LESSON PLAN School Subject Class / Semester Topic Time Allocation
: Senior High School : Mathematics :X/I : Exponential and Logarithms : 5 times meeting @45 minutes (the first and second Meeting )
A. Core Competencies 1. Respect and appreciate the teachings of their religion. 2. Living and practicing honest, discipline, responsibility, caring (mutual assistance, cooperation, tolerance, peace), polite, responsive and proactive and to demonstrate an attitude as part of the solution to various problems in interacting effectively with the social and natural environment and in placing itself as a reflection of the nation in the association world. 3. Understand, apply, analyze factual knowledge, conceptual, procedural sense curriosity based on science, technology, art, culture, and humanities with human insight, national, state, and civilization-related causes of phenomena and events, as well as applying procedural knowledge in the field specific studies according to their talents and interests to solve the problem. 4. Rework, reasoning, and presenti in the realm of concrete and abstract domains associated with the development of the learned in school independently, and is able to use the method according to the rules of science. B. Basic Competencies and Indicators No
Basic Competencies
1
1.1 Respect and appreciate the teachings of their religion
2
3
Indictors
1.1.1 Praying based on individual beliefs before the course. 1.1.2 Eager to follow the teaching of mathematics 2.2 Living and practicing 2.2.1 To asked during the learning process honest behavior, discipline, 2.2.2 Like to observe something related to the responsibility, caring exponential (mutual assistance, 2.2.3 Do not rely on others to solve problems cooperation, tolerance, related to the exponential peace), polite, responsive 2.2.4 Dare presentation to the class. and proactive and to 2.2.5 Work together with the relation of demonstrate an attitude as learning part of the solution to various problems in interacting effectively with the social and natural environment and in placing itself as a reflection of the nation in the association world. 3. 1 Selecting and applying the 3.3.1 Writing exponent form
rules of exponents and logarithms according to the characteristics of the problems to be solved and verify the steps
4.
4.1 Presents a real problem using algebraic operations in the form of exponents and logarithms and finish by using the properties and rules that have proven true
3.3.2 Writing Concepting of exponent 3.3.3 Relation Concepting of exponential function 3.3.4 Drawing kind of exponential function 3.3.5 Finding the concept of negative spherical rank 3.3.6 Finding the concept of rank zero 3.3.7 Finding the rank concept of positive integers 3.3.8 Calculating the rank of fractions 4.1.1 Applying the concept of exponent on everyday issues 4.1.2 Completing daily problem associated with exponential
C. Learning Objectives 1. First Meeting Learners are expected to a. Drawing kind of exponential function b. Concepting of exponent c. Concepting of exponential function d. Drawing kind of exponential function e. Applying the concept of exponent on everyday issues 2. Second Meeting Learner are expected to a. Finding the concept of negative spherical rank b. Finding the concept of rank zero c. Finding the rank concept of positive integers d. Calculating the rank of fractions e. Completing daily problem associated with exponential D.
Learning Materials 1.First Meeting The consept of exponential The exponent of a number says how many times to use the number in a multiplication. In 82 the "2" says to use 8 twice in a multiplication, so 82 = 8 × 8 = 64 In words: 82 could be called "8 to the power 2" or "8 to the second power", or simply "8 squared" Exponents are also called Powers or Indices. Some more examples: Example: 53 = 5 × 5 × 5 = 125
In words: 53 could be called "5 to the third power", "5 to the power 3" or simply "5 cubed" Example: 24 = 2 × 2 × 2 × 2 = 16 In words: 24 could be called "2 to the fourth power" or "2 to the power 4" or simply "2 to the 4th" Exponents make it easier to write and use many multiplications Example: 96 is easier to write and read than 9 × 9 × 9 × 9 × 9 × 9. You can multiply any number by itself as many times as you want using exponents. Below is example figure exponential function.
2. Second Meeting Law of Exponential
Law x1 = x x0 = 1 x-1 = 1/x
Example 61 = 6 70 = 1 4-1 = 1/4
xmxn = xm+n xm/xn = xm-n (xm)n = xmn (xy)n = xnyn (x/y)n = xn/yn x-n = 1/xn And the law about Fractional Exponents:
x2x3 = x2+3 = x5 x6/x2 = x6-2 = x4 (x2)3 = x2×3 = x6 (xy)3 = x3y3 (x/y)2 = x2 / y2 x-3 = 1/x3
E. Learning Methods Model / Learning Strategies 1. First Meeting a. NHT (Numbered Heads Togethers) b. Scientific learning 2. Second Meeting a. Scientific learning, STAD b. Individual study, discustion, expositori F. Learning Intructions 1. First Meeting Student worksheet I 2. Second Meeeting Student Worksheet 2 G. Learning Resources 1. Mathematics Student Book 1, Kemendikbud, 2013 Page 37 2. Video bacterial’s growth 3. Video zombie’s growth 4. Steps of Learning Activities
Firts Meeting Activities Introduction
Activities Describtion 1. Teacher greets and invite students to pray 2. Teacher ask how condition students 3. Teacher calls student attendance 4. Teacher communicates learning objectives and learning outcomes expected to be achieved by students 5. Teacher through the debriefing, students are reminded again (apperception). For example: "do you still remember abaout rank of number ? 6. Teacher motivate students by giving motivassi one of the benefits of studying exponential,
Time Alocation 10 minutes
development of bacteria and give video motivation (appendix b)
7. Teacher distribute studens into group based pretest (appendix 1c) , each group contain 4-5 student , and each group get number for member (appendix 1d). Core
Observing 1. Student observing picture activity 1 in worksheet I (appendix 1e) Asking 1. Teacher give opportunity to students for ask anything about exponential. 2. Students ask about characteristics exponential function. 3. Students ask about example and non example exponential function. Collecting Information 1. Students with their team together to collect the data to get the concept of exponents through worksheets activity 1 (appendix 1e). 2. Students with their team together discus about exponential function in worksheet activity 2 (appendix 1e). 3. Students with their team together discus about characteristics exponential function in worksheet activity 2 and activity 3 (appendix 1e). Associating
70 minutes
1. Students connected prior knowledge be related to function 2.Students connected prior knowledge be related to characteristics exponential 3.Students in the group discus about conection between function and exponential in worksheet activity 3 (appendix 1e). Communicating 1. Students answer problem from teacher 2. According teacher random called one number in order to one member of the group presented the results of group discussion in the classroom 3. Students and teacher respond to the presentation includes FAQ to confirm, complement the strengthening of the information or give an opinion. Closed
1. Students with teacher guidance summarizes
10 minutest
the learning content that is exponential, exponential function,characteristics exponential function as note. 2. Each group is given an award relating to the activities of the group based group dynamics (appendix 2) 3. Students reflection guided by the teacher (appendix 6) 4. The teacher informs the activities at the next meeting that is about law of exponential 5. The teacher ended the lesson with say bye.
Second Meeeting Activities
Activities Describtion
Time Alocation
Introduction
1. Teacher greets and invite students to pray
10 minutes
2. Teacher ask how condition students 3. Teacher calls student attendance 4. Teacher communicates learning objectives and learning outcomes expected to be achieved by students 5. Teacher through the debriefing, students are reminded again (apperception). For example: “can you review about material before this meeting ?” “can you expression about characteristics exponential function?” 6. Teacher motivate students by giving motivassi one of the benefits of studying exponential, example in zombie’s game video motivation (appendix b)
7. Teacher distribute studens into group based first value before meeting , each group contain 4-5 student . Core
Observing 1.
Students observing exponential form that give teacher in whiteboard
asking 1.
Students are asked about several related forms exponents. The example “can exponential be changes to another form ?”
Collecting Information 1.
Students with his group together to collect the data
70 minutes
to get the concept of negative spherical rank in exponents through activity 1 worksheets 2 (appendix 1e). 2. Students discuss and work on the problems associated with rank zero thought activity 2 Worksheet 2 (appendix 1e). 3. Students discuss and work on the problems associated with the rank rounded position thought activity 3 Worksheet 2 (appendix 1e). 4. Students discuss and work on the problems associated with and rank fractions thought activity 3 Worksheet 2 (appendix 1e) 5. Students solve problems related to the exponent thought activities 1,2,3,4,5,6 Worksheet 2 (appendix 1e) 6. Students complete the exercises relating to powers. 7. Determine the elements contained in the definition and results of operations of algebraic exponent Associate 8. Students in groups can analyze and create a category of elements contained in understanding and operating results algebraic exponent then connect the elements that have been categorized so that conclusions can be made regarding the definition and rules of exponents thought activity 5 Worksheet 2 (appendix 1e) 9. Students in the group linking the use of formula exponent in the face of real problems thought activity 6 Worksheet 2 (appendix 1e) Communicating 4. One member of the group presented the results of group discussion in the classroom 5. Students and teacher responding to the presentation includes FAQ to confirm,
complement the strengthening of the information or give an opinion. 6. Teacher gives students the ability to find out about the arrest of a material. Closed
1. Students with teacher guidance summarizes the
10 minutest
learning content that is exponential, negative spherical rank, rank zero and properties of the rank of positive numbers. 2. Each group is given an award relating to the activities of the group based group dynamics (appendix 2) 3. Students reflection guided by the teacher (appendix 6) 4. The teacher informs the activities at the next meeting that is about law of exponential 5. The teacher ended the lesson with say bye
I. Assesment Assesment Instrument and No. Indicator
Assesment
Type bills
value
Shapes 2.1.1 - 2.1.2 and 2.2.1
observed
-
Observation Sheet
3.1.1
Pretest
Stuffing
Pretest
3.1.1– 3.1.8 4.1.1
Worksheet
And 4.1.2
3.1.1 – 3.1.8 and 4.1.1 4.1.2
Test
A. Evaluation 1. The spiritual attitude. a.
Assessment techniques: observation.
Stuffing and
Worksheet (40%)
analysis
Stuffing and Analysis
Test (60%)
b.
The shape of the instrument: the observation sheet.
c.
Lattice: Nu. Attitudes / values Recognizing the magnitude of the power of God 1. compared with their newly learned material. 2. Recognizing the usefulnessexponent in daily activity. Instrument : in attachment
Instrument Item 1 2
2. Social Attitudes. a.
Assessment techniques: peer assessment (between friends).
b.
The shape of the instrument: questionnaire.
c.
Lattice: Nu. Attitudes / values 1. Curiousity 2. Confidence 3. Interest in the use of mathematics in the life Instrument : in attachment
Instrument Item 1 2 3
3. Knowledge a.
Valuation techniques: a written test.
b.
The shape of the instrument: the description.
c.
Lattice: Nu.
Indicators
The First Meeting a. Drawing kind of exponential function 1. b. Concepting of exponent c. Concepting of exponential function d. Drawing kind of exponential function The Second Meeting a. Finding the concept of negative spherical rank 2. b. Finding the concept of rank zero c. Finding the rank concept of positive integers d. Calculating the rank of fractions Instrument : in attachment
Instrument Item
1
2
4. Skills a.
Assessment techniques: observation.
b.
The shape of the instrument: the check list
c.
Lattice: Nu.
Indicator
Instrument Item
1. 2. 3.
Presenting examples of the application of exponential in daily activity Applying the concept of exponent on everyday issues Completing daily problem associated with exponential
........................... , .................................................... Ascertain, Headmaster,
Lesson Teacher,
...........................................
.................................
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NIP.
NIP.
1
Appendix: 1. The teaching of each meeting: a.
Teaching materials (student book)
b.
Video motivation : -
Video bacterial’s growth
-
Video exponential in zombie
c.
Pretest
d.
Collected head numbers
e.
Student Worksheet: - Worksheet I (first meeting) - Worksheet 2 (Second meeting)
c.
Exercises: 1. Quiz Second meeting
2. Rubric: a. Rubric 1 (Rubric quiz) b.Rubric 2 (Rubric group dynamics) 3. Syllabus 4. Syntax Learning Model: NHT ( Numbered Head Master) 5. Syntax Learning Model:STAD 6. Certificate of appreciation 7. Reflection sheet
