LESSON PLAN

Educational Units : Junior High School

Subject

: Mathematics

Class/Semester

: VIII/I

Core Material

: Algebraic Operation

Meeting

: 3rd of 5 meeting (1 meeting = 2 x 40 minutes)

A. Core Competencies
Core Competency 3 : Understand the knowledge (factual, conceptual,
and procedural) level on curiosity about science,
technology, arts, and culture related to phenomena
in daily life.
Core Competency 4 : Try, process, and present in concrete domain (use,
parse, compose, modify, and create) and the
abstract domain (write, read, calculate, draw, and
arrange) that suitable with have been studied in
school

and

other

similar

sources

in

viewpoint/theory.
B. Basic Competencies and Indicators
Basic Competencies
Indicators
3.1 Recognize and 3.1.1 Recognize the algebra
describe the algebra
3.1.2 Identify the elements of the algebra.
and its operation3.1.3 Describe the addition and substraction operation
involving rational
numbers.

of algebra

3.1.4 Solve the addition and substraction in algebraic

form
3.1.5 Describe the multiplication operation of
algebra
3.1.6 Solve the multiplication in algebraic form
3.1.7 Describe the division operation of algebra
3.1.8 Solve the division in algebraic form

Basic Competencies
Indicators
3.1.9 Factorising the algebraic form
4.1 Using the algebra
4.1.1 Using the algebra for modeling the situations.
and its operation4.1.2
for Using addition and substraction operation of
modeling the
situations.

algebra for modeling the situation

4.1.3 Using multiplication operation of algebra for
modeling the situation
4.1.4 Using division operation of algebra for modeling
the situation

C. Instructional Objective
Through the process of observing, questioning, experimenting, associating,
and communicating in individual and group assignments, students able to:
1. Recognize the algebra,
2. Identify the elements of the algebra.
3. Describe the operation of algebra.
4. Solve the operation (addition, substraction, multiplication, and division)
in algebraic form.
5. Factorising the algebraic form.
6. Using

the

algebra

and

its

operation

(addition,

substraction,

multiplication, and division) for modeling the situations.

D. Instructional Material (Attachment 1)
Integer multiplication apply distributive property of multiplication to
the addition, which is
property

of

a ( b+ c )=( a b ) +( a c )

multiplication

to

the

and the distributive

subtraction,

which

is

a ( bc )= ( a b ) ( a c) , for each a, b, and c is integers. These

properties also applies to the multiplication algebraic form.

Multiplying a constant number

parts expressed as follows.

with the algebra of one parts and two

k ( ax )=kax
k ( ax +b ) =kax +kb
Multiplying two parts of algebra can be used distributive property in the
following paragraphs.
(ax +b)(cx +d )

ax ( cx+ d )+ b(cx + d)

ax cx +ax d +b cx+ b d
ac x 2 +adx +bcx +bd
ac x 2 + ( ad +bc ) x +bd

E. Instructional Methods
Approach : Scientific
Method

: Inquiry

Strategies : Question and answer, Group Discussion

F. Tools and Instructional References
Media

: PowerPoint (Attachment 2), Manipulative Media: AEM

(Attachment 3), Worksheet (Attachment 4)

Tools

: Laptop, LCD, Board Marker.

References :
a. Asari, Abdur Rahman, dkk. 2014. Matematika SMP/MTs
Kelas VIII. Kementerian Pendidikan dan Kebudayaan.
Jakarta: Puskur dan Perbukuan, Balitbang, Kemdikbud
b. Example of daily life activity related to Algebra (Attachment
5)

G. Instructional Activities (3rd Meeting)

Activities
Introduction

Scientific
Activities

Inquiry
Activities

Teacher Activities
Orientation
Teacher greets and led students to
pray.
Teacher checks student attendance.
Teacher tells students that today they
will learn about algebraic form and its
operations
Teacher asks the students to pay
attention
to
the
PowerPoint
presentation
(attachment
1:
PowerPoint slide 1&2).
Teacher tells student about the
learning objectives and the activities
plan today that they will work
individually and or in group
(attachment 1: PowerPoint slide 3).
Apperception
Through question and answer session,
teacher
checks
the
students
understanding of the material
requirement related to algebra and

Student Activities

Students greet and pray.

Students listening to teacher.
Student notice the learning
objective today.

Students answered questions

about the material requirement
from the teacher

Time
Allocation
10

Activities

Scientific
Activities

Inquiry
Activities

Core

Observing

Stimulation

Questioning

Identification

Teacher Activities
multiplication operation. (attachment
1: PowerPoint slide 4-7).
Sample question:
How is the math sentence of "a
number if added with 2 equals 5"?
If Asti is 10 years old and Cacas
age is three time Astis age. How
old Caca and Leo if Leos age is 5
years older than Caca?
What is the definition of term?
Variable? Coefficient? Constant?
Motivation
Teacher motivates student through
example of algebra in daily life.
(Attachment 5)
Teacher divides students into several
groups in heterogeneous. Each group
consisted of 4-5 children.
Teacher gives one problem to each
group related to multiplication of
algebra. (Attachment 2).
Teacher encourages students to ask

Student Activities

Student are motivated to study

about algebra

Students gathered with group of

their friends.

Students with their group observe

problem that given by teacher.

Students are encouraged to ask

Time
Allocation

50

Activities

Scientific
Activities

Inquiry
Activities

Teacher Activities

Experimenting

Collecting
Data

Associating

Processing
Data

Student Activities

based on observations.
questions based on observations
If the process to ask of students is not
Alternative questions that may be
asked of students:
smooth, the teachers asked guiding
How to multiply algebraic
questions gradually.
Examples of guiding questions:
form?
After reading and observing the
Does any form of algebra can
problem, what do you think?
be multiplied?, ect.
Try to make questions related to
these problems
Teacher encourage student to find and In group students are encouraged
write down the information.
to find and write down the
Teacher ask student to make a
information on problem based on
what is known and what is being
mathematical model of the problem
asked of the problems.
that have been given.
Teacher moves around to observe the Students discuss the problem and
make a mathematical model of it.
process of student discussion. If the
process of collecting information is
not smooth, the teachers ask guiding
questions gradually.
If the students have finished making a Students solve problem with the
mathematical model, the teacher asks
help of AEM and do their
students to show their work. If the
worksheets

Time
Allocation

Activities

Scientific
Activities

Inquiry
Activities

Teacher Activities

Verification

Communicating

Generalization

student answers correctly, the teacher

gives student the manipulative media
(attachment 3: AEM, Algebraic
Experiencing Material) to help them
solve
problems
related
to
multiplication algebra and worksheet
(attachment 4).
Teachers around to guide student do
the worksheets, especially to observe
Teachers around to assess the
performance of each group.
Teachers lead students to process
information
obtained
into
a
conclusion and make a summary of
the activities to be presented to the
class.
Teacher asks some of students to
present the results of group
discussions in front class.
Teacher leading the class discussion
Teacher
verify
the
students
conclusion.

Time
Allocation

Student Activities

In
group
Worksheet

In group students do a careful

checks of the tables on a
worksheet
Students
write
down
the
conclusion or the result of
discussion

students

discuss

Some students present the results

of group discussions in front
class.
Students from the other group
gives an opinion, question, or
advice to presented group.

Activities

Scientific
Activities

Inquiry
Activities

Teacher Activities

Closing

Activities

Introductio
n

Detail Activities

Teachers assess the performance of

the group.
Teachers together with the students
summarize the learning outcomes
today
Teachers give awards to the best
group of the results of the assessment
of performance and mastery of
concepts
Teachers give quiz to assess their
knowledge and skill.
Teacher give peer assessment to
assess their sosial attitute
Teachers greet and lead students to
pray.
Time
Allocatio
n

Orientation:
1. Teacher greets and led students to pray.
2. Teacher checks student attendance.
3. Teacher tells students that today they will learn

Student Activities

Student guided by teacher to

summarizes the study result
today.
Student do the quiz
Student do their peer assessment
Student pray together.

Time
Allocation

20

about multiplicaton operation of algebraic form.

4. Teacher asks the students to pay attention to the
PowerPoint presentation (attachment 1:
PowerPoint slide 1&2).
5. Teacher tells student about the learning objectives
and the activities plan today that they will work
individually and or in group (attachment 1:
PowerPoint slide 3).
Motivation:
6. Teacher tell students the advantage of learning
multiplicaton operation of algebraic form,
example:
Apperception:
7. Through question and answer session, teacher
checks the students understanding of the material
requirement related to algebra and multiplication
operation. (attachment 1: PowerPoint slide 3-6).
Sample question:
How is the math sentence of "a number if added with
2 equals 5"?
If Asti is 10 years old and Cacas age is three time
Astis age. How old Caca and Leo if Leos age is 5
years older than Caca?
What is the definition of term? Variable? Coefficient?

Constant?
Core

Closing

H. Assessment
1. Assessment procedure:
No
.
1

Spiritual Attitude

Assessment
Technique
Observation

Sosial Attitude

Observation

Aspect Assessed

Mathematics Knowledge

Mathematics Skills

Peer
Assesment
Worksheet
Individual
written test
(Quiz)
Individual
written test
(Quiz)

2. Instruments

Spiritual Attitude:
Observation Sheet (Attachment 5)

Social Attitude:
Observation Sheet (Attachment 6)

Time Assessment
Introduction and closing
activities
Core activities
Close activities
Core activities
Close activities

Close activities

Peer Assessment Sheet (Attachment 7)

Mathematics Knowledge:
Worksheet (Attachement 4)
Rubric Assessment of worksheet (Attachment 8)
Written Test (Attachment 9)
Rubric Assessment of written test of knowledge (Attachment 10)

Mathematics Skills:
Written Test (Attachment 9)
Rubric Assessment of written test of knowledge (Attachment 11)

Malang, March 2016

Sincerely,
Headmaster of Junior High School

Mathematics Teacher

NIP.

NIP.

Attachment for Lesson Plan Third Meeting of Algebraic Operation

Attachment 1

: Media PowerPoint

Attachment 2

: Problem related to multiplication of algebra

Attachment 3

: Media AEM (Algebraic Experience Material)

Attachment 4

: Worksheet Activities about multiplication of algebra

Attachment 5

: Observation Sheet of assessment instrument for spiritual attitude

Attachment 6

: Observation Sheet of assessment instrument for sosial attitude

Attachment 7

: Peer Assessment Sheet of assessment instrument for sosial attitude

Attachment 8

: Rubric Assessment of worksheet

Attachment 9

: Written test (Quiz) material of assessment instrument for mathematics knowledge and skills

Attachment 10 : Rubric Assessment of written test (Quiz) for knowledge

Attachment 11 : Rubric Assessment of written test (Quiz) for knowledge

Attachment 1
MEDIA POWERPOINT

Slide 1

Slide 2

Slide 3

Slide 4

Slide 5

Slide 7

Slide 6

Attachment 2
PROBLEM RELATED TO MULTIPLICATION OF ALGEBRA
1. Mrs. Asti has a square-shaped apple orchard and Mrs. Caca has a rectangular-shaped
watermelon orchard. Length of Mrs. Cacas watermelon orchard is 8 meters longer than the
side of Mrs. Astis apple orchard. While the width is 2 meters longer than the length of the
side of Mrs. Astis apple orchard. Determine the area of Mrs. Cacas watermelon orchard!
2. Mrs. Desi has a square-shaped orange orchard and Mrs. Putri has a rectangular-shaped
watermelon orchard. Length of Mrs. Putris watermelon orchard is 5 meters longer than the
side of Mrs. Desis orchard. While the width is 2 meters shorter than the length of the side of
Mrs. Desis orchard. Determine the area of Mrs. Putris watermelon orchard!
3. Mrs. Widi has a square-shaped apple orchard and Mr. Yahya has a rectangular-shaped orange
orchard. Length of Mr. Yahyas orchard is twice of side of Mrs. Widis orchard substacted
with 1. While the width is 4 meters longer than the length of the side of Mrs. Widis orchard.
Determine the area of Mr. Yahyas orange orchard!

4. Mrs. Ratna has a square-shaped apple orchard and Mrs. Elly has a rectangular-shaped
watermelon orchard. Length of Mrs. Ellys watermelon orchard is 6 meters longer than the
side of Mrs. Ratnas apple orchard. While the width is 3 meters longer than the length of the
side of Mrs. Ratnas apple orchard. Determine the area of Mrs. Ellys watermelon orchard!
5. Mrs. Lisa has a square-shaped orange orchard and Mrs. Laila has a rectangular-shaped
watermelon orchard. Length of Mrs. Lailas orchard is 8 meters longer than the side of Mrs.
Lisas orchard. While the width is 1 meters shorter than the length of the side of Mrs. Lisas
orchard. Determine the area of Mrs. Lailas watermelon orchard!
6. Mrs. Firda has a square-shaped apple orchard and Mr. Ilham has a rectangular-shaped
orange orchard. Length of Mr. Ilhams orchard is twice of side of Mrs. Firdas orchard
substacted with 1. While the width is 4 meters longer than the length of the side of Mrs.
Firdas orchard. Determine the area of Mr. Ilhams orange orchard!

Attachment 3
Media AEM (Algebraic Experience Material)
Purpose
Illustration

: Understanding the concepts of basic algebra operations

: (there are five different types of visual pieces that represent 5 algebraic form)

x2

Each piece above are provided in sufficient quantities.

In this learning this time, each group is provided 2 piece of

x 2 , 10 piece

(the backward

is piece x ), and 20 piece 1 (the backward is piece 1 ).

Use:
Example: to show (x+ 2)(x1)
x+ 2

The Positive Pieces

The vertical edges (x) must be x - 1 by using the negative pieces:

Positive pieces covered with negative pieces, so that the left positive part is show:
(x+ 2)(x1)

x2

The piecess are separated so that it can be shown:

x 2+ x2

Note:
These props still have limitations that:
1. Only able to help visualize the calculation (ax +b)(cx +d ) where a and c
positive integers.
2

2. And for visualization factoring a x + bx+ c is only able to a positive.

are

Member of Group:
1. ___________________________
2. ___________________________
3. ___________________________
4. ___________________________
5. ___________________________

Attachment 4

Worksheet
Multiplication of Algebra
Instructions
1. Discuss and answer the following questions

2. If you're having trouble, ask to the teachers for help.

Do you remember
Multiplication operations on the integer apply distributive property, as follows:

a ( b+ c )=( a b ) +( a c )

and

a ( bc )= ( a b ) ( a c)

Complete the table below:

No

x+ 10

x3

x+ 10

x+ 3

x2

x+ 7

x+ 1

3 x8

3 x2

2 x 4

2 x 1

1x

x 2+ 4 x

3 x7

a+b

x+ y

Describe by your own word about the multiplication operation of algebra!

Note(s)

Attachment 8
RUBRIC ASSESSMENT OF WORKSHEET
Basic Competency:
1.1

Recognize and describe the algebra and its operation involving

rational numbers.

Indicator:
1.1.1
No

Describe the multiplication operation of algebra

A B

Note(s)

Score

x+ 10

5 x+50

( 5 x )+ ( 5 10 )=5 x +50

x3

7 x21

( 7 x ) + ( 7 (3) ) =7 x21

x+ 10

x+ 3

x +13 x +30

( x x ) + ( x 3 ) + ( 10 x ) + ( 10 3 )

x 2+3 x +10 x+30

x 2+13 x +30
4

x2

x+ 7

x +5 x14

(x x) + (x 7) + (2) x + (2)
7
2
= x +7x 2.x 14
=

x+ 1

3 x8

2
3 x 5x

x 2 + 5x 14

x.(3x) + x (8) + 1 (3x) + 1

(8)
2
= 3 x 8x + 3x 8

2
= 6 x 5x 8

3 x2

2 x 4

6 x

16x

+8

(3x)(2x) + (3x)(-4) + (2)(2x) + (2)

(-4)
2
= 6 x 12x 4x + 8

2
= 6 x 16x + 8

2 x 1

1x

2 x

+ 3x

(2x) 1 + (2x)(x) + (1) 1 + (1)

(x)
2
= 2x 2 x 1 + x
2
= 2 x + 3x 1

x 2+ 4 x

3 x7

2
3 x + 5x

2
2
( x )(3x) + ( x )(7) + (4x)(3x)

28x

+ (4x)(7)
3
2
= 3 x 7 x + 12x2 28x
3
2
= 3 x + 5 x 28x

a+b

x+ y

ax +ay +bx +by

a x +a y+ b x+ b y=ax+ ay +bx+ by 1

Aspect
Describe by your own word about 3
the multiplication operation of
algebra! Can you find the other
way to find the multiplication of
2
algebra? Explain!

Scoring Criterion
The student indicates a proper
explanation about the concept of
algebraic multiplication systematically
The student indicates a proper
explanation about the concept of
algebraic multiplication but not

systematically
The student answer the question by an

incorrect answer
No answer

Scoring Table
No
1
2
3
...
24

Students Name

Score
(C)

Attachment 9
WRITTEN TEST (QUIZ) MATERIAL
Basic Competency : 3.1

Recognize and describe the algebra and its operation

involving rational numbers.

4.1

Using the algebra and its operation for modeling the

situations.

Indicator

: 3.1.2 Solve the multiplication in algebraic form

4.1.1 Using the Algebra and multiplication operation for
modeling the situation.

1. Determine the product of algebra (a+ b) (ab)

2. Determine the product of:
( a+b )2
a.
b.

( ab )2

c.

(ax +b) (cx+d)

2
2
3. Given a +b =40 and ab=4 . What is the value of (a+ b) ?

4. Rani and Uriva, they keep a number. If the two numbers they have
multiplied, the result is 1000. Ranis number is greater than urivas
number. After calculated, the difference between Rani and Uriva number is
15. What is the sum of numbers they have?
a. express algebraic form for the given
b. express algebraic form for the asked
c. express the algebra that were asked in the form of the given

Attachment 10
RUBRIC ASSESSMENT OF WRITTEN TEST (QUIZ) OF
KNOWLEDGE
No
.
1

Alternative Answer Description

( a+b ) ( ab )=a ( ab ) +b ( ab )
2

Score
(D)
2

a ab+abb
2

a b
2 a.

(a+ b)2 =( a+b ) ( a+b ) =a2 +2 ab+b 2

b.

(ab)2=( ab ) ( ab )=a 22 ab+b2

c.

( ax +b ) ( cx + d )=ac x 2 +adx +bcx +bd

2
2
Given : a +b =40 and ab=4

2
2

Asked : a+b
Solution :

( ab )2=a2+ b22 ab

4 =402 ab
2 ab=4016=24

2
2
2

( a+b )2=a2 +b 2+ 2ab

( a+b )2=40+ 24=64
a+b= 64=8
Total

22

Calculation of the final score og mathematical knowledge using the formula:

Final Score=

C+ D
4
34

Predicate value of knowledge:

Final Score

Statement

3.33< Final Score 4.00

Excellent

2.33< Final Score 3.33

Good

1.33< Final Score 2.33

Poor

0 Final Score 1.33

Fail

Attachment 11
RUBRIC ASSESSMENT OF WRITTEN TEST (QUIZ) OF
SKILLS
No
.
4a.

Alternative Answer Description

Algebraic form for the given:
Let x is Ranis number and

is Urivas number

x y=1000

Score

2
2
2

x y=15

b.
c.

Algebraic form for the asked:

x+ y

( x y )2=x 2 + y 22 xy

152=x 2 + y 22 ( 1000 )

x + y =225+2000=2225

( x+ y )2=x 2+ y 2 +2 xy

2
2
2

( x+ y )2=2225+2 (1000 )=2225+2000=4225

x+ y= 4225=65
Total

18

Calculation of the final score of mathematical skills using the formula:

Final Score=

Obtained Score
4
18

Predicate value of Skills:

Final Score

Statement

3.33< Final Score 4.00

Excellent

2.33< Final Score 3.33

Good

1.33< Final Score 2.33

Poor

0 Final Score 1.33

Fail