lesson plan probability

LESSON PLAN

PROBABILITY

Liya Susanti

Lesson Plan Probability- SMAN 2 Kediri 1

LESSON PLAN

School Name : SMAN 2 Kediri

Subjects : Mathematics

Class / Program : XI / Science

Semester : Odd

Time Allocation : 2 ×45 minutes (1 meeting).

A. Standard of Competence :

1. Using statistics rule, counting rules, and characteristics of probability to solving problem

B. Basic Competence :

1.4. Using multiplication rule, permutation, and combination to solving problem

C. Indicator :

Cognitive:

1. Using Filling Possibility Rules to solving problem

2. Using Tree Diagram to solving problem

3. Using Ordered Pairs to solving problem

4. Using Multiplication Rules to solving problem

5. Defining factorial notation

Affective:

6. Character Attitude

Think logically, creatively, and accurately

7. Social Skill

Discussing with friends, has a brave to ask a question, answer a question, and gives an

opinion

D. Learning Objectives

1. By giving example of Filling Possibility Rules, students are able to use Filling Possibility

Rules to solving problem correctly

2. By giving example of Tree Diagram, students are able to use Tree Diagram to solving

problem correctly


3. By giving example of Ordered Pairs, students are able to use Ordered Pairs to solving

problem correctly

4. By giving example of Multiplication Rules, students are able to use Multiplication Rules

to solving problem correctly

5. By giving example of Factorial Notation, Student are able to define Factorial Notation

correctly

Affective:

6. Character Attitude

By giving problem about probability in daily life, student thinks logically, creatively, and

accurately

7. Social Skill

By giving challenge question about daily life problem, students discussing it with friends,

has a brave to ask a question, answer a question, and give an opinion

E. Model of Learning : Direct Instruction

F. Learning Method : Lecture, asking and answering question, discussion

G. Learning Source

Mathematics for Senior High School Grade XI by Sri Kurnianingsih, Kuntarti,

Sulistyono page 80-88

Game Probability Circuit(Macromedia Flash)

H. Learning Activity

Opening ( 5 minutes)

1) First Phase: Clarify Goals and Establish Set

Teacher gains student’s attention and ensures they are ready to learn by going over goals

for the lesson, giving background information, and explaining why the lesson is

important.

Apperception :

Teacher reminds student about simple probability that they have learned in Junior High

School by using Probability Circuit Games as below.


Motivation :

Teacher explain about the application of probability in the daily life such as arrangement

of vehicle plate

Exploration

Main Activity ( 70 minutes)

2) Second Phase: Demonstrate Knowledge or Skill

Teacher demonstrates the matter correctly or presents step-by-step information by using

power point slide.

a. Teacher explains about procedure how to solve problem by using Tree Diagram,

Ordered Pairs, Multiplication Rule, and Filling Possibility Rules

b. Teacher starts with simple probability to challenge probability problem as below.

Three digits number are to be constructed from the number 1,2,3,5, and 8.

Determine how many number if:

1. The number can repeated

2. The number cannot repeated


3. The number is even number and cannot repeated

4. The number is odd number and cannot repeated

5. The number is greater than 300

6. The number is less than 380

c. Teacher asks student to solve the problem by using Tree Diagram, Ordered Pairs,

and Multiplication Rule then compare each of the result.

d. Teacher asks one of student to solve problem in front of class and explain it to

his/her friends. Then teacher conclude that they have same result.

e. Teacher explains about Factorial Notation by using Power Point Slide

f. Teacher starts with simple question to challenge student by using Flash Player as

below.

Elaboration

3) Third Phase: Provide Guided Practice

Teacher structures initial practice. He/she also guiding student to solve the problem

and giving some suggestion about their work. These are some initial practice.


a. Students solve some problems those given by teacher. It’s challenge question so

student can discuss it with his friends to get the best solution. The problem as

below.

1) Three digits different number is to be constructed from the numbers 0, 2,

3, 5, 6, and 8. Determine how many numbers if:

a) The number is odd number

b) The number is even number

c) The number is multiple of 5

d) The number is greater than 326

e) The number is between 253 and 605

2) Determine the values of 8

3) Express in factorial notation

4) Simplify the form

5) Determine the value of n which satisfies the equation

b. Teacher and student discuss the problem together.

Confirmation

4) Fourth Phase: Check for Understanding and Provide Feedback

Teacher checks to see if students are performing correctly and provides feedback.

Teacher asking some students to telling the answer. Teacher poses some questions to

check the student understands. He/she regards student’s work, such as by said “good

job, excellent, well-done, close, etc.”.

5) Fifth Phase: Provide Extended Practice and Transfer

Teacher sets conditions for extended practice with attention to transfer of the skill to

more complex situation. Teacher asking student to prepare one piece of paper to solve

the problem which is it will submitted.


Closing (5 minutes)

1. Teacher ask to student about what they have learn today

2. Teacher suggests student to visit website to improve their knowledge about probability


exercise 1

Three digits number are to be constructed from the number 1,2,3,5,

and 8. Determine how many number if:





5. The number is greater than 300 and cannot repeated

6. The number is less than 380 and cannot repeated

Good Luck

Mathematician

Name :

Class :

No. Absent :


exercise 2

1) Three digits different number is to be constructed from the numbers

0, 2, 3, 5, 6, and 8. Determine how many numbers if:

a. The number is odd number

b. The number is even number

c. The number is multiple of 5

d. The number is greater than 326

e. The number is between 253 and 605

2) Determine the values of 8

3) Express in factorial notation 7 8 9

6

4) Simplify the form𝑛

𝑛 𝑓𝑜𝑟 𝑛

5) Determine the value of n which satisfies the equation 𝑛−

𝑛 1

1

Good Luck

Mathematician

Name :

Class :

No. Absent :


SCORING RUBRIC

Level Description Note

(4)

Superior

Uses concepts of filling possibility rules to solve problem

Uses appropriate steps to solve problem about filling

possibility rules

Computation is correct full

Written explanation communicates information clearly in

easy to read form

Goes beyond requirements of the problem(tidiness of

writing)

(3)

Satisfactory

Uses concepts of filling possibility rules to solve problem

Uses appropriate steps to solve problem about filling

possibility rules

Computation is mostly correct

Written explanation is effective and clear

Satisfies all requirements of the problem

(2)

Nearly

Satisfactory

Shows understanding of at least one of the concepts of

filling possibility rules to solve problem

Uses mostly correct steps to solve problem about filling

possibility rules

Computation is mostly correct

Written explanation is satisfactory

Satisfies most requirements of the problem

(1)

Unsatisfactory

Shows little understanding of the concepts of filling

possibility rules to solve problem

May not use appropriate steps to solve problem about

filling possibility rules

Computation is correct

Written explanation is unsatisfactory

Doesn’t satisfy requirements of the problem


SCORING RUBRIC

No. Criteria Score

4 3 2 1

1. Understanding the concept of filling possibility rules to

solve problem

2. Understanding the steps to solve problem about filling

possibility rules

3. The computation

4. The written explanation

5. Satisfy requirement problem

Score

Maximal Score 20

Criteria:

17 – 20 : A

13 – 16 : B

9 – 12 : C

5 – 8 : D

1 – 4 : E


ANSWER KEY

EXERCISE 1

Three digits number are to be constructed from the number 1,2,3,5, and 8. Determine how

many number if:


5 5 5

5×5×5=125


5 4 3

5×4×3=60


4 3 2

4×3×2=24


4 3 3

4×3×3=36

5. The number is greater than 300 and cannot repeated

3 4 3

3×4×3=36

6. The number is less than 380 and cannot repeated

1 3 2

2 4 3

(1×3×2)+(1×4×3)+(1×4×3)=6+12+12=30


EXERCISE 2

Three digits different number is to be constructed from the numbers 0, 2, 3, 5, 6, and 8.

Determine how many numbers if:

a. The number is odd number

4 4 2

4×4×2=32

b. The number is even number

5 4 1

4 4 3

(5×4×1)+(4×4×3)=20+48=68

c. The number is multiple of 5

5 4 1

4 4 1

(5×4×1)+(4×4×1)=20+16=36

d. The number is greater than 326

3 5 4

1 3 4

1 1 1

(3×5×4)+(1×3×4)+(1×1×1)=60+12+1=73

e. The number is between 253 and 605

2 5 4

1 2 4

1 1 2

1 1 2

(2×5×4)+(1×2×4)+(1×1×2)+(1×1×2)=60+12+2+2=76


Approved by,

Principle

Drs. BAMBANG TUTUKO, M.Si

NIP. 19630210 198803 1 017

Kediri, 22 September 2012

Mathematics teacher,

SUPRIYONO. S.Pd

NIP. 19681228 199201 1 001