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Copyright © 2010-2011 Achmad Nizar www.NizWorld.com
Lesson Plan 3.3.1
Math ⟩ Grade 7 ⟩ Semester 1 ⟩ Social Arithmetic ⟩ Profit and Loss ⟩ 4 × 40’
Teaching Notes
Standard of Competence
To apply algebraic forms, linear
equations and equalities with one
variable, and proportion in solving
the problems
Basic Competence
To apply the concept of algebraic
to solve the social arithmetic
simple problems
Indicators
Solve some problems in everyday
life related to profit and loss
Objectives
Students can apply the concept of
algebraic to solve the social
arithmetic simple problems
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
• Paper Test (T1)
→ Short Answer (F1)
• Oral Test (T2)
→ Reasoning Question (F1)
• Individual or Group Task (T4)
→ Homework (F1)
Material Review
• Profit is the amount of quantity (ex: money) that is will be earned by someone if
they sell something with the higher price than the buying price.
• Loss is the amount of quantity (ex: money) that is will be suffered by someone if
they sell something with the lower price than the buying price.
• Formula of profit and loss
Profit = Selling price – buying price
Loss = Buying Price - selling price
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 T1 F1 The price of shoes is Rp 50.000,00. If the shoes are then resold
for Rp 52.500,00, the profit earned is … %.
2 T2 F1 McNizh bought a TV that cost is Rp 750.000 & resold it with
the same price. McNizh said that he suffered a loss. Why?
3 T4 F1 Cholik A, Book 1A, Exercise 4, Page 137, No 1-6
Learning Steps
Opening Activities
• Teacher recalls students understanding about profit, loss, and its percentage
that they have learned in elementary school.
• Inform students that the concept of this meeting is profit and loss.
• Emphasize that this concept is important to solve everyday life problems.
Main Activities
• Accompanied by teacher, students study mathematics in canteen.
(Discipline)
Ela
• By allowing students to buy any food that they want, students are asked
to predict what they have to do when they want to resell the food and
get profit or suffer a loss. (Thinking Logically)
Exp
• Guided by teacher, students create the rules that can illustrate the profit
and loss situation. (Thinking Critically)
Ela
• Students discuss their created rules in front of the class. (Democracy) Con
• Students are asked to find the percentage of profit or loss by using their
understanding about percent that they have learned in the previous
chapter. (Autonomy)
Exp
• Students measure their understanding by solving some problems.
(Industriousness)
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
Buying price ⟩ Harga jual
Loss ⟩ Rugi
Percentage ⟩ Persentase
Price ⟩ Harga
Profit ⟩ Untung
Selling price ⟩ Harga beli
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Copyright © 2010-2011 Achmad Nizar www.NizWorld.com
Lesson Plan 3.3.2
Math ⟩ Grade 7 ⟩ Semester 1 ⟩ Social Arithmetic ⟩ Discount and Rebate ⟩ 2 × 40’
Teaching Notes
Standard of Competence
To apply algebraic forms, linear
equations and equalities with one
variable, and proportion in solving
the problems
Basic Competence
To apply the concept of algebraic
to solve the social arithmetic
simple problems
Indicators
Solve some problems in everyday
life related to discount and rebate
Objectives
Students can apply the concept of
algebraic to solve the social
arithmetic simple problems
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
• Paper Test (T1)
→ Short Answer (F1)
• Individual or Group Task (T4)
→ Homework (F1)
Material Review
• Discount is a price reduction.
• Rebate is the cutting price for things you bought in a large amount.
• Usually, percentage is used to express the amount of discount or rebate.
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 T1 F1 A wallet whose price is Rp 200.000,00 can be paid for Rp
170.000,00. The amount of discount is ... %.
2 T4 F1 Cholik A, Book 1A, Exercise 5, Page 140, No 2-4
Learning Steps
Opening Activities
• Teacher recalls student understanding about percent.
• Inform students that the concept of this meeting is discount and rebate.
• Emphasize that this concept is important to solve everyday life problems.
Main Activities
• Students are asked to find the amount of discount for a certain price.
(Industriousness)
Exp
• Students measure their understanding by solving some problems.
(Industriousness)
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
Discount ⟩ Diskon
Rebate ⟩ Rabat
Percentage ⟩ Persentase
Discount price ⟩ Harge seteha
didiskon
Copyright © 2010-2011 Achmad Nizar www.NizWorld.com
Lesson Plan 3.3.3
Math ⟩ Grade 7 ⟩ Semester 1 ⟩ Social Arithmetic ⟩ Gross, Tare, and Net ⟩ 2 × 40’
Teaching Notes
Standard of Competence
To apply algebraic forms, linear
equations and equalities with one
variable, and proportion in solving
the problems
Basic Competence
To apply the concept of algebraic
to solve the social arithmetic
simple problems
Indicators
Solve some problems in everyday
life related to gross, tare, and net
Objectives
Students can apply the concept of
algebraic to solve the social
arithmetic simple problems
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
• Paper Test (T1)
→ Essay (F2)
• Oral Test (T2)
→ Reasoning Question (F1)
• Individual or Group Task (T4)
→ Homework (F1)
Material Review
• Net weight is the weight of content without pack.
• Gross weight is the weight of the pack and its contents.
• Tare weight is the difference between gross and net weight.
• The relation among net, gross, and tare is
Tare = Gross - Net
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 T1 F2 McNizh bought 10 sacks of flour whose gross is 100 kg. If its
net is 85 %, determine the tare of each sack!
2 T2 F1 The weight of 1 sack of Semen Gresik is 28 kg. Your friend said
that the weight is its net. Is that true? Explain your reason!
3 T4 F1 Cholik A, Book 1A, Exercise 5, Page 140, No 5-7
Learning Steps
Opening Activities
• Teacher recalls students’ understanding about the meaning of gross, tare, and
net.
• Inform students that the concept of this meeting is gross, tare, and net.
• Emphasize that this concept is important to solve everyday life problems.
Main Activities
• Students explore their understanding about the differences among
gross, tare, and net by looking at teacher’s demonstration.
(Industriousness)
Exp
• Students emphasize themselves that gross must be more than the net
and the tare. (Autonomy)
Con
• Students are asked to create the relationship among gross, net, and tare
by discussing in their group. (Thinking Creatively)
Exp
• Students measure their understanding by solving some problems.
(Industriousness)
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
Gross ⟩ Bruto
Net ⟩ Neto
Tare ⟩ Tara
Copyright © 2010-2011 Achmad Nizar www.NizWorld.com
Lesson Plan 3.3.4
Math ⟩ Grade 7 ⟩ Semester 1 ⟩ Social Arithmetic ⟩ Tax ⟩ 2 × 40’
Teaching Notes
Standard of Competence
To apply algebraic forms, linear
equations and equalities with one
variable, and proportion in solving
the problems
Basic Competence
To apply the concept of algebraic
to solve the social arithmetic
simple problems
Indicators
Solve some problems in everyday
life related to tax
Objectives
Students can apply the concept of
algebraic to solve the social
arithmetic simple problems
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
• Paper Test (T1)
→ Short Answer (F1)
• Oral Test (T2)
→ Reasoning Question (F1)
Material Review
• Tax is obligatory cutting for citizen by the country or the additional price after
buying some product.
• Tax is expressed in percentage.
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 T1 F1 The amount of money that has to be paid to buy McDonald
package that costs is Rp 30.000,00 with tax 10% is Rp ....
2 T2 F1 Written on the list that the price of KFC package is Rp
27.272,00, 10% tax not included. Should McNizh has to spend
his money about Rp 30.000,00 to pay for it?
Learning Steps
Opening Activities
• Teacher provides KFC fast food recipe and salary notification letter.
• Teacher recalls students’ understanding about the meaning of tax.
• Inform students that the concept of this meeting is tax.
• Emphasize that this concept is important to solve everyday life problems.
Main Activities
• Students explore themselves about types of tax by paying attention to
teacher’s illustration. (Courtesy)
Exp
• Students are asked to classify kind of tax that make the current value
(price) whether it will be more than the origin value or kinds of tax that
make the current value whether it will be less than the origin value.
(Thinking Logically)
Exp
Ela
• Students measure their understanding by solving some problems.
(Industriousness)
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
Tax ⟩ Pajak
Copyright © 2010-2011 Achmad Nizar www.NizWorld.com
Lesson Plan 3.3.5
Math ⟩ Grade 7 ⟩ Semester 1 ⟩ Social Arithmetic ⟩ Interest ⟩ 2 × 40’
Teaching Notes
Standard of Competence
To apply algebraic forms, linear
equations and equalities with one
variable, and proportion in solving
the problems
Basic Competence
To apply the concept of algebraic
to solve the social arithmetic
simple problems
Indicators
Solve some problems in everyday
life related to interest
Objectives
Students can apply the concept of
algebraic to solve the social
arithmetic simple problems
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
• Paper Test (T1)
→ Short Answer (F1)
• Individual or Group Task (T4)
→ Homework (F1)
Material Review
• Interest is something will be earned after saving or depositing the amount of
moneys in a bank or cooperation.
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 T1 F1 NizBank gives annual interest 4%. If McNizh save Rp
700.000,00, the amount of his saving next year is Rp ….
2 T4 F1 Cholik A, Book 1A, Exercise 6, Page 143, No 1-4
Learning Steps
Opening Activities
• Teacher recalls students’ understanding about interest.
• Inform students that the concept of this meeting is interest.
• Emphasize that this concept is important to solve everyday life problems.
Main Activities
• Students are asked to find problems related to interest from several
resources. (Responsibility)
Exp
• Students are asked to solve the founded problems in a group and
present their result in front of the class. (Cooperation and Confidence)
Exp
• Students are guided to calculate the interest of several months by using
the given annual interest. (Autonomy)
Ela
• Students measure their understanding by solving some problems.
(Industriousness)
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
Interest ⟩ Bunga
Saving ⟩ Tabungan
Cooperation ⟩ Koperasi
