LESSON PLAN OF MATHEMATICS

LESSON PLAN OF MATHEMATICS
SCHOOL : SMAN 3 TANGERANG SELATAN
SUBYECT : MATHEMATICS
CLASS / SEMESTER : XII EXCAT / ODD
COMPETENCE STANDART : Using Integral concept in the problem solving
TIME ALLOCATION : 14 x 45’

ASSESMENT
Meeting Base of competence Matter Indicators Activity Method & Approach *) Media / Sources
Kind of Test Instruments Form Instrument
Meaning of Early Activity : 1. Simulation - Pure Mathematics 2

1 - st 1. Quis test 1. Multiple choice. The appendix
Comprehend Indefiti Indefinite Integral Iindefinite integral &3, Hugh Neill and
Pre test: 2. discussion
and definite of douglas Quadling 2. Oral test 2. Essay
Discussion about differential. 3. task
Integral concept - PKS MAT 3 3. Formatif test 3. essay Non Objektif
Aperception and Motivationi: 4. Independent study Gematama.
4. Indivial task 4. Matching
Expressed the matter and used inproblem 5. Student centre - Exam secrets
solving. Mathematics 5. Team task
Core Activity : - LCD
Explain that Integral invers of differential

-Zenius multimedia
Recognizing Indefinite Integral invers of
differential.
assigning student to problem problem.
Conclusion :
Make resume of formula .
Individual task and homework

Comprehend Indefiti Determine Early Activity : 1. Simulation - Pure Mathematics 2
2 - nd 1. Quis 1. Multipl The appendix
and definite of Indefinite Integral properties &3, Hugh Neill and
Pre test: 2. discussion test e
Integral concept indefinite of douglas Quadling
Discussion about Indefite of Integral. 3. task choice
- PKS MAT 3 2. Oral
integral .
Aperception and Motivationi: 4. Independen Gematama. test
From differential.
Expressed the matter and used inproblem t study - Exam secrets 2. Essay
3. Form
solving. 5. Student Mathematics atif 3. essay Non
Core Activity : centre - LCD test Objektif
-
Determine Indefinite integral of sample 4. Indivi 4. Matching
function. al
Zenius multimedia
Presentation formula of indefite integral task
Task to student,Finishing problems. 5. Team

Conclusion : - IGCSE task
Mathematics, Karen
Morrison, Cambiridge
Indefinite Integral Determine 1.Simulation - Pure Mathematics 2

3 - rd 1. Quis test 1. Multiple choice. The appendix
Comprehend Indefiti Algebra and & 3, Hugh Neill and
Early Activity : 2.discussioxi
and definite of trigonometry douglas Quadling 2.Oral test 2. Essay
Pre test: 3.task
Integral concept function of - PKS MAT 3 3.Formatif test 3. essay Non Objektif
indefinite integral Discussion about Indefite of Integral. 4.Independent study Gematama.
Aperception and Motivationi: 5.Student centre - Exam secrets
Expressed the matter and used inproblem Mathematics 5.Team task

COMPETENCE STANDART : FINISHING PROBLEM OF LINEAR PROGRAMME

Evaluation
Recognishing Early Activity : 1. Simulation - Pure

Finishing Inequality Linear meaning of Mathematics 2 &3,
linear two variable Proggramme Hugh Neill and 2.Oral test 2. Essay
inequality linear
Discussion about Inequality linear 3. task
system two variable. douglas Quadling 3.Formatif test 3. essay Non Objektif
Aperception and Motivationi: 4. Independent - PKS MAT 3
study 4. Indivial task 4. Matching
Expressed the matter and used in the Gematama.
Determine
problem solving. 5. Student centre - Exam secrets 5.Team task
solving of
Core Activity : Mathematics
Inequality linear
Explain about Inequality linear two - LCD
two variable
system variable system
-software of
Mathemathics
assigning student to problem solving.
Conclusion :

mathematics model Recognizing 1. Simulation - Pure
2 – nd 1. Quis test 1. Multiple choice. The appendix
Designing of problem linear problem Mathematics 2 &3,
Early Activity : 2. discussion
mathematics model programme Hugh Neill and 2.Oral test 2. Essay
representating
Pre test: 3. task
of problem linear linear douglas Quadling 3.Formatif test 3. essay Non Objektif
programme. Discussion about Inequality linear 4. Independent - PKS MAT 3
programmel
Aperception and Motivationi: Gematama.
Find obyectif
Expressed the matter and used in the 5. Student centre - Exam secrets 5.Team task
function and
problem solving. Mathematics
resistance of
- LCD
linear Core Activity :
programme. Explain about problem of linear
-software of
programme
Mathemathics
Studying component of linear programme,
obyective function.
Conclusion :
Designing mathematics model Drawing fisible 1. Simulation - Pure

3 - th 1. Quis test 1. Multiple choice. The appendix
COMPETENCE STANDART : USING VECTOR CONCEPT IN THE PROBLEM SOLVING

Evaluation
Introduction Early Activity : 1. Simulation - Pure Mathematics

Using properties and Meaning of matrices square. 2 &3, Hugh Neill and
operation of matrices matrices, matrice douglas Quadling 2.Oral test 2. Essay
Discussion about Matrices square. 3. task
to show that matrices square. - PKS MAT 3 3.Formatif test 3. essay Non Objektif
square is invers the Aperception and Motivationi: 4. Independent study Gematama.
other matrices. Expressed the matter and used in the 5. Student centre - Exam secrets
problem solving. Mathematics 5.Team task
Core Activity : - LCD
Explain about matrices square and

problem solving. -software of
Mathemathics
Conclusion :

Using properties and Operation and - Do operation of 1. Simulation - Pure Mathematics
2 - nd 1. Quis test 1. Multiple choice. The appendix
operation of matrices properties of algebra at 2 &3, Hugh Neill and
Early Activity : 2. discussion
to show that matrices matrices. douglas Quadling 2.Oral test 2. Essay
Two matrices. Pre test: 3. task
square is invers the - PKS MAT 3 3.Formatif test 3. essay Non Objektif
other matrices. Discussion about Matrices square. 4. Independent study Gematama.
-Determine 4. Indivial task 4. Matching
Aperception and Motivationi: 5. Student centre - Exam secrets
properties of Expressed the matter and used in the Mathematics 5.Team task
operation problem solving. - LCD
matrices with
example. Explain about matrices square and -software of
problem solving and benefit in the Mathemathics
everyday life.
Core Activity :
Do operation algebra matrices to adding

ang substracttion and proterties.
Conclusion :
Using properties and Operation and Early Activity : 1. Simulation - Pure Mathematics
operation of matrices properties of 2 &3, Hugh Neill and
COMPETENCE STANDART : Using properties and operation algebra of vector in the problem solving
TIME ALLOCATION : 14 x 45
Media / Evaluation
Meeting Base of competence Matter Indicators Activity Method & Approach *)
Sources Kind of Test Instruments Form Instrument
Meaning of vector. Recognizing set Early Activity : 1. Simulation - Pure
Using properties and of vector. Mathematics 2
Pre test to apply of vector 2. discussion
operation algebra of &3, Hugh Neill 2.Oral test 2. Essay
Aperception and Motivationi: 3. task
vector in the problem and douglas 3.Formatif test 3. essay Non Objektif
Expressed the matter and used in the 4. Independent
solving Quadling
problem solving. study 4. Indivial task 4. Matching
- PKS MAT 3
Core Activity : 5. Student centre Gematama. 5.Team task
Explain about vector in the joint the line - Exam secrets
instruct, problem solving and benefit in Mathematics
the everyday life. - LCD
Study about vector set off.
assigning student to problem solving. -software of

Mathemathics
Conclusion :
Individual task and homework.
Student learn next items, is using

operation and properties of vector.
Using properties and operation and Determine Early Activity : 1. Simulation - Pure
2 - nd 1. Quis test 1. Multiple choice. The appendix
operation algebra of properties of vector. algebra operation Mathematics 2
Pre test to apply of vector 2. discussion
vector in the problem &3, Hugh Neill 2.Oral test 2. Essay
of vector : adding
Aperception and Motivationi: 3. task
solving and substraction. and douglas 3.Formatif test 3. essay Non Objektif
4. Independent Quadling
Expressed the matter and used in the study 4. Indivial task 4. Matching
- PKS MAT 3
problem solving. 5. Student centre Gematama. 5.Team task
- Exam secrets
Core Activity : Mathematics
Do algebra operation of vector in the - LCD
adding and substract and properties it.
-software of
Mathemathics
Study about vector set off.
Conclusion :

CLASS / SEMESTER : XII EXCAT / EVEN
COMPETENCE STANDART : Using concept of transformation in the everyday life.

Evaluation
Geometry Do operation kind Early Activity : 1. Simulation - Pure
Using geometry transformation of variation Mathematics 2 &3,
transformation can Hugh Neill and 2.Oral test 2. Essay
transformation :
Discuss about problem of matrices. 3. task
be shown to matrices translation and Douglas Quadling 3.Formatif test 3. essay Non Objektif
in the problem Aperception and Motivationi: 4. Independent - PKS MAT 3
reflction.
solving. Gematama.
And benefit in the everyday life. - LCD
Core Activity :
-software of
Defining about geometry transformation at
Mathemathics
plane.
Determine result of geometry

- IGCSE of
transformation at point and models.
Mathematics by
assigning student to problem solving. Cambridge
Conclusion : university
Geometry Do operation Early Activity : 1. Simulation - Pure

Using geometry transformation various of kind Mathematics 2 &3,
transformation can Hugh Neill and 2.Oral test 2. Essay
transformation is
Discuss about problem of matrices 3. task
be shown to matrices dilatation Douglas Quadling 3.Formatif test 3. essay Non Objektif
reflection. 4. Independent
in the problem - PKS MAT 3
Aperception and Motivationi: study 4. Indivial task 4. Matching
solving. Gematama.
And benefit in the everyday life. - LCD
Core Activity :
Definite meaning of transformation at -software of
plane through perception and studi Mathemathics
sources.
- IGCSE of
Find result of geometry transformation of
Mathematics by
point and models.
Cambridge
Finishing with concept vector. assigning
university
student to problem solving.
Conclusion :
THE INSTRUMENTS OF INTEGRATION
1. Find of
 (3 x  2 x  5)dx =
2
a.
 (x x  4 x )dx =
2
b.
2. Find the value of :

2 Y
 (2 x  x )dx
2
a.
1 Y = 2x2
3
1  8
  2 x  2 x dx
3
b.
0 
3. Find :
x
a.
 (sin x  cos)dx = 0
 sin xdx
2
b.
4. Find the value of :


a.
1
 sin 2 xdx

2

b.
 sin 4 x cos 2 xdx
0
5. Find area of the shaded region in the figure beside :

1. Find area of the region enclosed by the parabols y = 2 x2 – 8 x and y = x2 -3 x – 4
2. The shaded region beside is rotated about x-axis. Find the volume formed
Y
Y = 2x2
3. Use the given substitution to find the following integrals :
 2 x x  1 dx
3
a. 2 u = x2 + 1
x
0 2
 cos
3
b. 2 x sin 2 xdx u = cos 2 x
9. Use integration by part , to find the following integrals :
a.
 x sin xdx
1

2
b.
 2 x cos dx
0
Tangerang Selatan, Juni 2010
Principle, Math’s Teacher,
Drs. H. Sujana, M.Pd Dra.Yuniati

NIP.19580601 198101 1 006 NIP.19640611 199103 2 002
THE INSTRUMENTS OF LINEAR PROGRAMMING
1. By shading the unwanted region, show the region that represents the inequality 3x – 5y ≤ 15.
2. By shading the unwanted region, show the region that represents the inequalities x + 2y ≥ 6 , y ≤ x , x < 4.
3. The numbers x and y satisfy all the inequalities x + y ≤ 4 , y ≤ 2x – 2 and y ≥ x – 2. Find the gretest and least possible values of the expression 2x + y.
4. Arnie and Bernie are tailors. They make x jackets and suits each week, Arnie does all cutting and Bernie does all sewing.
To make a jacket takes 5 hours of cutting and 4 hours of sewing.
To make a suit takes 6 hours of cutting and 10 hours of sewing.
Neither tailor work for more than 60 hours a week.
a. For the sewing, show that 2x + 5y ≤ 30
b. Write down another inequality in x and y for cutting.
c. They make at least 8 jackets a week. Write down another inequality .
d. (i) Draw axes from 0 to 16 , using 1 cm to represent 1 unit on each axis.
(ii) On your grid, show the information in parts a), b) and c). Shade the unwanted regions
e. The profit on a jacket is $30 and on a suit is $ 100. Calculate the maximum profit that Arnie and Bernie can make a week

NIP.19580601 198101 1 006 NIP.19640611 199103 2 002
THE INSTRUMENTS OF MATRICES
1. Write down the order of the following matrices.

6 3 6 3 0
a. 
1  b.  
 4

1
 4 1 
2. Write down the equal matrices in this list

A = 2 4 B = 2 4 5 C = 2 4
3. Find the following matrix product :

 3  3 4  2 
a. 4 5   b.   
 2  2 0  5 
4. Find the value of x in each of the following matrix equation :

1
a. x 2     10 
 3
 3 x     17 
5
b.
 2
5. Find the determinant of the following matrices :

4 1  3  2
a. 
3  b.  
 5
  1 1 
6. State Whether each of the following matrices has an inverse, if the inverse exists, find it :
4 6 3 2
a. 
1  b.  
 2  6
 4 
7. Show that each of the following matrices is its own inverse.

1 0  1 0 
a. 
0  b.  
  1

 0
  1

3 7
8. Given that A =   find A-1
2 5 

NIP.19580601 198101 1 006 NIP.19640611 199103 2 002
THE INSTRUMENTS OF VECTOR
1. Represent these vector on squared paper :

 5   2  0   2
a. AB    b. PQ    c. RS    d. MN   
 2  3   3  0 
 4   1
2. p =   q =   express in column vector form :
  2   2
a. 3p b. p + q
3. In the diagram , BCE and ACD are straight lines. AB  2a and BC  3b . The point C divides AD in the ratio 2 : 1 and divides BE in the ratio
3 : 1. Express, in term of a and b , the vector :
a. AC
b. CD B
c. CE
2a 3a
d. ED
C D
A
E
4. O is the point (0,0), P is (3,4), Q is (-5,12) and R Is (-8, -15 ). Find the value of OP , OQ and OR .
5. If a  4and b  6 then find ab
6. If a = 3i – j + k and b = -2i + j – 2 k. Find the cosine of angle between a and b.

7. Given that a = 2i + 2j + 3k and b = -I + j - k :
a. Find the length of projection of vector a on vector b
b. Find the length of projection of vector b on vector a
c. Find the length of projection of vector a + b on vector a – b
d. Find projection of vector a on vector b

Pamulang, August 2007
Dedi Rafidi, Drs Yuniati, Dra

NIP.131260909 NIP.131957139
THE INSTRUMENTS OF TRANSFORMATIONS
 4 
1. The Point A (-3,7) is translated by   gives the point A’ find coordinate of the point A’.
  5
 2   3
2. The Point M (1,-8) is translated by 
 3  followed by translation 
 5  gives the point M’. Find coordinate of M’.
   
3. The point A (3,5) is reflected to the line y = -x gives the point A’, find coordinate of the point of A’.
4. Given the line L : 2x + y = 9, the line L is reflected to the line y = x gives the line L’ .Find the equation of the line L’.
5. Given the triangle ABC of A (1,2 ), B (3,8), C (4,6), the triangle ABC is rotated throught 180 o counterclockwise gives triangle A’B’C’
Find coordinate of the point A’,B’ and C’.
6. Given the points A(2,1), B(5,1) and C(3,7).The triangle ABC then gets dilatation of scale factor 4 to the centre O. find coordinate of the point A’, B’, and C’
Which are the result of dilatation.

7. Point A(2,3) is rotated throught to O counterclockwise and then reflected to the line x – y = 0 . Find image of point A.
6


NIP.19580601 198101 1 006 NIP.19640611 199103 2 002

LESSON PLAN OF MATHEMATICS

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LESSON PLAN OF MATHEMATICS

SCHOOL : SMAN 3 TANGERANG SELATAN

CLASS / SEMESTER : XII EXCAT / ODD

COMPETENCE STANDART : Using Integral concept in the problem solving

TIME ALLOCATION : 14 x 45’

Meaning of Early Activity : 1. Simulation - Pure Mathematics 2

Core Activity : - LCD

Explain that Integral invers of differential

assigning student to problem problem.

Make resume of formula .

Individual task and homework

Task to student,Finishing problems. 5. Team

Indefinite Integral Determine 1.Simulation - Pure Mathematics 2

Expressed the matter and used inproblem Mathematics 5.Team task

SCHOOL : SMAN 3 TANGERANG SELATAN

CLASS / SEMESTER : XII EXCAT / ODD

COMPETENCE STANDART : FINISHING PROBLEM OF LINEAR PROGRAMME

TIME ALLOCATION : 14 x 45’

Recognishing Early Activity : 1. Simulation - Pure

Make resume of formula .

Individual task and homework

assigning student to problem solving.

Make resume of formula .

Individual task and homework

Designing mathematics model Drawing fisible 1. Simulation - Pure

SCHOOL : SMAN 3 TANGERANG SELATAN

CLASS / SEMESTER : XII EXCAT / ODD

COMPETENCE STANDART : USING VECTOR CONCEPT IN THE PROBLEM SOLVING

TIME ALLOCATION : 14 x 45’

Introduction Early Activity : 1. Simulation - Pure Mathematics

Core Activity : - LCD

Explain about matrices square and

assigning student to problem solving.

Make resume of formula .

Individual task and homework

Do operation algebra matrices to adding

assigning student to problem solving.

Make resume of formula .

Individual task and homework

SCHOOL : SMAN 3 TANGERANG SELATAN

CLASS / SEMESTER : XII EXCAT / ODD

assigning student to problem solving. -software of

Make resume of formula .

Individual task and homework.

Student learn next items, is using

assigning student to problem solving.

Make resume of formula .

Individual task and homework.

SCHOOL : SMAN 3 TANGERANG SELATAN

CLASS / SEMESTER : XII EXCAT / EVEN

COMPETENCE STANDART : Using concept of transformation in the everyday life.

Determine result of geometry

Make resume of formula .

Individual task and homework.

Geometry Do operation Early Activity : 1. Simulation - Pure

Definite meaning of transformation at -software of

plane through perception and studi Mathemathics

2. Find the value of :

4. Find the value of :

5. Find area of the shaded region in the figure beside :

3. Use the given substitution to find the following integrals :

9. Use integration by part , to find the following integrals :