The Comparison of Indonesian and Philippine Lesson Plan
Indonesian Lesson Plan
Philippines Lesson
Indonesian Lesson Plan
LESSON PLAN
Subject : Mathematics
Class : VII
Topic : Basic
Sets Operation
Time : 1 x 60 Minutes
A. Learning
Competencies
The students
will be able to :
1.
Define union and intersection of sets.
2.
Determine the elements of union and intersection of sets.
3.
Use Venn Diagram to illustrate the union and
intersection of sets.
4.
Solve problem involving union sets and intersection
sets.
B. Topic of The
Lesson
1.
Union of Sets
2.
Intersection of Sets
C. Leasson
Method
Approachment : Scientific
Model : Contextual
Method :
Lecturing, asking and answer question, and assignment or quiz
D. Instrument/
Matter/ Media/ Lesson Sources
1.
Instrument :
-
Chalk and Board
-
Paper and pen
2.
Matter :
-
Observation Sheet
-
Text Book
-
Quiz Sheet
3.
Media :
-
4.
Lesson Sources :
-
B. Manalo, Catalina and friends. 2017. Second Edition Next century Mathematics
(Grade 7). 927 Quezon Ave., Quenzon City. Phoenix Publishing House, Inc. Page
9-16.
E.
Procedure of Lesson
1.
Introduction
|
No.
|
Lesson
Activity Desciption
|
Time
Allocation
|
|
1.
|
The teacher will start the class with greetings
and check the attendance of the students.
|
1
minute
|
|
2.
|
The teacher will make the students focus to the class by asking
question regarding to the topic.
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3.
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As a review,
student will be given 3 questions which contain the past material about sets
and subsets.
The Question :
a.
A = {1,2,3,4,5}. Define the subsets of A. How many subsets can be defined?
b.
P = {a,b,c}
Q = {c,a,b}
Is it P = Q? Try to explain it.
c.
X = { x│x is a letter before F}. Is it B ={ Ø } is proper subsets of X?
Why?
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7
minutes
|
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4.
|
before the lesson
begin, teacher will give the following motivation activity to the students
regarding to the material of sets.
Place and
Complete It
The class will
be divided into two (2) groups. Each group will be having an activity
entittled “Place and Complete It”. This is the mechanism of the activity.
1.
One representative of each group at same time will place the member of
each subsets in the diagram puzzle which is shown in the board.
2.
Each student only have one chance to represent their group in placing the
part of each subsets.
3.
The activity will continues until all the part of the puzzle completed.
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5
minutes
|
|
5.
|
The teacher
will give information about the aim of the material which is going to teach.
|
|
2.
Main Activity
|
No.
|
Lesson Activity Description
|
Time
Allocation
|
|
|
1st
Phase : Constructivism
|
10
minutes
|
|
1.
|
Teacher build
new matherial base in student experience of Union Sets as problem
solving. For example :
Teacher will explain about all of PSU Integrated
School members as universal sets. There are set of grade 7 and grade 8 as subsets. After that teacher will
explain which is the union of those two subsets.
|
|
|
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2nd
Phase :Inquiry
|
20
minutes
|
|
1.
|
Students will be given problem and try to
illustrate their solution through venn diagram.
The problem is :
Let A = {2,4,6}, B = {1, 3,5,7}, C = {3,6,9}
a. A
b. B
c. A
d. (
A
e. C
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2.
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The second activity after make a result of union
sets. Student will be directed into intersection of sets. Using venn diagram,
students will analize the example that teacher have will show. Students try
to find out the solution. Student will called in ront to show their solution.
The problem is :
Let P = {v.i,o,n,a}, Q = {l,i,n,o,r}, R
={p,a,t,r,o}. Find the following :
a. P∩Q
b. Q∩R
c. P∩R
d. (
P ∩ Q ) ∩ R
e. P
∩ ( R ∩ Q )
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3.
|
In this section students will learn how to find
the problem, make hypotheses, collect data, experiment of hypotheses, and
make the result.
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3rd
Phase : Asking Question
|
2
minutes
|
|
1.
|
Students will be given a feedback in this section
if there is any question in the material.
|
|
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4th
Phase: People Learn
|
2
minutes
|
|
1.
|
Students will be given problem regarding to their
daily life. Teacher will also explain which part is related the union or
intersection of sets. The problem is :
25 students likes blue candy. 30 students likes
green candy. 10 students likes both of blue and green candy. How many
students which likes blue and green candies? Draw the venn diagram of
intersection of the problem above!
Answer :
n(blue) = 25
n(green) = 30
n(blue)∩n(green)= 10
n(blue)
So, all of the students member are 45
|
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5th
Phase: Refletion
|
10
minutes
|
|
1.
|
Students will be given a quiz as evaluation of
their lesson in a piece of paper. Each student will be given two different cases which is switch to every
student. The quiz below :
1. Let
A = {1,2,3,4,5,6,7,8}, B = {1,3,5,7}, C = {3,5,9,10}. Difine the venn diagram
of sets below :
a. A
b. (A
2. Let
P = { a,b,c,d,e,f,g}, Q = {b,e,f,g}, R = {e,h,j,i}. Define the venn diagram
of sets below :
a. A
b. (A
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2.
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Students sum-up what is the point of the topic or lesson
to get the feedback of the lesson.
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6th
Phase: Real Evaluation
|
|
|
1.
|
As long as the
lesson runs, The teacher observe how much students have been approach in the
material.
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3.
End of Activity
|
No.
|
Lesson
Activity Desciption
|
Time
Allocation
|
|
1.
|
At the end of lesson, the students will be given
information about the next lesson is about Difference and Complement of sets.
|
2
minutes
|
|
2.
|
The teacher will close the lesson with greetings
and gratitude.
|
1
minute
|
F.
Evaluation
1.
Procedure
|
No
|
Aspect
|
Tecnique
|
Form
|
Time
|
|
1.
|
Characters of the students :
a.
Curiousity (asking question and showing opinion)
b.
Responsibilities (Cooperate in team work)
c.
Awere, (can be able to hear the other opinion)
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Non Test
|
Observation Sheet
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All of the activity
|
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2.
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Knowladge
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Written Test
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Essay
|
Main Activity
|
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3.
|
Skill
|
Work Attitude
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Observation Sheet
|
All of the Section
|
a.
Character Evaluation
1)
Tecnique : Non Test
2)
Form :
Observation Sheet
Observation Sheet
Give checklist (
) in the observation sheet below.
|
No
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Student Name
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Curiousity
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Responsibility
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Aware
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E
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G
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S
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E
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G
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S
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E
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G
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S
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1.
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2.
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...
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...
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...
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29.
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30.
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E = Excellence, G =
Good, S = Sufficient
b.
Knowladge
1)
Technique : Written Test/Quiz
2)
Form : Essay
3)
Instrument :
Grid:
|
Indicator
|
Question
Number
|
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Students
will be able to illustrate the Union Sets
|
a-d
|
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Identify Intersection Sets
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e-h
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Question,
Answer Key and Scoring Guidelines:
|
Question
|
Answer Key
|
Score
|
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Let A = { 1,2,3,4,5}, B = {a,b,3,d}, C = {5,6,7,8}
1.
(easier to use Venn Diagram) :
a.
A
|
a.
A
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1
(If there is any diagram )
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b.A
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b.A
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1
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c.B
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c.B
|
1
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d.(A
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d.A
(A
= {1,2,3,4,5,6,7,8,a,b,d}
|
1
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e. A∩C
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e. A∩C ={5}
|
1
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f.A∩B
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f. A∩B = {3}
|
1
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g.B∩C
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g. B∩C = { Ø}
|
1
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h.(A∩B) ∩
C
|
h. A∩B = {3}
(A∩B) ∩ C
= { Ø}
|
1
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Maximum Score
|
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8
|
Total
Score : (All correct score x 100) ÷ 8
c.
Skill Evaluation
|
No.
|
Aspect of Value
|
Team Name/Student Name
|
Quaity Value
|
Quantity Value
|
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1
|
Finishing team assignment well
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2
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Team work (able to communicate)
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3
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Final result (relevant with material)
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4
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Job distribution
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5
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Implementation of systematic
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Total of Team value :
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1
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Brave to show opinion
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2
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Brave to answer the question
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3
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Inisiative
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4
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Leadership
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5
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Act out
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Total of Personal value:
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Criteria
|
Indicator
|
Quaity Value
|
Quantity Value
|
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90-100
|
Excellence
|
4
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80-99
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Good
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3
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70-79
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Sufficient
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2
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60-69
|
Sufficient Enough
|
1
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Bayambang,
August 28th 2018
Evaluated by,
Pangasinan State Univercity, Teacher
Integrated School-High School
Alberto D. Agbuya Yasinta Unggul
Sukesi
Mentor NIM.
1601060079
Philippines Lesson
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