LESSON PLAN

TO MEET THE MATERIAL DUTY

Primary Mathematics Teaching in English
Which is supported by Prof. Dr. Cholis Sa’dijah, M.Pd., M.A.

Arranged by :
ADELIA AYU PARAMITHA: 160311604715
NINDRIYA NAHRULITA: 160311604644
NOVITA AGSI PUSPITADEWI: 160311600216

STATE UNIVERSITY OF MALANG

FACULTY OF MATHEMATICS AND NATURAL KNOWLEDGE SCIENCE
S1 EDUCATION MATH
SEPTEMBER 2019
 LEARNING IMPLEMENTATION PLAN (RPP)
Education Unit : Elementary School
Subjects : Mathematics
Main Material : Fractional Forms
Class / Semester : IV (Four) / 1
Time Allocation : 6 x 3 JP (1 Meeting 3 JP)

A. CORE COMPETENCY (IC)

KI 1 : Receive, practice and respect the teachings of the religion they hold
KI 2 : Have honest behavior, discipline, responsibility, polite, caring and confident
in interacting with family, friends, teachers, and neighbors.

KI 3 : Understand factual knowledge by observing (listening, seeing, reading and

asking) and asking questions based on curiosity about himself, God's creatures
and their activities, and objects they encounter in their homes, schools and
playgrounds.
KI 4 : Presenting factual knowledge in clear, systematic and logical language, in
aesthetic works, in movements that reflect healthy children, and in actions that
reflect the behavior of children playing and having noble character.
B. BASIC COMPETENCE (KD)
3.2 : Explain various forms of fractions (ordinary, mixed, decimal and percent) and
the relationship between them..
4.2 : Identify various forms of fractions (ordinary, mixed, decimal and percent) and
the relationship between them.

C. INDICATORS
3.2.1 : Explain fractional forms
3.2.2 : Explain the relationship between ordinary fractions and mixed fractions
3.2.3 : Explain the relationship between ordinary and decimal fractions
3.2.4 : Explain the relationship between ordinary fractions and percent
4.2.1 : Identify the relationship between ordinary fractions and mixed fractions
4.2.2 : Identify the form of mixed fractions in a problem
4.2.3 : Identify the relationship between ordinary and decimal fractions
4.2.4 : Identify the decimal form in a problem
 4.2.5 : Identify the relationship between ordinary fractions and percent
4.2.6 : Identify the form of percent in a problem

D. LEARNING MATERIAL
1. Ordinary Fractions
1 3
 Fractions 4and 4 have numerators whose values are smaller than the
denominator. Fractions like this are called ordinary fractions. Examples of
1 1 2
other ordinary fractions are 2 , 3 , 3 etc.
𝑎
 Fractions are in the form of 𝑏, with 𝑏 not equal to 0 being the normal fraction.
2 1 3
For example 3 , 6 , 5.. Of course you can easily mention other examples of
ordinary fractions.
2. Mixed Shards
5 6
 Fractions 4 and 5 have a numerator whose value is greater than the
denominator. Fractions like this are called mixed fractions. Other examples of
9 5 4
mixed fractions are 4 , 2 , 3 etc.
 Mixed fractions are fractions consisting of integers and fractions. For example
1 7 2
1 2 ; 2 8 ; 5 5. Can you cite other examples of mixed fractions?
a. Turn ordinary fractions into mixed fractions
The mother has 3 balls that will be distributed to 2 children with the same
size. The part of the ball that will be obtained by each child is one ball and
1
half ball. This can be stated 3 ÷ 2 or 1 1/2. The 1 2. fraction form is a
1 1
mixed fraction. Mixed fraction 1 2. consists of integer 1. and fraction 2..
Example:
15
Write the normal fraction into a mixed fraction
4
Method I Method II
15 12 3
15 ÷ 4 = 3 remaining 3 = +4
4 4
15 3 15 3 3
= 34 = 3 + 4 = 34
4 4
 Problems example
1. Change the shape of the following fraction to a mixed
17
fraction 5
23
a. 4

solution
17
a. = 17 ÷ 5 = 3 remaining 2, or
5

17 15 2
= +
5 5 5
17 2
=3+
5 5
17 2
=3
5 5
23
b. = 23 ÷ 4 = 5 remaining 3, or
4

23 20 3
= +
4 4 4
23 3
=5+
4 4
23 3
=5
4 4

b. Change mixed fractions to ordinary fractions

Note:
Changing the shape of a fraction will not change the denominator.
Example:
Write mixed fractions 3 2/5 into ordinary fractions
Method I Method I
2 2 2 (5×3)+2
35 = 3 + 5 35 = 5
2 15 2 2 15+2
35 = +5 35 =
5 5
2 17 2 17
35 = 35 =
5 5
 𝑏
Mixed fractions 𝑎 𝑐 with 𝑐 ≠ 0 can be changed to
(𝑐×𝑎)+𝑏
ordinary fractions 𝑐

Problems example
1. Change the shape of the following fraction to a
normal fraction
3
a. 3 5
2
b. 7 3

Solution
3 3 3 (5×3)+3
a. 3 5 = 3 + 5 or 35 = 5
3 15 3 3 15+3
35 = +5 35 =
5 5
3 18 3 18
35 = 35 =
5 5
2 2 2 (3×7)+2
b. 7 3 = 7 + 3 or 73 = 3
2 21 2 2 21+2
73 = +3 73 =
3 3
2 23 2 23
73 = 73 =
3 3

3. Decimal
Decimals are fractions written in commas (,). Consider the following example.
0,7 is read zero point seven
0,92 is read zero point nine two
Observe the following picture.

Figure 1.1 Illustration of Fractions

4
The shaded portion shows 10 fractions. The fraction can be written in the form of

decimal fractions, which is 0,4.

0,4 is read zero point four
In order to understand decimal fractions, pay attention to the following description.
0,572 decimal numbers
unit place value, the value is 0
5
tithe value, 10 hundred
7
ths place value, the value is 100
2
the value of the thousandth place, the value is 1000

a. Change ordinary fraction to decimal

So that you understand how to change ordinary fractions to decimal, do the
following activities.
1
Divide between the numerator and the denominator in fraction 2. What value did

you get? Did you get the decimal fraction? If you get a value of 0,5then your
answer is correct.
In addition to dividing the numerator by its denominator, to change an ordinary
fraction into a decimal can be done by changing the denominator of a fraction
into 10,100 or 1000.
1 1×25
= 4×25 (change the denominator to 100)
4

1 25
=
4 100
= 0,25
1
So, the decimal form of 4 is 0,25.
5
= 0,5 (one decimal point)
10
5
= 0,05 (two decimal places)
100
5
= 0,005 (three decimal places)
1000

Note:
If a fraction has a denominator of 10,100 or 1000, then that fraction is called a
decimal, with the number of decimal places equal to the number of zeros in the
denominator.
 Problems example
1. Change the shape of the following fraction to decimal
3
a. 4
4
b. 2 5

solution
3 3×25 4 (5×2)+4
a. = 4×25 b. 25 =
4 5
3 75 4 10+4
= 100 25 =
4 5
3 4 14 2
= 0,75 25 = ×2
4 5

4 28
2 =
5 10
4
2 = 2,8
5

a. Converts decimal to ordinary fraction

Pay attention to the following description.
6 6÷2 3
0,6 = = =
10 10 ÷ 2 5
25 25 ÷ 25 1
0,25 = = =
100 100 ÷ 25 4
875 875 ÷ 125 7
0,875 = = =
100 1000 ÷ 125 8
From the description above, it can be said that to change the decimal into
ordinary fractions as follows.
 Change the number to the form of the fraction called 10,100 or 1000
 Simplify fractions in the simplest form
 Problems example
1. Change the shape of the following fraction to a normal
fraction
a. 0,20
b. 0,02
Solution
20 2
a. 0,20 = 100 b. 0,02 = 100
2 1
0,20 = 10 0,02 = 50
1
0,20 =
5

4. Percent
Percent means percent.
Numbers written in a form like 20% are called percent 20% is read twenty percent.
20 2 1
20% is the same as 100 = 10 = 5

a. Turn ordinary fractions into percent

To convert ordinary fractions to percent, fill in the dots below correctly.
2 (2 × 20) …
= = = ⋯%
5 5×… 100
2
so, 5 = ⋯ %

b. Turn percent into ordinary fractions

The way to convert percent into ordinary fractions is as follows.
 Change the number into a form of 100
 Simplify in the simplest fraction form
Example:
60 60 ÷ … …
60% = = =
100 100 ÷ … …
…
so, 60% = …

E. LEARNING METHOD
 Scientific approach
 Methods: Games / simulations, discussions, questions and answers, assignments
and lectures
F. LEARNING ACTIVITIES
Meeting 1
Activity Description Activity Time Allocation
Preliminary  The teacher greets 10 minutes
 The teacher asks how
the students are doing
 The teacher invites
students to pray before
the lesson
 The teacher explains
the learning objectives
to students about
explaining the forms
of fractions,
explaining the
relationship between
ordinary fractions and
mixed fractions,
identifying the
relationship between
ordinary fractions and
mixed fractions,
identifying forms of
mixed fractions in a
problem.
 The teacher gives
examples in life
related to explaining
the forms of fractions,
explaining the
relationship between
ordinary fractions and
mixed fractions,
 identifying the
relationship between
ordinary fractions and
mixed fractions,
identifying mixed
fraction forms in a
problem,
 The teacher repeats
the material
previously taught
(related to the current
material) by asking
about known fractions
and about fractions of
value.
Core Observe 85 minutes
 The teacher gives
impressions in the
form of fractions
 The teacher guides
students to form
groups of 4 people
 The teacher directs
students to bring 2
pieces of bread for
each group. If students
have difficulty getting
bread, then the teacher
can provide other
alternatives such as
colorful folding paper
and so on. Alternative
bread must be cut into
 several equal portions,
without using a knife.
This can facilitate
students in learning to
change ordinary
fractions into mixed
fractions
Ask
 The teacher facilitates
students to ask
questions related to
how to cut bread into
equal parts?
Try
 The teacher directs
students in cutting
bread into equal parts
 The teacher
accompanies students
in taking steps in
activity 3.1
Reasoning
 The teacher assists
students in drawing
conclusions about the
relationship between
ordinary fractions and
mixed fractions
 The teacher directs
students to answer the
questions in table 3.1
Communicating
  The teacher directs
students to present
their work in front of
the teacher and
friends
Closing  The teacher reflects 10 minutes
the learning
outcomes about the
relationship between
ordinary fractions
and mixed fractions
 The teacher evaluates
the relationship
between ordinary and
mixed fractions, and
assigns students to
study the next
material
 The teacher informs
the next material,
which explains the
relationship between
ordinary and decimal
fractions, identifies
the relationship
between ordinary and
decimal fractions,
identifies the decimal
form in a problem
2nd meeting
Activity Description Activity Time Allocation
Preliminary  The teacher greets 10 minutes
 The teacher asks how
the students are doing
 The teacher invites
students to pray before
the lesson
 The teacher explains
the learning objectives
to students about
explaining the
relationship between
ordinary and decimal
fractions, identifying
the relationship
between ordinary and
decimal fractions,
identifying decimal
shapes in a problem
 The teacher gives
examples in life
related to explaining
the relationship
between ordinary and
decimal fractions,
identifying the
relationship between
ordinary and decimal
fractions, identifying
decimal forms in a
problem
 The teacher repeats the
material previously
taught (related to the
present material) by
 asking about ordinary
and mixed fractions
Core Observe 85 menit
 The teacher guides
students to look for
other sources of
reading as a reference
material to be studied
today
 The teacher directs
students to turn
ordinary fractions into
decimals, as an
example is given that
1
kg of sugar will
4

weigh as much as
0,25 kg of sugar
Ask
 The teacher facilitates
students to ask
questions related to
how to change
ordinary fractions into
decimals?
Try
 The teacher directs
students to understand
the steps in activity
3.2
 The teacher assists
students in taking
steps in activities 3.2
Reasoning
  The teacher assists
students in drawing
conclusions about the
relationship between
ordinary and decimal
fractions
 The teacher directs
students to answer the
questions in table 3.2
Communicating
 The teacher directs
students to present
their work in front of
the teacher and friends
Closing  The teacher reflects 10 minutes
the learning outcomes
about the relationship
between ordinary and
decimal fractions
 The teacher evaluates
the relationship
between ordinary and
decimal fractions, and
assigns students to
study the next
material
 The teacher informs
the next material,
which explains the
relationship between
ordinary fractions and
percent, identifies the
relationship between
 ordinary fractions and
percent, identifies the
form of percent in the
problem
3rd meeting
Activity Description Activity Time Allocation
Preliminary  The teacher greets 10 menit
 The teacher asks how
the students are doing
 The teacher invites
students to pray
before the lesson
 The teacher explains
the learning objectives
to students about
explaining the
relationship between
ordinary and percent
fractions, identifying
the relationship
between ordinary and
percent fractions,
identifying the form
of percent in the
problem
 The teacher gives
examples in life
related to explaining
the relationship
between ordinary
fractions and percent,
identifying the
relationship between
 ordinary fractions and
percent, identifying
the form of percent in
the problem
 The teacher repeats
the material
previously taught
(related to the current
material) by asking
about ordinary
fractions, mixed
fractions and decimal
fractions
Core Observe 85 minutes
 The teacher guides
students to form
groups of 4 people
 The teacher directs
students to have 2
problems for each
group regarding
discounts on stores
or goods. Like item
A with the price of
𝑅𝑝. 100.000 if we
buy more than 2,
pcs, we will get a
20%, discount,
specify how much
the discount is ... (in
Rp)
Ask
 The teacher
facilitates students to
ask questions related
to how to determine
the discounted price
at a store or item?
Try
 The teacher directs
students in
determining the
discount price at a
store or item
 The teacher assists
students in taking
steps in activity 3.3
Reasoning
 The teacher assists
students in drawing
conclusions about
the relationship
between ordinary
fractions and percent
 The teacher directs
students to answer
the questions in table
3.3
Communicating
 The teacher directs
students to present
their work in front of
the teacher and
friends
 Closing  The teacher reflects 10 minutes
learning outcomes
about the relationship
between ordinary
fractions and percent
 The teacher evaluates
the relationship
between ordinary
fractions and percent,
and assigns students
to study the next
material
 The teacher informs
the next material,
which is rounding
numbers
G. SOURCES AND LEARNING MEDIA
 Mathematics Book for Class IV Elementary School Curriculum 2013 Revised 2017
 Objects in the environment around the school that can ...

Knowing,
Principal Teacher Class IV

……………….. ………………..
NIP : NIP :

Principal's Note: