , find :
 3 4
a. 2A
1
b.  A
2

Answer:
 2 1  4 2
a. 2A = 2. 
 3 4  6 8 

 1
  1 
b.
1 1 
 A   .
2 1 
 2
 
2 2  3 4  3  2 
2 

 Matrix Multiplication
Two matrices, matrix A and matrix B can be multiplied as A x B, if the number of
columns in matrix A must be equal to the number of rows in matrix B.
a c  p r
If A    dan B    , multiplication of matrix A and matrix B then:
b d  q s
a c   p r 
A B    
b d   q s 
 a. p  c.q a.r  c.s 
=  
b. p  d .q b.r  d .s 
Example:
2 1  1 4 
If A    ,B Find the result of A x B.
3 4 2  2

Answer:
2 1  1 4 
AxB=    2
 3 4  2
 2.( 1)  1.2 2.4  1.(2) 
= 
3.(1)  4.2 3.4  4.(2) 
  2  2 82
=  
  3  8 12  8
0 6
= 
5 4

F. LEARNING METHODS
The learning methods are observation, group discussion, and questions and answers using
Discovery Learning Model with Scientific Approach.

G. Learning Tools and Resources

Media : Worksheet, PowerPoint

Learning source : Mathematics books

H. LEARNING ACTIVITIES
Activities Activity Descriptions Time
Opening 1. Teacher greets the students and checks the student’s 10
presence. minutes

2. Teacher communicates learning objectives and learning

outcomes expected to be achieved by students.

3. The teacher informs the way of learning that will be done.

Main 1. After 50
handing out the worksheets to each group, teacher directs minutes
students to answer the worksheet in accordance with the
provisions and purposes of learning.
2. Teacher
checks and controls the activities of the students during the
process of group discussion activities.
a. Observing
1. Student in group observe about matrices multiplication
on the worksheet.
b. Questioning
1. Students ask questions about matrices multiplication on
the worksheet.

c. Exploring
1. Students in groups discuss and answer the question
about matrices multiplication on the worksheet.
d. Associating
1. Students conclude about matrices multiplication.
e. Communicating
 1. After the specified time of discussion ended, the teacher
discusses the student worksheet with the students by
enabling all groups to answer, clarify, and after that the
teacher concludes and fixes the answers.
2. Students present the result of group discussion related
with matrices multiplication.
3. Conclusion
:
 To multiply scalar and matrix, just take the scalar and
multiply it on every entry/elements in the matrix.
 Two matrices, matrix A and matrix B can be multiplied
as A x B, if the number of columns in matrix A must be
equal to the number of rows in matrix B.
Closing 1. Students summarize the learning contents about factorial. 20
2. Teacher gives an individual test and it will be collected for minutes
an assessment.
3. Teacher gives homework.

I. Assessments
Assessment technique : observation and test
Assessment procedure :
No Aspects Assessment Assessment Time
Technique
1 Knowledge: Observation Finish the worksheet
 To define the factorial. Test and individual test
 To solve problem about factorial.
2 Skills Observation Finish the worksheet

Denpasar, March 14th, 2017

I Gusti Agung Jatiariska, S.Pd.

J. ATTACHMENT
COGNITIVE ASSESSMENT

QUIZ time: 10 minutes

(score 10)
1. If A = then 3A = ....
2. If and . Find:
(score 20)

a. matrix
(score 20)
b. matrix

Rubric Assessment of Knowledge

No. Answer Score

1. 10
3A = 3

2. a.

20

Matriks Matriks Matriks

b.

20

Matriks Matriks Matriks

Total Score 50

Student Score = total score of student x 2

 DES
DOREMI EXCELLENT SCHOOL
PRIMARY (SD) – MIDDLE SCHOOL (SMP) – HIGH SCHOOL (SMA)
A dynamic and caring school for children of different nationalities

WORKSHEET OF HIGH SCHOOL (SMA)

Name : Date :
Class : Subject : MATH

Matrices Multiplication

1. Multiply the following matrices.

a. 5 8 -2 b. -1 0
1
-2 0 4 -1 2 1
2
3 1 0 4 -3

2. Is Matrix multiplication possible for the following matrices? Explain why or why not?

a f  0 5
b a b c 
a) e  x   
b)  3 6 x  8  3
 b c d 
 c d    1 2

For the next 2 questions use the following matrices.

2  3 1
C 
 0 5 20 10  25
A   3 6 B  8  3 D   x 3  33

4 2  5 
 1 2  6 y  9 

3. Is the matrix multiplication of [A] x [C] legal?

4. Which of are legal multiplications?

a. [B] x [C]
b. [A] x [D]
c. [D] x [C]
d. all of the above

5. Critical thinking questions:

a. Write an example of a matrix b. In the expression A ⋅ B, if A is a 3 × 5 matrix

multiplication that is undefined. then what could be the dimensions of B?
PSYCHOMOTORIC ASSESSMENT

1. Assessment Procedure:
The Aspects Engineering
No. Time Rating
Assessed Assessment
1 Dare to ask Observations The core activities from 1 to 10
2 Argues Observations The core activities from 1 to 10
3 Want to hear Observations The core activities from 1 to 10
another person
4 Cooperate Observations The core activities from 1 to 10
5 Knowledge Written Test The closing activity number 2

Observation Instrument Attitude:

Social Aspects of the observed Score x
Frequency Score
behavior Frequency
Express Ideas/Opinions
At the time of discussion
groups/classes, students express
their opinions
Asked
At the time of discussion
groups/classes, students ask their
friends or teacher
Hearing
At the time of discussion
groups/classes, students listen and
pay attention when the others are
talking
Cooperation
Students continue to work closely
with other members group
Total Score

Rubric of Scoring
Score 0 does not perform at all aspects of the observed
Score 1 do the aspect which observed once
Score 2 do the aspect which observed twice
Score 3 do the aspect which observed 3 times
Score 4 do the aspect which observed more than 3 times
 totalscore
Student Score =
16

Classification Student Score

0  score  1 social attitude bad

1  score  2 social attitude enough

2  score  3 social attitude good

3  score  4 social attitude very good