LESSON PLAN SMP/ MTs Class Semester Subject Time Allocation A. Standard Competence 3.

Using the Pythagorean Theorem in problem solving. : SMP Negeri 1 Muntilan : VIII (eight) : I (first) : Mathematics : 1 x 20 minutes

B. Basic Competence
3.1. Using the Pythagorean Theorem to determine the length of right triangle

sides. C. Indicators 1. Finding the Pythagorean Theorem

2. Determining the length of any side of right triangle when the lengths of the

other two are known. D. Objective Learning 1. Students are able to find the Pythagorean Theorem.
2. Students are able to determine the length of any side of right triangle when the

lengths of the other two are known. E. Material Right Triangle

Hypotenuse Leg

Longest side is the hypotenuse

(opposite the 90o) The other two sides are legs Pythagoras developed a formula for finding the length of sides of any right triangle

Leg

Proving Pythagorean Theorem

We can conclude that if a and b are the lengths of the legs of a right triangle and c is the length of the hypotenuse, then the square of the length of hypotenuse is equal to the sum of squares of the lengths of the legs. (a2 + b2 = c2) Converse of the Pythagorean Theorem If a and b are measures of the shorter sides of triangle, c is the measure of the longest side, and a2 + b2 = c2 then the triangle is a right triangle. If a2 + b2 c2, then the triangle is not right triangle.

Exercise 1. From bus station X, a bus drive 36 km due east ( bus station Y ) and then 15 km due south ( bus station Z ). How far is the bus from bus station X to Z?
2. Determine whether a triangle with length 7, 11, and 12 form a right

triangle! *note : the hypotenuse is the longest length

F. Learning Method

Discovery method Teacher asks the students to find the Pythagorean Theorem. Teacher gives some exercises.

a b

c a b

G. Learning Scenario No. Teacher Activity Student Activity Answer the greeting and then pray together. Students answer the question. Students pay attention to the teachers explanation. Students listen what the teacher said. 1,5 minute Duration 3 minute 30 second 30 second 30 second

A. Opening 1. Teacher greets the students and 2. 3. ask to pray together. Teacher asks who is absent today? Why? Teacher informs the students that we will learn about Pythagorean 4. Theorem Teacher informs the student about application of Pythagorean Theorem, for example :

Scale 1 : 12.000

2,5 m

1,5 m

1. 2.

B. Main Activity Teacher challenges the students to mention kinds of triangle. Teacher informs to the students that in this chapter will focus on

Students spoke up their opinion. Students pay the teachers explanation

15 minute 1 minute 1 minute

3.

right triangle. Teacher explains the parts of Students pay the teachers right triangle. explanation
Leg

2 minute

Hypotenuse

Leg

4.

Teacher groups the students in to Students collect with the 2 groups, each group consist of groups member 3-4 students. Teacher asks the students to Students discuss with the discuss about proving Theorem the other to solve the proving by and exercises. Pythagorean

1 minute

5.

5 minute

following instruction on their work sheet then solving the 6. 7. exercises. Teacher walking around and asks whether find difficulties or not. Teacher asks the first group to present their result. 8. Teacher gives chance for second group to present their exercises result. C. Closing 1. Teacher gives some exercises as 2. their homework. Teacher asks the student to give conclusion about what we have 3. 4. The first group present their result in front of the class The second group present their result in front of the class. Students write the exercises on their book. Students speak up their opinion. 30 second 30 second 2 minute 30 second 30 second 2 minute 2 minute Students answer yes or no. 1 minute

learned. Teacher asks student to read the Students pay attention. next material at home. Teacher greets the student. Students greet the teacher.

H. Assessment
a. Procedure : Written assessment

b. Instrument : Quiz

1. From the picture, find the high of

steel wall!
2,5 m

1,5 m

2. Adi, Beni, and Candra are measuring the width of river

y

and Adi also want to know 45

o

the distance between he and x Candra. Find the exact width of the river and their distance!

c. Key answer 1. (Hypotenuse)2 = (leg1)2 - (leg2)2

2,5 m x

(leg1)2 = (hypotenuse)2 - (leg2)2

1,5 m

Candr a
y x 45o

2. Because of the isosceles triangle, the distance Adi and Beni = width of the river = x = 40 m, while the distance between Adi and Candra is

40 m Adi

Beni

I.

Media and Sources

1. Media

Students work sheet Power point Laptop. :

2. Sources

Holliday, Luchin, et al.. 2008. Algebra 1. USA : Glencoe/ McGraw-Hill. Marsigit. 2009. Mathematics for junior High School. Jakarta : Yudhistira.

Yogyakarta, Known by, Head Master Teacher

( .... ) NIP

Eling Kusumaningsih NIM. 09301244024