LESSON PLAN

NAME OF SCHOOL :
SUBJECTS : MATHEMATICS
CLASS/SEMESTER : VIII/2
TIME LOT : 2 40 MINUTES

I. COMPETENCE STANDARD
Applying Pythagoras theorem in solving problems.
II. BASIC COMPETENCE
Defining the concept of Pythagoras theorem.
III. INDICATORS
1. Explaining and finding Pythagoras theorem.
2. Applying Pythagoras theorem to solve problems in plane.
IV. LEARNING OBJECTIVES
After doing discussion in group, students are expected to be able to:
a. Explain and to find Pythagoras theorem.
b. Apply Pythagoras theorem to solve problems in the plane
V. MATERIAL
Finding Pythagoras Theorem
First Proof






a). The key of this proof is using the area of trapezoid. The formula of
finding the area of trapezoid is:

sum of lengths of parallel sides

(a + b) (a + b).
b). In the figure, we can see that the trapezoid is formed from three triangles.
Therefore the area of trapezoid can be determined by adding up the area
of those triangles, that is:

ab +

ab +

c c.
Thus, we obtain:

( ) ( )

Second Proof


1. This proof uses four congruent right triangles, with the length of sides are a, b,
and c. If those triangles are combined then they will form a big square with the
length of sides are (a + b) and there is a hole inside of it. This hole is in square
shaped too with the length of sides are c.
2. The area of the big square = 4Area of the triangle + Area of the small square.
Or it can be written as:
( )

.


I. LEARNING MODEL AND METHODS
Learning Model : Cooperative
Learning Methods : Catechizing, discussion, assignment.

II. LEARNING SOURCES AND MEDIA
Learning Source
- Matematika Kelas VIII Seribu Pena Erlangga
- Fokus Matematika untuk SMP dan MTs Erlangga
Media/tools
Visual aid/Student worksheet
III. LEARNING STEPS
Teacher Activities Students Activities Time Lot
I PRE ACTIVITIES
a. Giving reference
Teacher tells students about the
learning materials that will be
discussed and tells the learning
objectives that will be reached.
b. Apperception
Teachers relate the material to
be learned by the student's daily
life.
c. Motivation
She stressed to students, if the
material is properly controlled it
will be able to help further
understand the material.

Teacher asks students to work in
a group, and then teacher
distributes the worksheet.



Listen to the teachers
explanation.



Listen to the explanation
from the teacher.







Students work in their
own group.

10 minutes
II. CORE ACTIVITIES
1. Exploration
a. Students are directed to work in
their group and to do the
worksheet according to their
own comphrehension.


Teacher guides each group in
doing discussion, and helps
student who gets difficulties by
giving some directed questions
therefore that student has a
comprehension about the concept
of Pythagoras theorem.

2. Elaboration
a. Each group is asked to show the
result of discussion, while other
groups give comments. The
teacher assesses students
activity based on the observation
sheet.





3. Confirmation
a. Teacher gives positive feedback
and reinforcement orally, written
language, or by giving signal


Students do the
discussion in their own
group and do exercises
in the worksheet refer to
the visual aid that is
used.
Student who gets
difficulties can ask to the
teacher.






The representative of
each group describes the
result of discussion,
while the other students
give comment.
Students deepen their
comprehension about the
concept of Pythagoras
theorem.






60 minutes
toward the students success.
b. Teacher gives motivation to
students who have not been
active during learning process.
c. Teacher directs students to make
a conclusion about concept of
Pythagoras theorem which has
been discussed.




Students make a
conclusion about
concept of Pythagoras
theorem.

III. POST ACTIVITIES
a. Teacher guides students to make
a summary about the topic that
has been discussed.
b. Teacher gives a test.
c. Teacher gives a homework.

Students make a
summary about the topic
that has been discussed.
Students do the test.
Students make a note of
homeworks that are
given by the teacher.
10 minutes
I. ASSESSMENT
Indicators of success:
1. Explaining and finding Pythagoras theorem.
2. Applying Pythagoras theorem to solve problems in plane.
a. Cognitive Assessment
Teacher do the post-test by giving questions which doesnt repeat learning
experiment. The assessment in this learning gives priority to the process
assessment in the form of assignment sheet that is done by students.







b. Affective Assessment
This assessment is done by using individual observation sheet, which is done
by the teacher. During the learning process, the teacher do the assessment
either in the form of comment or observation.

Technique : Written test.
Instrument form : Essay
Instruments :
Problems
1. Determine the relation of the sides of right triangles below based on
Pythagoras theorem.








(a) (b) (c)

2. Given the sides of triangles:
a. 3 cm, 4 cm, and 5 cm.
b. 6 cm, 8 cm, and 9 cm.
c. 5 cm, 12 cm, and 13 cm.
Determine which of those triangles is right triangle?

3. A triangle PQR is a right triangle, having angle 90
o
in R, and PR = 2 cm. QR
dan PQ = 5 cm. Determine the perimeter of that triangle!










r
p
q
z
y
x
t
s u
Scoring Rubric and The Answers
1. Figure (a), the relation is:

Figure (b), the relation is:

Figure (c), the relation is:

5
5
5

2.

(a) 3 cm, 4 cm, and 5 cm
We choose the hypothenuse = 5 cm (the longest side)
25 = 9 + 16
25 = 25 (satisfying Pythagoras theorem)
Therefore, a triangle with the length of sides are 3 cm, 4
cm, and 5 cm is a right triangle.

(b) 6 cm, 8 cm, and 9 cm
We choose the hypothenuse = 9 cm (the longest side)
81 = 36 + 64
81 100 (not satisfying Pythagoras theorem)
Therefore, a triangle with the length of sides are 6 cm, 8
cm, and 9 cm is not a right triangle.

(c) 5 cm, 12 cm, and 13 cm
We choose the hypothenuse = 13 cm (the longest side)
169 = 25 + 144
169 = 169 (satisfying Pythagoras theorem)
Therefore, a triangle with the length of sides are 5 cm, 12
cm, and 13 cm is a right triangle.


2
5

3
5



2
5

3
5



2
5

3
5

3 Given triangle PQR, and R is right angle. PR = 2 cm, and
PQ = 5 cm.
Asked: perimeter of triangle PQR?

















The calculation of final score in scale 0-100 is as follows.
Final Score :

Assessment Form of Cognitive aspect

Solution:
25 = 4 +

21 =

= cm
Therefore the perimeter of triangle PQR
= PQ + PR + QR
= 5 cm + 2 cm + cm
= (7 + ) cm.

5



2

3


Maximum Score 70
No
Name of
students
Number of
problem
Scores
Information
1 2 3
1

25
Form of students behavior observation sheet (Affective assessment)

Assessment description
Criteria of score 5 = very bad
10 = bad/seldom
15 = enough
20 = good/often
25 = very good/very often
Criteria of assessment :
25 49 = very bad
50 59 = bad
6O 74 = enough
75 80 = good
81 100 = very good
The total of maximum score is 100 got from 5 (maximum score for every
behavior) x 5 (5 kinds of assessed behavior).




N
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Behavior
indicators


Name of student
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1

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5

Further Action
If 85% of students or more are passed then the next meeting can be continued with
new learning topic, otherwise, if they are not, then in the next meeting the same
topic will be discussed again.

Acknowledgement, Singaraja, Mei 2012
Principal of , Teacher,


(..) (...)
NIP. NIP.