Lesson Plan

Direct Instruction

Group 1:

1. Novita Vindri Harini (113174050)

2. Hidayati Fitri Kusnaini (113174064)

3. Rayinda Aseti Prafianti (113174066)

STATE UNIVERSITY OF SURABAYA

FACULTY OF MATHEMATICS AND SCIENCE

MATHEMATICS DEPARTMENT

MATHEMATICS EDUCATION

2011 INTERNATIONAL

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 CONTENT

CONTENT...............................................................................................................2

SILLABY OF SENIOR HIGH SCHOOL...............................................................3

LESSON PLAN.......................................................................................................6

INDIVIDUAL TASK.............................................................................................11

REFERENCES.......................................................................................................12

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 SILLABY OF SENIOR HIGH SCHOOL

Level of education unit : SMAN 1 TULANGAN

Subject : Mathematics
class : XII/IPA
Term :1
Standard Competence : Solve linear programming problems
Assessment
Basic Main material Learning activities Indicators technique Instrument Instrument Time References
Competence format estimated
2.2 Arrange Mathematical 1. Provide examples of Cognitive: Writing test essay LKS linear 2x45’ 1. curriculum
mathematica models of linear applications of (individual programm
 Know the 2. BSE
l models programming linear inequalities task) ing can be
applications mathematic
from linear in two variables of seen in the1st
of linear s pages 39-
programming daily life attachment
inequalities in 41 authors:
problems
two variables Pesta E. S.
in daily life. dkk
3. LKS linear
 Modeling programmin
2. Explain how to
problem as g
model aplication
problems into example into
mathematical mathematical
sentences. sentences.

3. Explain constraints  Determine the

functions and constraints
objective functions and
functions. objective
functions

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4. Solve others
examples. Afectives:
Character
attitude
5. Do individual task
o Discipline
o respect
o responsibility

social skills:
 active in
making
questions
 giving
arguments
 become
good listener

hormat dan perhatian (

respect

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 LESSON PLAN

Level of education unit : SMAN 1 TULANGAN

Subject : Mathematics
class : XII/IPA
Term : 1
Standard Competence : Solve linear programming problems

A. Standard Competence :
Solve linear programming problems
B. Basic Competence
2.2 Arrange mathematical models from linear programming problems
C. Indicator
Cognitif :

 Know (memberi contoh) the applications of linear inequalities in two variables in daily
life
 Models problem as example intomathematical sentences

 Determine the constraints functions and objective functions

Afectives :
Character attitude
o Discipline
o Respect
o Responsibility

Social skills
 Active in making questions
 Giving arguments
 Become good listener

D. Learning Objectives
Cognitif:

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  Given some examples , students can know the applications of linear inequalities in two
variables in daily life.
 Given explanation from teacher, students can modeling problem as example into
mathematical sentences.
 Given explanation from teacher, student can determine the constraints functions and
objective functions.
Afectives:

 Character attitude
Involved in the learning process centered on the teacher, students are given the
opportunity to ask to the teacher when they unclear of the material in show characters:
a. In the learning process, students can be trained discipline character. Among them the
students do the work on time, working on the teacher's instructions with the order.
b. In the learning process, students can be trained respect character. Among them
students treat friends / teachers well, polite and respectful, sensitive to the feelings of
others, never insult or ridicule a friend / teacher, never embarrass your friends /
teachers.
c. In the learning process, students can be trained responsibility character. Among them
students do the task on time and not distrub friends.
 Social skills

Involved in the learning process centered on the teacher, students are given the
opportunity to ask to the teacher when they unclear of the material in show characters:
a. In classroom discussions, students active in making questions

b. In classroom discussions, students actively giving arguments

c. In classroom discussions, students actively become good listener

E. Teaching Material
Solve linear programming problems. Learning Model : Direct Instruction 

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F. Times
2 x 45 minutes
G. Learning Methode
Learning Model :
 Expository (explain)
 Classroom discussion and debriefing
H. Learning Activities
A. Opening (± 10 minutes)

Character / Social Materializitation Suggestion

No. Activity
Skill (Materialized /Not) Improvement
1. Teachers asked the By debriefing
material prerequisites activities students
(previous lessons related are asked to brave
to these materials). argue, and
Teachers attract attention discipline
of students by providing
examples of the
application of linear
programming in daily
life.
Students were randomly
given questions related to
the example problems.
teachers also asked the
material prerequisites
(previous lessons related
to these materials).
2. Teachers inform purpose Through these
of learning and motivate activities, students
students to be more are trained to be
motivated in studying good listeners and
this chapter respect others

B. Core Activities (± 70 minutes)

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 Character / Social Materializitation Suggestion
No. Activity
Skill (Materialized /Not) Improvement
1. Teacher explain how to Students are trained
model aplication to be good
problems into listeners, actively
mathematical sentences ask, actively argue,
and give some discipline, respect
examples, teacher also for others, and
give opportunity responsible
student to ask the
material that unclear
and give some questiont
to check understanding
of student.
2. Explain constraints Students are trained
functions and objective to be good
functions. and give listeners, actively
some examples, teacher ask, actively argue,
also give opportunity discipline, respect
student to ask the for others, and
material that unclear responsible
and give some questiont
to check understanding
of student.
3. Teachers provide the Students are trained
questions and ask actively argue
students randomly to
work on the board
while the teacher
around to see and ask
the other students
whether there are
difficulties.
4. Teachers provide By giving the
individual training after individual task, the
everyone was students practiced
understood. responsible and
disciplined

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C. Closing (± 10minutes)

Character / Social Materializitation Suggestion

No. Activity
Skill (Materialized /Not) Improvement
1. Students are required to Through these
conclude the materials activities, students
that have been studied are trained to brave
argue, respect,
discipline, and
responsibility
2. Students are asked to By giving the
work or continue assignment,
working on individual students are trained
worksheets as to be responsible
homework and discipline.
3. The teacher informs the By giving the
material that will be information,
discussed and what students are trained
to be responsible,
should be prepared at
to be good listener
the next meeting. and discipline.

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 INDIVIDUAL TASK

Make mathematical model for each following problems!

1. A trader sells mangoes and bananas using cart. The trader buys mangoes at a
price Rp8.000/kg and bananas at a price Rp6.000/kg. Available capital is
Rp1.200.000 and cart only can contain mangoes and bananas as much as 180 kg.
If the selling price of mango is Rp9.200/kg and the selling price of banana is
Rp7.000/kg. What is the maximum profit obtained by trader?

2. A factory uses materials A, B, and C to produce two types of shoes, the shoes
type I and shoes type II. Shoes type I requires 1 kg of material A, 3 kg of material
B, and 2 kg of material C. Shoes type II requires 3 kg of material A, 4 kg of
material B, and 1 kg of material C. Available material are 480 kg of material A,
720 kg of material B, and 360 kg of material C. The price of shoes type I is
Rp40.000 and the price of shoes type II 60,000. What is the maximum earned
income?

3. To make bags with brand A requires 6 hours on machine I and 4 hours on

machine II, while making bags with brand B requires 2 hours on machine I and 8
hours on machine II. Every day, both of the machines work not more than 18
hours. If every day, x bags with brand A and y bags with brand B are made, what
is the mathematical model for the problem?

4. Land with area of 10,000 m2 will be build house type A and type B. For
building house type A requires 100 m2 and type B requires 75 m2. Number of
houses to be built at the most 125 units. Profit of house type A is Rp6.000.000/unit
and profit of house type B is Rp4.000.000/unit. What is the maximum profit
earned from the sale of the house?

5. The parking lot area of 600 m2 is able to accommodate buses and cars only as
much as 58 units. Each car requires 6 m2 and each bus requires 24 m2. Parking fee
for each car is Rp5.000 and parking fee for each bus is Rp7.500. If the parking lot
is full, what is the biggest result of the cost of the parking lot?

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 REFERENCES

Winarno. Cet2 tahun 2002. Bimbingan Pemantapan MATEMATIKA IPA.

Bandung: Yrama Widya.

Sumaila, Ahmad. 2011. Kumpulan Soal-Soal Ujian Nasional Matematika. Gresik.

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