Lesson Plan Fraction
By:
Afif Rizal ( 12313244002 )
Pratama Wahyu Purnama ( 12313244009 )
Rydlo Ega Putra ( 12313244028 )
Faqih Mu’tashimbillah ( 12313244030 )
Faculty Of Mathematic and Science Yogyakarta State University
2015
Satuan Pendidikan :SMP/MTs
Kelas : VII (tujuh)
Duration : 2 x 40 menit
KI : Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata
KD : Membandingkan dan mengurutkan berbagai jenis bilangan serta menerapkan operasi hitung bilangan bulat dan bilangan pecahan dengan memanfaatkan berbagai sifat operasi
Materi : Operation of Fraction
Teacher Student Duration
Teacher ask to student to recalling what is fraction.
“Do you remember fraction?
You have learn it in elemntary before.”
Student : yes of course, 1’
Teacher ask student the example of fraction and the meaning
Teacher : Give an example of fraction please? (choose 3 student randomly)
Teacher : Wow, thats right answer. So , what the mean of
1
2
?( salah satu jawaban siswa) Guru : Excellent Answer
Giving an example of fraction “
1
2
,4 5
,3
6
, etc ½ mean 1 part form 2 part.
2’
Teacher give a problem in whiteboard,
Addition two fraction which have same denuminator (
1 4
+2
4
¿ . What is the answer?
Student Confuse 2’
Teacher give Materi (1) 5’
Draw square in whiteboard using black marker.
Divide the square into 4 equal rectangle.
Shade in 1 rectangle with red marker.
Shade in 2 rectangle with blue marker.
Calculate the number of rectangle. (4 rectangle)
Calculate the number of shade rectangle. (3 rectangle)
Conclude that
1 4
+2
4
=3
4
Teacher ask “ do you have any questions?
1’
Teacher : How if the fraction have a divergen
denumerator?
Teacher write down the problem example
1
5
+2 3
. Teacher : If like this, how to solve it? Teacher give an explanation material 2
Student : Can you give us an example ?
One of student try to solve the problem in front of class.
Student 1 draw the rectangle and divide it into 5 part and shade one of them. Then student drawing again new rectangle and divide it into 3 part and shade two of them
Siswa : How to calculate it sir?
5’
Material 2 5’
Draw 3 rectangle which length 30 cm using blue marker.
First rectangle divide into 3 part and give label rectangle A.
First rectangle divide into 4 part and give label rectangle B.
First rectangle divide into 15 part and give label rectangle C.
Shade in 2 part of rectangle A using black marker and find the length of shaded part. (20 cm)
Shade in 1 part of rectangle B using red marker and find the length of shaded part. (6 cm)
Move the shaded rectangle of A ( 20 cm / 2 part) in rectangle C ( 20 cm / 10 part ) with black marker.
Move the shaded rectangle of A ( 6 cm / 1 part) in rectangle C ( 6 cm / 3 part ) with red marker.
Calculate the number of shaded rectangle C. ( 13 rectangle)
Calculate the number of all part rectangle C ( 15 rectangle)
Give a conclusion that
2 3
+1
5
=13 15
Teacher ask “ do you have anyquestions?
2’
Teacher give 6 problems to students.
1 10
+2
10
=…
3 10
+4
10
=…
2 10
+4
10
=…
1 3
+1
2
=…
1 3
+1
4
=…Student Answer
3 10
7 10
6 10
5 6
7 12
5’
2 3
+1
4
=… 11
12
Teacher : Look at number 1 until number 3. Is the denominator changed?
Teacher : How about the numerator? (choose one student)
Teacher : Good answer. Is there any other opinion?
Okey, so we can conclude that if there is two fraction or more is added and the fraction have the same denominator, then the result is just adding the numerator and the denominator is still the same.
Student : No,
Student 1 : We just sum the numerator.
8’
Teacher write in the up right side of the board
a b+c
b=a+c
b ...
..(i)
1’
Teacher : Now look at 4 until 6. Is there any interesting relation between the problem and the solution?
What is it? (choose one student)
Teacher : Excellent answer.
So how about the numerator?
Teacher : Good, it almost right, but it isn’t yet. Dont give up and keep trying, okey? Good.
Any other opinion or answer?
Awesome answer. So we can conclude thatif two fraction is being added, it can be writen as the equation
a b+c
d=(a × d)+(c ×b) b × d ..
...(ii)
Teacher write the formula in the up right side of
whiteboard.
Is it clear?
Student : Yes,
Student 1 : the denominator of the solution is the multiplication of the problem’s denominator.
Student 2 : we can just adding the denominator.
Student 3 : in the problem number 6, we can calculate
2 3
+1
4
=(2×4
)+(1×3) 3
×4
Yeah.
8’
Now, I believe you can answer this problem.
Sir yes sir
Teacher write down a problems 4’
in the white board.
3 5
+3
5
=…
5 7
+6
7
=…
3 4
+5
6
=…
3 7
+5
6
=…Teacher ask student to continue to the next material, that is substracting operation in fraction.
2’
Teacher give a problem about substracting a fraction that have the same denominator and the result is positif, like (
3
4
−2 4
¿ .If the student can explain the problem teacher say “right, good job.”
The students understand, one or two student is asked to explain the problem to class.
Teacher ask students if there is a question or not.
Student ask teacher if there is a question or if there is a student that do not understand yet.
1’
Teacher ask student to continue to the next material, that is substracting a fraction that do not have the same denominator and the result is positif.
Student is curious. 1’
Teacher give a problem related to the material, like (
3 4
−1
3
¿ .Student not understand the solution of the problem yet.
1’
Teacher together with student tried to solve the problem usingmaterial 3.
Student trying to solve the problem with a guide from the teacher.
6’
material 3
Write the problem on the white board.
Using (ii) student make the denominator of each fraction equaly.
Multiply the ¾ with 3, and multiply the 1/3 with 4.
The result is 9/12 and 4/12.
Substract 9/12 with 4/12.
So, the result is 5/12.
Teacher ask students if there is a question or not.
Student ask teacher if there is a question or if there is a student that do not understand yet.
1’
Teacher ask student to continue to the next material, that is substracting a fraction that have or do not have the same
denominator, but the result is negative.
Student is curious. 1’
Teacher give a problem related to the material, like (
1 4
−2
3
¿ .Student not understand the solution of the problem yet.
1’
Teacher together with student tried to solve the problem using material 4.
Student trying to solve the problem with a guide from the teacher.
6’
Material 4.
Write the problem on the white board.
Using (i) student make the denominator of each fraction equaly.
Multiply the ¼ with 3, and multiply the 2/3 with 4.
The result is 3/12 and 8/12.
Substract 3/12 with 8/12.
So, the result is -5/12.
Teacher ask students if there is a question or not.
Student ask teacher if there is a question or if there is a student that do not understand yet.
>>If the student do not understand yet, teacher will explain using material 5.
8’
Material 5
Draw a square on the white board.
Then draw 3 vertical lines that can divide the square into 4 equal rectangles.
Shade 1 part of 4.
Then draw 2 horizontal lines that can divide the 4 square into 12 equal rectangles.
If we look at only the horizontal lines, the square is divided into 3 parts.
We need to minus two parts of three.
If we look at the square that have been devided into 12 equal rectangles, minus two parts of three means that we need to take 8 rectangle.
We need to take 8 rectangle, but there is only 3 shaded rectangles. It means that we need 5 more rectangle of 12, or in mathematics we write it as −5
12
. Teacher ask students if there is aquestion or not.
There is no question. All of students understand the problem.
2’
