LESSON PLAN

Lectured by: Fatriya Adamura, M.Pd

ARRANGED BY :
MAR ATUS SHOLIHAH
(NPM : 11 411 056)

MATHEMATICS EDUCATION PROGRAM

MATHEMATICS AND SAINS EDUCATION FACULTY
IKIP PGRI MADIUN
2012
 Lesson Plan

Educational Unit : Senior High School

Subject : Mathematics
Grade/Semester : XI/2
Topic : Calculate Indefinite integral From Simple
Algebraic Function
Time Allocation : 1 × 10 Minutes

I. Standard Competence
Using the concept of limit function and derivative function in problem solving.

II. Basic Competence

Intuitively explain the meaning of the limit function at a point and at infinity.

III. Indicator
Meaning limit function at one point described by calculating the values around
that point.

IV. Objectivitas
Using the concept of formulating the terms of the derivative function limit.

V. Character Value
1. Accurate
2. Creative
3. Responsibility
4. Carefull
 VI. Learning Topic
1. The derivative function
2. Characteristics of the graph of the function by its derivatives

VII. Time Allocation

10 minutes

VIII. Learning Model

Learning model : direct instruction
Learning method : discussion

IX. Learning and Teaching Activities

Learning activities Time
Phase Character value
Teacher Student Allocation
Introduction
Remind students' Remember 2 minutes
prior learning the previous
about the lesson about
composition of the
the two functions composition
and inverse of the two
functions functions
Motivate students and inverse
to cite examples functions
of the use of the Listen to the
function in real teacher
life to inform the expalanation
use of the Ask some
function. tough
Ask students to homework
discuss some from the
difficult previous
homework from meeting
the previous
meeting (need to
discuss all)
Phase Listen to the
1 teacher
explanation

Listen to the
teacher
 explanation

Main activity
Phase Learners are Listen to the 6 minutes
2 given a stimulus teacher
in the form of explanation
materials by
teachers and Learners
explanation of communicate
materials related orally or
to the presented in
environment and ways to
giving examples determine the
of the materials rate of change
to be developed of the value of
regarding the the function.
rate of change
learners function
value (material:
Dedi Heryadi,
Mathematics
class XII SMK
pages 130-133,
Yudhishthira,
Jakarta ) as
follows:

The pace of change

in value of the
function f (x)
against t at time t =
t1 is the
instantaneous
velocity determined
by the formula as
follows:
 The rate of
change in the
value of the
function f (x)
against t at time t
= t1 is the
instantaneous
velocity
determined by
the formula as
follows:
 f ( t1 h) f ( t1 )
lim
h 0 h
 The pace of
change in the
value of the
function f (x)
with respect to x
at x = a can be
determined by
taking h close to
zero, it is
written:
'
f (a ) =
f (a h) f (a )
lim
h 0 h

Phase Learners and Learners and

3 teachers together teachers
to discuss together to
examples of the discuss
rate of change of examples of
the value of the the rate of
function. change of the
value of the
function.
Phase Learners work Do the - Accurate
4 on some exercise in the - Creative
exercises on the worksheet - Responsibility
rate of change of - Carefull
the value of the
function
Closing
Students make a Make a 2 minutes
summary of the summary of
material rate of the lesson
change of the they have
value of the studied
function
Learners and Listen to the
teachers to teacher
reflect explanation
As students are
working on
individual tasks
training module
 4: 9 page 133
(Material: Dedi
Heryadi,
Mathematics
class XII SMK,
Yudhishthira,
Jakarta)
Regards cover

X. Resources
1. Student book
2. Students worksheet

XI. Evaluation
1. Type of assement : report and written test
2. Form of assement : report presentation and subjective
test
3. Example of assement :
The results of the ?
 Studenst Book

LIMIT OF A FUNCTION AT A POINT

The definition of a limit at some point fungsi intuitively

, mean:
for satisfies , but , then the value of approaches .

Example:

With , provided

Definition of limit of a function at a point in the concept of

mathematical
, mean:
For a small number of known , we can find
So the inequality:

Applicable for all x that satisfy:

Example: Show that .

Answer:
The basic analysis
Suppose any positive number , we are required to obtain which
satisfies:

Note the right-hand side of inequality:

This means obtained .

Formal Proof:
Let and there is

Since , then

This means that: (designated)

 Worksheet

Group : Class :

Fix the value of !

With , provided

.......................................................................
.......................................................................
.......................................................................
.......................................................................
.......................................................................
.......................................................................
.......................................................................
.......................................................................
 Key of Worksheet

Group : Class :

Fix the value of !

to find the results of that question,

then we must first decipher be
then can be eliminated,

With , provided
 Exercise
1.

2. by using mathematical concepts, show that:

Answer Sheet of Exercise

 Evaluation Sheet Spesification

A. Cognitive
Name of Evaluation Key of Evaluation
Indicators Sheet and Number of Sheet and Number of
Question Question
Graph a quadratic function Exercise Key of Exercise
of the form f(x) =x2 Number 1 and 2 Number 1 and 2

B. Afective
Name of
Evaluation Sheet
Learning Objectives Note
and Number of
Question
Characters Self Evaluation The result of
1. In the learning process, students Sheet Student Self
can be practiced character of Number 1 Evaluation Sheet
personal responsible, such as doing for every aspect
assignments. can be seen from
2. In the learning process, students Number 2 the result of
can be practiced character of social teacher
responsible, such as doing group observation in
assignments, helping friends and the learning
teacher. Number 3 process or from
3. In the learning process, students informal
can be practiced character of conversation
creative, such as giving opinion in Number 4 between
the group discussion. students, teacher
4. In the learning process, students and students.
can be practiced character of
accurate and carefull, such as
correcting answers of worksheet.
 Self Evaluation Sheet

1. Are you personal responsible person?

True False
I always do my mathematics assignments.
I am a believable person.
I always respond all of my works.
I always follow my commitment.
I think I am a personal responsible person or am not a personal responsible person
because:………………………………………………………………….......................
………………………………………………………………………………………………

2. Are you social responsible person?

True False
I always do my group mathematics assignments for all.
I always help my friends/teacher as they need.
I help my teacher for doing her/his assignment.
I always do something that I can for caring class/school .
I think I am a social responsible person or am not a social responsible person
because:…………………………………………………………………........................
………………………………………………………………………………………………

3. In a group/class discussion, I tell my opinion.

a. Yes b. No
My opinion is..........................................
…………………………………………….........................................................
…………………………………………………………………………………
4. I always check my worksheet answers.
a. Always c.Seldom

b. Often d. Never
 Key and Scoring Guidance of Exercise

Number Step of Doing Score

Sum of the Score 100