LESSON PLAN

Education Units : Junior High School

Subject : Mathematics
Grade/Semester : VII / I
Material : Fractions
Time Allocation : 2 menit

A. Competence Standard
Comprehend the properties of arithmetic operations on fractions and their use
in problem solving.
B. Basic Competence
Perform arithmetic operations on fractions and using it in problem solving.
C. Indicator
1. Write down how to get the result of addition on fractions.
2. Applying the concept of addition on fractions in related problem.
D. Learning Objectives
By using discussion, ask and question, and assignment methods, students able
to:
1. Write down how to get the result of addition on fractions.
2. Apply the concept of addition on fractions in related problem.
E. Teaching Materials
Addition on Fractions
The first rule of addition on fractions is that only fractions with the
same denominator can be added. Thus, we have two types of addition on
fractions.
1) Adding Fractions with the Same Denominator
Adding fractions with the same denominator can be done by adding the
numerator, while the denominator remains.




2) Adding Fractions with Different Denominators
Adding fractions whose denominators are different can be done by
convert these fractions into fractions with the same denominator. This is
done by changing the denominator of each fraction to the least common
denominator (abbreviated LCD). LCD is the least common multiple of the
denominators of a set of fractions. When the fractions have the same
denominator, add as addition on fractions with the same denominator.
F. Learning Method
1. Learning model : interactive and cooperative learning
2. Learning method : question and answer, discussion, quiz, and homework
G. Learning Steps
Steps
Activity Time
Allocation Teacher Students
Step 1
Opening
Activity

o Greetings
o Checking students
attendance
o Explain the learning
objectives to be
achieved in the
learning activities
o Motivate students that
if they learn the
concepts of addition
on fractions properly,
it will be very useful
because it relates to
o Greetings
o Notify the presence of
his/her friends
o Listen to the learning
objectives are
delivered







5 menit
For any fractions and where and then




the other lesson that
they will learn
Apersepsi
o Remind students about
the material that has
been studied with
regard to the material
that will be taught
such as the definition
of fractions and how to
comparing and arrange
fractions
o Provide material
limitations that will be
discussed
o Asks the students to
make groups, with
each group consisting
of 5 people



o Pay attention to the
teachers explanation
and respond as
necessary







Step 2
Main
Activity



Exploration
o Provides worksheets
for students to discuss
with their group
o Teacher go around the
classroom to monitor
the discussion. If there
is one member of the
group who do not
understand, the teacher
will ask the other
groups member to
explain or teacher will

o Observe the
instructions on the
worksheet
o Discuss the worksheet
with the groups
members and do
exercises on the
worksheet.
o Asked the teacher if
there is not yet
understood


4 menit














give you teaser
questions
Elaboration
o The teacher asked
some students from
each group to present
their work to the class
and explain it to the
other friends about
how to get the result
of addition on fraction
and apply it in related
problem
o Teacher assign other
groups to respond to
the group
presentations
Confirmation
o Teacher explain again
if there is a
misconception

o Provide reward to the
active group



o Some students from
each group presented
the results of their
discussion and other
students listen to
his/her explanation




o Other groups can
provide feedback on
their friends
presentations

o Pay attention to the
teachers explanation
and make note as
needed










4 menit












2 menit




Step 3
Closing
Activity

o Ordered and guide
students to make a
summary of addition
and subtraction of
fractions
o Give a quiz to the
o Summarizes the
learning outcomes



o Students answer the
5 menit



students
o Give homework to the
setudents
quiz.
o Noted the task that
given by the teacher.
H. Tools and Learning Resources
Tools : markers, eraser and whiteboard
Source : Students handbook that is Contextual Teaching and Learning
Matematika SMP Kelas VII Edisi 4, BSE, and other references.
I. Assessment
1. Aspects of assessment: affective and cognitive
2. Assessment techniques:
a. Test techniques implemented through quizzes, daily tests, midterm
test, and tentament.
b. Observation techniques are done during learning activities.
3. Product: product of student worksheet.
4. Cognitive Assessment Instrument
Table 1: Cognitive Assessment Instrument
Indicators of
Achievement
Assessment
Techniques
Form of
Instrument
Assessment Instrument
Students able to
write down how to
get the result of
addition on
fractions.



Student able to
apply the concept
of addition on
fractions in related
problem.
Individual
Assignment
quizzes 1. Write down the process to get
the results of the addition of
these fractions! Explain your
process!
a.
12
8
12
3
12
5
= +


b.
36
1
2
4
5
9
7
= +
2. Sister had
4
9
chocolate cake,
and mom gave her
2
7
part of
her cake. How many cakes
sister has now?



Table 2: Key Answer and Rubric Scores
Key answers Scores
1. a.
12
8
12
3 5
12
3
12
5
=
+
= +
Since these fractions have the same denominator, so we can
directly add the numerator ( ), while the denominator
(12) remains. Thus the result is
12
8

b.
36
1
2
36
73
36
45 28
9 4
9 5
4 9
4 7
4
5
9
7
= =
+
=

= +
Since these fractions have different denominator, it is necessary
to convert it into fractions with the same denominator. It is done
by changing each of denominator into it LCD, in this case 36 is
LCD of
|
.
|

\
|
4
5
,
9
7
so we multiple each of the numerator by a
number that will make the denominator 36 ( ) 9 5 and 4 7 and
the last, add the numerator.

2. Cakes that sister has now is
|
.
|

\
|

+
|
.
|

\
|
= +
2 2
2 7
4
9
2
7
4
9

4
3
5
4
23
4
14
4
9
= =
|
.
|

\
|
+ =



20





30










50
Total scores 100
Calculation of the final grade in the scale of 0-100 is as follows:








Student scores =



5. Affective Assessment Instruments
Table 3: Indicators of Affective Assessment
Assesment Indicators
Individual
1 Courage to express opinions.
2 Accuracy gathering tasks.
3 Students' response to the material.
4 Ethics speak a language correctly
Discussion
Group
5 Comunication between group members
6 Ability to present their work.
7 Cooperation among members of the group
8 Discipline in the group work.
9 Courage suggested.
10 Neatness, sequences and cleanliness group work

Table 4: Assesment Form for Student
Student
name
Indicators
Information
1 2 3 4 5 6 7 8 9 10

A = 90 100 (Very
good)
B = 19 89 (Good)
C = 68 78 (Enough)
D = < 68 (Less)





Singaraja, 25 September 2013

Legitimate,
Principle of Junior High School Subject Teacher


Ni Made Aristya Dewi
NIP. NIM. 1113011100




WORKSHEET
Education Units : Junior High School
Subject : Mathematics
Grade/Semester : VII / I
Material : Fractions
Time Allocation : 2 menit

A. Competence Standard
Comprehend the properties of arithmetic operations on fractions and their use
in problem solving.
B. Learning Objectives
By using discussion, ask and question, and assignment methods, students able
to:
1. Write down how to get the result of addition on fractions.
2. Apply the concept of addition on fractions in related problem.
C. Work Instructions
1. Read and understand the questions on worksheet.
2. Discuss the problems on worksheet with the group members.
3. Write the result of discussion on the answer sheet that has been provided.

D. Members of The Group :
1. .....................................................
2. .....................................................
3. .....................................................
4. .....................................................
5. .....................................................









Addition on Fractions
1. Adding Fractions with the Same Denominators
For any fractions
q
p
and
q
r
where 0 = q (why 0 = q ) and Z e r q p , , then
( ) why?
q
r p
q
r
q
p +
= +
Observe examples above and give your reason!




Based on your observation above, answer the following questions!
a. = +
12
2
12
3

b. = +
13
7
13
4


2. Adding Fractions with Different Denominator
For any fractions
b
a
and
d
c
where 0 , and = = d b d b and Z e d c b a , , , . If
d b p = is least common denominator (LCD) of
b
a
and
d
c
(why it
necessary to convert the denominator of each fractions to it LCD?) then
( ) ( )
p
b c d a
p
b c
p
d a
b d
b c
d b
d a
d
c
b
a +
=

= +
Observe examples above and explain your reason!




Based on your observation above, answer the following questions!



a. = +
6
2
5
3

b. = +
6
5
12
4


Application
Mr. Slamet had
6
5
cans of kerosene. Mr. Slamets neighbor gives him
7
4
cans
kerosene and his son give him
3
2
cans of kerosene.
How many cans of kerosene that Mr. Slamet has?
Solutions: