LESSON PLAN Integer

LESSON PLAN

Integer

By :Dhiah Ika Kristiani

(09301244008)

Facultyof Mathematics and Science

Yogyakarta State University

2012

School                                     : Junior High School

Subject                                    : Mathematic

Class/Semester                        : VII/1

Standart Competence              : 1. Understanding the nature and number of the arithmetics  operation in the    use of problem-solving

Basic Competence                  : 1.1 Conducting integer arithmetic operations and fractions

Indicator                                 : 1.1.1 Give examples ofintegers.
1.1.2This is where theintegers inthe number line.

  A.  Learning Objectives

1.       Students can understand the sense of integers.

2.      Students can cite the example of integers.

3.      Students can determine the position numbers in the number line.

  B.   Topics

Integer

  C.    Teaching Materials

Natural numbers: 0, 1, 2, 3, 4, 5, 6, 7, 8,. . .

Natural numbers: 1, 2, 3, 4, 5, 6, 7, 8, 9,. . .

An integer number consisting of the natural numbers and negative numbers (as opposed to natural numbers).

Location of integers can be expressed on the number line.

-5     -4    -3    -2     -1    0     1       2      3      4     5     6

Example

Draw the number line:

1.      Numbers between 1 and 6

2.      Numbers between -3 to 4

Answer :

1.      Numbers that lie between 1 and 6: 2, 3, 4, 5.

2            3             4                5

2.      Numbers that lie between -3and 4: -3,-2,-1,0, 1, 2, 3, 4.

        -3    -2   -1     0      1     2      3     4

  D. Learning Method

1.      Asking and answer

  E.     Learning Steps

Meeting I

I.       Introduction (4minutes)

Teachersopenlearning

1.      Appreciation

The teacher reminds the natural numbers asnatural numbers and positive integers.

2.      Motivation

The teacher said that in fur their education students should be more serious in the study.

Teachers also expressed the benefits of integers it self, the students will really use integers and integer operations in everyday life.

II.    Activities (15 minutes)

1.         Teachers convey understanding of integers.

2.         The teacher gives examples of integers by asking the students.

3.         The teacher gives questions or questions related to the integers.

4.         Learners answer the questions given teacher.

5.         Learners show the location of the integers in the number line.

III. Closing (1Minute)

The teacher put an end to learning.

Scenario

No	Teacher Activities	Students Activities		Duration
A.    Introduction
1.	The teacher entered the classroom and to say hello, "Good morning."	Student answer, "Good morning, Ma'am"	10 seconds
2.	The teacher walked into the middle and led the prayer before the start of the lesson.	Students follow a teacher command to pray	20 seconds
3.	Teachers greet students, "How are you this morning, students?"	Student replied, "Fine, ma'am"	20 seconds
4.	The teacher asks Yulia circumstances that look nothing like the usual, "Yulia, are you okay?"	Julia replied, "Yes, ma'am."	20 seconds
5.	The teacher asks the student attendance, "Today there is an absence of children?"	Hope all the students present.	20 seconds
6.	The teacher explains the benefits of learning integers	Students pay attention to teachers	60 seconds
7.	The teacher went on to start learning about integers	Students preparing the learning tools.	20 seconds
8.	Teachers remind students about the natural numbers and natural numbers, "Children, who knows what it is and what are the natural numbers?"	Hope students can name a member of the natural numbers and natural numbers a member	20 seconds
B.     Main Activities
1.	Teachers get in on the main subjects by asking the class "Who can name the natural numbers and natural numbers?"	There are students who say the natural numbers and natural numbers		40 seconds
2.	Teacher wrote examples of natural numbers and natural numbers on the board	Students pay attention to teachers' notes		40 seconds
3.	The teacher gives other fishing questions related to daily life. "The kids, who knows how many degrees the temperature in the polar regions?"	Expectations of students answered very cold below 0 ˚		40 seconds
4.	Teachers confirmed that temperatures in the polar regions below 0 ˚. Then the teacher asked, "These children how to write numbers below 0, which is there to know? Try asking the mother write on the board!	Etik forward. "Ethics come forward and write on the board the numbers below 0, for example: -1, -2, -3, ... .		60 seconds
5.	Teachers invited Etik to sit and give praise to Etik, "Good ethics, examples of which you wrote is correct."	Etik came back sitting in his seat.		20 seconds
6.	The teacher explained that it is an integer number consisting of the natural numbers, natural numbers and natural numbers are also negative.	All students pay attention to the teacher's explanations.		30 seconds
7.	Then the teacher describes the number line on the blackboard. "Let the kids watch!"	All students pay attention on the board.		50 seconds
8.	Then the teacher wrote down some numbers on the number line.	Students still consider the teacher's explanations.		40 seconds
9.	The teacher gives a positive number on the number line. Then the teacher asking, "How to numbers below or left of zero (0)? How do we write? "	Hope, there are students who say that to the left of zero (0) is the number able to negate and sorted.		40 seconds
10.	teacher offers the students to copy them in their book, "Keep wrote in your books,  children?"	Students record in their books.		180 seconds
11.	Teachers provide practice questions as a strengthening of understanding. "Try to complete the exercise mother wrote on the board, who want to advance it done?"	All the students write in their book.		140 seconds
12.	The teacher circulates to check student work.	Student work.		140 seconds
13.	“Try Feli forward Feli write answers the number one step.”	Feliforward and be able to complete the exercise correctly.		40 seconds
14.	teacher gave praise, "Good, precise answer. Please be seated. "	Feli sit down to his seat.		120 seconds
C.    Closing
1.	The teacher asks the students to continue their work at home.	Students pack.		20 seconds
2.	End the lesson with the teacher greeted, "Good afternoon children".	Student replied, "Good afternoon, ma'am".		10 seconds

  E.     Tools and References  Materials
References

1.      A. M. CholikAdinawan, et al. , 2004. Mathematics for Junior Class VII.Erlangga: Jakarta

2.      Marsigit , 2009.For Junior High School Mathematics.Yudhishthira: Jakarta

  F.   Assessment
Technique        : written test.
     Instrument: The test description

Indicators of Achievement of Competency	Assessment
	Technique Assessment	Forms Instruments	Instrument/ Problems
1.      Give examples of integers and specify the location of the integers in the number line.	Written test	Test description	1.      Consider the following list: -60, 10, 15, 24, +85, -6, 0, 3.             a.        Write the integer   positive. b.      Write the integer negative. c.       Which is not a positive integer or negative? 2.      Put the following numbers on a number line. a.       -6, 5, -8, 0, 1 b.       -1, -2, 3, 4, 5

No	Answer / Completion	Value / score answers
		True	False	Not answered
1. a.	Positive integers : 10, 15, 24, 85, 3	5	2	0
b.	Negative integers: -60, -6	5	2	0
c.	Which is not an integer or a negative number: 0	5	2	0
2. a.	-8          -6   -5                                   0     1	5	2	0
b.	-2    -1                           3     4      5	5	2	0

Headmaster                                                                                         Mathematics Teacher

NIP.                                                                                                    NIP.