LESSON PLAN

SINE COSINE RULE

VOCATIONAL HIGH SCHOOL

Lecturer :

Dr. Rini Setianingsih, M.Kes.

Arranged by :

YUSRINA NUR AMALIA

15030174068

2015-U

MATHEMATICS DEPARTMENT

FACULTY OF MATHEMATICS AND NATURAL SCIENCE

STATE UNIVERSITY OF SURABAYA

2018
 Lesson Plan

School : Vocational High School 1 Sidoarjo

Subject : Mathematics

Topics : Sine Cosine Rule

Time Alocation : 1 meetings ( 2 × 45 minutes)

A. Main Competence

1. Respecting and appreciating the teachings of their religion.

2. Respecting and appreciating the honest behavior, discipline, responsibility (helping one
another, cooperation, tolerance, peace), politeness, responsif, responsive, and pro-active
as the part of solution of problems in interacting effectively with social and nature
environment and also place theirselves as a nation reflection in the social world.

3. Understanding, applying, analyzing, and evaluating factual conceptual, procedural and

metacognitive knowledge based on the field and scope of Mathematics studies at the
technical, specific, detailed, and complex levels, with regard to science, technology, art,
culture and humanities in context the development of self-potential as part of the family,
school, workplace, national, regional, and international citizens.

4. Carrying out specific tasks using commonly used tools, information, and work
procedures as well as solving problems in accordance with the field of Mathematics
studies.

B. Basic Competence
3.12 Apllying sine and cosine rule
4.12 Solving contextual problems related to the sine and cosine rule

C. Indicators
Indicators 3.12
3.12.1 Applying the sine rule
3.12.2 Applying the cosine rule
3.12.3 Applying the area of triangle

Indicators 4.12
4.12.1 Solving contextual problems which related to sine rule
4.12.2 Solving contextual problems which related to cosine rule
4.12.3 Solving contextual problems which related to area of triangle
D. Learning Objectives
1. Students can determine the cosine rule from teacher’s explanation
2. Students can apply the cosine rule by doing worksheets
3. Student can solve contextual problem related to the cosine rule by doing exercise

E. Learning Materials
Requirement Learning Materials
1. Sine Rule
Main Learning Material
1. Cosine Rule

F. Learning Model, Learning Methods, and Learning Approach

1. Learning Model : Discovery Inquiry Learning
2. Learning Methods : Question and Answer and also Discussion
3. Learning Approach : Scientific Approach

G. Learning activity

Activity Description Time

Allocation
Opening Teacher greets the students and lets the class leader 10 minutes
leads them to pray before starting the class.
Teacher checks the presence of the student.
Teacher explains the purpose of learning, assessment
methods, and the materials that needed in the learning
process.(Cosine Rule)
Teacher asks students to remember the material that
have learnt last week about the sine rule .
(Apperception)
Teacher says the material that will be learnt today ,
that is cosine rule
Teacher gives motivations about the advantage of
learning the materials that will be learnt today in real
life.
“The advantages of learning this materials is you can
determine the length of an object if there are three
sides are known or two sides and one angle are
known.”
“One application of the cosine formula in real life is to
calculate the length of a path through which an
airplane passes from one city to another and the
direction of its flight. So if you wonder about it let’s
follow this lesson seriously but still enjoy it.”

Main Questioning the student (stimulating) 75 minutes

- Students are divided into some groups consist
of 4 students.
 - Students are distributed the worksheet (
Attachment 2) that provided by teacher .
(Asking)
- Teacher asks student to observe (read) and
understand the problem, then ask about
something that they do not understand yet.
(Observation)
Making Hypothesis
Student formulate the hypothesis that relevant to the
problem.
Doing Trial
- In each group, students collaborate to gather
any mathematics concept and rule that have
been learned to determine the steps that are
consistent with the hypothesis and sort the step
to solve the problem carefully. (Questioning)
- Teacher guides students in experiment process
and teacher act as facilitator.
- Teacher guides students to cooperate actively
in solving the problem.
- Student work together then observed and
helped by teacher if they get a trouble.
Discussion
Student are guided to get information through the
discussion. (Collect the information/ reasoning)
Analyzing
Every student in each group analyze the data that have
been found to solve the problem. (Associate)
Conclusion
- All students summarize (make an important
note) about the cosine rule.
- Teacher guides students to make the conclusion
about the cosine rule
- Teacher gives some other problems (Exercise
,attachments 8) to be done individually.

Closing Teacher opens question and answer session 5 minutes

Teacher asks students to express about their feeling
today
Teacher reminds students to study the next material
(the area of triangle)
Teacher closes the learning activity with praying
together
Attachment 1

Learning Material
To solve a triangle is to find the lengths of each of its sides and all its angles. The sine rule is
used when we are given either a) two angles and one side, or b) two sides and a non-included
angle. The cosine rule is used when we are given either a) three sides or b) two sides and the
included angle.

Formulae You Should Know

You should already know each of the following formula :

The sine rule

Study the triangle ABC shown below. Let B stand for the angle at B. Let C stand for the angle at C
and so on. Also, let b = AC, a = BC and c = AB.
The Cosine rule

The Cosine Rule can be used in any triangle where you are trying to relate all three sides to
one angle.

Refer to the triangle shown below.

If you need to find the length of a side, you need to know the other two sides and the opposite
angle.
You need to use the version of the Cosine Rule where a2 ,b2 , and c2 is the subject of the
formula:
Attachment 2

WORKSHEET
Material :
Day/Date : ............................/.......................................
Time Allocation : 30 minutes
Group : ........./.1.................................... 2...................................
3.................................... 4....................................

Look at the following problem

Two tankers are departing from same point with different direction so that make an angle 60̊.
The first tanker is moving with speed 30 km/hour and the second tanker is moving with speed
25 km/hour. Determine the distance of both tankers after they are moving during 2 hours !
What can you conclude from your solution ? What is the new formula that you get ?

Hint :

From the problem above, the two tankers movement can illustrated as a triangle, like in the
following figure :

Use Phytagoras Theorem to answer the question.

Solution of Worksheet

That the tankers movement are making triangle like in the following figure:

1. Determine the length of each sides

From the figure above, suppose that :

a. Point A is the departing point of both tankers

b. Angle A is an angle that made by tankers track that different, that is 60̊
c. AB is the distance of the first tanker during 2 hours with speed 30 km/hours,
so AB = 60 km
d. ACB is the distance of the second tanker during 2 hours with speed 30
km/hours, so AC = 50 km
e. BC is the distance of both tankers after cover a distance during 2 hours.
Then, we must to calculate BC or 𝑎.

2. Use altitude as first idea

To find BC, we need the following figure. Line CP is altitude of triangle ABC and
CP ⊥ AB. Suppose the length of AP is 𝑥, then the length of BP is (𝑐 − 𝑥).

2. Use Phytagoras Theorem to get the formula

Look at the ∆𝐴𝐶𝑃 !

From ∆𝐴𝐶𝑃 we obtain 𝐴𝐶 2 = 𝐴𝑃2 + 𝐶𝑃2 or 𝐶𝑃2 = 𝐴𝐶 2 − 𝐴𝑃2

 By substituting, then 𝐶𝑃2 = 𝑏 2 − 𝑥 2 ……. (1)

From ∆𝐵𝑃𝐶 we obtain 𝐵𝐶 2 = 𝐵𝑃2 + 𝐶𝑃2 or 𝐶𝑃2 = 𝐵𝐶 2 − 𝐵𝑃2

By substituting, then 𝐶𝑃2 = 𝑎2 − (𝑐 − 𝑥)2 = 𝑎2 − 𝑐 2 + 2𝑐𝑥 − 𝑥 2 ……. (2)

Based on equation (1) and (2), we obtain

𝑏 2 − 𝑥 2 = 𝑎2 − 𝑐 2 + 2𝑐𝑥 − 𝑥 2

𝑏 2 = 𝑎2 − 𝑐 2 + 2𝑐𝑥 − 𝑥 2 + 𝑥 2

𝑏 2 = 𝑎2 − 𝑐 2 + 2𝑐𝑥

Or

𝑎2 = 𝑏 2 + 𝑐 2 − 2𝑐𝑥….(3)

Based on ∆𝐴𝑃𝐶, we obtain

𝑥
cos 𝐴 = , then 𝑥 = 𝑏 cos 𝐴 …..(4)
𝑏

By substituting equation (4) to (3), we obtain …

𝑎2 = 𝑏 2 + 𝑐 2 − 2𝑏𝑐 cos 𝐴 ….. (5)

3. Use formula to answer the question

By Substituting the value that we have to equation (5), we obtain

𝑎2 = 502 + 602 − 2(50)(60) cos 60°

1
𝑎2 = 2500 + 3600 − 600(2)

𝑎2 = 4100 − 300

𝑎2 = 3800

𝑎 = √3800 = 61.6

So, the distance of both tankers after moving during 2 hours is 61.6 km

4. The conclusion :
The new formula that we obtain is

𝒂𝟐 = 𝒃𝟐 + 𝒄𝟐 − 𝟐𝒃𝒄 𝐜𝐨𝐬 𝑨

The cosine rule is used when we are given either a) three sides or b) two sides
and the included angle.
Attachment 3

Assesment Rubric

Intervals
No
Activities Score
. 1-3

3=Excellent
1 Determining the length of each sides 2=not perfect 20
1=all wrong
3=Excellent
2 Using altitude as first idea 2=not perfect 20
1=all wrong
Using Phytagoras Theorem to get the 3=Excellent
3 formula 2=Good 20
1=not Good
3=Excellent
4 Using formula to answer the question 2=not perfect 20
1=all wrong
3=Excellent
5 Conclusion 2=Good 20
1=not Good
Maximum score 18 100

𝐺𝑎𝑖𝑛𝑒𝑑 𝑆𝑐𝑜𝑟𝑒
𝐹𝑖𝑛𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 =
𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑆𝑐𝑜𝑟𝑒
Attachment 4

EXERCISES

Material : The Cosine Rule

Day/Date : ............................/.......................................
Name/Registration number : ........./....................................

1) Look at the following figure

Determine the cosine rule formula to determine the length of each side, then
calculate the length of each triangle’s sides !

2) A tunnel is to be built through a mountain. To estimate the length of the tunnel, a

surveyor makes the measurements shown in the Figure on the right. Use the
surveyor’s data to approximate the length of the tunnel.
Attachment 5

RUBRIC OF COGNITIVE ASSESMENT

No. Solution Score

1 By using cosine rule :

𝑅𝑄 2 = 𝑃𝑅 2 + 𝑃𝑄 2 − 2 ∙ 𝑃𝑄 ∙ 𝑃𝑅 cos 60° 10

(2 √(𝑥 + 2))2 = (𝑥 + 1)2 + (𝑥 − 1)2 − 2 (𝑥 + 1)(𝑥 − 1) cos 60°

4(𝑥 + 2) = (𝑥 + 1)2 + (𝑥 − 1)2 − (𝑥 + 1)(𝑥 − 1)
20
4𝑥 + 8 = 𝑥 2 + 2𝑥 + 1 + 𝑥 2 − 2𝑥 + 1 − 𝑥 2 + 1
4𝑥 + 8 = 𝑥 2 + 3
𝑥 2 − 4𝑥 − 5 = 0
(𝑥 − 5)(𝑥 + 1) = 0

We get the value of 𝑥 = 5. 5

So, the length of each triangle are :
𝑃𝑄 = 5 + 1 = 6 5
𝑄𝑅 = 5 − 1 = 4 5
𝑃𝑅 = 2√𝑥 + 2 = 2√7 5

Total Score 50
Attachment 6

SHEET OF COGNITIVE ASSESSMENT

Gained Score The Total

Final
No. Name of Gained
Score
Score
1 2 3

1.

2.

3.

The calculation of the final score on scale 0-100 as follows :

the gained score

Final score = ×100
Total of maximal score
Attachment 7

RUBRIC OF SKILL ASSESMENT

No. Solution Score

1
To approximate the length c of the tunnel, we use the Cosines Rule

𝑐 2 = 𝑎2 + 𝑏 2 − 2𝑎𝑏 cos 𝐶° 10
10
𝑐 2 = 2122 + 3882 − 2(212)(388) cos 82.4°
10
𝑐 2 = 44,944 + 150,544 − 164.512 (0.13226)

𝑐 2 = 173,730.2367
10
𝑐 = √173,730.2367 = 416.8
10
Thus, the tunnel will be approximate 417 ft long

Total Score 50
Attachment 8

SHEET OF SKILL ASSESSMENT

Gained Score The Total

Final
No. Name of Gained
Score
Score
1 2 3

1.

2.

3.

The calculation of the final score on scale 0-100 as follows :

the gained score

Final score = ×100
Total of maximal score
Attachment 9

THE ASSESSMENT INSTRUMENT OF SPIRITUAL AND SOCIAL ATTITUDE

THE EXAMPLE OF JOURNAL

Subject : Mathematics
Learning Period : 2018-2019
Attitude
Student The
No. Date Note Follow-up
Name Observed Aspect
Behavior
1. 5 November Jeha Less Pray before Spiritual Given an
2018 wholeheartedly starting the advise in
in pray before lesson. order to
starting the make her
lesson. more
serious in
pray

5 November Giving back a Carefulness Social

2. Reksi
2018 pencil case to
the owner

Note :
To assess spiritual and social attitude of the student :
1. Spiritual Attitude
a. Praying before starting and after closing the lesson.
b. Greeting in the opening and the closure of the lesson.
2. Social Attitude
a. Honesty d. Well behaved
b. Discipline e. Responsible
c. Cooperative f. Carefulness