ALJABAR

Standar Kompetensi 1: Memahami bentuk aljabar, relasi, fungsi, dan persamaan garis lurus
Kompetensi
Topik Indikator No Bentuk
Dasar
Melakukan Penjumlahan dan Diberikan 2 trinomial A dan B, siswa menghitung jumlah. 1 Pilihan
operasi aljabar pengurangan Diberikan 2 trinomial A dan B, siswa menghitung B – 2A 2 Ganda
Perkalian Siswa menentukan hasil (ax + by)(cx +dy). 3

Pangkat 1 26 uraian
Siswa menentukan hasil perpangkatan (𝑎𝑥 + 𝑎)3

Pemecahan Diberikan panjang dan lebar persegi panjang dalamx, siswa 27 uraian
masalah menentukan luas dan keliling persegi panjang
Menguraikan Pemfaktoran Siswa menentukan pemfaktoran bentuk a2 – b2. 4
bentuk aljabar ke
dalam faktor-
faktornya
Siswa menentukan pemfaktoran bentuk ab + ac dengan FPB 5

Siswa menyederhanakan bentuk (a+b) 2 – c2 menggunakan 6

bentuk pemfaktoran selisih kuadrat

Siswa menentukan pemfaktoran bentuk ax2 + bx + c 7

dengan a=1

Siswa menentukan pemfaktoran bentuk ax2 + bx + c 8

dengan a≠1
Pecahan aljabar Siswa menyederhanakan bentuk pecahan aljabar dengan 9
menghilangkan factor yang sama

Memahami relasi Menentukan relasi Diberikan diagram panah, siswa menentukan relasi yang 1
dan fungsi dua himpunan sesuai

Diberikan beberapa relasi, siswa menentukan relasi yang 2

merupakan

 Given a rule of a function f x   ax  b , and a value 3

of f(p), students find the value of p.
Determining the  Value of a  Given a rule of a function f x   ax  b , the value of 4
value of a function f(p), f(q) students find the valuesof a and b.
function
 Given a rule of a function f x   ax  b , the value of 5
f(p), f(q) students find the value of f(r).
 Given graphs, students determine one that represents a 6, 7
function.

Making a graph  Graph of a  Given segments and a gradient, students find the correct 8
of an algebraic function segment of a line accordance with the gradient given.
function on
Cartesian
coordinates
Determining the  Gradien  Given a linear equations ax + by +c = 0, students 1
slope of an determine the slope of the line.
equation and
straight line
graphs
 Given linear equations in explicit and implicit forms, 2
students determine the gradient of the line.
 Given a straight line that passes through points, students 3
find its gradient
 Given the graph of a line intercept to Y-axis and a fixed 4
point on the line, students determine the X-intercept of
the line.
 Intercept of axis  Given four linear equations in explicit and implicit 5
forms, students determine the pair of perpendicular
straight lines.
 The relation  Given two points in Cartesian coordinates, students 6
between two determine the equation of the straight line that passes
 Kompetensi
Topik Indikator No Bentuk
Dasar
lines through the points.
 Arrangement of  Given a fixed point and a certain linear equation, 7
straight lines students determine the other equation of a straight line
parallel to the one.
 Given a fixed point and an equation of a straight line, 8
students find the equation that is perpendicular to the
line passing through the point.
 Given the graph of the line intercept of two axes, 9
students determine the equation of the straight line in
implicit form.
 10

ALGEBRA
Understanding a linear equation system in two variables (LESTV) and applying it in problem solving
Basic Competence Topics Indicators 1tem
Solving the LESTV  Solution of the linear  Given a linear equation system, students find 1, 2
equation system in two the solution.
variables  Given a fractional linear equation 3
system,students find the solution.

Making a mathematical  Making mathematical  Students determine a mathematical model of the 4, 5

model from a problem model of LESTV daily life problem.
related to the LESTV
Solving a mathematical  Solving problem related  Students solve the daily life problem related to 6, 7,
model from problems to LESTV LESTV. 8
related to the LESTV
and the interpretation

1. The solutions of linear equation system 2x – 3y = 13 and 6x + y = 9 is ... .

A. (2, –3) C. (–2, 3)
B. (2, 3) D. (–2, –3)
2. The solutions of linear equation system 5x – 3y = –6 and 4x + y = 19 is ... .
A. (3, 7) C. (–3, 7)
B. (3, –7) D. (–3, –7)
3 1 5 3
3. The solutions of linear equation system 𝑥 − 𝑦 = 7 and 𝑥 + 𝑦 = 16 is ... .
2 4 3 4
A. (–6, 8) C. (6, 8)
B. (6, –8) D. (8, 6)
3 1 2 1
4. The solutions of linear equation system 4 𝑥 − 2 𝑦 = 1 and 3 𝑥 + 4 𝑦 = 6 is ... .
A. (–15, 4) C. (4, 15)
B. (4, –15) D. (15, 4)
1 1 1 1
5. The solutions of linear equation system 2 𝑥 − 3 𝑦 = 3 and 4 𝑥 + 3 𝑦 = 6 is ... .
A. (–9, 12) C. (9, 12)
B. (12, –9) D. (12, 9)
1 1 1 1
6. The solutions of linear equation system 𝑥 − 𝑦 = 1 and 𝑥 + 𝑦 = 6 is ... .
5 2 3 4
A. (–15, 4) C. (4, 15)
B. (4, –15) D. (15, 4)
C.
7. 3 pencils and 4 erasers are sold for Rp 5,000.00, while 2 pencils and 3 erasers are sold for Rp 3,500.00. If the
cost of a pencil is x and the cost of an eraser is y, the mathematical models of the statements are ...
A. 3x + 4y = Rp 5,000.00 C. 3x + 4y = Rp 5,000.00
3x + 2y = Rp 3,500.00 2x + 3y = Rp 3,500.00
B. 4x + 3y = Rp 5,000.00 D. 4x + 3y = Rp 5,000.00
2x + 3y = Rp 3,500.00 3x + 2y = Rp 3,500.00
8. 3 pencils and 4 books are sold for Rp 6,500.00, while 5 pencils and 3 books are sold for Rp 6,250.00. Thus 2
pencils and 6 books are sold for ...
A. Rp 7,500.00 C. Rp 8,750.00
B. Rp 8,500.00 D. Rp 9,000.00
9. Andre pays Rp 17,500 for 5 chocolate and 4 cheese peanut while Devi pays Rp 13,750 for 3 chocolate and 5
cheese peanut. If Shanty wants to buys 2 chocolate and 3 cheese peanut, she pays ....
A. Rp 8.750,00 C, Rp 9.500,00
 B. Rp 9.000,00 D. Rp 10.250,00
10. Hanin pays Rp 23,000 for 0.5 kg apples and 1.25 kg orange while Mega pays Rp 45,000 for 2.25 kg apples and
0.75 kg orange. If Shanty buys 1.25 kg apples and 2.5 kg orange, she pays ....
A. Rp 44.000,00 C. Rp 50.000,00
B. Rp 46.000,00 D. Rp 55.000,00

GEOMETRY AND MEASUREMENT

Using Pythagorean theorem in problem solving
Basic Competence Topics Indicators 1tem
Applying the  Using formula of the  Given a right-angled triangle,students determine 1
Pythagorean theorem to Pythagorean theorem the formula of the Pythagorean theorem.
determine the length of
a side of a right-angled  Students determine the length of a side of a 2
triangle right-angled triangle if the other sides are
known.
 Given some numbers, students determine the 3
Pythagorean numbers.
Solving the problem on  Using formula of the  Students solve the problem of a triangle using 4
a plane figure related Pythagorean theoremin a the Pythagorean theorem.
tothe Pythagorean plane figure  Students solve the problem of a trapezoid using 5
Theorem the Pythagorean theorem.
 Solving the problem by  Given a right triangle and the lengths of two 6
using the Pythagorean sides, students determine the length of the
theorem altitude from the right angle to the hypotenuse.

Given a right-angled triangle,students determine the formula of the Pythagorean theorem

1. Consider the figure beside, the true statement is ….
A. p2 = q2 + r2 C. p2 – q2 = r2
2 2
B. p + q = r 2
D. p2 = q2 – r2
2. Consider the figure beside, the true statement is ….
A. a2 = b2 – c2 C. a2 = b2 + c2
B. a – b = c
2 2 2
D. a2 = b2 – c2
Students determine the length of a side of a right-angled triangle if the other sides are known
3. Consider the figure beside, the value of x is ….
A. 15 cm C. 21 cm
B. 18 cm D. 25 cm
4. Consider the figure beside, the value of x is ….
A. 32 cm C. 36 cm
B. 34 cm D. 39 cm
Given some numbers, students determine the Pythagorean numbers
5. Given the size of triangle below:
(i) 7cm, 24cm and 26cm (iii) 10cm, 24cm and 26cm
(ii) 8cm, 15cm and 17cm (iv) 20cm, 21cm and 28cm
The right-angled triangle of the triangle above are….
A. (i) and (ii) C. (ii), and (iii)
B. (i) and (iii) D. (i), (ii), and (iii)
6. Given the size of triangle below:
(i) 12, 16 and 20 cm (iii) 24, 25 and 36 cm
(ii) 4, 2√5 and 6 cm (iv) 12, 24 and 12√5 cm
The right-angled triangle of the triangle above are….
A. (i) and (ii) C. (i), (ii), and (iii)
B. (i) and (iii) D. (i), (ii), and (iv)
7. Among of the following triangels, which one is a right triangle?
A. Δ ABC with AB = 3cm, BC = 7cm, AC = √59 cm
B. Δ DEF with DE = 5cm, EF = 9cm, DF = √105 cm
C. Δ JKL with JK = √2cm, KL=√17cm, JL = √20 cm
D. ΔPQR with PQ =5cm,QR=√15 cm, PR = 2√10 cm
Students solve the problem of a triangle using the Pythagorean theorem
8. Consider the figure beside, if the area of triangle is 96 cm2, then its perimeter is ….
C. 46 cm C. 64 cm
D. 48 cm D. 80 cm
 9. Consider the figure on the right, the length of CD is....
A. 14.4 cm C. 28.4 cm
B. 14.8 cm D. 28.8 cm
Students solve the problem of a trapezoid using the Pythagorean theorema
10. Consider the figure beside, the perimeter of the trapezoid is ... .
A. 45 cm
B. 51 cm
C. 60 cm
D. 62 cm
11. Consider the figure beside, the area of the trapezoid is ... .
A. 168 cm²
B. 174 cm²
C. 336 cm²
D. 348 cm²
12. The figure beside consist of a rhombus and isosceles trapezoids. The length of
CB and CE are 17cm and 16cm respectively. The area is ….
A. 455cm2 C. 485cm2
B. 465cm2 D. 615cm2
13. The figure consist of the kite and the trapezoid. The area of the figure is ... .
A. 185 cm²
5 cm
B. 178 cm² 10 cm
C. 154 cm²
D. 103 cm²
Given a right triangle and the lengths of two sides, students determine the length of the altitude from the right angle to
16 cm
the hypotenuse
14. Consider the figure beside, the length of altitude AD is ….
A. 6.8 cm C. 10.2 cm
B. 9.6 cm D. 12 cm
15. Consider the figure beside, the length of x is ….
A. 3.4 cm C. 5.2 cm
B. 4.8 cm D. 6.2 cm