LESSON PLAN

Unit of Education : Senior High School Subject Matter : Mathematics Grade/ Semester : X/ II Meeting : 7th Meeting Standard of Competence : 5. Using the trigonometric ratio, function, equation, and identity in problem solving Basic Competence : 5.2. Designing a mathematical model of the problem that relate to the trigonometric ratio, function, equation, and identity Indicator : Prove Simple Trigonometric Identity Time Allocation : 2 x 45 minutes

A. Learning Objectives After learning process, student are expected be able: To Prove Simple Trigonometric Identity. B. Lesson Material Trigonometric Idenitiy: Ttrigonometric identity is a trigonometric equation that is true for all values of variables 1. Take any of the steps then proved equal to the other segments. 2. Take both sides, each segment is simplified, and the results proved that both sides are equal. C. Model, Approach, and Learning Method Learning Model Learning Approach Learning Method : Cooperative Learning : Problem Solving : Discussion, Guided learning, and assigment.

D. Learning Activities 1. Opening Activities (Phase I: Clarify goals and establish set) : 10 minutes Activities Teacher Student Teacher opens the class meeting by Greetings and pray. greetings and invited to pray. Whatch carefully their name. Teacher checks the attendance list of Watch carefully what should be done so student. that learning objectives can be achieved Teacher explains the objectives of Students asked the previous material instructional in understandable that has not been clearly language. Teacher motivates the students with explaining the importance of material and helps simplify these issues in daily life. Aperception: Remind the comparative material on thrigonometric equation. Inform the material or concepts that will be used and the activities to be conducted during the learning Duration 1

2 2

2 2. Main Activities (includes of all main phases of learning model) : 74 minutes Phase II: Present Information: 15 minutes Activities Teacher Presents the general information for students trigonometric identity. Explains the way how to use trigonometric identity in problem solving. Gives a chance for students to ask abaout the general material that is not clear. Answers the question and make sure that students understand. Student Watch carefully the explanation Ask teacher if there is not clear explanation. Duration 5 5

Phase III: Organize students into learning teams: 5 minutes Activities Teacher Distributes each individual in small Student students form groups according to their Duration 2

groups consisting of 3 persons and respective group explain the duties of each individual to determine the group leader. cooperate with each other group members to achieve success with reaching exhaustiveness studied subjects trigonometric identity

Helps the group make efficient trancition. Gives worksheet for each individu and explain about how to work with the worksheet and tells that just one worksheet collective.

Phase IV: Assist team work and study: 20 minutes Activities Teacher provides the opportunity for students to
complete the worksheet.

Duration 15

Student Students discuss about the material in

their learning team.

Goes around and guides student in completing worksheet. Observes carefuly cooperation group.

2 8

Phase V: Test on the materials: 30 minutes Activities Teacher Stops the discussion. provide individual assistance if needed. Student Representative group presented the
results of his group, another group responded. Leader of the group reported the group's success or report to the teacher about the barriers experienced by members of the

Duration 15

group Group leader must be able to establish that each member has been able to formulate and prove trigonometric identities by using the relationship between the ratio of trigonometric

10

Phase VI: Provide recognition: 4 minutes Activities Teacher Recognize the group effort and give achievement to the group that has good collaboration and precentation. Collects the groups work. Student can return to their seats. Duration 3

3. Closing Activities : 6 minutes Activities Teacher Student guide students to summarize the Record the tasks assigned. material that has been learned. provide training in the classical style by
emphasizing the deepening of problem solving strategies.

Duration 1 1 1 1 1 1

Gives homework to student provide learning reflection questionnaire. Gives information about the next material for the next meeting. Close the meeting.

E. Source, Material, dan Tools (Media) Source: Text Book and Worksheet Materials/Tools: Proyektor, White board Media: Power Point F. Assesment

a. Process Assessment Observation of group process Performance assesment of problem solving

b. Product Assessment: Individual assessment Technique Instrument form : Paper and pencil test : Essay test

Group assessment is the average of all group members mark. Instrument: 1. Prove the following identity:
a. b. c. 2. The following equation are identic with.. a. b. G. Scoring and Answer Key

NO 1.a. Given:

ANSWER

SCORE

TOTAL SCORE

1 Asked: 1 Solution: 6

so, 1.b. Given:

is identic with 8.

1 1

Asked: 1 Solution: 6

So, is identic with

1.c. Given: 1

Asked: 1 6 Solution:

So,

is identic with

2.a. Given: 1 Asked: 1 Solution:

8 5

So, its identity is

1 1

2.b. Given:

Asked: 1 Solution:

So, its identity is TOTAL

1 34

Individual Assessment:
1. Works toward the achievement of group goals. Score 5 4 3 2 1 Student Activities Actively helps group and works hard to meet them. Communicates commitment to the group goals and effectively carries out assigned roles. Communicates a commitment to the group goals but does not carry out assigned roles. Does not work toward group goals or actively work against them but keep write down the result. Does not work anything.

2. Demosntrate effective interpersonal skills. Score 5 4 3 2 1 Student Activities Actively promotes effective group interaction and the expression of ideas and opinions in a way that is sensitive to the feelings and knowledge base of others. Participates in a group interaction without prompting. Expresses ideas and opinions in a way that is sensitive to the feelings and knowledge base of others. Participates in a group interaction without prompting. Expresses ideas and opinions without considering feelings and knowledge base of others. Does not participate in group interaction, even with prompting, or express ideas and opinions in way that in insensitive to the feelings or knowledge base of others, but still follow the discussion. Does not work or care anything about discussion.

Group Assessment:
Score 5 4 3 Student Activities All members understand about the material and the result in the worksheet is complete, clear, and true. Then, precentation abaout their discussion is excellent. A member doesnt understand the material and the result in the worksheet is complete but there is one false solution. Then, precentation about their discussion is very good. 2-3 members donnt understand the material and the result in the worksheet is complete but there ara two false solutions. Then, precentations about their

2 1

discussion is not clear. 1-2 members understand the material and the result in the worksheet is complete but there are three false solutions. Then, precentation about their discussion is bad. All members dont understand the material and the result in the worksheet is not complete. There are not true solutions. Then, presentation about their discussion is bad.

Makassar, 30th November 2011 Known, Lecturer Student

Prof. Dr. Nurdin Arsyad, M.Pd NIP: 19670424199203 1002

Noor Azizah ID: 091104160