1. LESSON PLAN
Education Level : Junior High School
Subject : Mathematics
Grade/Semester : VII/2
Time Alocation : 25 minutes
A. Standar Competence : Understanding relation between line and line, line
and angle, angle and angle, then determine the
size.
B. Basic Competence : Determining the relation between two line, size
and the types of angle
C. Indikator
1. Determining parallel, intersecting and skew lines
2. Identifying the properties of position two lines
D. Purpose Of the Lesson
1. Cognitive Purposes
a. Students can determine whether parallel, intersecting and skew lines.
b. Students can identify position of two lines.
2. Affective Purposes
a. To grow confidence to the students, namely when they present discuss
result and give an opinion when discuss in their group and when discuss
with teacher.
b. To plant individual responsibility, namely when the students doing the
quiz.
c. To plant social responsibility, namely when the students discuss in their
group they respect friends opinion, do task to group, can cooperate with
other friends.
d. The students appreciate to the teachers.

2. 3. Psikomotor Purposes
a. Students can draw the line based on the position.
E. Material
1. Parallel lines
Two straight lines are parallel if :
a. They never meet or intersect
b. The perpendicular distance between the two lines is the same at all points on
the lines.
The symbol ‘//’ denotes ‘is parallel to’
Example :
A B
C D
AB // CD
2. Intersecting lines
Two straight lines intersect if they meet or cross each other at one point. The
point is called the point of intersection.
U
X Z
V
UV intercect XZ
3. Skew lines
Two lines are skew if they non coplanar lines and they do not intersect
Example :
H G
E F
C
A B
D
Example of the pairs of skew lines is AB and FG

3. F. Learning Method
Model : Direct Instruction
Metode : Expository, discussion, ask and answer
Waktu : 25 minutes
G. Teaching and Learning Activity
Time
Activity
Allocation
Introduction
1. Teacher make students ready to study, by asking the 4 minutes
condition of students (who is absent today?) (respect
to the friends aspect)
2. Teacher reminds about points, line segment, and line.
(the material is enclosure)
3. Teacher inform to the students about the material that
will be learn, namely about the position of two line.
4. Teacher shows the slides to the students that contain
pictures of railway, cross, and other picture that have
relation with position two lines. Then, teacher asks
How is the position of two iron bar on the railway?
How is the position of two wood on cross?
How is the position of the iron bar on the top of bridge
and iron bar on the railway?
Main Activity
1. Teacher ask 4 students to go in front of the class. Then 2 minutes
teacher give illustration about parallel line, by assume
that the position of the students are any points on the
line, then the line made from rope that hold by the
students.

4. 2. Teacher explain about parallel line based on 2 minutes
illustration above.
3. Teacher shows a cube frame, then ask to the students
Can you show me, which one we call parallel line in 3 minutes
this cube frame? Is there intersection point of those
lines? Are those lines placed on same plane? So what
is parallel line?
4. Teacher shows the intersecting line on the first slide. 1 minutes
Then teacher asks to the students, can you find the
intersecting line in this cube frame? Teacher ask to the
students what is intersecting line. (Students can
identify the characteristic of intersecting line. If it is
difficult for students, the teacher will give question to
help)
5. Teacher shows skew lines using cube frame. 1 minutes
6. Teacher devides the class into two group, each group 1 minutes
is asked to do the activities in the worksheet
(Worksheet is enclosure).
7. Each group discuss about the task and must present the 4 minutes
discuss result.
8. Teacher gives explanation again about skew lines. 2 minutes

5. Closing
1. Guiding the students to summarize learning outcomes 2 minutes
by giving any question.
2. Teacher give individually quiz to evaluate the 3 minutes
knowledge of students about position of two lines.
(Quiz is enclosured)
H. Assesment
1. Assesment Technique : Tes and Non tes
2. Assesment Procedure :
Aspect that will be
No. Assesment Technique
evaluated
1. Understanding concept. Individual test
( cognitive purposes) using quiz.
2. Confident, individual Observation (Non Tes)
responsibility, social by giving sign (V) on
responsibility, teacher likert scale assessment
appreciating (affective sheet.
purposes)
3. Ability to draw position of Individual test using
two lines. (psikomotor quiz.
purposes)
3. Assesment instrument : quiz, worksheet (enclosure)

6. I. Learning Source
1. Wintarti, Atik. 2008. Contextual Teaching and learning Matematika Sekolah
Menengah Pertama Kelas VII. Jakarta : Departemen Pendidikan Nasional
2. Worksheet
3. Media Pembelajaran : Material in Power Point
4. Mathematics aid : Cube frame, rope.
J. Enclosure
1. Material in Power Point
2. Apersepsi material
3. Worksheet
4. Quiz
5. Affective assesment sheet
6. Answer key and heading assesment.
Known Surakarta, 4 April 2012
Headmaster Teacher
............................. Augistri Putri P
NIP. NIM. K1309102

7. LIKERT SCALE OF AFFECTIVE ASSESMENT
NAME : ………………..
CLASS : ………………..
Give sign (V) on criteria that match with ability of students
No Question 1 2 3 4
1 Is student confidence when he/she present the discuss
result?
2 Does the student give opinion in their group when
he/she discusses?
3 Does the student give opinion when he/she discusses
in class with teacher?
4 Does the student do the quiz?
5 Does the student respect to friends’s opinion?
6 Does the student do group assignment?
7 Can student cooperate with others?
8 Does student appreciate to the teacher?
Note :
1 : less
2 : enough
3 : good
4 : very good
Final score =

8. STUDENTS WORKSHEET
Group : ………………….
Members : 1. ………………….
2. .…………………
3. …………………
SKEW LINES
Look The Picture bellow!!!
H G
G
E G F
D C
A B
1. AB and FG are two skew edges. Find other 5 pairs of skew edges!
……………………………………………………………………….
……………………………………………………………………….
2. Is there any intersecting point on those pairs of skew edges?
……………………………………………………………………….
……………………………………………………………………….
3. Do the lines are parallel?
………………………………………………………………………
4. Are the pairs of skew edges placed on the same plane?
………………………………………………………………………
………………………………………………………………………
5. So, What is skew lines?
………………………………………………………………………
………………………………………………………………………

9. ANSWER KEY OF WORKSHEET
1. The pairs of edges are :
AB and EH, GH and DA, DH and BC
DC and FG, GH and CB, DH and FG
DC and EH, AE and FG, BF and AD [15]
EF and AD, AE and BC, CG and AD
EF and BC, DH and BC, CG and EH
(Only choose 5 pairs)
2. No, there is not [10]
3. No, they are not [10]
4. The skew lines are lines that do not intersect and do not parallel. [25]
Value =

10. INDIVIDUAL QUIZ
Name : ………………..
Class : ………………..
1. Name all the pairs of parallel lines in the following figure!
B C
G
A D
F
Answer : ………………………………………………………………
……………………………………………………………….
………………………………………………………………..
2. Look at picture bellow!
U
X
V Z
W
Point X is intersection point between line …. and line ….
So, the position of those line is ….

11. 3. Please draw a line that parallel to line bellow! (Hint : Use a ruler to find parallel
line)
S
T
How is the way you can find the parallel line?
Answer : …………………………………………………………….
……………………………………………………………..
……………………………………………………………..
4. Show one pairs of skew edges, besed on cube bellow!
A B
D
F
H G
Answer : ………………………………………………………………
………………………………………………………………
……………………………………………………………….

12. ANSWER KEY OF INDIVIDUAL QUIZ
1. AB // DC [10]
AE // FG [10]
BC // AD [10]
2. Point X is intersection point between line VZ and line UW [10]
So, the position of those line is intersecting lines [10]
3.
S
[15]
T
We can find it by using ruler. We place the ruler side on the line ST and we can
draw a parallel line based on another side of ruler, so the distance of two line
always same. [15]
4. The pairs of skew lines are AB and EH [10]
Value =

13. PERSEPTION MATERIAL
Teacher : Do you still remember about points?
Students : …………………………………….
Teacher : Do the points have size or shape?
Students :…………………………………….
Teacher : Do the points have a position?
Students : …………………………………….
Teacher : Please draw two points with different position!!
Now, draw a line through those two points!
Students : ……………………………………..
Teacher : If I have this line (teacher draw a line segment). What do you
think? What is the different?
Students : …………………………………….
Teacher : (teacher explain abaout line segment)
So, if I have cube frame (shows the cube frame), how many line
segment are there?
Students : ……………………………………..
Teacher : So, we can say there are 12 line in this cube because line segment
is a subset of line.