MODUL AJAR 2 MATEMATIKA SMP/MTs FASE D

Informasi Umum
Kode Modul Matematika.D.VII.1
Penyusun/Tahun Sari Windaria, S.Pd/2024
Kelas/Fase Capaian VII/Fase D
Elemen/Topik Bilangan/Fraction
Profil Pelajar Pancasila Bernalar Kritis dan Kreatif
Sarana Prasarana LCD, Proyektor, Papan Tulis
Target Peserta Didik Regular/tipikal
Model Pembelajaran Discovery Learning
Mode Pembelajaran Tatap Muka

Scheme of Work
Total duration: 12 periods (1 period is approximately 40 minutes.)
Sections No. of Learning Outcomes Resources Thinking and Working
Periods Mathematically
Chapter Opener 1  Student Book 7, Chapter 2, p. 37

2.1 Fractions  Recognise the equivalence of simple  Student Book 7, Chapter 2, pp. 38-  Convincing
fractions (7Nf.01) 44  Critiquing
 Simplify fractions by cancelling common  Workbook 7, Chapter 2, Exercise  Improving
factors and identify equivalent fractions 2.1
(7Nf.04, 7Nf.06)

2.2 Comparing Fractions 2  Compare two fractions by using diagrams  Student Book 7, Chapter 2, pp. 45-  Critiquing
(7Nf.06) 49  Convincing
 Workbook 7, Chapter 2, Exercise  Improving
2.2
2.3 Conversion between 2  Change an improper fraction to a mixed  Student Book 7, Chapter 2, pp. 50-  Critiquing
Improper Fractions and number and vice versa (7Nf.02, 7Nf.06) 54  Convincing
Mixed Numbers  Workbook 7, Chapter 2, Exercise  Improving
2.3
2.4 Addition and 2  Add and subtract two simple fractions  Student Book 7, Chapter 2, pp. 55-  Convincing
Subtraction of Fractions (7NF.02, 7Nf.04) 62
 Workbook 7, Chapter 2, Exercise
2.4
2.5 Multiplication of 2  Multiply a fraction by an integer (7Nf.03)  Student Book 7, Chapter 2, pp. 63-
Fractions  Multiply a fraction by another fraction 67
(7Nf.03)  Workbook 7, Chapter 2, Exercise
2.5
2.6 Division of Fractions 2  Divide an integer by a fraction (7NF.03)  Student Book 7, Chapter 2, pp. 68-
 Divide a fraction by another fraction 72
(7Nf.03)  Workbook 7, Chapter 2, Exercise
2.6
Key Ideas 1  Student Book 7, Chapter 2, p. 73
 Workbook 7, Chapter 2
Revision  Student Book 7, Chapter 2, pp. 74-
76
 Workbook 7, Chapter 2
 Lesson Plan
2.1 Fractions
Suggested Duration: 40 minutes
Learning Outcomes:
At the end of the lesson, students should be able to:
 recognise the equivalence of simple fractions
 simplify fractions by cancelling common factors and identify equivalent fractions

Estimated Resources Required Instructional Strategies

Time

5 min · Student Book, p. 37 Chapter Opener

 Using the comic strip, guide your students to predict what they will be learning in the chapter.
 Facilitate the discussion to find out the pre-requisite knowledge and skills of your students.
 Encourage your students to discuss how can the pie be evenly distributed?
 Is it possible to give away a fraction of the box? Why?

5 min · Student Book, p. 38 Recall

 Help your students recall that when an object is divided into equal parts, each part is called a fraction. Show them how to write a
fraction. Point out to them that the number above the horizontal line is a numerator and the number below the horizontal line is a
denominator.
 Highlight that a fraction is proper when the numerator is smaller than the denominator. Otherwise, it is known as an improper
fraction.
1 3
 By drawing Circle A and Circle B on the board, lead students to see how and can be formed.
2 4
Estimated Resources Required Instructional Strategies
Time

5 min · Student Book, p. 38 Knowledge-Building Task

· Draw each circle on the board. Shade the parts to indicate the numerator. Use the circle to explain to students how the fractions are
equivalent.
1
· Direct students to the question in Think! Encourage them to write down three more fractions equivalent to .
2
5 min · Student Book, p. 39 Example 1
· Guide students through examples (a) and (b).
1
· Draw a circle on the board and guide them to first divide the circle into 2 parts and shade 1 part to show . Then, further divide
2
the circle into 10 equal parts and calculate the shaded parts out of the total.
· Draw students’ attention to the Note!. Point out to them that they can achieve the same results using a rectangle instead of a circle.
 How do you show fractions using a rectangle?
· Allow students some time to work on the Try! question on their own. Then invite volunteers to share their answers with the class.

10 min · Student Book, p. 40 Reducing Fractions to the Simplest Form

· Help students recall that a number is made up by multiplying its factors. Guide students to list the factors of the numerator and
denominator and identify the common factors.
· Highlight that a fraction is in its simplest form when there is no common factor between the numerator and denominator.
6
· Show students how to reduce the fraction to its simplest form.
10
· Draw students attention to the Note!. Explain that to find the common factors of two or more numbers, they first have to list down
the factors of each number.
 What are the common factors of 12, 24 and 48?
10 min · Student Book, p. 40 Example 2
· Guide the students in reducing the fractions to their simplest forms by writing down the factors for both the numerators and
Estimated Resources Required Instructional Strategies
Time

denominators.
· Using the shaded rectangles, show how each fraction can be reduced to its simplest form. Both fractions are equivalent in value.
· Allow students some time to work on the Try! question on their own. Then invite volunteers to share their answers with the class.

5 min · Student Book, p. 41 Example 3

· Guide students through the example.
· Explain to students how to prove that the two fractions are equivalent by using all three methods.
· Emphasise that there may be a need to divide by the factors by more than once in Method 2.
· Draw students’ attention to the Note!. Explain how fractions are equivalent if they have the same values in the simplest form.
· Allow students some time to work on the Try! question on their own. Then invite volunteers to share their answers with the class.

5 min · Student Book, p. 42 Example 4

· Guide students through the example.
· Show how to write the numerator and denominator in the context of the question.
· Remind the students that to write proper fractions, the numerator is the smaller number and the denominator is the larger number.
40 30
So the fractions are written as and .
120 100
· Allow students some time to work on the Try! question on their own. Then invite volunteers to share their answers with the class.

· Student Book, Additional Practice

Practice 2A, p. 44 · If time allows, have students work on the questions in Practice 2A. If not, these questions can be assigned as homework together
· Workbook Exercise 2.1 with the exercise in the Workbook.
 Lesson Plan
2.2 Comparing Fractions
Suggested Duration: 80 minutes
Learning Outcomes:
At the end of the lesson, students should be able to:
· compare two fractions by using diagrams

Estimated Resources Required Instructional Strategies

Time

15 min · Student Book, p. 45 Comparing Fractions with the Same Denominator

3 1
· Draw circles on the board to represent and . Explain to students that the circles representing two fractions with the same
4 4
denominator will be divided into the same number of parts.
· Refer students to the two examples on Student Book page 45.
· Show how the fraction with the larger numerator is the larger fraction by shading the corresponding number of parts of the circle.

10 min · Student Book, p. 45 Example 5

· Guide students through the example.
· Emphasise that since both fractions have the same denominator, the fraction with the larger numerator is the larger fraction.
· Help students relate greater than to the inequality sign > and point out that the smaller number is always at the pointed end of the
4 2 4 2
sign. So, > represents is larger than .
5 5 5 5
· Draw students attention to the Note!. Highlight to them before comparing the numerators, ensure that the denominator of both
fractions is the same.
· Allow students some time to work on the Try! question on their own. Then invite volunteers to share their answers with the
class.
Estimated Resources Required Instructional Strategies
Time

15 min · Student Book, p. 46 Comparing Fractions with Different Denominators

· Explain to students before comparing fractions with different denominators, first change the fractions to have the same
denominators.
10 min · Student Book, p. 46 Example 6
· Guide students through the example.
· Explain to students 3 is a factor of 9.
1 3
· Then demonstrate how to convert to by multiplying both the numerator and denominator of the fraction
3 9
by 3.
· The numerators can be compared when denominators are the same.
· Allow students some time to work on the Try! question on their own. Then invite volunteers to share their answers with the
class.

10 min · Student Book, p. 46 Example 7

· Guide students through the example.
· Point out that 2 and 5 are factors of 10.
· Remind students to multiply the numerator and denominator by the same factor to find the equivalent fraction.
· Fractions can be compared when all the denominators are the same.
· Allow students some time to work on the Try! question on their own. Then invite volunteers to share their answers with the
class.

10 min · Student Book, p. 47 Example 8

Estimated Resources Required Instructional Strategies
Time

· Guide students through the example.

· Point out that 3 and 9 are factors of 18.
· Allow students some time to work on the Try! question on their own. Then invite volunteers to share their answers with the
class.
10 min · Student Book, p. 47 Comparing Fractions with the Same Numerator
· Explain to students if fractions have the same numerator, the fraction with the largest denominator is the smallest fraction.
· Direct students to the question in Think!. Have students to explain how to rank the fractions without doing any conversion.

· Student Book, Additional Practice

Practice 2B, pp. 48-49 · If time allows, have students work on the questions in Practice 2B. If not, these questions can be assigned as homework together
· Workbook Exercise 2.2 with the exercise in the Workbook.

Lesson Plan
2.3 Conversion between Improper Fractions and Mixed Numbers
Suggested Duration: 80 minutes
Learning Outcomes:
At the end of the lesson, students should be able to:
· change an improper fraction to a mixed number and vice versa

Estimated Resources Required Instructional Strategies

Time

10 min · Student Book, p. 50 Recall

· Refer students to the definitions of a whole number and a proper fraction.
· Help students understand that a mixed number comprises of both a whole number and a proper fraction.
· Show how a fraction is called improper fraction when its numerator is larger than its denominator

15 min · Student Book, p. 51 Converting Improper Fractions to Mixed Numbers

· Explain there are three ways to convert improper fractions to mixed numbers by using pictorial representation, a calculator or a
number line.

10 min · Student Book, p. 51 Example 9

· Guide students through examples (a) and (b).
4 1
· Show students what is meant by by drawing four sets of quadrants.
3 3
4 1
· Then, demonstrate how to use a calculator to convert to 1 .
3 3
Estimated Resources Required Instructional Strategies
Time

· Finally, guide the students to draw a number line with the points labelled.
· Allow students some time to work on the Try! question on their own. Then invite volunteers to share their answers with the class.
15 min · Student Book, p. 52 Converting Mixed Numbers to Improper Fractions
· Explain how there are three ways to convert mixed numbers to improper fractions by using pictorial representation, a calculator or
a number line.

10 min · Student Book, p. 52 Example 10

· Guide students through examples (a) and (b).
· Introduce Method 2 in (b) to show how a mixed number can be converted to an improper fraction by multiplying the whole
number with the denominator, then adding the numerator.
· Allow students some time to work on the Try! question on their own. Then invite volunteers to share their answers with the class.

10 min · Student Book, p. 53 Comparing Improper Fractions or Mixed Numbers

Example 11
· Lead the example by converting all fractions to mixed numbers.
1
· Highlight through observation, 2 is the largest among all and students can proceed to compare the other two fractions.
3
· Allow students some time to work on the Try! question on their own. Then invite volunteers to share their answers with the class.

10 min · Student Book, p. 53 Example 12

· Guide students through the example.
· Remind students to first convert all fractions to mixed numbers.
· In this case, the fractions should be ranked in descending order.
· Allow students some time to work on the Try! question on their own. Then invite volunteers to share their answers
 Estimated Resources Required Instructional Strategies
Time

· Student Book, Additional Practice

Practice 2C, p. 54 · If time allows, have students work on the questions in Practice 2C. If not, these questions can be assigned as homework together
· Workbook Exercise 2.3 with the exercise in the Workbook.

Lesson Plan

2.4 Addition and Subtraction of Fractions

Suggested Duration: 90 minutes
Learning Outcomes:
At the end of the lesson, students should be able to:
· add and subtract two simple fractions

Estimated Resources Required Instructional Strategies

Time

10 min · Student Book, p.55 Adding and Subtracting Fractions with the Same Denominator
· Explain when fractions have the same denominator, the numerators can be added or subtracted directly.
· Students can also use a calculator or a number line to add or subtract the fractions.
· Remind students to reduce the fractions to its simplest form whenever possible.

10 min · Student Book, p. 55 Example 13

· Guide students through examples (a) and (b).
· Observe that since the fractions have the same denominators, the numerators can be added directly.
· Emphasise to students not to add the denominators.
· Using a pictorial representation, show what will happen if the denominators are added as well.
· Allow students some time to work on the Try! question on their own. Then invite volunteers to share their answers with the class.

10 min · Student Book, p. 56 Example 14

· Guide students through examples (a) to (c).
· Point out to students once the denominators are the same, the numerators can be added directly.
· Remind them to reduce the fraction to the simplest form whenever possible.
· Allow students some time to work on the Try! question on their own. Then invite volunteers to share their answers with the class.
10 min · Student Book, p. 57 Addition and Subtraction of Fractions with Different Denominators
· Explain that when adding or subtracting fractions with different denominators, the fractions must first be converted to share the
same denominator.
Estimated Resources Required Instructional Strategies
Time

· Point out to students to express answers greater than one as a mixed number and reduce all fractions to the simplest form.

10 min · Student Book, p. 57 Example 15

· Guide students through examples (a) to (c).
· Remind the students to convert to fractions with the same denominator before performing addition or subtraction.
· Express the answers in proper fraction or a mixed number whenever possible.
· Allow students some time to work on the Try! question on their own. Then invite volunteers to share their answers.

10 min · Student Book, p. 58 Example 16

· Guide students through examples (a) to (c).
· Remind the students to convert to fractions with the same denominator before performing addition or subtraction.
· Express the answers in proper fraction or a mixed number whenever possible.
· Allow students some time to work on the Try! question on their own. Then invite volunteers to share their answers with the class.

10 min · Student Book, p. 59 Example 17

· Guide students through the example.
· Remind students when adding or subtracting fractions with different denominators, the fractions must first be converted to the
same denominator.
· Allow students some time to work on the Try! question on their own. Then invite volunteers to share their answers with the class.

10 min · Student Book, p. 60 Example 18

· Guide students through the examples (a) and (b).
· Explain that when adding mixed numbers, students should add the whole numbers first before adding the fractional parts.
· Remind students to always leave their answers in simplest forms.
· Allow students some time to work on the Try! question on their own. Then invite volunteers to share their answers with the class.
 Estimated Resources Required Instructional Strategies
Time

10 min · Student Book, p. 61 Example 19

· Guide students through the examples (a) and (b).
· Point out that the denominator of the fractional part in each mixed number is different. Explain that after adding the whole
numbers, students should convert the denominators of the fractional parts to the same denominator before adding.
· Remind students to always leave their answers in simplest forms.
· Allow students some time to work on the Try! question on their own. Then invite volunteers to share their answers with the class.

· Student Book, Additional Practice

Practice 2D, p. 62 · If time allows, have students work on the questions in Practice 2D. If not, these questions can be assigned as homework together
· Workbook Exercise 2.4 with the exercise in the Workbook.

Lesson Plan
2.5 Multiplication of Fractions
Suggested Duration: 80 minutes
Learning Outcomes:
At the end of the lesson, students should be able to:
 multiply a fraction by an integer
 multiply a fraction by another fraction
Estimated Resources Required Instructional Strategies
Time

10 min · Student Book, p. 63 Multiplying a Fraction by an Integer

· Explain to students when multiplying a fraction by a whole number, only the whole number and the numerator needs to be
multiplied. The denominator is unchanged.
· Point out that when two fractions are multiplied together, the numerators need to be multiplied first, and the denominators need to
be multiplied later.
4
· Show how fractions like can be simplified before the fractions are multiplied.
12

15 min · Student Book, p. 64 Example 20

· Guide the students to multiply the numerator by the whole number.
· Remind the students to leave the denominator unchanged.
· Allow students some time to work on the Try! question on their own. Then invite volunteers to share their answers with the class.

10 min · Student Book, p. 65 Example 21

· Guide students through the example.
1
· Explain to students to find the total cartons of milk drank by Alvin, needs to be multiplied by 9.
3
· Allow students some time to work on the Try! question on their own. Then invite volunteers to share their answers with the class.

15 min · Student Book, p. 65 Multiplying a Fraction by a Fraction

1 1
· Draw on the board to explain how the order of multiplication of fractions does not matter and × can also be represented as
3 5
1 1
× .
5 3

· Draw students’ attention to the Note!. Remind the students to divide all parts equally.

· Draw students’ attention to the Note!. Point out that the product of two proper fractions is less than both the original fraction.
Estimated Resources Required Instructional Strategies
Time

1 1
 Is the product of × larger than the original fractions?
4 5

15 min · Student Book, p. 66 Example 22

· Guide students through examples (a) and (b).
· Remind the students to multiply the numerators first, then multiply the denominators separately.
· Show how to simplify the fractions by cancelling out common factors from both numerator and the denominator.
· Allow students some time to work on the Try! question on their own. Then invite volunteers to share their answers with the class.

10 min · Student Book, pp. 66-67 Example 23

· Lead the example by converting a mixed fraction into improper fraction before multiplication of two fractions can be performed.
· Allow students some time to work on the Try question on their own. Then invite volunteers to share their answers with the class.

· Student Book, Additional Practice

Practice 2E, p. 67 · If time allows, have students work on the questions in Practice 2E. If not, these questions can be assigned as homework together
· Workbook Exercise 2.5 with the exercise in the Workbook.
 Lesson Plan
2.6 Division of Fractions
Suggested Duration: 40 minutes
Learning Outcomes:
At the end of the lesson, students should be able to:
· divide an integer by a fraction
· divide a fraction by another fraction

Estimated Resources Required Instructional Strategies

Time

10 min · Student Book, p. 68 Dividing an Integer by a Fraction

· Draw on the board to show how dividing 6 apples into groups of 2 will produce 3 groups of 2 apples.
1 1
· Remind them 6 × =3 and explain to students 6 ÷ is the same as 6 ×2 and can be converted from one form to another by
2 2
changing the sign and inverting the numerator and denominator.
· Draw students’ attention to the Note!. Highlight when a number is divided by a number lesser than 1, the result is a number larger
than the original numbers.
Estimated Resources Required Instructional Strategies
Time

· Draw students’ attention to the Note!. Explain the reciprocal of a fraction is to swap the numerator and denominator.
4
 What is the reciprocal of ?
5
10 min · Student Book, p. 69 Example 24
· Lead the example by changing the division sign to multiplication sign and taking the reciprocal of the fraction.
· Highlight to students when a number is divided by a number lesser than 1, the result is a number larger than the original number.
· Highlight to students when a number is divided by a number greater than 1, the result is a number lesser than the original number.
· Allow students some time to work on the Try! question on their own. Then invite volunteers to share their answers with the class.

10 min · Student Book, p. 70 Dividing a Fraction by a Fraction

Example 25
· Guide students through examples (a) to (c).
· Show that to divide a fraction by another fraction, the division sign should also be changed to multiplication and taking the
reciprocal of the fraction.
· Allow students some time to work on the Try! question on their own. Then invite volunteers to share their answers with the class.
10 min · Student Book, p. 71 Example 26
· Guide students through the example.
· Remind the students to change the mixed fraction to improper fraction, then change the division sign to multiplication. Lastly, take
the reciprocal of the fraction to be divided.
· Allow students some time to work on the Try! question on their own. Then invite volunteers to share their answers with the class.

· Student Book, Additional Practice

Practice 2F, p. 71 · If time allows, have students work on the questions in Practice 2F. If not, these questions can be assigned as homework together
· Workbook Exercise 2.6 with the exercise in the Workbook.

Lubuklinggau, Juli 2024

Mengetahui :
Kepala SMP Putra Putri Bangsa Guru Mata Pelajaran
Devina Eka Safitri, S.Pd Sari Windaria, S.Pd
NIY : 1997021105022020 NIY : 19910404414072001