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# Lesson plan 9th grade junior high school

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This document contains : Lesson Plans, Student's Worksheets, Test, and Rubrics Test for 9th grade Junior High School for subject mathematics, sub material: cylinder, cone, sphere, statistics, and ...

This document contains : Lesson Plans, Student's Worksheets, Test, and Rubrics Test for 9th grade Junior High School for subject mathematics, sub material: cylinder, cone, sphere, statistics, and opportunity. And At Least there are some lesson plans for 7th Grade Junior High School sub material about fraction. Hope This math shared can useful for everybody needs.

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## Lesson plan 9th grade junior high schoolDocument Transcript

• Rahma Siska Utari – Lesson Plan Page 1 LESSON PLAN School : SMP Negeri 1 Palembang Subject ` : Mathematics Class/ Semester : IX / I Time Allocation : 2 X 45’ A. Standard Competence 2. Understanding the characteristics of cylinders, cones, and spheres and then finding the measures B. Basic Competence 2.1 Identification part of cylinder, cone, and sphere C. Character Building Discipline, respect, diligence, responsibility D. Indicators Mention the elements : the radius, the diameter, the height, the surface, the base of cylinder , a cone and sphere E. Learning Objectives Student will be able to mention the elements of a cylinder, e. g radius, diameter, base, height, face, lateral surface mention the elements of a cone, e. g radius, diameter, base, height, face, slant surface, slant height and vertex mention the elements of a sphere, e. g radius, diameter, curved surface F. Learning Material The element of cylinder, cone and sphere G. Learning Method/Learning Model Discussion Demonstration Giving task Question and answer Approach Contextual Teaching and Learning Cooperative Learning
• Rahma Siska Utari – Lesson Plan Page 2 H.Learning Activity 1. Opening Teacher tells students that they are going to learn about cylinders, cones, and spheres Teacher gives some illustration of them in the daily life and asks them another illustrations Teacher explains the learning purpose and gives students motivation 2. Main Activity a. Exploration The students are grouped into 7 groups, consist of 4 or 5 students who represent across-section of the class in terms of academic performance and sex. Using worksheet, each group observe surrounding the class and discuss it. (The teacher controls the discussion and gives motivation to the student to work cooperatively with their group. If anyone missed a question, his or her teammates have a responsibility to explain it. Remind the student that if they have questions, they should ask all teammates before asking the teacher) b. Explanation After finishing the worksheets, some students from 3 group choose present the results of discussion, while the other groups perceive and note attentively If there is a group has the different answers, the teacher gives a chance to the other group to present their opinion to the class. If The students formulate the right answers and work together to make the conclusions. c. Elaboration The students do the assessment individually to clarify their comprehension d. Confirmation Students do the exercise One of student is asked to answer on the board 3. Closing Students are directed to make a summary
• Rahma Siska Utari – Lesson Plan Page 3 Students are given homework Teacher informs students what will learn in the next meeting I. Learning Sources Directorate of junior high school development. Mathematics for Junior High School Year IX Student Book. Jakarta. Environment Slides Presentation J. Assessment Technique of assessment : individual task Form of instrument : written test Type of assessment : essay K. Form of Instrument Students worksheet and item test Assessment Special table of assessment No Indicators Number of item 1. Mention cylindrical, conical and spherical objects 1 2. Mention the elements of cylinders, cones, and spheres: e.g radius, diameters, height, edge, base, face, lateral surface, slant surface, slant height and vertex 2, 3, 4 Answer the following question correctly 1. Mention cylindrical, conical and spherical objects ! 2. Draw cylinder and mention the elements of cylinder completely ! 3. Look picture below! a. Shade the base of the cone b. Draw the height of the cone
• Rahma Siska Utari – Lesson Plan Page 4 4. a. Does sphere have face ? if there are how may face sphere have? b. Does sphere have edge ? if there are how may face sphere have? c. Does sphere have vertices ? if there are how may face sphere have? Solution of Assessment No Solution Score 1. Cylindrical :can, milk can, pipe, lipstick, etc Conical : ice cream’s cone, birthday’s hat. etc Spherical : globe, soccer, ball, volley’s ball, etc 15 2. 15 3. 10 4. a. Yes, it does. there’s 1 face. b. No, it does not. c. No, it does not. 10 Total Score 50 Palembang, October 2nd 2012 Mathematics Teacher, Practice Teacher. Nurjannah, S.Pd Rahma Siska Utari NIP.196310111984112001 NIM.06091008003
• Rahma Siska Utari – Lesson Plan Page 5 Student’s Worksheet Subject : Member of group : 1. Class / Semester : 2. Topic : 3. Time Allocation : 15 minutes 4. 5. Cylinders, Cones And Spheres 1. Find model of cylindrical, conical and spherical objects around you sketch the objects. 2. Discuss in your group to complete the following table. No Name of the object Models The Number Of Faces Edges Lateral Surface 1. 2. 3.
• Rahma Siska Utari – Lesson Plan Page 6 3. Present the result of your group discussion in front of class ! (Answer : No Name of the object Models The Number Of Faces Edges Lateral Surface 1. 2. 3.
• Rahma Siska Utari – Lesson Plan Page 7 LESSON PLAN School : SMP Negeri 1 Palembang Subject ` : Mathematics Class/ Semester : IX / I Time Allocation : 2 X 45’ A. Standard Competence 2. Understanding the characteristics of cylinders, cones, and spheres and then finding the measures B. Basic Competence 2.2 Calculate the surface area and volume of cylinder, cone, and sphere C. Character Building Discipline, respect, diligence, responsibility D. Indicators To find out the formula of surface area and volume of cylinder E. Learning Objectives Student will be able to Students are able to find out the surface area formula of cylinder Students are able to use the surface area formula of cylinder Students are able to find out the volume formula of cylinder F. Learning Material Cylinder, cone and sphere G. Learning Method/Learning Model Expository Interactive Approach Contextual Teaching and Learning Cooperative Learning I. Learning Activity 1. Opening Teacher tells students that they are going to learn about find out formula of area and volume of cylinders Teacher explains the learning purpose and gives students motivation Apperception :
• Rahma Siska Utari – Lesson Plan Page 9 Slides Presentation J. Assessment Technique of assessment : individual task Form of instrument : written test Type of assessment : essay K. Form of Instrument Students worksheet and item test Assessment Answer the question below correctly ! 1. The lateral surface of a cylinder is 50.24 cm in height and 12 cm in width.Find: a. The height of the cylinder, b. Radius of the base, taking 2. If the volume of a cylinder is 240 and the height is 15 , what is the radius of the cylinder? No Solution Score 1. Known: The height of The lateral surface of a cylinder = 50.24 cm The width of The lateral surface of a cylinder = 12 cm Unknown: a. The height of the cylinder, b. Radius of the base, taking Solution: a. The height of the cylinder = The width of The lateral surface of a cylinder. So, The height of the cylinder is 12 cm B. The height of The lateral surface of a cylinder = The 1 2 1 2
• Rahma Siska Utari – Lesson Plan Page 10 circumference of base The circumference of base = 50.24 cm So, the radius of the base is 8 cm 2 1 1 2. Known: Volume of a cylinder = 240 the height = 15 Unknown: the radius of the cylinder? Solution: So, the radius is 1 2 2 1 1 1 1 1 Total Score 20 Palembang, October 3rd 2012 Mathematics Teacher, Practice Teacher. Nurjannah, S.Pd Rahma Siska Utari NIP.196310111984112001 NIM.06091008003
• Rahma Siska Utari – Lesson Plan Page 11 Student’s Worksheet Subject : Member of group : 1. Class / Semester : 2. Topic : 3. Time Allocation : 15 minutes 4. 5. Surface Area of Cylinder A cylinder is a 3-dimensional shape that have two circular bases on the opposite sides. The two circular sides are connected together by a curve side. Cans are examples of cylinder. cylinder model net of cylinder Area Of circle = Because of lateral surface area = rectangle area Lateral surface area = And Length of rectangle = circumference of circle therefore Lateral Surface Area = Formula for Cylinder Surface Area = 2 x Circle area + lateral surface area = 2 …………. + ……….. =
• Rahma Siska Utari – Lesson Plan Page 12 Volume of Cylinder Base Area of Cylinder = Volume of cylinder = Base area x height = Therefore Formula of Surface area of Cylinder`= Formula of Volume of Cylinder ``=
• Rahma Siska Utari – Lesson Plan Page 13 LESSON PLAN School : SMP Negeri 1 Palembang Subject ` : Mathematics Class/ Semester : IX / I Time Allocation : 2 X 45’ A. Standard Competence 2. Understanding the characteristics of cylinders, cones, and spheres and then finding the measures B. Basic Competence 2.2 Calculate the surface area and volume of cylinder, cone, and sphere C. Character Building Discipline, respect, diligence, responsibility D. Indicators To find out the formula of surface area and volume of sphere E. Learning Objectives Student will be able to Students are able to find out the surface area formula of sphere Students are able to use the surface area formula of sphere Students are able to find out the volume formula of sphere F. Learning Material Cylinder, cone and sphere G. Learning Method/Learning Model Expository Interactive Approach Contextual Teaching and Learning Cooperative Learning J. Learning Activity 1. Opening Teacher tells students that they are going to learn about find out formula of area and volume of sphere Teacher explains the learning purpose and gives students motivation Apperception :
• Rahma Siska Utari – Lesson Plan Page 14 The teacher remains the area of the plane figure, i.e. rectangle, circle, and triangle 2. Main Activity a. Exploration The students are grouped into 7 groups, consist of mathematics group that had been made before Using worksheet, each group do the activity that ordered. (The teacher controls the discussion and gives motivation to the student to work cooperatively with their group. If anyone missed a question, his or her teammates have a responsibility to explain it. Remind the student that if they have questions, they should ask all teammates before asking the teacher) b. Explanation After finishing the worksheets, some students from 1 group choose to present the results of discussion, while the other groups perceive and note attentively If there is a group has the different answers, the teacher gives a chance to the other group to present their opinion to the class. If The students formulate the right answers and work together to make the conclusions. c. Elaboration Students do the exercise One of student is asked to answer on the board d. Confirmation The students make the summary lesson about the surface area and volume of sphere 3. Closing Students are given homework Teacher informs students what will learn in the next meeting I. Learning Sources Directorate of junior high school development. Mathematics for Junior High School Year IX Student Book. Jakarta. Environment Learning video about volume of sphere
• Rahma Siska Utari – Lesson Plan Page 15 Slides Presentation J. Assessment Technique of assessment : individual test Form of instrument : written test Type of assessment : essay K. Form of Instrument Students worksheet and item test Assessment Special table of assessment No Indicators Number of item 1. Surface area of sphere 1,3 2. Volume area of sphere 2,4 Answer the questions below correctly1 1. if known the surface area of a sphere is 500 in2 , and π = 3.14, find the diameter of sphere ! 2. A pool shaped hemisperical (half of sphere) filled with water, then dipped by tank shaped cylinder make the volume of hemisperical lost 1/4 from volume before. If volume of tank is 315 m3 . Find the diameter of pool ! 3. To make a plastic ball with diameter 10 cm, the home industrion need Rp15.000,00 to buy plastic material per m2 . How much it pay for producting 1500 units ball ? 4. Balloons shape sphere will filled by freon gas. If the freon gas available 105 l to fill 30 ballon. Find the radius of balloon! No Answer Score 1. Known : SA = 500 in2 Unkwon diameter ? 25
• Rahma Siska Utari – Lesson Plan Page 16 d = 2 x r = 2 x 6.31 in = 12.62 in 2. Known : Vc = 1/3 Vhs 315 = 1/3 Vhs Vhs = 3 x 315 Vhs = 945 m3 Unkwon : Radius of hemispherical ? Vhs = ½ 4/3 π r3 945 = 2/3 22/7 t3 r3 = 451,022 d = m 25 3. Known : Diameter = 10 cm  e = 5cm 150 unit balls Unknown : the total production pay? SA = 4πr2 = 4 x 3.14 x (5 cm)2 = 314 cm2 = 0,314 m2 The Total Price = 0,314 m2 x 1500 x 15000 = Rp706.500,00 25 4. Known : 105 l = 105000 cm3 Eacj ballon get = 105 / 30 = 3500 cm3 Unkwon the radius of ballon Vs = 4/3 π r3 3500 = 4/3 22/7 t3 r3 = 835,22 25 Total score 100 Acquired Score Final score = --------------------- x Ideal score = ……….. Maximum score Palembang, October 10th 2012 Mathematics Teacher, Practice Teacher. Nurjannah, S.Pd Rahma Siska Utari NIP.196310111984112001 NIM.06091008003
• Rahma Siska Utari – Lesson Plan Page 17 Student’s Worksheet Subject : Member of group : 1. Class / Semester : 2. Topic : 3. Time Allocation : 15 minutes 4. 5. Surface Area of Sphere Each group will get one orange So, do the instruction below ! 1. Cut the orange to 2 part identicly 2. Make 6 circle using orange in the next page. (Same radius with ball) 3. Using scissor, cut the orange skin to small pieces. 4. With glue, put the pieces of irange skin in to circle fully. 5. Answer the question below : a. After you do the activity above. How many circle can be filled fully by the pieces of orange? b. Make the conclusion from this Activity with you group !
• Rahma Siska Utari – Lesson Plan Page 18 Volume of Sphere Watched the learning video about volume of sphere and then answer the question below! What do you get from the learning video? Make conclusion by your group ! 1. Find the surface area and volume of each figure.. a. b. = 21 cm= 4 dm
• Rahma Siska Utari – Lesson Plan Page 19 LESSON PLAN School : SMP Negeri 1 Palembang Subject : Mathematics Grade/Semester : IX/1 (Odd) Time Allocation : 2 x 45 minutes A. Competency Standard 3. Analyzing and presenting data B. Basic Competences 3.1 To find out the means, medians, and modes of the single data C. Indicators To find out the mean of the single data To find out the median of the single data To find out the mode of the single data To find out the range of the single data D. Character building Honestly and knowledgement E. Topic/ Main Material Statistica : - Measures of central tendency (single data) Mean Median Mode - Measures of dispersion (single data) Range F. Learning Experiences The students able to determine median of the single data The students able to determine range of the single data The students able to determine quartiles of the single data G. Learning Objective Discuss how to find Mean, Median, Mode and Range of the data
• Rahma Siska Utari – Lesson Plan Page 21 The students make the summary lesson about the range, mean , median, and mode in single data 3. Closing Students are given homework Teacher informs students what will learn in the next meeting J. Learning Strategy Learning Method/Learning Model Expository Interactive Approach Contextual Teaching and Learning Cooperative Learning K. Assesment Technique of assessment : individual task Form of instrument : written test Type of assessment : essay 1. Data on the weights ( in kg) of ten junior high school students collected. The results are 45,40,48,50,47,39,42,43,55,52 a. Find the range b. Find the mean c. Find the median d. Find the mode 2. The following list is a data collected in a survey on how long ( in days) the foreign tourists stay in Indonesia in April. 4,7,8,21,16,13,15,15,18,8,17,20,23, 11,12,12,21,25,14,15 a. Find the range of data b. Find the median No Solution Score 1. Known: The weights of ten junior high school 45,40,48,50,47,39,42,43,55,52 Unknown: 1
• Rahma Siska Utari – Lesson Plan Page 22 Range, Mean, Median and Mode Solution: 39,40,42,43,45,47,48,50,52,55 a. Range = largest data – smallest data = 55 – 39 = 16 b. Mean c. Median 39,40,42,43,45,47,48,50,52,55 Median = Q2 = 46 d. Mode Mode nothing 2 2 1 2 2 2 1 2 2. Known: a data collected 4,7,8,21,16,13,15,15,18,8,17,20,23, 11,12,12,21,25,14,15 Unknown: a. the range of data b. the median Solution: a. Range = largest data- smallest data Range = 25 – 4 Range = 21 b. 4,7,8,8,11,12,12,13,14,15,15,15,21, 16,17,18,20,21,23,25 Q2= (15+15)/2=15 2 2 2 2 2 Q2 Q2
• Rahma Siska Utari – Lesson Plan Page 23 Total Score 25 Acquired Score Final score = --------------------- x Ideal score = ……….. Maximum score Palembang, October 24nd 2012 Mathematics Teacher, Practice Teacher. Nurjannah, S.Pd Rahma Siska Utari NIP.196310111984112001 NIM.06091008003
• Rahma Siska Utari – Lesson Plan Page 24 Student’s Worksheet Subject : Member of group : 1. Class / Semester : 2. Topic : 3. Time Allocation : 15 minutes 4. 5. Fill the column with your group ! Population : All students in IX.1 / IX.2 Spensa Sample : No Name Shoe’s Size 1 2 3 4 5 Based the table above: Sort the shoe’s size from smallest to largest 1. Who do have a largest shoe’s size? What’s he/she shoe’s size? 2. Who do have a Smallest shoe’s size? What’s he/she shoe’s size? 3. Calculate all your group shoe’s size! Total of your group shoe’s size = number of member in your group =
• Rahma Siska Utari – Lesson Plan Page 25 4. The Middle shoe’s size after you sorted them is = 5. The shoe’s size frequently outcomes = Range = The Largest data – the smallest data = the largest shoe’s size – the smallest shoe’s size From the activity above, Make conclusion with your group ! LESSON PLAN
• Rahma Siska Utari – Lesson Plan Page 26 School : SMP Negeri 1 Palembang Subject : Mathematics Grade/Semester : IX/1 (Odd) Time Allocation : 2 x 45 minutes A. Competency Standard 3. Analyzing and presenting data B. Basic Competences 1.1 To present data in the forms, of the tables, bar graphs, line graphs, and pie diagram C. Indicators To present data in the bar graphs To present data in the pictogram To present data in the line graphs To present data in the pie diagram D. Character building Hardwork, knowledgement, critically, and Logic. E. Topic/ Main Material Statistica : - Presenting statistical data F. Learning Experiences The students able to present data into bar graphs The students able to present data into pictogram The students able to present data into line graphs The students able to present data into pie diagram G. Learning Objective Explain how to present data in the form of bar graphs, pictogram, line graphs, and pie diagram. H. Sources/Material and Tool Directorate of junior high school development. Mathematics for Junior High School Year IX Student Book. Jakarta. Presentation slide I. Teaching Learning Activities 1. Opening
• Rahma Siska Utari – Lesson Plan Page 28 Indicators Technical Instrument - To present data in the form of Bar graphs Pictogram Line graphs Pie diagram Activity Short question L. Assessment No Exercise Key 1 Build - a pictogram - a bar graph - a line graph - a pie diagram of a data set on the number of dentist Provinces Number of dentist DKI Jakarta West Java Central Java DI Yogyakarta East Java Bali 900 800 700 200 700 100 Known: Table of number of Dentists Unknown: a. Picto gram b. Bar graph c. Line graph d. Pie diagram Solution a. pictogram b. Bar chart Provinces Number of dentist DKI Jakarta West Java Central Java DI Yogyakarta East Java Bali 900 800 700 200 700 100 Provinces Number of dentist DKI Jakarta West Java Central Java DI Yogyakarta East Java Bali       
• Rahma Siska Utari – Lesson Plan Page 29 c. line chart d. pie chart B. 0 200 400 600 800 1000 DKIJakarta WestJava Central… DI… EastJava Bali Number of Dentists Number of Debtists 0 200 400 600 800 1000 DKIJakarta WestJava Central… DI… EastJava Bali Number of Dentists Number of Debtists DKI Jakarta 26% West Java 23% Central Java 21% DI Yogyaka rta 6% East Java 21% Bali 3% Number of Dentists
• Rahma Siska Utari – Lesson Plan Page 30 Palembang, October 26nd 2012 Mathematics Teacher, Practice Teacher. Nurjannah, S.Pd Rahma Siska Utari NIP.196310111984112001 NIM.06091008003
• Rahma Siska Utari – Lesson Plan Page 31 LESSON PLAN School : SMP Negeri 1 Palembang Subject : Mathematics Grade/Semester : IX/1 (Odd) Time Allocation : 2 x 45 minutes A. Competency Standard 2. Understanding the simple probability B. Basic Competences 2.1 To determine sample space of an experiment 2.2 To determine relative frequency of an event C. Indicators To know definition of sample space To know definition of sample point To know definition of event Determine the sample space Determine the sample point Determine relative frequency of an event To find out probability with relative frequency D. Character building Smart and knowledgement E. Topic/ Main Material : Probability D. Learning Experiences The students able to know definition of sample space and sample point The students able to determine the sample space and sample point The students able to determine realative frequency of an event The students able to find probability with relative frequency E. Learning Objective Explain and discuss how to determine the sample space and sample point, relative frequency of an event, and probability with relative frequency F. Sources/Material and Tool Directorate of junior high school development. Mathematics for Junior High School Year IX Student Book. Jakarta.
• Rahma Siska Utari – Lesson Plan Page 33 I. Evaluation Indicators Technical Instrument Determine the sample space and sample point Determine probability with relative frequency Activity Activity Short question Short question J. Assessment No Exercise Key 1. 2 Survey. Rita conducted a survey investigating the fruits that her 45 classmates liked most. In the survey, 21 friends selected the orange. What was the probability that one of her classmates selected the orange as the favorite fruit? Two dice are rolled at once. Determine the sample points for the following events! a. The first die rolls a 4 and the second die rolls a 3. b. The first die rolls a 3. c. Getting a sum of 10. Known: Rita conducted a survey investigating the fruits that her 45 classmates liked most and 21 friends selected the orange. Unknown: the probability that one of her classmates selected the orange as the favorite fruit. Solution: Know: Two dice are rolled at once Unknown: the sample points a. The first die rolls a 4 and the second die rolls a 3. b. The first die rolls a 3. c. Getting a sum of 10. Solution: a. A= event of the first die rolls a 4 and the second die rolls a 3. A= {(4,3)} b. B= event of the first die rolls a 3. B= {(3,1),(3,2),(3,3),(3,4),(3,5),(3,6)} c. C= event of getting a sum of 10 C={(4,6),(5,5),(6,4)}
• Rahma Siska Utari – Lesson Plan Page 34 Palembang, November 5th of 2012 Mathematics Teacher, Practice Teacher. Nurjannah, S.Pd Rahma Siska Utari NIP.196310111984112001 NIM.06091008003
• Rahma Siska Utari – Lesson Plan Page 35 LESSON PLAN School : SMP Negeri 1 Palembang Subject : Mathematics Grade/Semester : IX/1 (Odd) Time Allocation : 2 x 45 minutes A. Standard Competence . 4. To Understand sample event probability. B. Basic Competence 4.1 Finding the sample space of an experiment C. Learning Objectives Student will be able to  understand about probability determine the impossibility and certainty  give the examples of the probability in daily life  Determine the sample space of an experiment  Determine the sample points of an experiment  Determine the probability of an event D. Character building Smart and knowledgement E. Learning Material Probability 1. The examples of probability in daily life a. The election of the president of Indonesia b. Rolling a dice in playing the snake and ladder game c. Tossing a coin 2. A sample space is a set of all possible result in a statistical experiment. 3. Sample point is a subset of the sample space 4. An event is a subset of the sample space. 5. A coin is tossed n times. The figure occurs p times, and the number occurs q times. The relative frequency of the occurrence figure is and the relative frequency of the occurrence of the number is If n is large enough, then the probability that the figure will occur can be approximated by and the probability that the number will occur can be approximated by n p n q n p HP )(
• Rahma Siska Utari – Lesson Plan Page 36 F. Learning Method/Learning Model Expository Approach Contextual Teaching and Learning Cooperative Learning G. Learning Activity 1. Opening  Teacher says greeting and makes sure whether the students are ready to study Teacher informs the basic competence, indicators and learning objectives.  Teacher informs about the used material in the daily life Apperception: Teacher gives students motivation The teacher reminds the students about set in rooster way, Cartesian diagram and table. 2. Main Activity a. Exploration The students are grouped into 7 groups, consist of mathematics group that had been made before Using worksheet, each group do the activity that ordered. (The teacher controls the discussion and gives motivation to the student to work cooperatively with their group. If anyone missed a question, his or her teammates have a responsibility to explain it. Remind the student that if they have questions, they should ask all teammates before asking the teacher) b. Elaboration After finishing the worksheets, some students from some group choose to present the results of discussion, while the other groups perceive and note attentively If there is a group has the different answers, the teacher gives a chance to the other group to present their opinion to the class. If The students formulate the right answers and work together to make the conclusions. Students do exercise n q TP )(
• Rahma Siska Utari – Lesson Plan Page 37 c. Confirmation  Making a conclusion about the lesson  Students get a homework  Students and teacher get reflection 3. Closing Students are given homework Teacher informs students what will learn in the next meeting H. Learning resources Directorate of junior high school development. Mathematics for Junior High School Year IX Student Book. Jakarta. Macromedia flash about probability 9th grade in junior high school, made by Riza Aprilia I. Assessment Students Worksheet Class : Members : 1. Subject : 2. Material : 3. Group’s N ame: 4. Date : 5. Discuss in your group and then answer the following question : 1. Prepare 3 coins identically in your group a. a fair coin is tossed Problems Answer Find all possible outcomes H, T Find the probability of showing head P = ½
• Rahma Siska Utari – Lesson Plan Page 38 Find the probability of showing tail P= ½ Find the probability of showing either head or tail P = 1 Find the probability of showing neither head nor tail P = 0 b. Two fair coins are simultaneously tossed Problems Answer Find all possible outcomes HH. HT, TH, TT Find the probability of showing head on the first coin P = 2/4 = ½ Find the probability of showing tail on the second coin P= 2/4 = ½ Find the probability of showing at least one head P = ¾ Find the probability of not showing only tails P = ¾ c. Three fair coins are simultaneously tossed Problems Answer Find all possible outcomes HHH . HHT. HTH, HTT. , THH, TTH, THT. TTT Find the probability of showing head on the first coin P = 4/8 = ½ Find the probability of showing P = 4/8 = ½
• Rahma Siska Utari – Lesson Plan Page 39 tail on the third coin Find the probability of showing at least One head P = 7/8 Find the probability of not showing only tails P = 1/8 2. A day is chosen from a week. Problems Answer Find all possible chosen Sunday , Monday , Tuesday . Wednesday . Thursday. Friday, Saturday Find the probability of choosing a Wednesday P = 1/7 Find the probability of selecting a day starts with the letter S P = 2/7 Find the probability of selecting a day starts with the letter T P = 2/ 7 Find the probability of selecting the weekends P = 2/7 Find the probability of selecting a Sunday P = 1/7 3. Look at tthe spinner below
• Rahma Siska Utari – Lesson Plan Page 40 Problems Answer Find all possible chosen 0, 1, 2 3 , 4, 5, 6, 7.8 .9 What is the probability of choosing an odd number? P = 5/ 10 = ½ What is the probability of choosing an even number? P = 5/ 10 = ½ What is the probability of choosing a prime number? P = 4 / 10 = 2/5 What is the probability of choosing numbers can divided by 3? P = 3/10 Conclusion : 1. Sample space : set of all posible resulys be s 2. Sample point :member ofset S 3. An event : the appearance of something 4. From the question no 1.b and 1.c .How to determine the sample space ? a. Using table b. Using tree diagram
• Rahma Siska Utari – Lesson Plan Page 41 5. What’s the formula of probability ? p = Indicators of attainment Technique Assessme nt Type of instrume nt Examples To Identify the examples of probability in the daily life To Find the sample space, sample point and event of statistical experiments written test essay 1. Write 3 examples of probability in daily life ! 2. State the following statements are True or False a. The number of sample points is equal to the number of elements of the sample space b. A sample point is also an event c. A sample point is a set d. A sample space is an event e. Each sample space must be an event, but each event might not be a sample space 3. Two pair of dices are rolled a. Find the all possible outcomes ! b. Find the probability of showing addition of both number is prime number? c. Find the probability of showing factors of 3 on the second dice ? 4. A card is drawn from a deck of 52 cards. a.Find the probability of
• Rahma Siska Utari – Lesson Plan Page 42 drawing a club ?. b.Find the probability of drawing a picture card. (includes jack, queen or king) ? 5. There are 5 white balls, 8 red balls, 7 yellow balls and 4 green balls in a container. A ball is chosen at random. a.What is the probability of choosing red? b.What is the probability of choosing green? c.What is the probability of choosing other than yellow? d.What is the probability of choosing black? Scorer’s Rubrics No Answer Score 1. Some example of probability in daily life : a. It will rain b. The president of USA will ccome to Indonesia in 2013 c. I Will gradiate from SMP Negeri 1 Palembang as the best students , etc 1 1 1 2. a. T b.T c.F d.F e.F 1 1 1 1 1 3. 1 2 3 4 5 6 1 (1,1) (1,2) (1,3) (1,4) (1,5) (1,6) 2 (2,1) (2,2) (2,3) (2,4) (2,5) (2,6) 3 (3,1) (3,2) (3,3) (3,4) (3,5) (3,6) 4 (4,1) (4,2) (4,3) (4,4) (4,5) (4,6) 5 (5,1) (5,2) (5,3) (5,4) (5,5) (5,6) 6 (5,1) (6,2) (6,3) (6,4) (6,5) (6,6) 4
• Rahma Siska Utari – Lesson Plan Page 43 b. P (A) = = c. P (B) 2 2 4. a. P (A) = = b. P (B) = = 2 2 5 a. P (A) = = b. P (B) = = c. P (A) = d. P (B) = = 2 2 2 2 Total score 30 Acquired Score Final score = --------------------- x Ideal score = ……….. Maximum score Palembang, November 7th of 2012 Mathematics Teacher, Practice Teacher. Nurjannah, S.Pd Rahma Siska Utari NIP.196310111984112001 NIM.06091008003
• Rahma Siska Utari – Lesson Plan Page 44 Students Worksheet Class : Members : 1. Subject : 2. Material : 3. Group’s N ame: 4. Date : 5. Discuss in your group and then answer the following question : 1. Prepare 3 coins identically in your group a. a fair coin is tossed Problems Answer Find all possible outcomes Find the probability of showing head Find the probability of showing tail Find the probability of showing either head or tail Find the probability of showing neither head nor tail b. Two fair coins are simultaneously tossed Problems Answer Find all possible outcomes Find the probability of showing head on the first coin Find the probability of showing tail on the second coin Find the probability of showing at least one head Find the probability of not showing only tails d. Three fair coins are simultaneously tossed
• Rahma Siska Utari – Lesson Plan Page 45 Problems Answer Find all possible outcomes Find the probability of showing head on the first coin Find the probability of showing tail on the third coin Find the probability of showing at least One head Find the probability of not showing only tails 2. A day is chosen from a week. Problems Answer Find all possible chosen Find the probability of choosing a Wednesday Find the probability of selecting a day starts with the letter S Find the probability of selecting a day starts with the letter T Find the probability of selecting the weekends Find the probability of selecting a Sunday 3. Look at tthe spinner below Problems Answer Find all possible chosen What is the probability of choosing an odd number? What is the probability of choosing an even number? What is the probability of choosing a prime
• Rahma Siska Utari – Lesson Plan Page 46 number? What is the probability of choosing numbers can divided by 3? Conclusion : 6. Sample space : 7. Sample point : 8. An event : 9. From the question no 1.b and 1.c .How to determine the sample space ? c. Using table d. Using tree diagram 10. What’s the formula of probability ? p =
• Rahma Siska Utari – Lesson Plan Page 47 LESSON PLAN School : SMP Negeri 1 Palembang Subject : Mathematics Class/ Semester : IX / I Time Allocation : 2 X 45’ A. Standard Competence . 4. Comprehend the probability of an elementary event B. Basic Competence 4.3 Some Elementary Probability Rules C. Indicators 4.3.1 Understanding the probability of the some elementary probability rules : Complement, Union, Intersection, Addition, Conditional probability and Multiplication 4.3.2 Determining the probability of the some elementary probability rules : Complement, Union, Intersection, Addition, Conditional probability and Multiplication D. Learning Objectives Student will be able to:  Understand the probability of the some elementary probability rules : Complement, Union, Intersection, Addition, Conditional probability and Multiplication  Determine the probability of the some elementary probability rules : Complement, Union, Intersection, Addition, Conditional probability and Multiplication E. Character building  Smart and knowledgement F. Learning Material the probability G. Learning Method/Learning Model Expository Interactive Approach Contextual Teaching and Learning Cooperative Learning