MATH MODULE

tran

CLASS : XII
SEMESTER : 5
TEKNOLOGI INFORMASI

OLEH :
DIDI PIANDA, ST
NIP.19820916 2006041009

SMK NEGERI 1 LHOKSEUMAWE

BIDANG KEAHLIAN BISNIS MANAJEMEN DAN TEKNIK INFORMATIKA
Jalan Pramuka No. 74 Hagu Teungah TELP. (0645) 43824 Lhokseumawe
E-Mail : smkn1lsm@yahoo.co.id
Website : smkn-1lsm.sch.id

2012
1
 KODE: MATH.
07

BY :

DIDI PIANDA, ST
NIP. 19820916 200604 1 009

DEPARTEMEN PENDIDIKAN NASIONAL

PEMERINTAH KOTA LHOKSEUMAWE
DINAS PENDIDIKAN PEMUDA DAN OLAHRAGA
SMK NEGERI 1 LHOKSEUMAWE
BIDANG KEAHLIAN BISNIS MANAJEMEN DAN TEKNIK INFORMATIKA
Jalan Pramuka No. 74 Hagu Teungah TELP. (0645) 43824 Lhokseumawe
E-Mail : smkn1lsm@yahoo.co.id
Website : smkn-1lsm.sch.id

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 Vocational High School Curriculum (SMK) developed in an effort to meet the
development needs of the school program based on the needs and potential of the region.
This strategy is an effort to improve the vocational role in the development of the region
by improving the quality of human resource professionals and productive, so that
schools are able to program rooted in the community. Organizer of the learning process
is carried out through learning approaches Completed / Mastery Learning, oriented
activities Student Centered Learning, and Production Based Training (PBT)
This learning module is designed to guide how students learn to master the
competency by applying the concept of probability, so that learning objectives can be
achieved. The success of learning is characterized by positive changes in student
behavior in accordance with the standards presented in outline. Untuk deepening and
expansion of the material and the establishment of key competency, recommended that
students can earn malalui field observations, study references, discussions and tutorials
with teacher.
Stategy presentation of the module is designed so that students learn to focus
not only learn a single source, but students are encouraged to explore the sources of
other relevant learning in order to instill the ability Learning How To Learn. Through
this approach, expect basic competence and the key competencies such as
communication skills, cooperation within the team, mastery of information technology,
problem solving and decision making can be formed on students. With this approach the
goal of education is expected to form a professional and productive human beings are
based on morality and noble values of the nation can be realized.

Lhokseumawe, May 2012

Writer

DIDI PIANDA, ST
Nip. 19820916 200604 1 009

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 TABLE OF CONTENTS

FREFACE ................................................................................................
TABLE OF CONTENTS........................................................................................
MODULE MAP......................................................................................................
GLOSSARIUM ......................................................................................................
CHAPTER I INTRODUCTION ...........................................................................
A. DESCRIPTION..................................................................................
B. PREREQUISITES.............................................................................
C. INSTRUCTIONS FOR USE.............................................................
D. OBJECTIVES....................................................................................
E. COMPETENCE.................................................................................

CHAPTER II LEARNING.....................................................................................
A. STUDENT LEARNING PLAN........................................................
B. LEARNING ACTIVITIES................................................................
1. LEARNING ACTIVITIES 1.....................................................
2. LEARNING ACTIVITIES 2......................................................
3. LEARNING ACTIVITIES 3......................................................
4. LEARNING ACTIVITIES 4......................................................
BAB II EVALUATION...........................................................................................
A. EVALUATION OF COMPETENCE.................................................
B. KEY EVALUATION.........................................................................
BAB IV CLOSING ................................................................................................
REFERENCES.......................................................................................................

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MAT. 13

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NO MODULE CODE MODULE TETLE
1 MAT. 01 Matrix
2 MAT. 02 Mathematics Logic
3 MAT. 03 Persamaan dan Pertidaksamaan
4 MAT. 04 Dimension Geometry Two
5 MAT. 05 Relationship and Function.
6 MAT. 06 Dimension Geometry Three
7 MAT. 07 Probability
8 MAT. 08 Number Real.
9 MAT. 09 Trigonometry
10 MAT. 10 Trapeze Slice
11 MAT. 11 Statistical
12 MAT. 12 Line
13 MAT. 13 Aproksimasi Mistake
14 MAT. 14 Linear Programming
15 MAT. 15 Vector
16 MAT. 16 Monetary Mathematics

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 TERM STATEMENT
permutation Preparation of objects with respect to a particular sequence
Combination Preparation of objects with no particular attention to the order
Factorial The product of a sequence of natural numbers from 1 to n, or vice versa

Notasi signs and symbols that demonstrate factorial

Relative frequency Relative is the ratio between the number of results is up to the number of
experiments were conducted.
frequency of Hope Expectancy is the number of emerging results of n experiments carried
out

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A. DESCRIPTION.
Students about the probability this module consists of two parts of the learning
process that includes two sub-competencies, Follow is :
1. Probability introduction consisting of two learning activities. learning activities 1.
Discuss the rules of counting slots, factorial, permutation of n elements, learning
activities 2 discuss the combination of n elements and use permutation and
combination in solving the problem of vocational, allocated 10 hours.
2. Probability of event that consists of two learning activities, certainty and the
impossibility, expected frequency of an event, probability independent of the other
events, probability to be independent events, allocated 10 hours
3. Competence evaluation for the application of the concept of probability is allocated
2 hour lesson.
After studying this module, competence is expected of students to apply
theoretical concepts in solving experiences to probability associated with use of
probability.
The approach used in this model is used in this model using an active approach to
students via the method of the assignor, demonstration of problem solving discussions
and presentation. Teachers to design learning that provides opportunities for the widest
breadth of the students play an active role in developing the concept independently or
jointly.

B. PREREQUISITES
Initial capabilities needed to study this module is that students have learned and
mastered the module on real numbers.

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C. INSTRUCTIONS FOR USE OF MODULE
1. Explanation for students.
a. This module is sequentially read from the preface to check students' ability,
correctly understand the contents of each chapter.
b. Once you fill out a check capabilities, if you include a category of people who
need to study this module, If you answered yes, then study this module.
c. Carry out all tasks in this module so that you develop competency standards.
d. Buatlah make your study plan using the format as in the module, consult with
teachers and quality assurance partner institutions, to get approval.
e. Do the learning activities for competence as planned learning activities that you
have compiled and approved by the teachers and the quality assurance partner
institutions.
f. Each sub-chapter study of competence, you have to go through from the charge
of supporting knowledge (description of material), Carry out the task, do the
exercise sheet.
g. In working on exercise sheet, you dont see the answer key before you have
completed exercise sheet.
h. Carry out a worksheet to the formation of psychomotor skills until you are really
skilled according to the standard. If you have difficulty in carrying out this task
in consultation with yourself

2. Role of Teachers
a. Assist students in planning learning.
b. Guide students through the training tasks outlined in the learning stage.
c. Assist students in understanding concepts and new practices and to answer
students' questions about student learning.
d. Assist students in determining and accessing additional resources needed to
learn.
e. Organizing group learning activities if necessary.
f. Plan an expert / assistant teacher from work to help if needed.

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 g. Carry out assessments.
h. Explain to the students about the parts that need to be addressed and negotiated
in the next learning.
i. Achievement of students' progress notes.

D. FINAL GOAL
Specification of expected performance. Controlled student after following all the
action learning is that students can:
1. Using the principle of enumeration
2. Using the principle of filling the space provided
3. Mention the definition of factorial
4. Mention the factorial notation
5. Determining the sample space of an event
6. Calculating the probability of an event.
7. Determine the expected frequency of a result of a number of experiments
8. Distinguish sense independent of the other events and be independent.
9. Calculate the probability for the two events are independent
10. Determine the permutation with the principle of summation.
11. Determine the permutation with the principle of multiplication.
12. Determine the different permutations of n objects each time taken entirely.
13. Determine the different permutations of n objects taken r objects each time.
14. Permutations of n objects determines which not all the same
15. Calculate the cyclic permutation
16. calculate the combination
Determine combinations of n objects taken r objects each time.

Based on the above performance specifications, possible applications in depth the

concept of opportunity in the world of work.

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E. COMPETENCE :
APPLYING THE THEORY OF THE CONCEPT OF PROBABILITY

SUB PERFORMANCE SCOPE OF MATERIAL OF LEARNING

COMPETENCE CRITERIA STUDY ATTITUDE KNOWLEDGE SKILLS
1. Describe Rule Enumeration Critical and - Counting Rule Discriminate
rule enumeration, of logical in permutation
- Factorial
enumeration, permutation and Permutation problem and the
combination used and solving
- The
combination
permutations
permutation of
and to determine the Combination opportunities of a incident
n element
combination number of ways Rule
describe rule
- The use of
permutation and
the combination
of the solve the
problem
vocational

2. Calculating the Probability of an an probability - Opportunities for

Probability an event incident an event
calculated by
event - Certainty and
using the formula
impossibility

- Frequency of
Hope a incident
- Opportunities
mutual events
off

- Opportunities
mutual events
free

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F. QUESIONER

NO QUESTION YA NOT

1. Did you know the rules of definition of enumeration

2. Can you write the factorial notation
3. Can you solve the permutation of n elements
4. Can you apply the concept of permutations and combinations
in solving the problem of vocational
5. Do you know the probability of an event definition
6. Did you know the sense of certainty and the impossibility
7. Hope you can solve the frequency of an event
8 Can you finish off the chances of another incident
9 Can you complete the occurrence an opportunity to be
independent

If you answered "NO" to any of the above questions, learn the material in this module.
If you answered "YES" to all questions, then proceed to do the work, formative tests
and evaluations that exist in this module.

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 CAPTER II
LEARNING

A. LESSON PLAN
As it has been informed in the introduction that this module is only part of the
learning resources where it can you learn to master the competencies apply the concept
of probability theory. To develop your competence in non-instructional substance. You
need to exercise Activities in this module are designed to develop competencies in
addition to mathematics, is also developing the substance of non instructional
competence. For those reasons, the use of this module is a need to carry out tasks that
have been designed.
1. Make your learning plan based on the design of learning that has been prepared by
the teacher, the opportunity to master the concepts of competence, using the format
is as follows:

N ACHIEVEMENTS REASON FOR INITIALS

ACTIVITY
O DATE HOUR PLACE CHANGE IF NEEDED STUDENT TEACHER

Approv, Lhokseumawe, ................ 20

Supervisor Student

( ..............................) ( ................................... )
NIP. NIS.

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2. Define the learning outcomes you learn that the evidence standard has been
established.
a. For the acquisition of knowledge, you can embuat a summary in your own
understanding of concepts related to the competencies you have learned. In
addition to the summary, you can fill with clippings of information that is
relevant to the competencies you are studying.
b. Stages of work can you write / draw in the flow chart, which comes with an
explanation (who is responsible for each stage of the work, who is involved,
when planned, when realized, and what results).
c. Product results in the production line practice activities can you collect a sample
workpiece, or in the form of visualization (images, photos, etc.)
d. Each stage of the process will be terminated, do a discussion with the
supervising teacher for approval, and if there are things that must be corrected /
completed, then you should melaksaankan advice your tutor.

B. LEARNING ACTIVITY

1. LEARNING ACTIVITY 1 (DEFINITION)

After studying the description of this learning activity, you are expected :
1. Interpret the meaning of permutations.
2. Determine the permutation with the principle of summation.
3. Determine the permutation with the principle of multiplication.
4. Understanding and interpreting factorial notation.
5. Determine different permutations of n objects taken entirely at any time
6. Menentukan permutasi n objek berbeda yang setiap kali diambil r objek.
7. Permutations of n objects determine which are not all different.
8. Determine the cyclic permutation.

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I. Description of Learning Activities 1 (Counting Slots)
If an activity can first be done in n1 different ways and both activities can be done
in n2 different ways, and all three activities can be done in n2 different ways, and so
the activities can be carried out sequentially in the n1 x n2 x n3 x .... Different ways.
Example :
Of a society there are 4 candidates for chairman, vice chairman of the 6 weeks to a
class of candidates, and two candidates for secretary. In how many ways can the
three positions were filled?
Answer
A leader can be chosen in 4 ways, the vice chairman in six ways, and secretary in
two ways, so many ways these three positions can be filled = 4 x 6 x 2 = 48 ways

1. Definition and Factorial Notation

Definitie : The product of a sequence of natural numbers from 1 to n or
denoted by n! (reading by "n factorial") n! = 1 x 2 x 3
x x (n-2) x (n-1 ) x n
Example:
0!=1
1!=1
2!=1x2=2
3!=1x2x3=6
4 ! = 1 x 2 x 3 x 4 = 120
we can also define n! as follows:
n ! = n x ( n -1)!

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2. Definition .
Permutation is Preparation of the objects with respect to the order
example :
1. There are 3 children (A, B, C) as a candidate for class president and class vice
president. Then it is likely that candidate name order on aatas that would be class
president and his deputy are: AB, BA, AC, CA, BC, CB.
2. There books by how many ways can be set with different arrangements on the
bookshelf ?
Answers:
Suppose the third book is A, B, C then the semantics can be done as follows:
Up A B C

Middle B C A C A B

under C B C A B A
The possibility of setting: ABC, ACB, BAC, BCA, CAB, CBA.
So how is it possible to arrange three books in the shelves there are 6 ways

3. There are three kinds of books A, B, C are each composed of three kinds of
books. How many ways setting the bookshelves?
Answers:
A B C

A B C A B C A B C

A B CA B CA B C A B CA B CA B C A B CA B CA B C
The possibility of measurement
AAA ABA ACA BAA BBA BCA CAA CBA CCA
AAB ABB ACB BAB BBB BCB CAB CBB CCB
AAC ABC ACC BAC BBC BCC CAC CBC CCC

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3. Permutation Operation
Permutations with the principle of summation
example :
Maman from going to the Lampung Bandung. If there are 4 planes uadra and 3 buses
that operate between the two cities. How many ways can be done by Maman.
answare :
Maman can go from Lampung Bandung to use aircraft with 4 way and 3 way by bus.
So the number of ways that can be done by Maman is 4 + 3 = 7 ways.
Note : 3 of 4 aircraft and the departure of the bus is not the same or mutually
exclusive
From the above examples it can be concluded that if the two operations / more
mutually exclusive, where the first operation performed by means of n1, n2 the
second by the way, ketiaga with n3 way .... and k with nk opearsi the way, it can be
written as:
n1 + n2 + n3 + ... + nk ways.

Permutations With The Principle Of Multiplication

Example :
If there are three routes from city A to city B and 4 routes from city B to city C, then
there is how many ways can be reached from town A to town C through town B?

Answare :
b1
a1
b2
A a2 B C
a3 b3
b4
There are 3 ways that can be taken from city A to city B by taking one of these
routes can be followed by a 4 way again to the city of C. With the following
explanation:
From A to C via a1 obtained four ways: a1 b1 , a1 b2 , a1 b3 , a1 b4
From A to C via a2 obtained four ways: a2 b1 , a2 b2 , a2 b3 , a2 b4

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From A to C via a3 obtained four ways: a3 b1 , a3 b2 , a3 b3 , a3 b4
So that the whole of the town A to town C through town B have (4 + 4 + 4) = 3 x 4 =
12 ways that can be taken.

Permutations of - n Different Objects Each Time Taken Entirely.

Of sample no. 2 earlier, we check that the three books can be arranged in a bookcase
with 3 x 2 x 1 or 3! ways.
By applying the principle of multiplication, the same can be shown that n
different objects taken all at a time, can be arranged in n! 'Way.

n n1 n-2 3 2 1

The first box can be filled by one of the objects in n way ... The second box can be
filled by one of the remaining (n - 1) objects in the (n - 1) ways and so on. With the
multiplication principle of n objects can be arranged in the nx (n - 1) x ... x 3 x 2 x 1
or n! ways. Usually the number of permutations of n different objects each time
taken entirely notated with nPn (read permutation n of n).
Thus, nPn = n! or Pn n = n!

Answare :
Known set of students S: "Ary, Ani, Ali, Mercy" will be in tempatakan to 4 chairs.
There are several ways to place the student on the available seats.

Answare: I II III IV

4 3 2 1

The chair I can be filled by one student in four ways.

II seat can be filled by one of three ways students daalm
III seat can be filled by one of the students in two ways.
And the last seat to be filled by one of the students in a way. So with the basic
principles probilitas, the four seats can be occupied by four students. 4 x 3 x 2 x 1:
24 ways
0r

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P = 4P2 = 4!
n n

= 4 x 3 x 2 x 1 = 24 ways
Permutations of n different objects taken r whenever the object
Example :
There are several different ways if we are going to make 4 pieces of the book there
are 7 books in the bookcase.

Answare
I II III IV

7 6 5 4

The first place can be filled by one of the seven books in seven ways. The second
place may be filled by the remaining one of the 6 books in 6 ways. The third spot
could be filled by any of the rest of the 5 books in 5 ways. Fourth place can be filled
by one of the remaining four books in four ways. With the principle of
multiplication, the number of ways to arrange 4 books of the 7 books is 7 x 6 x 5 x 4
is 840 ways.
If we use the factorial symbol to mark the results are:
7 x6 x5 x 4 x3 x 2 x1 7! 7!
7x6x5x4= =
3 x 2 x1 3! (7 4)!
7!
form is a permutation 7 of the numbers of different objects setiap kali
(7 4)!

di grab the object 4. In general, the number of permutations of n objects (0 <r <n) is
denoted by
n! n!
n Pr atau Pnr
(n r )! (n r )!

Example
1. What is the number of numbers consisting of three numbers that can be drawn
from the set
A = {1,2,3,4,5}
n!
n Pr
( n r )!

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 Answare:
Number of numbers consisting of three figures drawn from the setA =
{1,2,3,4,5} adalah
n!
n Pr
( n r )!
5! 5! 5.4.3.2.1
5 P3 5.4.3 60
(5 3)! 2! 2.1

2. How many words can be made with 5 letters of the letters in the word "MATRIX".
Answare :
The number of different permutations of letters in the "data matrix" which is
taken every 5 letters are:

7! 7! 7.6.5.4.3.2.1
7 P5 7.6.5.4.3 2521
(7 5)! 2! 2.1

Permutations of n Objects That Are Not All Different

In a set of n objects, if there are n1 objects of the same kind of first, second kind
of the same n2 and so on until nk k objects into the same type then the number of
permutations of n objects each time taken entirely formulated:
n!
Pu
n1!.n 2 !.n3 !....n k !

Where n1 + n2 + n3 +.+nk = n

Contoh
1. How many letter permutations can occur from the letters - the letters in the
word "MAMMA" when each is taken in full.
Answare
All the letters in the word "Mamma" in which there are 5 of 5 letters that have
3 letters 2 letters M and A is the number of permutations is:
5! 5.4
pu 10
3!.2! 2
2. A box contains 4 black balls and 3 white balls. 5 balls are drawn and arranged
in an array from left to right. How many ways are possible settings?

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 Answare
- If there are two black balls and 3 white balls, then the number of possible
arrangements is:
5! 5.4
pu 10
2!.3! 2
- If there are 3 balls and 2 black and white ball, then the number

5! 5.4
of possible settings are pu 10
3!.2! 2
- If there are 4 black balls and 1 white ball, then the number of

5!
possible arrangements is p u 5
4!.1!
So the number of possible arrangements, it is: 10 + 10 + 5 = 25

Circular Permutations
Circular Permutations or spin permutation adalah permutations are arranged
according to a specific rotation, for example around a simple closed Kuva.
Example
Three men A, B, and C will sit around a round table. There are several different
arrangements if viewed from the seating order in a particular direction of
rotation. To answer the above issues, in order to more clearly illustrate our
problem with an image like below
A A

C B B C

Seen clockwise, it turns out there are two ways (the arrangement) is different.
Similarly, if viewed counter-clockwise, ie the composition of A, B, C and A, C,
B.

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 Example
A committee consisting of five people, holding meetings around the round table.
How many ways can they occupy 5 seats available.
Answare
:
Ps(5) = (5 1)
= 4! = 24
So they can occupy the seats with 24 way.

II. Summary Description of Learning Activities 1

- Factorial is the product of a sequence of natural numbers from 1 to n, or vice
versa
- The permutation is the preparation of objects with respect to a particular
sequence.

III. Activity Learning Assignment I

Form a study group and then discuss the questions on BLM 1 with your group
members then present the results in accordance with that assigned by the teacher.

IV. Tes Formatif 1 ( Time 45 minute )

1. Define the following permutations:
a. P
5 3 d. 7P4
b. P
4 2 e. 9P5
c. P
6 2 f. P
10 3

2. What is the number of ways if 10 people sit on a bench that can only be
occupied by 4 people.
3. Three of the teachers enter the meeting room. Empty seats 5 seats. In some
ways can merejka menemapti seat.

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 4. An employee of the library adapt arrange 8 books on the shelves of books,
three books including red berwaran. How many ways can the employee be
able to arrange the book so that 3 red books are always side by side.
5. License plates for Yogyakarta (the first two letters AB) are prepared using the
4 digit and ending with a letter. How many ways can the number of vehicles
can be arranged if the first digit must not be (zero).
6. What is the different number of arrangements that can be drawn from the
words - these words:
a. NUSANTARA
b. MISSISSIPI
c. STATISTIKA

V. Answer Key Tes Formatif 1

1. a.60 b.12 c. 360 d. 210 e. 3024 f. 604800
2.
3.
4.
5.
6

VI. Student Worksheet 1

1. A. In how many ways can 9 different books are arranged on a bookshelf, so
that:
a. 3 Books are always together
b. 3 books never together
2. If there are 10 aircraft dioperasiakn between Jakarta and Singapore, then how
many ways can be done by a person traveling from Jakarta to Singapore and
returned with another aircraft.
3. In how many ways 6 people can be assigned to the 12 police wagon train, if
the individual - each have a different carriage ride.

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 4. Determine the number of numbers larger than 2500 can be formed from the
number 0, 1,2,3, and 4, if no number is used more than once. In how many
ways 4 men and 4 women can sit around a round table sebuiah when every
woman sitting between two men
2. LEARN ACTIVITY 2 ( COMBINATION)
I. Activity Learning Objectives 2
After studying the description of this learning activity, you are expected
to:
1. Interpret the meaning combination
2. Determine which combinations of n objects taken r whenever
3. Resolve the problems the combination n objects taken r whenever

II. The material description of Learning Activities 2

Example I
In some ways a team of three women may be formed of four women to follow
the discussion.
answare:
For example, women who have ben ktta name A, B, C and D, so that A, B, C will
form a team discussion. In combination, we do not distinguish whether A, B or C
are dipikh first, because they form a team. So ABC, ACB, BAC, CAB and CBA
are considered as the same election, so all there are only 4 possible choices, yaltu
ABC, ABD and BCD..
From the following list is shown the members of combinations and
permutations:
COMBINATION PERMUTATION
ABC ABC ACB BAC BCA CAB CBA
ABD ABD ADB BAD BDA DAB DBA
ACD ACD ADC CAD CDA DAC DCA
BCD BCD BDC CBD CDB DBC DCB

Definition: The combination is the preparation of objects that do not pay

attention to the order.

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 n
Notasi : Symbol used to identify the number and combination of n
r
objects taken r whenever the object (0 r n). Another notation

n
that can be used to is nCr
r

Thus the number of ways in which women can choose from 3 and 4 women were

4

3

The Combination of n Objects Taken r at a Time

The number of combinations and the set of n different objects taken r each time
given by the formula:
n n! n!
or nCr
r r!(n r )! r!( n r )!

example 1
21
The number of ways to choose 18 and the set of 21 books is By using the
18
above results were obtained:

21 21! 21.20.19.18!
1330
18 18!( 21 18)! 18!.3.2.1

Example 2
In how many ways can be done if 5 basketball players and teams terdin take 12
players to participate in a friendly?
answare:
Ways of choosing 5 players and 12 players are:
12! 12.11 .10.9.8.7!
12 C5 792
5!(12 5)! 7!.5.4.3.2.1

Example 3
How many ways 2 red ball 3 blue balls and 4 white balls can dipiIih and a box
containing 4 red balls, 6 blue balls and 5 white balls
Answare :

25
 4
2 red balls and 4 balls can be chosen in way; 3 blue balls can be chosen in
2

6 5
way and 4 white balls can be chosen in ways. Attention to the principle
3 4
ways of choosing the required ball
4 6 5 4 x3 6 x5 x 4 5
= x x = x x 600
2 3 4 1x 2 1x 2 x3 1
example 4
In how many ways a committee and 5 can be formed of a group of 8 people who
earliest and 3 sons and 3 putni and a pair of brothers, if:
a. There are no restrictions in choosing.
b. The Committee must submit a brother and sister pair.
c. Among the eight men, one putni refused to participate in the committee along
with a certain son.
Penyelesaian :
a. If there are no restrictions in choosing, then the number of ways to do
8! 8 x 7 x 6 x5!
= 8C5 = 60
5!(8 5) 5! x3 x 2 x1

b. If a sibling pair to be included in the committee, it is necessary to choose

another 3 and 6 of the rest. So many ways to do
6! 6 x5 x 4 x3!
6 C3 20
3!(6 3)! 3! x3x 2 x1

c. Suppose certain men balk mupun daughter included in the committee, then as
shown in (b), the number of combinations that include both adatah 20. And also
(a) the number of ways that can be formed is 56. Thus the number of
combinations that do not include certain putn and son = 56 20 =36

III. Summary Description of Learning Activities 2

Kombination is the preparation of objects with no attention to any particular
order. Combinations of n objects taken r whenever the object is formulated

n!
nCr
r!( n r )!

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IV. Task Learning Activities 2
Discuss the questions on LKS 2 with members of your group and then present
the results corresponding to those assigned by the teacher.

V. Tes Formatif 2 (Time : 45 Minust )

1. Calculate:
a. 6 C 2 d. 3 C 3
b. 7 C 3 e. 7 C 2
c. 10 C 5 f. 4 C 1
2. An opportunity for 3 membenkan school students to attend math competitions.
Students who enroll and meet per syaratan there are 9 people. How many ways
can the principal can choose 3 and 9 of the student?
3. A teacher will hold a public test. He will choose 4 questions and 10 questions that
have been made. How many different ways it can be obtained about the
composition?
4. Eight points on the circumference of a circle can be made.
a. How bowstring can be made and the points?
b. With eight points as the top five in terms of how that can be made?
4. Eleven players selected for football matches. In the teams have three
goalkeepers, 6 defenders, 5 and 6 attackers liaison. Datam can determine how to
coach a team if needed a goalkeeper, four defenders, three attackers and three
liaison.

VI. Anware key tes formatif 2

1. a. 15 b. 35 c. 252 d. 1 e. 21 f.4
2. 84
3. 210
4. a. 28 b. 56
5. 10000

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VII. Student Worksheet 2
1. A. In how many ways a total of 11 committees of which 4 have and the
Javanese, Sundanese 4 and 3 to choose from Batak tribes and groups tendini
and 5 for each tribe?
2. And chess teams A and B each have 7 and 5 members. 3 people and 2 and A
and B will be selected for the championship.
3. How many ways to choose a fifth person if:
a. Every person and group A and B may participate pemitihan.
b. Happy and team B is definitely selected.
c. A team of two people and should not be standing for election.
4. In a meeting dihadini 20 people if each handshake. How many times it
happens that handshake?
5. 7 want benlainan determined, if two colors are mixed benlainan banu
produce a color, what is the number of new combinations that can be
generated want?
6. An STM students had to answer 8 questions and 10 questions in a test.
a. With how many ways the student can choose the 8 questions?
b. Determine the number of ways that can be done by the students, if at
first the students are required to answer three questions!

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3. LEARN ACTIVITY 3 (AN PROBABILITY EVENTS)
I. Objectives Learning Activities
After studying the description of this learning activity, you are expected:
1. Give examples of simple events.
2. Give examples of compound events.
3. Determining the sample space of an event.
4. Write petuang understanding of an event.
5. Value calculating the odds of an event.
6. Determine the expected frequency of a hasit and sejumtah trial.
7. Calculate the probability for two events separated sating.
8. Distinguish sense and sating off sahng events are free.
9. Counting for the two events sahng petuang free.

II. The Material Description of Learning Activities

1). Understanding Space and Point Samples Samples
For a coin, the money display surface we call a picture or "G", while the

opposite surface of the currency we call a number or "A". Toss money in, all

the possibilities that muncut (the surface that looks money there are two

possibilities, namely A or G). And the example above the set whose members

consist of A and G and all possible is called the sample space, usually written

"S", while the G and A are called sample points. Each sample point must have

the same probability for emerging. Event or events the emergence of G or A in

the experiment is called the event the incident in question. So the event is a

subset of the sample chamber..

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Example I

A round plate numbered I to 4 played one time, then determine:

a. All the possibilities that can happen.
b. How many sample points.

Answare :
a. All the possibilities that can happen is the emergence of the numbers 1, 2, 3
and 4.
b. There are four sample points.

Example 2
Two coin tossed, specify:
a. All the possibilities that can happen.
b. How many sample points.
c. How many sample points is declared the emergence of the incident: IG and
IA, 2A, 2G, 3G, 2A and 1G.
Answare
a.
1 2 G A
G (G,G) (G,A)
So all the possibilities that can happen is the emergence of (G,G), (G,A),
(A,G), (A,A).
b. There are four sample points.
c. Arise IG and 1A there is two is (A,G), (G,A).
Arise 2A there is one is (A,A).
Arise 2G there is one is (G,G).
Arise 3G theris not
Arise 2A and 1G theris not

example 3

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 a dice bounced, then:
a. Determine the sample currencies.
b. How many members of the sample points
c. How many members of the sample points, which states the Arise of the dice
is even, odd dice, and dice prima.

Answer :
a. Sample space is S: {1, 2, 3, 4, 5, 6}.
b. The number of sample points is 6.
c. Sample points even die there are three, namely 2, 4, 6. Sample point there
are three odd dice is 1, 3, 5.
Sample point the dice that there are three prime 2, 3, 5.
example 4
Two cubes of each color is red white and bounced along:
a. The whole point of the sample.
b. Sample point the dice are number is 7.

Answer :
a.
P M 1 2 3 4 5 8
1 (1,1) (1,2) (1,3) (1,4) (1,5) (1,6)
2 (2,1) (2,2) (2,3) (2,4) (2,5) (2,6)
3 (3,1) (3,2) (3,3) (3,4) (35) (3,6)
4 (4,1) (4,2) (4,3) (4,4) (4,5) (4,8)
5 (5,1) (5,2) (5,3) (5,4) (5,5) (5,6)
b. Sample points, amounting to seven the dice there are 6 : (6,1); (5,2); (4,3);
(3,4); (2,5); (1,6).

2. Peluang Suatu Kejadian

Chances of the emergence of an outcome that is

31
 the number of values that appear
number of all outcomes that occur

Example
If a dice tossed, what is the chance appearance of an odd die?
Answer :
The set of possible outcomes, S = {1, 2, 3, 4, 5, 6) there were six sample points,
or n (S) =6.
The set of outcome in question is A = {l, 3, 5) which has three members or n
(A) = 3.
So the chances of the appear of the dice odd is:
n( A) 3 1
P( A)
n( S ) 6 2
1
So P (number odd) =
2
Probability Value Range
In the event that catapulted a dice the sample space, S = {1,2,3,4,5,6} there is a
chance of the emergence of math dice 1,2,3,4,5 or 6. When Nitai chance of a
result is 1, then the result is called a certainty. Instead probability appear dice 7 is
0, or probability that may not happen, usually called an impossibility. Then
probability value a result of a range and 0 to 1, or 0 P (A) 1.
If value chance A chance of complement is known then the value of A = I - P (A)
or P (A ') = I - P (A).

Example
The probability of drawing an ace and a set of playing cards is 1/13 then the
probability of drawing is the drawing card in addition to As I - 1/13 = 12/13

Genesis One frequency Expectations

Understanding of the expected frequency of an event (FH) and a hash in question
is the hope of many emerging and n is the experiments carried out in a series of

32
 experiments, the expected frequency = number of experiments and the results of
x opportunities that result.
or: F.H(a) = n x P(A)
n is number of experiments conducted.

Contoh
When we toss a coin 100 times, how hope emerged surface of the image?
Answer :
P (face images) = 1/2, n = 100
F.H.(G) = x 100 = 50

III. Summary Description of Activity 3

- The range of value opportunities 0 P(A) 1
- Frequency of number of trials x opportunities hope these results

IV. Task Learning Activities 3

Discuss the questions on LKS 3 with your group members then present the
results corresponding to those assigned by the teacher.

V. Tes Formatif 3 ( time 45 minute )

1. Two dice each named white and red colored tossed together then:
a. All the possibilities that can happen, is ...
b. How many points that happen?
c. Arrange the wang sample consists of sample points dice prime odd-eyed red-
eyed even while the dice!
d. Arrange the sample chamber section consisting of the sample points dice \
while odd-eyed white-edged red dice prime!
e. How many points that the members are white with spots diku creasing the
dice red = + 1?

33
4. A set of playing cards shuffled, and then taken a. If A = incidence ace drawn.
B = drawn a red card incident.
C = drawn a red card queen incident specify :
a. P (A), P (B), P(C).
b. P (card not as).
c. P (card not red queen).

VI. Kunci Jawaban Tes Formatif 3

1.
2.
3.
4.
5.
6

VII. Lembar Kerja Siswa 3

1. Two dice are tossed together as much as 50 times.
2. What is:
a. Expectations of the emergence of two of five die.
b. Expectations of the emergence of two dice eye number greater than or equal
to eight?
3. A set of playing cards shuffled and drawn at random, and then returned. If the
trial continued until 100 times, calculate the frequency of emergence of hope:
a. Jack Card .
b. Heart Card AS.
c. Red King Card.
4. In a village there are 100 families with an average per family amounted to 5
people. Number of adults all 240 people. When the village was attacked one day
with a chance of an outbreak of epidemic disease outbreaks as follows, for adults
0.3, and the chances of children 0.7. Approximately how many people will have
contracted the plague
.

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 CAPTER III
EVALUATION

A. COMPETENCE EVALUATION ( TIME : 2 X 45 MINUTES )

Three Arabs, two Dutchmen, and China will sit around a round table. In how
many ways they can sit, if the seating position of the Chinese:

B. ANSWER KEY COMPETENCY EVALUATION

a. If the Chinese (C) was placed between two

Dutchmen (B1) and (B2), where all three are
considered as separate units, the number of ways
of setting this unit and three Arabs in a circle is
But the Dutch could trade places, so many ways
in which the Chinese placed between the Dutch
sovereignty is 6 x 2 = 12 ways.
b.
C
B If the Arabs (A1) and (A2) flanking the seat of
China (C) obtained mak sit the way China (C):
The position of the Arabs sit (A1) and (A2) can
be interchanged then the way the Chinese people
to be seated: 6 x 2 = 12.Karena Arabs there are 3
people then there are three possibilities put the
china among the Arabs ie: between A1 and A2,
A1 and A3, A2 and A3, so the way to put the
whole of China (C) among the Arabs is:
3 x 12 = 36 ways.

35
 CAPTER IV
CLOSING

Part of the follow-up of all of these opportunities to learn in the module if the
results of evaluations of mastery of competencies to achieve 65% or more students can
proceed to the next module. Of course after memeproleh recommendation from a teacher
/ counselor training the eyes of mathematics.
However, if students still have not achieved mastery of competencies aaatau 65%
of students deemed not competent, then the student must repeat the evaluation. It is also
possible to search for mastery of competence held by repeat stages belaajar activities that
have not mastered.

36
 REFERENCES

Praktikno, Dkk, Buku Paket Mahir Matematika untuk SMK (Non Teknik) Kelas XII
Kelompok Sosial, ADM Perkantoran & Akuntansi Penerbit Galaxy Puspa
Mega

Kasmina, Toali, dkk. Buku Paket Matematika untuk SMK (Program Keahlian Teknologi,
Kesehatan dan Pertanian) Kelas 3. Penerbit Erlangga,

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