NizWorld - Lesson Plan Fractions

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Lesson Plan 1.1.5

Math ⟩ Grade 7 ⟩ Semester 1 ⟩ Integers and Fractions ⟩ Definition and Types of Fractions ⟩ 1 × 40’

Teaching Notes

Standard of Competence

To apply the properties of

arithmetic operation in solving

mathematical problems

Basic Competence

To do arithmetic operation on

integers and fractions

Indicators

Give some examples of simple

fraction, mixed number, decimal,

percent, and per mill

Objectives

Students can do arithmetic

operation on integers and

fractions

Learning Models

Cooperative, direct instruction

Methods

Orally, expository, drill, and

interactive

Sources

Cholik A. Mathematics for Junior

High School 1A and 1B

Depdiknas. Mathematics for

Junior High School Year 7

Marsigit. Mathematics for Junior

High School Year VII

Learning Media

• Worksheet

• Student book

• Slideshow presentation

• Internet

Assessment

• Individual or Group Task (T4)

→ Homework (F1)

Material Review

• �

�, a is called numerator and b is called denominator.

• 6

8 and

3

4 is called equivalent fraction because the simplest form of those fractions

is the same value.

• There 5 types of fractions: simple fraction, mixed number, decimal, percentage,

and per thousand.

Balikpapan, August 20th

, 2010

Drs. Sugeng Handayani, M.Pd Principal of SMP Nasional KPS

Achmad Nizar, S.Pd

Mathematics Teacher

Assessment

No Type Form Question

1 T4 F1 Cholik A, Book 1A, Exercise 14, Page 33-34, No 1 and 2

Learning Steps

Opening Activities

• Teacher draws a rectangle that already divided into 4 and 8 equal parts on the

white board. (Curiosity)

• Inform students that the concept of this meeting is definition and types of

fractions.

• Emphasize that this concept is important to solve everyday life problems.

Main Activities

• Students are asked to mention the ratio of the number of the shaded

region and the number of all the regions of the following figure.

(Curiosity)

Exp

• Students’ emphasize themselves that the ratio that already got (6

8 and

3

4)

is called fractions. Mathematically, the number of shaded region (6 and

3) is called numerator and the number all of the region (8 and 4) is called

denominator. (Autonomy)

Con

• Students are asked to make a summary that because both pictures

have the same area so that the fractions are equals too.

Mathematically, 6

8 and

3

4 are called equivalent fractions. (Autonomy)

Con

• Teacher writes 5 kinds of fraction on the white board and asks the

student to mention the name of those fractions. The fractions are: �

�,

2

�, 3,723, 75%, and 115‰.

Exp

• Students measure their understanding by solving some problems.

(Confidence)

Con

Closing Activities

• Students make a conclusion guided by the teacher. (Autonomy)

• Students perform a reflection on what they have already learned. (Honesty)

• Students write down some homework. (Responsibility)

Exp Exploration Ela Elaboration Con Confirmation

Key Words

Decimal ⟩ Desimal

Denominator ⟩ Penyebut

Equivalent ⟩ Senilai

Fraction ⟩ Pecahan

Mixed Number ⟩ Pecahan

campuran

Numerator ⟩ Pembilang

Per thousand ⟩ Permil

Percentage ⟩ Persen

Simple Fraction ⟩ Pecahan

sederhana

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Lesson Plan 1.1.6

Math ⟩ Grade 7 ⟩ Semester 1 ⟩ Integers and Fractions ⟩ Transformation of Fractions ⟩ 4 × 40’

Teaching Notes





Basic Competence



Indicators

Change a fraction to another form

Objectives



fractions

Learning Models


Methods


interactive

Sources







Learning Media

• Worksheet

• Student book


• Internet

Assessment


→ Homework (F1)

Material Review

• There are 5 types of fractions: simple fraction, mixed number, decimal,

percentage, and per thousand.

• The table below shows 5 types of fraction that is equal.

Simple

Fractions

Mixed

Number Decimal Percentage Per Thousand

15

2 7

1

2 7.5 750% 7,500%


, 2010


Achmad Nizar, S.Pd

Mathematics Teacher

Assessment


1 T4 F1 Cholik A, Book 1A, Exercise 14, Page 33-34, No 1 and 2

Learning Steps

Opening Activities

• Teacher recalls students’ understanding about the types of fraction.

• Inform students that the concept of this meeting is transformation of fractions.


Main Activities

• Students are asked to master about how to convert certain fraction into

another type of fraction in a small group. Group 1 must master how to

convert simple fraction into mixed number, decimal, percentage, and

per thousand. Group 2, 3, 4, and 5 respectively must master how to

convert mixed number, decimal, percentage, and per thousand into

another type of fraction. (Responsibility, Industriousness, and

Appreciation of Diversity)

Exp

• Representative of each group must present their discussion result in

front of class. Student who has another way to convert the fractions is

allowed to present his/her idea. (Confidence and Democracy)

Con

Ela


(Confidence)

Con

Closing Activities





Key Words

Decimal ⟩ Desimal

Denominator ⟩ Penyebut

Equivalent ⟩ Senilai

Fraction ⟩ Pecahan

Mixed Number ⟩ Pecahan

campuran

Numerator ⟩ Pembilang

Per thousand ⟩ Permil

Percentage ⟩ Persen

Simple Fraction ⟩ Pecahan

sederhana

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Lesson Plan 1.1.7

Math ⟩ Grade 7 ⟩ Semester 1 ⟩ Integers and Fractions ⟩ The Order of Fractions ⟩ 2 × 40’

Teaching Notes





Basic Competence



Indicators

Putting fraction in sequence and

determining the locus in the

number line

Objectives



fractions

Learning Models


Methods


interactive

Sources







Learning Media

• Worksheet

• Student book


• Internet

Assessment

• Paper Test (T1)

→ Short Answer (F1)

• Oral Test (T2)

→ Reasoning Question (F1)


→ Homework (F1)

Material Review

• To order fraction into ascending or descending order, one of the methods is by

using cross multiplication method.

1 × 4 = 4 1 × 8 = 8

Greater value Conclusion: <

1

8

1

4

�

�

�

�


, 2010


Achmad Nizar, S.Pd

Mathematics Teacher

Assessment


1 T1 F1 Put these fractions into ascending order:

1

2,

5

6,

2

3

→ ….

2 T2 F1 Is the value of 2

1

4 × 3

4

5

greater than 8? Explain your reason!

1 T4 F1 Cholik A, Book 1A, Exercise 14, Page 34, No 3-5

Learning Steps

Opening Activities

• Teacher provides tools that will help student to compare between two

fractions. Look at the picture below:

• Inform students that the concept of this meeting is the order of fractions.


Main Activities

• By using fraction tool, students are asked to determine which one is the

greater, �

� or

�

� by comparing the length of the tiles. (Curiosity)

Exp

• Students are asked to make the same denominator of both given

fractions by finding the LCM of 8 and 4. If that fraction has the same

denominator, we just see the numerator to determine which fraction is

greater than other fractions.

Exp

Ela

• By using the cross multiplication method, students are asked to order

two or more fractions into ascending or descending order. (Autonomy)

Con


(Confidence)

Con

Closing Activities





Key Words

Ascending ⟩ Naik

Descending ⟩ Turun

GCD ⟩ FPB

LCM ⟩ KPK

Order ⟩ Urutan

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Lesson Plan 1.1.8

Math ⟩ Grade 7 ⟩ Semester 1 ⟩ Integers and Fractions ⟩ Arithmetic Operations of Fractions ⟩ 6 × 40’

Teaching Notes





Basic Competence



Indicators

Carry out the operation of

addition, subtraction,

multiplication, division, and

exponent of fraction

Objectives



fractions

Learning Models


Methods


interactive

Sources







Learning Media

• Worksheet

• Student book


• Internet

Assessment

• Paper Test (T1)


→ Essay (F2)

• Oral Test (T2)


Material Review

Addition Subtraction

15 +

25 =

1 + 25 = 3

5 45 −

15 =

4 − 15 = 3

5

Multiplication Division 45 ×

13 =

4 × 14 × 3 =

415

75 ÷

23 =

75 ×

32 =

7 × 35 × 2 =

2110

Exponentiation

45��= 45 ×

45 =

4 × 45 × 5 =

1625


, 2010


Achmad Nizar, S.Pd

Mathematics Teacher

Assessment


1 T1 F1 112�+ �115 =

…., 12�−�

13 =�…., 112�× �1

25 =

…., 13�÷ �

14 =�….

2 T1 F2 The result 65�× �1

14� + 1,8 ∶ 1

15� is ….

3 T2 F1 Is the following steps correct:

89�×�

29 = �

169 ? Explain!

Learning Steps

Opening Activities

• Teacher recalls students’ understanding of addition, subtraction,

multiplication, and division of fraction that students have learned in

elementary school.

• Inform students that the concept of this meeting is arithmetic operations of

fractions.


Main Activities

• Students are asked to master how to add, subtract, multiply, and divide

a fraction in a small group. (Cooperation and Industriousness)

Exp


front of class. Student who has another way to convert the fractions are

allowed to present their idea. (Confidence, Democracy, and Courtesy)

Exp

Ela

• Students present their understanding about the definition of exponent

at integers so that student can implement the same way to find the

result of exponentiation of fraction. (Thinking Logically)

Con


(Confidence)

Con

Closing Activities





Key Words

Addition ⟩Penjumlahan

Subtraction ⟩ Pengurangan

Multiplication ⟩ Perkalian

Division ⟩ Pembagian

Exponentiation ⟩ Perpangkatan

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Lesson Plan 1.2.2

Math ⟩ Grade 7 ⟩ Semester 1 ⟩ Integers and Fractions ⟩ Properties of Operations on Fractions ⟩ 2 × 40’

Teaching Notes





Basic Competence



mathematical problem on


Indicators

Carry out mathematical problems

using the properties of fraction’s

operations

Objectives

Students can apply the properties

of arithmetic operation in solving



Learning Models


Methods


interactive

Sources







Learning Media

• Worksheet

• Student book


Assessment

• Oral Test (T2)


• Performance (T3)

→ Presentation (F1)


→ Homework (F1)

Material Review

• There are 4 properties of operations on fractions.

Operations Associative Commutative Distributive Identity

Element

Addition (1+2)+3 = 1+(2+3) 1 + 2 = 2 + 1 - 0

Subtraction - - - -

Multiplication (1×2)×3 = 1×(2×3) 1 × 2 = 2 × 1 2(1+2) = 2×1+2×2 1

Division - - -


, 2010


Achmad Nizar, S.Pd

Mathematics Teacher

Assessment


1 T2 F1 What is the difference between associative and commutative?

2 T4 F1 Cholik A, Book 1A, Exercise 20, Page 49, No 2

Learning Steps

Opening Activities

• Teacher recalls students’ understanding of addition, subtraction,

multiplication, and division.

• Inform students that the concept of this meeting is properties of operations on

ifractions.


Main Activities

• Students are asked to discuss about the properties on basic

arithmetical operation such as associative, commutative, distributive,

and identity element in a small groups. (Cooperation and

Industriousness)

Exp


front of class. Student who has another way to convert the fractions are

allowed to present their idea. (Confidence, Democracy, and Courtesy)

Exp

Ela


(Confidence)

Con

Closing Activities





Key Words

Associative ⟩ Assosiatif

Commutative ⟩ Komutatif

Distributive ⟩ Distributif

Identity Element ⟩ Unsur identitas

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Lesson Plan 1.2.3

Math ⟩ Grade 7 ⟩ Semester 1 ⟩ Integers and Fractions ⟩ Scientific Notation ⟩ 2 × 40’

Teaching Notes





Basic Competence





Indicators

Write a fraction in scientific

notation

Objectives





Learning Models


Methods


interactive

Sources







Learning Media

• Worksheet

• Student book


Assessment

• Paper Test (T1)


→ Essay (F2)


→ Homework (F1)

Material Review

• Scientific notation is a mathematical expression that can be used to express very

big value of numbers or very small value of numbers.

• 2,324,876,548,765,876,342 can be written as scientific notation 2.32 × 1018

• 0,000 000 012 876 328 765 098 can be written as scientific notation 1.29 × 10-7


, 2010


Achmad Nizar, S.Pd

Mathematics Teacher

Assessment


1 T1 F1 Scientific notation of 0,000003456 is ….

2 T1 T2 Transform this fraction

120.000

4

into scientific notation!


Learning Steps

Opening Activities

• Teacher recalls students’ understanding about exponent of integers.

• Inform students that the concept of this meeting is scientific notation.


Main Activities

• Students explore themselves guided by using the light velocity as an

example of standard form. (Curiosity and Thinking Logically)

Exp

• Students try to solve some problems and guided by teacher to

transform the given problem into standard form (a� × �10).

(Autonomy)

Ela

Con

• Guided by teacher, students summarize that10 =�

� �. (Autonomy) Ela


(Confidence)

Con

Closing Activities





Key Words

Scientific Notation ⟩ Notasi ilmiah

(Bentuk baku)

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Lesson Plan 1.2.4

Math ⟩ Grade 7 ⟩ Semester 1 ⟩ Integers and Fractions ⟩ The Rounding of Decimal Fractions ⟩ 2 × 40’

Teaching Notes





Basic Competence





Indicators

Round of a fraction into one or

two decimal numbers

Objectives





Learning Models


Methods


interactive

Sources







Learning Media

• Worksheet

• Student book


Assessment


→ Homework (F1)

Material Review

• Round up is mathematical activity to increase a number to the nearest whole or

simple number.

• Round down is mathematical activity to reduce a number to the nearest whole or

simple number.

• Example: 0.126487 ≈ 0.12649 (round to 5 decimal digits)

0.126487 ≈ 0.1265 (round to 4 decimal digits)





, 2010


Achmad Nizar, S.Pd

Mathematics Teacher

Assessment



Learning Steps

Opening Activities

• Teacher recalls students’ understanding about decimal and its digit’s place

value. In addition, teacher remains how to round integers into the nearest

place value.

• Inform students that the concept of this meeting is rounding of decimal

fractions.


Main Activities

• Students recall their understanding how to round integers that they

have learned in elementary school.

Exp

• Students emphasize themselves that to round a decimal, they can use

the same way like to round off an integer.

Ela

Con

• Students do some exercise about round off some decimals.

(Autonomy)

Con


(Confidence)

Con

Closing Activities





Key Words

Rounding ⟩ Pembulatan

Round up ⟩ Dibulatkan ke atas

Round down ⟩ Dibulatkan ke

bawah

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NizWorld - Lesson Plan Fractions