Lesson Plan of Math Xii Sem 1,2 10-11

LESSON PLAN OF MATHEMATICS

SCHOOL : SMAN 3 TANGERANG SELATAN

SUBYECT : MATHEMATICS

CLASS / SEMESTER : XII EXCAT / ODD

COMPETENCE STANDART : Using Integral concept in the problem solving

TIME ALLOCATION : 14 x 45’

Meeting Base of competence Matter Indicators Activity Method &

Approach *) Media / SourcesASSESMENT

Kind of Test Instruments Form

Instrument

1 - stComprehend Indefiti and definite of Integral concept

Indefinite Integral

Meaning of Iindefinite integral

Early Activity :

Pre test:

Discussion about differential.

Aperception and Motivationi:

Expressed the matter and used inproblem solving.

Core Activity :

Explain that Integral invers of differential

Recognizing Indefinite Integral invers of differential.

assigning student to problem problem.

Conclusion :

Make resume of formula .

Individual task and homework

1. Simulation

2. discussion

3. task

4. Independent study

5. Student centre

- Pure Mathematics 2 &3, Hugh Neill and douglas Quadling- PKS MAT 3 Gematama.- Exam secrets Mathematics- LCD

-Zenius multimedia

1. Quis test

2. Oral test

3. Formatif test

4. Indivial task

5. Team task

1. Multiple choice.

2. Essay

3. essay Non Objektif

4. Matching

The appendix

2 - nd Comprehend Indefiti and definite of Integral concept

Indefinite Integral

Determine properties indefinite of integral

From differential.

Early Activity :

Pre test:

Discussion about Indefite of Integral.



Core Activity :

Determine Indefinite integral of sample function.

Presentation formula of indefite integral

Task to student,Finishing problems.

Conclusion :



1. Simulation

2. discussion

3. task


5. Student centre

- Pure Mathematics 2 &3, Hugh Neill and douglas Quadling- PKS MAT 3 Gematama.- Exam secrets Mathematics- LCD-

Zenius multimedia

- IGCSE Mathematics, Karen Morrison, Cambiridge

1. Quis test

2. Oral test

3. Formatif test

4. Indivial task

5. Team task

1. Multiple choice.

2. Essay


4. Matching

The appendix

3 - rdComprehend Indefiti and definite of Integral concept

Indefinite Integral

Determine Algebra and trigonometry function of indefinite integral

Early Activity :

Pre test:

Discussion about Indefite of Integral.



Core Activity :

Determine Indefinite integral of algebra and trigonometry function.

Presentation formula algebra and trigonometry function of indefite integral

Task to student,Finishing problems.

Conclusion :

1.Simulation

2.discussioxi

3.task

4.Independent study

5.Student centre

- Pure Mathematics 2 & 3, Hugh Neill and douglas Quadling- PKS MAT 3 Gematama.- Exam secrets Mathematics- LCD-Zenius multimedia

1. Quis test

2.Oral test

3.Formatif test

4. Indivial task

5.Team task

1. Multiple choice.

2. Essay


4. Matching

The appendix





COMPETENCE STANDART : FINISHING PROBLEM OF LINEAR PROGRAMME



Approach *)Media / Sources

EvaluationKind of Test Instruments

FormInstrument

1 - stFinishing Inequality linear two variable system

Linear Proggramme

Recognishing meaning of inequality linear two variable.

Determine solving of Inequality linear two variable system

Early Activity :

Pre test:

Discussion about Inequality linear


Expressed the matter and used in the problem solving.

Core Activity :Explain about Inequality linear two variable system

assigning student to problem solving.

Conclusion :



1. Simulation

2. discussion

3. task


5. Student centre


-software of Mathemathics

1. Quis test

2.Oral test

3.Formatif test

4. Indivial task

5.Team task

1. Multiple choice.

2. Essay


4. Matching

The appendix

2 – ndDesigning mathematics model of problem linear programme.

mathematics model of problem linear programme

Recognizing problem representating linear programmel

Find obyectif function and resistance of linear programme.

Early Activity :

Pre test:




Core Activity :

Explain about problem of linear programme

Studying component of linear programme, obyective function.


Conclusion :



1. Simulation

2. discussion

3. task


5. Student centre



1. Quis test

2.Oral test

3.Formatif test

4. Indivial task

5.Team task

1. Multiple choice.

2. Essay


4. Matching

The appendix

3 - th Designing mathematics model of problem linear programme.

mathematics model of problem linear programme

Drawing fisible region of linear programme

Early Activity :

Pre test:




Core Activity :

Explain, discuss about drawing fisible region of linear programme.

1. Simulation

2. discussion

3. task


5. Student centre


-software of

1. Quis test

2.Oral test

3.Formatif test

4. Indivial task

5.Team task

1. Multiple choice.

2. Essay


4. Matching

The appendix





COMPETENCE STANDART : USING VECTOR CONCEPT IN THE PROBLEM SOLVING


Meeting Base of competence Matter Indicators Activity Method & Approach *) Media /

Sources


FormInstrument

1 - stUsing properties and operation of matrices to show that matrices square is invers the other matrices.

Meaning of matrices, matrice square.

Introduction matrices square.

Early Activity :

Pre test:

Discussion about Matrices square.



Core Activity :Explain about matrices square and problem solving.


Conclusion :



1. Simulation

2. discussion

3. task


5. Student centre



1. Quis test

2.Oral test

3.Formatif test

4. Indivial task

5.Team task

1. Multiple choice.

2. Essay


4. Matching

The appendix

2 - nd Using properties and operation of matrices to show that matrices square is invers the other matrices.

Operation and properties of matrices.

- Do operation of algebra at

Two matrices.

-Determine properties of operation matrices with example.

Early Activity :

Pre test:


Aperception and Motivationi:Expressed the matter and used in the problem solving.

Explain about matrices square and problem solving and benefit in the everyday life.

Core Activity :

Do operation algebra matrices to adding ang substracttion and proterties.


Conclusion :



1. Simulation

2. discussion

3. task


5. Student centre



1. Quis test

2.Oral test

3.Formatif test

4. Indivial task

5.Team task

1. Multiple choice.

2. Essay


4. Matching

The appendix

3 - th Using properties and operation of matrices to show that matrices square is invers the other matrices.

Operation and properties of matrices. Recognizing

invers of matrices square.

Early Activity :

Pre test:


Aperception and Motivationi:Expressed the matter and used in the problem solving.

Explain about matrices square and problem solving and benefit in the everyday life.

1. Simulation

2. discussion

3. task


5. Student centre



1. Quis test

2.Oral test

3.Formatif test

4. Indivial task

5.Team task

1. Multiple choice.

2. Essay


4. Matching

The appendix





COMPETENCE STANDART : Using properties and operation algebra of vector in the problem solving

TIME ALLOCATION : 14 x 45

Meeting Base of competence Matter Indicators Activity Method & Approach

*)Media / Sources


FormInstrument

1 - stUsing properties and operation algebra of vector in the problem solving

Meaning of vector.

Recognizing set of vector.

Early Activity :

Pre test to apply of vector

Aperception and Motivationi: Expressed the matter and used in the problem solving.

Core Activity :Explain about vector in the joint the line instruct, problem solving and benefit in the everyday life.

Study about vector set off.


Conclusion :


Individual task and homework.

Student learn next items, is using operation and properties of vector.

1. Simulation

2. discussion

3. task


5. Student centre



1. Quis test

2.Oral test

3.Formatif test

4. Indivial task

5.Team task

1. Multiple choice.

2. Essay


4. Matching

The appendix

2 - nd Using properties and operation algebra of vector in the problem solving

operation and properties of vector.

Determine algebra operation of vector : adding and substraction.

Early Activity :




Core Activity :Do algebra operation of vector in the adding and substract and properties it.

Study about vector set off.


Conclusion :



1. Simulation

2. discussion

3. task


5. Student centre



1. Quis test

2.Oral test

3.Formatif test

4. Indivial task

5.Team task

1. Multiple choice.

2. Essay


4. Matching

The appendix

3 - th Using properties and operation algebra of vector in the problem

operation and properties of vector. Determine

algebra operation of vector : multiple

Early Activity :



Expressed the matter and

1. Simulation

2. discussion

3. task


- Pure Mathematics 2 &3, Hugh Neill and douglas

1. Quis test

2.Oral test

3.Formatif test

1. Multiple choice.

2. Essay

3. essay Non

The appendix




CLASS / SEMESTER : XII EXCAT / EVEN

COMPETENCE STANDART : Using concept of transformation in the everyday life.



Approach *)Media / Sources


FormInstrument

1 - stUsing geometry transformation can be shown to matrices in the problem solving.

Geometry transformation

Do operation kind of variation transformation : translation and reflction.

Early Activity :

Pre test:

Discuss about problem of matrices.


Expressed the matter and used in the problem solving. And benefit in the everyday life.

Core Activity :

Defining about geometry transformation at plane.

Determine result of geometry transformation at point and models.


Conclusion :



1. Simulation

2. discussion

3. task


5. Student centre

- Pure Mathematics 2 &3, Hugh Neill and Douglas Quadling- PKS MAT 3 Gematama.- Exam secrets Mathematics- LCD


- IGCSE of Mathematics by Cambridge university

1. Quis test

2.Oral test

3.Formatif test

4. Indivial task

5.Team task

1. Multiple choice.

2. Essay


4. Matching

The appendix

2 - thUsing geometry transformation can be shown to matrices in the problem solving.


Do operation various of kind transformation is dilatation

Early Activity :

Pre test:

Discuss about problem of matrices reflection.

Aperception and Motivationi: Expressed the matter and used in the problem solving. And benefit in the everyday life.

Core Activity :

Definite meaning of transformation at plane through perception and studi sources.

Find result of geometry transformation of point and models.

Finishing with concept vector. assigning student to problem solving.

Conclusion :



1. Simulation

2. discussion

3. task


5. Student centre

- Pure Mathematics 2 &3, Hugh Neill and Douglas Quadling- PKS MAT 3 Gematama.- Exam secrets Mathematics- LCD


- IGCSE of Mathematics by Cambridge university

1. Quis test

2.Oral test

3.Formatif test

4. Indivial task

5.Team task

1. Multiple choice.

2. Essay


4. Matching

The appendix

3 - thUsing geometry transformation can be shown to matrices in the problem


Do variation of kind tranformation : rotation.

Early Activity :

Pre test:

Discuss about problem of matrices reflection.


1. Simulation

2. discussion

3. task


- Pure Mathematics 2 &3, Hugh Neill and Douglas Quadling- PKS MAT 3

1. Quis test

2.Oral test

3.Formatif test

4. Indivial

1. Multiple choice.

2. Essay


The appendix

THE INSTRUMENTS OF INTEGRATION1. Find of

a. =

b. =

2. Find the value of :

a.

b.

3. Find :

a. =

b.

4. Find the value of :

a.

b.

5. Find area of the shaded region in the figure beside :

1. Find area of the region enclosed by the parabols y = 2 x2 – 8 x and y = x2 -3 x – 4

2. The shaded region beside is rotated about x-axis. Find the volume formed

3. Use the given substitution to find the following integrals :

Y

x

Y = 2x2

8

0

Y

x

Y = 2x2

8

0

Y

x

Y = 2x2

0 2

a. u = x2 + 1

b. u = cos 2 x

9. Use integration by part , to find the following integrals :

a.

b.

Tangerang Selatan, Juni 2010 Principle, Math’s Teacher,

Drs. H. Sujana, M.Pd Dra.Yuniati NIP.19580601 198101 1 006 NIP.19640611 199103 2 002

THE INSTRUMENTS OF LINEAR PROGRAMMING

1. By shading the unwanted region, show the region that represents the inequality 3x – 5y ≤ 15.

2. By shading the unwanted region, show the region that represents the inequalities x + 2y ≥ 6 , y ≤ x , x < 4.

3. The numbers x and y satisfy all the inequalities x + y ≤ 4 , y ≤ 2x – 2 and y ≥ x – 2. Find the gretest and least possible values of the expression 2x + y.

4. Arnie and Bernie are tailors. They make x jackets and suits each week, Arnie does all cutting and Bernie does all sewing.

To make a jacket takes 5 hours of cutting and 4 hours of sewing.

To make a suit takes 6 hours of cutting and 10 hours of sewing.

Neither tailor work for more than 60 hours a week.

a. For the sewing, show that 2x + 5y ≤ 30

b. Write down another inequality in x and y for cutting.

c. They make at least 8 jackets a week. Write down another inequality .

d. (i) Draw axes from 0 to 16 , using 1 cm to represent 1 unit on each axis.

(ii) On your grid, show the information in parts a), b) and c). Shade the unwanted regions

e. The profit on a jacket is $30 and on a suit is $ 100. Calculate the maximum profit that Arnie and Bernie can make a week



THE INSTRUMENTS OF MATRICES

1. Write down the order of the following matrices.

a. b.

2. Write down the equal matrices in this list A = B = C =

3. Find the following matrix product :

a. b.

4. Find the value of x in each of the following matrix equation :

a.

b.

5. Find the determinant of the following matrices :

a. b.

6. State Whether each of the following matrices has an inverse, if the inverse exists, find it :

a. b.

7. Show that each of the following matrices is its own inverse.

a. b.

8. Given that A = find A-1



THE INSTRUMENTS OF VECTOR

1. Represent these vector on squared paper :

a. b. c. d.

2. p = q = express in column vector form :

a. 3p b. p + q

3. In the diagram , BCE and ACD are straight lines. and . The point C divides AD in the ratio 2 : 1 and divides BE in the ratio 3 : 1. Express, in term of a and b , the vector :

a.

b.

c.

d.

4. O is the point (0,0), P is (3,4), Q is (-5,12) and R Is (-8, -15 ). Find the value of .

5. If then find

6. If a = 3i – j + k and b = -2i + j – 2 k. Find the cosine of angle between a and b. 7. Given that a = 2i + 2j + 3k and b = -I + j - k :

a. Find the length of projection of vector a on vector b

b. Find the length of projection of vector b on vector a

c. Find the length of projection of vector a + b on vector a – b

d. Find projection of vector a on vector b

2a 3a

C D

E

B

A

Pamulang, August 2007 Principle, Math’s Teacher,

Dedi Rafidi, Drs Yuniati, Dra NIP.131260909 NIP.131957139

THE INSTRUMENTS OF TRANSFORMATIONS

1. The Point A (-3,7) is translated by gives the point A’ find coordinate of the point A’.

2. The Point M (1,-8) is translated by followed by translation gives the point M’. Find coordinate of M’.

3. The point A (3,5) is reflected to the line y = -x gives the point A’, find coordinate of the point of A’.

4. Given the line L : 2x + y = 9, the line L is reflected to the line y = x gives the line L’ .Find the equation of the line L’.

5. Given the triangle ABC of A (1,2 ), B (3,8), C (4,6), the triangle ABC is rotated throught 180o counterclockwise gives triangle A’B’C’

Find coordinate of the point A’,B’ and C’.

6. Given the points A(2,1), B(5,1) and C(3,7).The triangle ABC then gets dilatation of scale factor 4 to the centre O. find coordinate of the point A’,

B’, and C’

Which are the result of dilatation.

7. Point A(2,3) is rotated throught to O counterclockwise and then reflected to the line x – y = 0 . Find image of point A.



Lesson Plan of Math Xii Sem 1,2 10-11

Documents

pre test

problem problem

individual task

indefite of integral

essay essay

indefinite integral

test indi vial task

inequality linear aperception