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RPP MTK Gi English

This document provides a learning implementation plan (RPP) for a mathematics class on multiplication for 2nd semester, 2nd grade students. The competency standards are performing multiplication of numbers up to 2 digits. The basic competence is performing multiplication of numbers that result in a 2 digit number. The lesson plan includes indicators, goals, instructional materials, approaches, learning steps of exploration, elaboration and confirmation, as well as assessment tools and criteria. The class will be taught over 2 sessions of 35 minutes each using cooperative learning and group investigation models.

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Susi Nur Khamidah
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259 views5 pages

RPP MTK Gi English

This document provides a learning implementation plan (RPP) for a mathematics class on multiplication for 2nd semester, 2nd grade students. The competency standards are performing multiplication of numbers up to 2 digits. The basic competence is performing multiplication of numbers that result in a 2 digit number. The lesson plan includes indicators, goals, instructional materials, approaches, learning steps of exploration, elaboration and confirmation, as well as assessment tools and criteria. The class will be taught over 2 sessions of 35 minutes each using cooperative learning and group investigation models.

Uploaded by

Susi Nur Khamidah
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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NAMA : SUSI NUR KHAMIDAH NIM : 1402408157 ROMBEL : 07 DOSEN PENGAMPU : NURSIWI NUGRAHENI

LEARNING IMPLEMENTATION PLAN (RPP) Class / Semester : II / 2 Subject : Mathematics Day / Date: Allocation of Time : 2 x 35 minutes

Competency Standards 3. Perform multiplication and division of numbers up to 2 digits

Basic Competence 3.1 Perform multiplication of numbers which result number 2 digits

Indicator 3.1.1 Identifying the meaning of multiplication as repeated addition 3.1.2 Identifying the nature of the exchange on multiplication 3.1.3 Perform multiplication of two numbers 1 point 3.1.4 Perform multiplication of three numbers 1 point

Goal 1. By giving examples and compile card numbers so students can decipher the meaning of multiplication as repeated addition. 2. With the provision of examples and then write sample numbers to identify the nature of the exchange students on multiplication. 3. By using the multiplication table, the student can perform multiply two numbers 1 number. 4. By giving examples and multiplication tables so students can perform multiplication 3 number 1 number.

Instructional Materials Multiplication 1. Meaning of Multiplication Multiplication is an essential part. Let us learn multiplication. On the page there are 4 chickens. How many feet of a chicken? How many ft 4 in chickens? Many ft 4 in chickens 2 + 2 + 2 + 2 = .... Many ft 4 in chickens 4 2 = 2 + 2 + 2 + 2 = .... Multiplication is repeated addition Example: There are 4 groups of apples. Each group there are 3 apples. How many apples it all? Completion: 3 + 3 + 3 + 3 = .... Just means 4 3 = .... Many apples are all 4 3 = 12

2. Nature Exchange in Multiplication Things to know!

Approaches and Methods of Learning 1. Cooperative Approach 2. Model of Learning Group Investigation (GI)

Learning Steps A. Pre Activities 1. Teacher greetings 2. Teachers with students pray 3. Teachers conditioned students - students to be ready to accept the lesson. 4. Teachers perform Presence

B. Early Activities 1. Teachers give apersepsi 2. Teacher sings the song balonku there are five. 3. Teachers give motivation 4. Teachers inform the learning objectives

C. Core Activities Exploration 1. Teachers ask questions about place value to students. "Children - children,,, if you press the number 4 on the calculator and then number 2 and the last number 5. What number are made? based on place value, value of 4 occupies what? Value 2 occupies what? Value of 5 occupies what? " 2. The teacher explains about multiplication. Elaboration 1. Students choose various subtopics in multiplication problems described earlier by the teacher. The students then divided into groups and task oriented (task-oriented groups) which consists of 2 to 6 people. Composition of heterogeneous groups in both genders, ethnicity and academic ability. 2. Students and teachers plan a variety of specific learning procedures, tasks and general objectives that are consistent with a variety of topics and subtopics that have been selected from step 1 above. 3. Students carry out the plan has been formulated in step 2. Learning must involve various activities and skills with a wide variety and encourage students to use various

sources, both contained within and outside of school. Teachers continually follow the progress of each group and provide assistance if needed. 4. Students in groups to analyze and synthesize a variety of information obtained in step 3 and planned for can be summarized in an interesting presentation to the class. 5. All the group presents an interesting presentation of various topics that have been studied for all students in each class involved and reach a broad perspective on the topic. The presentation was coordinated by teacher groups. 6. Representatives of each group presented the results of the discussion group and other groups to respond. Confirmation 1. Teachers and students reflect on the learning that has been done 2. Teachers and students to evaluate the contribution of each group to work as a whole class. Evaluation may include each student as an individual or group, or both. 3. Teachers provide feedback and reinforcement to the questions and answers about the results of class discussions.

D. Cover 1. Teachers together - the same learning outcomes concluded. 2. Teachers provide an evaluation of the process and learning outcomes. 3. No information and public relations 4. Greeting

Tools and Learning Resources 1. Mathematics textbooks for elementary school class II 2. Mathematics Syllabus Grade 2 semester 1 3. Card Number / Numbers.

Rating 1. Assessment procedures: The process and final 2. Technical assessment: Written Test oral tests 3. Assessment Criteria

The assessment is based on student activity during the follow. LearningActivities assessed were: Active students for teaching and learning. Accuracy in answering questions. Cooperation within the group.

Semarang, May 2011

Knowing,

Headmaster of School

Class Teacher School

NIP.

NIP. _______________

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