lesson plan pythagoras

8/12/2019 Lesson Plan Pythagoras

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LESSON PLAN

NAME OF SCHOOL :

SUBJECTS : MATHEMATICS

CLASS/SEMESTER : VIII/2

TIME LOT : 2 40 MINUTES

I. COMPETENCE STANDARDApplying Pythagoras theorem in solving problems.

II. BASIC COMPETENCEDefining the concept of Pythagoras theorem.

III. INDICATORS1. Explaining and finding Pythagoras theorem.2. Applying Pythagoras theorem to solve problems in plane.

IV. LEARNING OBJECTIVESAfter doing discussion in group, students are expected to be able to:

a. Explain and to find Pythagoras theorem.b. Apply Pythagoras theorem to solve problems in the plane

V. MATERIALFinding Pythagoras Theorem

First Proof

a). The key of this proof is using the area of trapezoid. The formula offinding the area of trapezoid is:

sum of lengths of parallel sides

altitude. In this case, the area of the trapezoid above is:

(a + b) (a + b).


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b). In the figure, we can see that the trapezoid is formed from three triangles.Therefore the area of trapezoid can be determined by adding up the area

of those triangles, that is:

ab+

ab+

cc.

Thus, we obtain:

( ) ( )

( )

Second Proof

1. This proof uses four congruent right triangles, with the length of sides are a,b,andc. If those triangles are combined then they will form a big square with the

length of sides are (a + b) and there is a hole inside of it. This hole is in square

shaped too with the length of sides are c.

2. The area of the big square = 4Area of the triangle + Area of the small square.Or it can be written as:

( )

.


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I. LEARNING MODEL AND METHODSLearning Model : Cooperative

Learning Methods : Catechizing, discussion, assignment.

II. LEARNING SOURCES AND MEDIA Learning Source- Matematika Kelas VIII Seribu Pena Erlangga- Fokus Matematika untuk SMP dan MTs Erlangga Media/tools

Visual aid/Student worksheet

III. LEARNING STEPSTeacher Activities Students Activities Time Lot

I PRE ACTIVITIES

a. Giving referenceTeacher tells students about the

learning materials that will be

discussed and tells the learning

objectives that will be reached.

b. ApperceptionTeachers relate the material to

be learned by the student's daily

life.

c. MotivationShe stressed to students, if the

material is properly controlled it

will be able to help further

understand the material.

Teacher asks students to work in

a group, and then teacher

distributes the worksheet.

Listen to the teachers

explanation.

Listen to the explanation

from the teacher.

Students work in their

own group.

10 minutes


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II. CORE ACTIVITIES

1. Exploration

a. Students are directed to work in

their group and to do the

worksheet according to their

own comphrehension.

Teacher guides each group in

doing discussion, and helps

student who gets difficulties by

giving some directed questions

therefore that student has a

comprehension about the concept

of Pythagoras theorem.

2. Elaboration

a. Each group is asked to show the

result of discussion, while other

groups give comments. The

teacher assesses students

activity based on the observation

sheet.

3. Confirmation

a. Teacher gives positive feedbackand reinforcement orally, written

language, or by giving signal

Students do the

discussion in their own

group and do exercises

in the worksheet refer to

the visual aid that is

used.

Student who gets

difficulties can ask to the

teacher.

The representative of

each group describes the

result of discussion,

while the other students

give comment.

Students deepen their

comprehension about the

concept of Pythagorastheorem.

60 minutes


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toward the students success.

b. Teacher gives motivation tostudents who have not been

active during learning process.

c. Teacher directs students to makea conclusion about concept of

Pythagoras theorem which has

been discussed.

Students make a

conclusion about

concept of Pythagoras

theorem.

III. POST ACTIVITIES

a. Teacher guides students to makea summary about the topic that

has been discussed.

b. Teacher gives a test.c. Teacher gives a homework.

Students make a

summary about the topic

that has been discussed.

Students do the test.

Students make a note of

homeworks that are

given by the teacher.

10 minutes

I. ASSESSMENTIndicators of success:

1. Explaining and finding Pythagoras theorem.2. Applying Pythagoras theorem to solve problems in plane.a. Cognitive Assessment

Teacher do the post-test by giving questions which doesnt repeat learning

experiment. The assessment in this learning gives priority to the process

assessment in the form of assignment sheet that is done by students.


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b. Affective AssessmentThis assessment is done by using individual observation sheet, which is done

by the teacher. During the learning process, the teacher do the assessment

either in the form of comment or observation.

Technique : Written test.

Instrument form : Essay

Instruments :

Problems1. Determine the relation of the sides of right triangles below based on

Pythagoras theorem.

(a) (b) (c)2. Given the sides of triangles:

a. 3 cm, 4 cm, and 5 cm.

b. 6 cm, 8 cm, and 9 cm.

c. 5 cm, 12 cm, and 13 cm.

Determine which of those triangles is right triangle?

3. A triangle PQR is a right triangle, having angle 90oin R, and PR = 2 cm. QRdan PQ = 5 cm. Determine the perimeter of that triangle!

r

p

q

z

y

x

t

su


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Scoring Rubric and The Answers

1. Figure (a), the relation is: Figure (b), the relation is:

Figure (c), the relation is:

5

5

5

2.

(a) 3 cm, 4 cm, and 5 cm

We choose the hypothenuse = 5 cm (the longest side)

25 = 9 + 16

25 = 25 (satisfying Pythagoras theorem)

Therefore, a triangle with the length of sides are 3 cm, 4

cm, and 5 cm is a right triangle.

(b) 6 cm, 8 cm, and 9 cm


81 = 36 + 64

81 100 (not satisfying Pythagoras theorem)


cm, and 9 cm is not a right triangle.

(c) 5 cm, 12 cm, and 13 cm


169 = 25 + 144

169 = 169 (satisfying Pythagoras theorem)


cm, and 13 cm is a right triangle.

2

5

3

5

2

5

3

5

2

5

3

5

3 Given triangle PQR, and R is right angle. PR = 2 cm, and

PQ = 5 cm.

Asked: perimeter of triangle PQR?


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The calculation of final score in scale 0-100 is as follows.

Final Score :

Assessment Form of Cognitive aspect

Solution:

25 = 4 +

21 =

= cm

Therefore the perimeter of triangle PQR

= PQ + PR + QR

= 5 cm + 2 cm + cm

= (7 + ) cm.

5

2

3

Maximum Score 70

NoName of

students

Number of

problem

ScoresInformation

1 2 3

1

25


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Form of students behavior observation sheet (Affective assessment)

Assessment description

Criteria of score 5 = very bad10 = bad/seldom15 = enough

20 = good/often

25 = very good/very often

Criteria of assessment :2549 = very bad

5059 = bad

6O74 = enough

7580 = good

81100 = very good

The total of maximum score is 100 got from 5 (maximum score for everybehavior) x 5 (5 kinds of assessed behavior).

N

u

m

b

e

r

Behavior

indicators

Name of student

Masteringtopics

Diligence

Activity

Descipline

Respecttoteacher

AverageScore(qualitative)

1

2

5


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Further ActionIf 85% of students or more are passed then the next meeting can be continued with

new learning topic, otherwise, if they are not, then in the next meeting the same

topic will be discussed again.

Acknowledgement, Singaraja, Mei 2012

Principal of , Teacher,

(..) (...)

NIP. NIP.

lesson plan pythagoras

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